Homeroom Guide

Manual Arts High School
Homeroom Resource Guide

A Teacher Resource for Supporting
Student Learning and Success at
Vision
Manual Arts High School is a caring learning community
that prepares its students to be efective and productive members of
an ever changing global society.
Mission
We, the faculty, staf, and other stakeholders,
commit to providing a safe and nurturing learning environment
where instruction is rigorous, innovative and meaningful.
We encourage our students to make connections with their community.
All members of the MAHS family actively participate in achieving common goals.
Expected School-Wide Learning Results
Manual Arts High School graduates will be excellent:
critical thinkers
creators
communicators
Manual Arts High School graduates will use their education to advance their
communities and, in so doing, benet themselves.
Manual Arts High School graduates will have the habits, attitudes, and values to
ensure success.

Table of Contents
Preface 10
Introduction 11
Content and Structure 12
How to Use This Guide 14
Student Engagement Strategies 15
Setting up Your Homeroom Space 15
Welcome to Homeroom 16
Student Proles 17
Student Handout: Manual Arts Student Prole (for Student Proles) 18
Creating a Vision for Homeroom 23
Student Handout: KWS Chart (for Creating a Vision for Homeroom) 24
Teacher Handout: Ideas and Guidelines for KWS Discussion (for Creating a Vision for
Homeroom) 25
Establishing Homeroom Agreements 26
Teacher Handout: Esperanzas Story (for Establishing Homeroom Agreements) 28
Teacher Handout: Examples of Group Agreements (for Establishing Homeroom
Agreements) 29
Teachers Press Conference 30
Keeping A Homeroom Journal 32
Student Handout: What is a journal? (for Keeping a Homeroom Journal) 33
Student Handout: Journal Ideas (for Keeping a Homeroom Journal) 35
9th Grade 37
Orientation to High School 38
Middle School vs. High School 39
Student Handout: Similarities and Differences (for Middle School vs. High School) 41
Student Handout: Understanding and Reecting on the High School Transition (for Middle
School vs. High School) 42
Senior Student Panel 43
Student Handout: Looking Back on 10th, 11th, & 12th Grade Students (for Senior Student
Panel) 44
MAHS HOMEROOM RESOURCE GUIDE
PAGE 3 OF 239
Understanding High School 45
Student Handout: Becoming Grade Level Experts (for Understanding High School) 46
Autograph Hunt 47
Student Handout: Signature Search (for Autograph Hunt) 48
Tools for School and Learning 49
Life Map: Charting Personal and Academic Pathways 50
Student Handout: Example of a Life Map (for Life Map) 51
S.M.A.R.T. Personal Goal Setting 52
Student Handout: Personal Goal-Setting Grid (for SMART Personal Goal Setting) 53
Calculating My GPA 54
Student Handout: Grade Log and GPA Formula (for Calculating My G.P.A.) 55
S.M.A.R.T. Academic Goal Setting 57
Student Handout: Academic Goal-Setting Grid (for SMART Academic Goal Setting) 58
Report Cards: Review and Reect 59
Study Strategies: Taking Stock 61
Student Handout: How Effectively Do I Study? Part I (for Study Strategies: Taking Stock) 63
Student Handout: How Effectively Do I Study? Part II (for Study Strategies: Taking Stock)
64
Student Handout : Effective Strategies for Effective Studying (for Study Strategies: Taking
Stock) 65
College and Career Planning 66
College Knowledge BINGO 67
Student Handout: College Bingo Terms (for College Knowledge Bingo) 68
Extra-Curricular Activity Log 70
Student Handout: Brainstorm Circle Map (for Extra-Curricular Activity Log) 71
Student Handout: My School Activities Log (1 of 2) (for Extra-Curricular Activity Log) 72
Student Handout: My Extra-Curricular Activities Log (2 of 2) (for Extra-Curricular Activity
Log) 73
Choosing Majors & Careers 74
Student Handout: Always Known My Calling- Group 1 (for Choosing Majors and Careers)
75
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Student Handout: Uncertain College Major Choices- Group 2 (for Choosing Majors and
Careers) 76
Student Handout: No Clue with Career Choices- Group 3 (for Choosing Majors and
Careers) 77
The Four-Year Plan 78
Student Handout: High School Individualized Graduation Plan (for The Four-Year Plan) 79
Student Handout: A-G & High School Requirements (for Four-Year Plan) 81
10th Grade 82
Test Preparation 83
Test-Taking Strategies 84
Student Handout: Strategies for Success on Tests (for Test-Taking Strategies) 85
CAHSEE Preparation 86
Student Handout: CAHSEE- What do you know? (for CAHSEE Preparation) 87
Teacher Resource: CAHSEE Quiz Answer Sheet ((for CAHSEE Preparation) 89
CST and Me 91
Teacher Resource: CST Test Preparation (for CST and Me) 92
The PSAT Exam 94
Teacher Resource: PSAT Facts (for The PSAT Exam) 95
A Road Map for College Admissions Tests and Extracurricular Activities 96
Essential Tools for Studying 111
Student Handout: Study Tools- Thinking Maps 1 (for Essential Tools for Studying) 112
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Vocabulary Tools 115
Student Handout: Prexes and Sufxes (for Vocabulary Tools) 116
An Edge on College Admissions 118
Student Handout: College Admission Criteria (for An Edge on College Admission) 119
Job Competitiveness 120
Student Handout: Three Keys to Being a Strong Candidate for a Job (for Job
Competitiveness) 121
Systems of Higher Education 125
Student Handout: Types of Educational Institutions (for Systems of Higher Education) 126
Student Handout: Questionnaire (for Systems of Higher Education) 127
Updating the Four-Year Plan 128
Student Handout: High School Individualized Graduation Plan (for Updating the Four-Year
Plan) 129
Student Handout: A-G & High School Requirements (for Updating the Four-Year Plan) 131
11th Grade 132
Senior Portfolio 133
Senior Portfolio Process 134
Student Handout: Portfolio Checklist (for Senior Portfolio Process) 135
Cover Letter 136
Student Handout: Cover Letter Starter Worksheet (for Cover Letter) 137
Student Handout: Sample Cover Letter (for Cover Letter) 138
Asking for a Recommendation 139
Student Handout: Brag Sheet (for Asking for a Recommendation) 140
Student Handout: Letter of Recommendation (for Asking for a Recommendation) 143
Life Map: Charting Personal and Academic Pathways 145
Student Handout: Example of a Life Map (for Life Map) 146
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Essential Tools for Studying 156
Student Handout: Study Tools- Index Card System (for Essential Tools for Studying) 157
Student Handout: Study Tools - Mnemonics and Other Memory Tools (for Essential Tools
for Learning) 158
Student Handout: Study Tools- Mnemonic Devices (for Essential Tools for Learning) 160
College Knowledge BINGO 162
College/University Research and Inquiry 165
Student Handout: Research Activity (for College/ University Research and Inquiry) 166
Student Handout: Letter of Inquiry (for College/ University Research and Inquiry) 168
Student Handout: Sample Letter of Inquiry (for College/ University Research and Inquiry)
169
Resum Writing 170
Student Handout: Resum Tips (for Resum Writing) 171
Student Handout: Sample Resum (for Resum Writing) 172
Plan) 174
12th Grade 177
High School and Beyond 178
Life After Manual Arts H.S 179
Student Handout: Reection on Life After High School (for Life After Manual Arts H.S.)180
Applying for a Job: Classroom Positions (Part I) 181
Student Handout: Classroom Employment Job Descriptions (for Applying for a Job:
Classroom Positions, Part I) 182
Applying for A Job: Classroom Positions (Part II) 183
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Student Handout: Application for Employment (for Applying for a Job: Classroom Positions,
Part II) 184
Teacher Resource Guide: Types of Recommendation Letters (for Applying for a Job:
Classroom Positions, Part II) 186
The Art of Budgeting 187
Student Handout: Budget Tips (for The Art of Budgeting) 188
Student Handout: Sample Budget (for The Art of Budgeting) 189
Student Handout: Your Monthly Budget (for The Art of Budgeting) 190
Setting Financial Goals 191
Student Handout: What Are Your Goals? (for Setting Financial Goals) 192
Student Handout: Working with Your Financial Goals (for Setting Financial Goals) 194
A-G vs. High School Graduation Requirements 208
Student Handout: A-G vs. High School Graduation Requirements 209
Student Handout: Venn Diagram (for A-G vs. High School Graduation Requirements) 210
Student Handout: Graduation Requirements Questionnaire (for A-G vs. High School
Graduation Requirements) 211
Plan) 213
Literacy Strategies 216
Literacy Development 217
Essential Reading Strategies 219
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Student Handout: Before, During, and After You Read (for Essential Reading Strategies)
220
Reading Log (to Make Up for Absences) 221
Reading Log (for SSR at Home) 223
Story Board 225
K-W-L 227
Community Building 229
Community Circle 230
Teacher Handout: Guidelines and Purpose (for Community Circle) 231
Teacher Handout: Establishing Norms (for Community Circle) 232
Teacher Handout: Ideas for Prompts (for Community Circle) 233
Extended Name-Tags 234
Fun Community Building Games 235
Activity of JOY 236
All In The Family 237
Chain Reaction 238
Where Do I Stand? 239
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Preface
This homeroom resource guide is the result of a collaborative process that spanned several months of work.
The need for a homeroom resource guide arose when teachers saw the need to maximize homeroom
instructional time, strengthen SLC identity, and promote a college going culture at Manual Arts. There was a
need to provide all students at Manual Arts with an enriching homeroom experience. The 2007-2008
Western Association of Schools and Colleges report to Manual Arts underscored this need.
Subsequently the Network Providers developed and submitted a written plan to SLC leads and school
administrators outlining the steps necessary for developing a homeroom resource guide for teachers. The
Manual Arts Homeroom Design Team, as it was called, was convened and was comprised of several
teachers and counselors representing all SLCs. This team developed the themes and content of the
Homeroom Resource Guide by identifying the academic and social needs of students, as well as the SLC
specic areas of development.
An important goal in creating this teacher guide was the development of a framework that articulated a
vision, a set of guiding principles, and major curriculum themes/topics. Equally important, was the process of
researching and collecting proven strategies and model lesson plans that teachers could easily draw from in
planning their homeroom. Many of the lesson plans in this guide were created and modied using various
online and text resources to align with the needs of SLCs at Manual Arts. The following were primary
resources consulted in the creation of this guide:
Advisories in Essential Schools (2004) in Horace, an online publication of the Coalition for Essential
Schools.
The Family Advocate System Guide (2004), Institute for Research and Reform in Education.
The Advisory Guide (2004), Educators for Social Responsibility.
Engaging All by Creating High School Learning Communities (2008), Jeanne Gibbs and Teri
Ushijima, ED.D.
Reaching All by Creating Tribes Learning Communities (2006), Jeanne Gibbs.
AVID College and Careers / Write Path Teacher Resource (2006-2009).
All this said, this guide is an evolving resource. There is still more work to be done in order to reect its
original vision and intent. Our hope is that, as you get familiarized with the guide and use many of its lesson
plans and activities, your feedback will help to expand the guide.
The rst edition of the homeroom resource guide was developed by Octavio Estrella (WestEd), Laura
Hernandez-Flores (MLA), and Angela Galvez (Teacher). Several teachers and staff members participated in
the early research and planning stages: Kathy Lander (Counselor), Joanne Doody (Teacher), Daniel Murphy
(Teacher), Susan Akers (9th Grade Counselor), Sonia Hansra (Teacher), Grace Ugbogu (Teacher), Karen Law
(Teacher), Sandro Gonzalez (Teacher). Several MLA staff members helped with the nal stages of the
guide.
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Introduction
The fundamental goal of this homeroom resource guide is to provide all students at Manual Arts with an
academic and socially enriching homeroom experience. Through the activities and resources contained in
this guide not only are we providing students access to essential skills and knowledge, but also promoting
strong long-standing mutually respectful relationships between and among students, their teachers, and
school staff. Such relationships are critical to creating conditions that give rise to the intellectual and
personal growth of students. If teachers are perceived by students as caring and invested in their
development, they are more likely to be inspired and engaged in the learning process. By having a structured
homeroom period, Manual Arts High School is committing itself to the fundamental goals of fostering positive
relationships, community building, and providing access to essential knowledge and resources for all
students.
Homeroom also has the potential to serve as a front-line in ensuring equity in the distribution of resources
and information essential for academic development and personal growth. The sheer number of students at
Manual Arts make it not only hard for students to form close relationships, but it is also difcult to ensure that
all students are receiving the kind of mentorship, guidance and advocacy crucial to help students realize their
academic goals. By meeting daily with students, teachers can utilize this structured time to conduct
individual check-ins with students and go over educational plans. At the same time, homeroom also provides
the opportunity to foster the skills and habits of mind necessary to being successful in school and in adult
life. In summary, homeroom should serve as a hub for the dissemination and engagement of information and
resources not currently provided in academic courses, but critical to the holistic development of young
people at Manual Arts High School.

The three key objectives of homeroom are:
To provide the students with the support and skills they need to be successful in
school and prepared for adult life
To help students develop positive relationships and a sense of community
among themselves

The activities contained in this resource guide are organized around four key components for student
development: Tools for School and Learning, College and Career Planning, Community Building and Literacy
Development. All these components are intended to support a well-rounded homeroom program.
PAGE 11 OF 239
Content and Structure
In the process of developing and conducting research for this guide we developed some criteria for selecting
and creating activities. We searched for activities and content that facilitated four central outcomes for
homeroom: Academic Skill Building, College and Career Preparedness, Community Building, and Literacy
Development. With these goals in mind, we organized the guide into 5 themes that are customized by grade
level 1) A grade-specic theme, 2) Tools for School and Learning, 3) College and Career Planning, 4)
Community Building, and 5) Literacy Strategies. While this guide is still very much in the process of
expansion, below is a description of each of the organizing sections that provide the structure for the guide:
Welcome and Orientation to Homeroom
This section is designed to facilitate the development of a healthy and productive learning environment for all
students. Through these activities a teacher can set up homeroom and establish the expectations for
homeroom as a productive period of instruction and learning.
Grade-Specic Themes
Grade Specic Themes is a section that will target a specic need for students in that particular grade level:
The Ninth Grade theme is Orientation to High School. We discovered that incoming ninth grade students
often have a difcult time transitioning from middle school to high school. This section of the guide provides
activities for them to connect with their new school community and give them tools for acclimating to High
School.
The Tenth Grade theme is Test Preparation. There is a strong need to prepare and expose our students to
practice questions and test-taking strategies. This year our students are challenged and required to take the
PSAT, CAHSEE, CST, and other standardized tests.
The Eleventh Grade theme is Senior Portfolio. Students need to start early on the lengthy process of
completing their senior portfolio. They have to start compiling material, lling out documents, and writing their
resums among other requirements. Accomplishing the senior portfolio in a timely manner will help facilitate
the college application process while allowing students more time to complete all the time-consuming tasks
required their senior year.
The Twelfth Grade theme is Life Beyond High School. Students will prepare for college or careers and be
introduced to life skills that will assist them in adulthood.
PAGE 12 OF 239
Tools for School and Learning
Tools for School and Learning are those tangible academic skills that students can draw upon to successfully
navigate high school and life beyond high school. This component of the guide also provides some
resources geared towards empowering students to take ownership over their own academic progress and
creating and maintaining educational plans. As this guide evolves this section should also offer interactive
material on test preparation for the California Standards Test (CST), the California High School Exit Exam
(CAHSEE), PSAT, and other similar exams.
College and Career Planning
College and Career Planning offers students the opportunity to acquire knowledge about post-secondary
educational and career opportunities. Students will explore the college application process, the nancial aid
process, interest inventories, create a high school plan and other related themes that will vary by grade level.
Community Building
Community Building will provide activities intended to facilitate the development of strong relationship among
students and teachers. Here, teachers can begin this process by establishing a working denition of
community generated by the students in their homeroom and by their SLC. Activities are oriented toward
assisting SLCs in the process of personalization and constructing an SLC identity based on SLC themes,
goals and learning objectives.
Literacy Strategies
This section provides teachers a set of interactive activities and worksheets teachers can utilize to promote
and support literacy in homeroom.
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How to Use This Guide
The activities in this guide are not presented necessarily in the order they are to be facilitated. Although there
are specic themes and activities associated with those themes, as a homeroom teacher you are invited to
tailor the sequence according to the needs of students in your homeroom; the same goes for the activities
themselves.
The activities in this guide are designed to introduce and reinforce overarching concepts, themes, habits of
mind and skills that are in line with the goals of homeroom. So the structure and activities presented here
represents only a starting point for planning and preparing for your homeroom period. We urge you to go
through the entire guide and become familiar with the guide as best you can. Here, the goal is to take
ownership of the activities and personalize each activity and tailor them to the needs of your students.
Format of Activities
All activities in the guide have a standard format. Each activity contains the following series of elements:
Objective- A statement about what you and your students can expect to accomplish by the end of
the activity.
Materials- A checklist of most of the materials you will need to facilitate the activity successfully.
Student handouts are listed by their title and are found directly after the explanation of the activity.
Procedure- A step by step description for conducting and preparing for the activity. This also
includes notes on transitions into activities. These may also include suggestions for how you might
extend the activity in the event that more time is available.
Discussion Questions- These guiding questions are intended to help students reect on their
learning and the activities they have completed.
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Student Engagement Strategies
One of the key considerations in developing and producing this resource guide was (still is as this guide will
expand) to actively engage students in their own development. In turn, the activities contained in this guide
reect a set of student engagement strategies critical to learning and development. Here are just a couple of
these teaching strategies reected in the guide:
Experiential (Contextual)
The engagement strategies contained within each of the activities are asset based - intended to take
advantage of the valuable life experiences of students in the context of school, family, community
organizations, peer relationships and work experiences.
Affective
The activities not only focus on information and skill-building but pay attention to students attitudes, values,
points of views and feelings.
Relevant skill and knowledge building
There is a strong emphasis on mediating the development of a relevant set skills and knowledge base for the
explicit purpose of successfully navigating the school system and making the transition to post-secondary
education.
Setting up Your Homeroom Space
It is important to be mindful of how you structure and personalize your homeroom space. For example ( and
if possible), you can rearrange desks and other furniture to create a space that is inviting and encourages
dialogue or is consistent with the types of activities you will be doing - a circle, clusters of chairs or desks,
concentric circles, etc. If you plan to meet with individual students, nd a way to make a more of private area
in the room where the two of you can talk.
You may also want to display visuals that relate to the overall goal of homeroom. If possible, designate a
bulletin board or wall space that will be your students to decorate throughout the year. For example, at the
beginning of the year take pictures of all the students (or ask them to bring in their favorite picture from
home). Post the pictures in your homerooms designated space. Be sure that any visuals you use are
inclusive of all students. As students work together in the course of the year, they will create visual materials
that are reections or expressions of the group.
You can also display material related to the schools and/or small learning communities theme, mission,
and/or code of conduct, in addition to any classroom agreements, etc.
PAGE 15 OF 239
Welcome to Homeroom
Student Proles
Objective
To get to know a little bit about your students background, personality, and interests. To establish
an environment of mutual understanding.
Materials
Student Handout: Manual Arts Student Prole
Pen or pencil
Procedures
1. Introduce yourself. Make sure to tell the group your name and a little about yourself: the subject
you teach, how long you have been at Manual Arts. If possible, share as much information from
the handouts about yourself.
2. Give the handouts to the students to ll out. (Please emphasize that the information in the
proles will not be shared, it is just a tool for you to get to know each student better).
3. Walk around and make clarications for students if necessary.
MAHS HOMEROOM RESOURCE GUIDE WELCOME TO HOMEROOM
PAGE 17 OF 239 ALL GRADES
Student Handout: Manual Arts Student Prole (for Student Proles)
Background Information
Last name: _____________________________________ First name:_______________________________________
Middle name: ____________________________________ Birth date:_______________________________________
Three words that best describe me are
_____________________________________________________ ,________________________________________________,
and ________________________________________________.
I was born in _______________________________________________________________________________________.
My home language is ______________________________________________________________________________.
The first language I learned was ___________________________________________________________________.
The language I am most comfortable speaking is __________________________________________________.
Household Information
Address ________________________________________________________________________.
City/Town _____________________________________________ Zip Code _______________________.
How long have you lived at your current address? _______ years or __________ months.
How long have you lived in this community/town/city? _____________ years or ________months.
Home Phone Number (____)______________________ E-mail Address ______________________________
Family Information
Full name of parent/guardian! ! ! Full name of parent/guardian
_____________________________________________! ! _______________________________________________
Occupation ________________________________! Occupation____________________________________
Names and ages of brothers and sisters:
Name ______________________________ Age______! Name ________________________ Age_______
Name ______________________________ Age______! Name ________________________ Age_______
Name ______________________________ Age______! Name _________________________ Age_______
Educational Information
This is my first second third fourth year at this school.
The last school I attended was _______________________________________________________________________.
Are there any health issues that might affect your attendance, being on time to class, or class
participation?
No or Yes ______________________________________________________________________________________.
During the school year, I work at _____________________________________ about _______ hours per week.
After high school graduation, I am currently planning to:
Get a full-time job
Work part-time and go to college part-time
Attend a 4 year college full-time
Attend community college full-time
Attend a technical school
Get an apprenticeship
Serve in the military
I dont know
Course Schedule
Semester 1; Mester 1
Class Period Name of Course Teacher Room #
1st
2nd
3rd
4th
Semester 1: Mester 2
1st
2nd
3rd
4th
1st
2nd
3rd
4th
1st
2nd
3rd
4th

I am motivated when

I have difficulty with
My strengths, gifts, talents and abilities are
Reection Questions:
I enjoy activities that allow me to be

I perform in class best when
My best/ worst qualities are...
Creating a Vision for Homeroom
Objective
To create a denition of what homeroom should and will be for the upcoming academic year. To
establish mutual expectations for what will be accomplished in homeroom.
Materials
Chart paper and markers (you may also use your white board or chalkboard) or you may
copy and use the chart/ handout. KWS (Know-Want-Should/ its a modied KWL chart)
Student Handout: KWS Chart
Teacher Handout: Ideas and Guidelines for KWS Discussion
Pencils or pens
Procedures
1. You will create a modied KWL chart, well call it a KWS chart (see handout to see what it
should look like when you chart it or draw it on the board). You may also copy and distribute
the chart for students to brainstorm on before you chart the answers.
2. Begin by asking students what they know about homeroom and what their past experiences
have been like in homeroom. Chart students answers in the rst column, K- What they KNOW
homeroom to be.
3. The next discussion is What they WANT homeroom to include, chart this in the second
column, W. Ask students what things should be discussed and/or taught in homeroom.
4. The last topic for discussion is What homeroom SHOULD look like. Ask them to describe
what an ideal homeroom would be like. They have already discussed what they want, now
the focus should be about the possible outcomes. What should they be getting out of
homeroom? What does a successful homeroom look like? What benets would homeroom
provide each student?
5. Now using all these ideas and the Reection Questions below, guide the students in creating
a description of what homeroom should be this year. Remember to give your input too
because you want the suggestions to include activities and ideas that you are willing to
implement in homeroom. Let the students know that these suggestions will guide you in
guring out what you will do in homeroom this year. Read the Teacher Handout to guide your
thinking before you have this discussion.
Reection Questions
1. What activities would you like to do in homeroom this year?
2. What topics would you like more information on?
3. How can we build better connections amongst ourselves in homeroom?
4. Are there any activities you dont want to do at all in homeroom? Why?
Student Handout: KWS Chart (for Creating a Vision for Homeroom)
What you
KNOW
homeroom to be
What you
WANT
homeroom to be
What homeroom
SHOULD
look like
Teacher Handout: Ideas and Guidelines for KWS Discussion (for
Creating a Vision for Homeroom)
What are the goals of homeroom?
To provide students with the support, knowledge and skills they need to be successful in
school and beyond high school.
To build positive relationships between each student and his/her teacher.
To build positive relationships among students in homeroom.
Why do we need homeroom?
Homeroom serves as a time in the school day where students learn and talk about topics they
would otherwise not be able to in their regular classes - like:
Learning how to plan for your future
Learning the ins and outs of applying to college
Learning how to study and read better
Learning how to work together with your fellow students and build community.
Homeroom will also provide an opportunity for:
Addressing topics of interest and concern to students.
Students to connect and build good relationships with an adult on campus (the homeroom
teacher).
Students are more likely to do well in school and in their personal lives when teachers and students
have positive relationships.
These are all things that have proven to be important to succeed in school and in life. With the
help of homeroom teachers, students can start to build or strengthen their support system.
Ideas/ topics for KWS discussion
Learning good communication skills Setting and accomplishing goals
Developing a portfolio of my work Learning successful study skills
Managing my time effectively Learning how to manage conict
Applying to college Applying for nancial aid
Doing a service project Talking about college
Reducing risky behavior Making summer plans
Exploring careers Learning about diversity
Examining school issues Preparing for testing
Many more...
Establishing Homeroom Agreements

Objective
Students will collectively establish a set of agreements for homeroom. By creating group
agreements, students will be able to articulate how they should treat each other and behave with
one another during homeroom.
Materials
Chart paper and markers (you may also use your white board or chalkboard)
Pencils or pens
Teacher Handouts: Examples of Group Agreements and Esperanzas Story

(Note: Before conducting this activity, you will need to review Esperanzas Story, and make any
necessary modications that will make it relevant to your students life experiences.)
Procedures
1. Explain to students that you want to spend some time creating group agreements for how they
will work together in homeroom.
2. Read Esperanzas Story (from the Teacher Handout) and ask for student reactions and
comments.
3. Tell the group they are going to brainstorm a list of agreements, or guidelines, for behavior that
they feel might have prevented what happened to Esperanza. Remind them of the way
brainstorming works: anyone can put forth an idea, no ideas are bad ideas, all ideas are
charted and discussed, etc. Record all ideas as students offer them.
4. Once the brainstorming is complete, ask the group if anything needs to be added or taken
away, or if any ideas can be combined.
5. Explain that as a group they will be learning together throughout the year. They will be learning
from each other, learning more about themselves, sharing their thoughts and experiences,
sometimes even giving suggestions and advice to each other.
6. Explain that now that they know how homeroom will operate and have heard Esperanzas
Story, they need to establish what kinds of agreements they want to make with one another
that will allow everyone to feel comfortable learning and participating in homeroom. You can
initiate the conversation by asking the following questions: What encourages you to participate
and learn in a group? What are things that might keep you from participating?
7. Chart the ideas or write them on the board. Come up with Homeroom Agreements.
8. If there are one or two items on the teacher resource, Group Agreements, that you wish to add,
check-in with students and explain that you would like to add something new to the list.
9. Post the agreements and tell students they can add new ones at any time (NOTE: These group
agreements need to be posted for homeroom.)
Reection Questions
1. How easy or how difcult do you think it will be to keep these group agreements?
2. What should we do if someone breaks an agreement?
(As students suggest consequences, try to avoid condoning those that are punitive. Lean toward responses
that remind students of the rules and encourage them to try to do better. Periodically, you will want to review
the rules with the group and ask: How are we doing? In addition, if agreements are broken during a class,
encourage students to call one another on their inappropriate behavior.)
Teacher Handout: Esperanzas Story (for Establishing Homeroom
Agreements)
Esperanza began the rst day of her homeroom a little reluctantly. She was in a bad mood because
of some stuff going on at home. Anyway, the class did some pretty interesting team-building
activities, and she found herself relaxing and enjoying the session. She was actually looking
forward to the next day of homeroom.
The next day when the group met, people were talking about their families. Esperanza felt
comfortable enough to tell the group that she lived with her grandmother because her mother was
dealing with some medical problems. When asked, she shared that her mother had a mental
health problem that required a special living situation. So, she hadnt lived with her for ve years.
The teacher was supportive, but Esperanza saw a couple of kids in the class snickering and
whispering to each other.
The next day in the cafeteria some students sitting at her table started teasing her saying, Whats
up? We heard your momma is mental. Everybody at the table laughed. Esperanza gave them an
evil look and ignored thembut she was really hurt and angry. She guessed that people in her
homeroom had been telling her business. From that point on, Esperanza didnt say much in the
group.
Teacher Handout: Examples of Group Agreements (for
Establishing Homeroom Agreements)
Respect yourself and respect others:
Attentive Listening avoid interruptions and side conversations, and make sure your body
language says you are tuned in.
Participate, but share the time.
If you feel uncomfortable talking about something, you are free to pass.(Passing simply
means you dont contribute to the conversation about that particular subject; you are still
expected to listen.)
Speak for yourself. Let others speak for themselves.
Be respectful with your words, tone, and body language at all times no put-downs.
Respect condentiality whats said in the group stays in the group.
Keep it real be straightforward, take some risks, say what you are thinking or feeling.
Have fun getting to know each other
Teachers Press Conference
Objective
To give students an opportunity to get to know you (their homeroom teacher), while they learn
more about journalism and good communication
Materials
Paper, pens or pencils
Chart paper and markers
Consider simulating a press conference atmosphere for this activity by obtaining some
appropriate materials, such as clipboards, name tags with press pass printed on them, tape
recorder, microphone, etc. (Optional.)
If possible, record and show a two-minute clip of an actual press conference from television or
a movie.
Procedures
1. Set the Stage- Explain that this activity gives students a chance to learn more about you by
holding a press conference, acting as journalists and interviewing you.
2. Introduce the concept of press conference.- Ask who has seen one on television, what they
remember about it, the kinds of questions that were asked, etc. (Remind students that they
may have seen a press conferences on television by President Obama, other political gures, or
when an athlete or a performer on television addresses the media after a sporting event or in a
breaking news story.) Show your two-minute recording, if you have made one.
3. Journalism careers- Talk about some of the things journalists do, such as research for an article
or news report, reporting on an event or situation in the world (known as covering the story),
conducting interviews and taking pictures (photojournalists). Explain that it is often a journalist
who breaks an exciting news story to the world and exposes the truth about something
important. Emphasize that good communication skills writing, speaking, listening and asking
clear and concise questions are essential in journalism.
4. Relationship Building- Ask students why they think its important that they have a chance to get
to know you. If no one says it, add that relationships begin when people learn about each
other. Tell them that when people dont have a good relationship, often they havent taken the
time to get to know one another.
5. Developing questions- Have students form teams of four.
Tell the team they will have ve minutes to develop a list of questions to ask you during the
press conference. Explain that if anyone asks a question you nd too personal or dont
want to answer, you have the right to pass (meaning that you wont answer). Add that
they also always have the right to pass. Emphasize it is not just because you are the adult!
Circulate among teams while they are working and offer suggestions if they are having
trouble coming up with questions. You might say things like: One thing Id like to know
about a person is where theyve traveled, what adventures theyve had, where they went to
college, what they like to do on weekends, how they chose their career, what kind of family
they have, etc.
When time is up, tell students to stop writing the press conference is about to begin.
6. Press Conference- Explain how the press conference will be conducted.
Students will take turns asking questions, one from each team without repeating any.
Teams raise hands when they are ready to ask a question and have to be recognized by
the interviewee.
Teams should wait until a question is fully answered before asking the next question.
Distribute whatever props you have available and set up the simulated press conference:
Place a podium (or box) on a table.
Set up a microphone on the podium.
Distribute press passes (name tags) to students.
Have a volunteer be prepared to video the press conference or take photos.
Ask someone to count down from ve to start the press conference.
7. Closing the Press Conference- When time is up and the conference is over, thank students for
participating. Tell them that they are always free to ask you questions about yourself and
anything else.
Keeping A Homeroom Journal
1
Objective
To introduce students to journal-writing and how they will be used in homeroom.
Materials
Pencils or pens
Student journals
Student Handouts: What is a Journal and Journal Ideas
Procedures
1. Distribute What is a Journal handout to students. Introduce students to the idea of keeping a
Homeroom Journal.
2. After reading/ reviewing the handout, briey discuss with students what the purpose of journal-
writing is and how you plan to implement the use of journals in homeroom. Discuss when
theyll be writing and how often.
3. Review the topics on the Journal Ideas handout and pick a topic to start writing about.
4. All about me cover- Another idea to start the journal-writing process is to begin by allowing
your students to decorate or collage the cover. The cover should illustrate their personalities,
likes and dislikes, interests, etc.
1
Activity adopted from the The Family Advocate System Guided (2004), Institute for Research and Reform in Education
Student Handout: What is a journal? (for Keeping a Homeroom
Journal)
What is a journal?
A journal is about you! Its your place to write about your life, thoughts and feelings and about the
meaning of things that happen to you especially things that give you a greater understanding of
yourself and your world.
Some people think its like a diary; others think its like a newspaper. It can be both a place where
you record your thoughts (like a diary) or where you write about things that happen to you from
day to day (like a newspaper).
You can express your thoughts and feelings in any way you choose: free-write/ stream of
consciousness writing, diary, write poems, illustrate, make collages, talk about your goals,
dreams and problems, the possibilities are endless.
A journal can be for reection and expression as well as a place to chronicle your life events.
Why is my journal unique?
Theres no one else quite like you! The things you write in your journal will be unique to you. No one
else can think or write quite like you do. By writing down your thoughts on events and situations in
your everyday life, you will get to know yourself better. Writing regularly about yourself helps you to
become more aware of your goals and your needs. It also helps you understand why you do the
things you do.
Homeroom Journal
You will be writing in your journal during homeroom. Your homeroom teacher will tell you how often
you will be writing in your journals. You may choose to allow your homeroom teacher to read it and
comment on a specic days entry, but you are not required to share the writing in your journal.
Your homeroom teacher will not grade the quality of your journal entry (your homeroom teacher
may give you a grade for completing a journal entry though). Allowing your homeroom teacher to
read your journal means that someone who is interested in you will be reading and responding to
what you write. This is useful if you are interested in receiving feedback or seeing what someone
thinks about your thoughts and ideas.
You are not required to write about anything in particular, nor are you expected to unburden your
soul. The journal is YOU let it say so, but be honest with yourself. Write what you think is
important. Dont worry about style or correctness. Relax and enjoy your writing experience. You will
be surprised at the results!
What should I write?
Remember, its important to share ideas and work out your thoughts. The journal is a record of
how you think and feel about your daily activities, not a list of those activities. You already know
what you did. How did it make you feel? Why? What did you learn? You could use your journal to
write about how an experience changed you or gave you a special insight.
What are the benets of journal-writing?
You can expect three wonderful things to result from regular journal-writing:
1. Your writing will improve, simply because you will be writing often.
2. You will start to feel more condent in your ability to express yourself.
3. Your ability to understand your experiences will deepen. This will come from the regular act of
writing about whats happening to you. (You may also gain some insight by sharing your writing
with your homeroom teacher. You may benet from getting the perspective of a person who
has already experienced some of the same things you are going through
Tips for Writing in Your Homeroom Journal
IT IS IMPORTANT TO KEEP WRITING.
Sometimes your mind blanks, and you cant think of a thing to write. Dont worry; your mind is
never empty, even when you think it is. Here are two simple ideas to get you going:
Ask yourself questions and write about your answersyou might nd out something new
about YOU!
Write about anything for ten minutes. Dont think too hard about it. For example, think
about what you want to be doing with your life ve years from now Dont be surprised if,
at the end of ten minutes, what youre writing has nothing to do with what you started out
writing! It doesnt matter. It will have something to do with you, and that is what is most
important as you write in your journal.
The following pages are full of journal ideas and tips. Use them!
You may nd an idea that turns on your imagination if not, make something up. You can learn a
lot about yourself from the simple process of trying to put words onto paper whether its just
random thoughts, stories about whats happening to you or things you dream about. If you put
your time and energy into it, its a journal entry. And its creative!
Student Handout: Journal Ideas (for Keeping a Homeroom Journal)
About Yourself
Describe yourself from as many points of view as you can.
Discuss a response you had to a TV program, newspaper article, song or movie.
Discuss your feelings after a recent conversation with (a) friends, (b) family members, (c)
teachers, or (d) a stranger.
Develop a thought or idea. Anything goes!
Step outside of yourself and describe YOU as if you were a stranger just meeting you.
Do you like being alone? What do you most like to do when you are alone?
Do you have a pet? What is it like? Describe its personality and your relationship with it.
Develop a way to relax. Give directions to someone else so they can try it.
Write a story in which you are the hero or heroine.
About Your School
The Place...
Describe how your school looks. How do you think the place and the way it looks contribute to
your learning experiences? How would you change it, if you could?
What problems do you have in school with other people? How did they get to be problems?
How could you solve these problems?
The People...
Describe a friend in your SLC
Think of someone or a few people at the school whom youd like to meet and know more
about. Why are they interesting to you?
What problems do you have in school with other people? How did they get to be problems?
How could you solve these problems?
Whats Happening...
Describe a recent day in school. Describe an ideal day.
Whats worth learning in school? Why do you think so?
Choose a school subject and describe how you would teach a class (for one week) in it. What
activities would you plan? Why? Try choosing one class you like and one that you dont.
List your school subjects, starting with the ones you like best. Why did you put them in that
order?
What could you and your fellow classmates do together to make your school a better place?
About Your Community
The Place
What do you like about your neighborhood?
What would you like to improve in your neighborhood?
Describe your response to your surroundings at different times of the day (i.e., sunrise, noon,
sunset, night).
The People
What do people in your neighborhood believe in? What are they prejudiced about? How do
they show these values?
What type of work do you see people doing? Which can you do? Which do you like?
Interview a person in your neighborhood you nd interesting. Find out about his/her past,
present and plans for the future. What is that persons life like? What are his/her dreams? Why
do you think s/he made the choices s/he did?
Whats Happening...
What activities do you enjoy in your neighborhood?
What could you and your neighbors do together to make your community a better place to
live?
9th Grade

Orientation to High School
9th Grade Activities

Middle School vs. High School
2
Objective
To provide a process for student reection and discussion about the differences between middle
school and high school, and the experience of making the transition from middle school to high.
school.
Materials
Pencils or pens
Student Handouts: Similarities & Differences and Understanding and Reecting on the
High School Transition
Chart paper and markers or chalkboard/ white board

Procedures
1. Begin the activity by asking students what things they have heard about high school; from their
friends, parents and/or teachers. List all responses without discussion. After a couple of
minutes, ask students to look at their list and determine if any of the things they mentioned are
myths rather than facts. Draw a line through any points that the group agrees are myths, and
explain that as time goes by, they will, of course, learn for themselves what high school is really
like.
2. Ask students to close their eyes and listen as you remind them of their transition to middle
school from elementary school:
Think back to when you rst went to middle school. (pause) Try to see yourself walking into
your middle school that rst day...and walking into your home room or rst period class.
(pause) What it was like being in a new place, with lots of new people? (pause) What were you
thinking and feeling? (pause) What things were you nervous about? (pause) What things were
you looking forward to? (pause)
Now, think about your rst days here in high school this year. (pause) How have you felt about
being here? (pause) How does being new in high school compare with when you were new in
your middle school? (pause) What things about this year are you looking forward to the most?
(pause) What, if anything, are you worried or concerned about at this point? (pause)
Turn to your right shoulder partner and each of you share one thing you are really looking
forward to this year. You have 30 seconds each and I will call time.
Now, turn to your left shoulder partner and each of you share one thing that is on your mind or
worrying you about this year. You have 30 seconds each. I will call time.
Once partners have shared, ask for several examples from the group of things they are looking
forward to, and things that they are concerned about.
MAHS HOMEROOM RESOURCE GUIDE ORIENTATION TO HIGH SCHOOL
PAGE 39 OF 239 9TH GRADE
2
Activity adopted from the The Family Advocate System Guided (2004), by The Institute for Research and Reform in Education.
3. Ask students to form groups of four and distribute the Similarities and Differences handout to
each group. Then display your enlarged drawing of the Venn diagram and explain the task. In
their foursomes, each student will take a turn writing one thing on the diagram in the
appropriate section:
On the left, list things that are unique about going to middle school.
On the right, list things that are unique about going to high school.
In the center overlapping section, list things that are the same whether you are in middle or
high school.
Explain how students will use the Roundtable structure to work in their groups. One student in
each foursome will begin, then s/he will pass the diagram to the next student, who will take his/
her turn and pass the diagram again, and so on. This continues until everyone has had at least
two opportunities to write something on the diagram in any of the three categories.
After about ve minutes, call time and ask each foursome to report one item from each of the
three sections of their diagram, without repeating anything that has already been reported. As
they report, record students responses on the large diagram. Continue around the room until
all groups have reported and all new responses have been captured.
Reection Questions
Distribute the student handout Understanding and Reecting on the High School Transition and
have students complete it or write their responses to the questions in their journals. You can also
assign the handout as homework.
Student Handout: Similarities and Differences (for Middle School vs.
High School)
Middle School High School
Similarities
Student Handout: Understanding and Reecting on the High
School Transition (for Middle School vs. High School)
1. When you imagined yourself being in high school, what were you looking forward to the most?
2. What, if anything, makes you feel nervous or worried about your 9th grade year?
3. What do you think might be challenging for you academically?
4. What do you think might be challenging for you socially?
5. What is it about high school that you feel will be most important to your future?
Senior Student Panel
Objective
To aide students in making the transition from middle school to high school. To give students the
opportunity to ask questions of their peers about the high school experience.
Materials
Pencils or pens
Student Handout: Looking Back on the 10th, 11th, and 12th grade
Procedures
1. Select six 12th grade students (you can pick them from your classes if you have seniors or you
can arrange with a 12th grade homeroom teacher to use six students for this activity).
2. Distribute the handout to those seniors to complete in writing or think about the answers to the
questions in preparation for the panel discussion.
3. Invite them to join your homeroom for a Senior Student Panel discussion where your ninth
graders will be asking them questions and eliciting advice. (Make sure you speak to the seniors
homeroom teacher(s) about excusing them for that day).
4. On the day of the panel discussion establish ground rules. (ie: raise your hand to ask a
question, one question per student until everyone who wants to ask a question has the
opportunity to ask, try not to ask questions that are too personal, seniors have the right to pass
on a question, etc.)
Reection Questions
1. Was the information useful?. Why? Give examples.
2. What was the most interesting/ useful thing you heard? Why?
3. What did you learn from the Senior Student Panel discussion?
4. If you had another opportunity, are there any other questions you would ask the seniors?
(Note: Keep record of these suggestions; you may want to have a second panel discussion in a
month or the following semester but with different questions.)
Student Handout: Looking Back on 10th, 11th, & 12th Grade Students
(for Senior Student Panel)
1. When you think about the time youve been in high school, what is one really positive thing you
have experienced?
2. What, if anything, made you feel nervous or worried when you began your freshman year?
3. What was the most challenging thing for you academically?
4. What, if anything, was challenging for you socially?
5. What is it about high school that you feel will be most important in your future?
Understanding High School
Objective
To build on knowledge students gained in the previous activity from speaking to 10th, 11th, and
12th grade students. To help students build a knowledge base about what life is like after the 9th
grade.
Materials
Pencils or pens
Student Handout: Becoming Grade Level Experts
Chart paper and markers
Student journals
Procedures
1. Revisit the list of responses students generated from the previous activity in which they
brainstormed things they had heard (myths or facts) pertaining to high school. After a few
minutes of review, tell the students that they will now work on becoming experts on the
different grade levels and what they should expect to be doing as students in those grades.
2. Break students up into small groups and assign each group a grade level (10, 11, & 12). Using
the activity sheet called Becoming Grade Level Experts, instruct the small groups that they
will brainstorm and record all they know about the grade level they were assigned to. Once
they have recorded all they know, students will then record questions they have, as well as
identify the appropriate person on campus that can provide them with answers to their
questions. Below are some questions you could suggest to small groups:
What are the college entrance exams or state assessments students must take?
What are typical courses or credits that should be earned by the end of that grade level?
What are the requirements for participating in clubs, sports or activities?
What are some educational opportunities available to students like internships, community
service, and/or special programs?
What are the requirements for taking Honors and Advance Placement classes?
3. Inform students that as a homework assignment they must work as a team to nd the answers
to the questions they have generated. They can do this by interviewing 11th or 12th grade
students, the college counselor(s), a guidance counselor and/or an administrator.
4. Using all the information they have gathered, each small group will prepare a presentation (5 to
10 minute presentations per grade level). Students should be encouraged to use Powerpoint,
visual aids, or handouts for their presentations.
Student Handout: Becoming Grade Level Experts (for Understanding
High School)
Grade Level _________
Use the chart below to brainstorm with group. Record what you already know about the grade
level you have been assigned to report on and record questions you still have.
What We Know
Questions We Have
Autograph Hunt
Objective
To familiarize students with their new administrators, staff, ofces, and services provided at Manual
Arts High School.
Materials
Student Handout: Signature Search
Pen or pencil
Procedures
1. Give each student a copy of the Autograph Hunt worksheet.
2. Review the directions together as a class. Read each description and make clarications if
necessary. (Review the meaning of words like alumni and other challenging words). You may
help students with tips, names, locations, etc.
3. Discuss and practice proper greetings and ways to introduce oneself and elicit information.
4. Send them off to locate autographs. Give them a couple of days to complete the Signature
Search. Another idea is to make it a competition to see who can get it back to you rst with all
the correct signatures on it. You may want to have a prizes for the rst three or ve correct and
completed hunts.
5. Reconvene and answer discussion questions.
Reection Questions
1. What new places did you discover?
2. Who was the most interesting person you met? Why?
3. Who was the hardest person to nd?
4. Did it become easier to approach the adults on campus as you went down the list? Why or
why not?
Student Handout: Signature Search (for Autograph Hunt)
Directions: Find out who each person is and write their name down on the rst line.
Then go out on campus, search for each person, introduce yourself to them, and
obtain their signature.
Principal
Print Name:
____________________________
Signature:
____________________________
Person at MAHS that can
issue you a work permit.
Print Name:
____________________________
Signature:
____________________________
Teacher/ administrator that
served in the Peace Corps.
Print Name:
____________________________
Signature:
____________________________
Teacher or administrator
that graduated from UCLA.
Print Name:
____________________________
Signature:
____________________________
Person that works at school
that is a MAHS alumni.
Print Name:
____________________________
Signature:
____________________________
Person at MAHS who has
four or more children.
Print Name:
____________________________
Signature:
____________________________
A Psychiatric Social Worker
that works at MAHS.
Print Name:
____________________________
Signature:
____________________________
Person at MAHS that served
in the US Armed Forces.
Print Name:
____________________________
Signature:
____________________________
Person at MAHS that can sell
you a uniform.
Print Name:
____________________________
Signature:
____________________________
Person that works at the
Title I ofce.
Print Name:
____________________________
Signature:
____________________________
Person that teaches English
10AB .
Print Name:
____________________________
Signature:
____________________________
Person that works at MAHS
that does Yoga.
Print Name:
____________________________
Signature:
____________________________
Nurse.
Print Name:
____________________________
Signature:
____________________________
Teacher at MAHS that uses
public transportation to get
to work.
Print Name:
____________________________
Signature:
____________________________
Your counselor at Manual
Arts High School.
Print Name:
____________________________
Signature:
____________________________
Tools for School and
Learning

Life Map: Charting Personal and
Academic Pathways
3
Objective
By creating a visual illustration of ones life, students will reect on their past and set goals for the
future (this activity can also be used for midyear reections). This activity also helps to encourage
attentive listening.

Materials
Large paper (possibly poster boards)
Colored pencils or markers
Student Handout: Life Map
Optional Materials: Construction paper, old magazines, scissors, glue, pictures, etc.
Procedures
1. Have students brainstorm on my life to date. Explain that they are to write down all the
signicant events, trends, and patterns of their lives.
2. Give students the Example of a Life Map. Using their brainstorm and this life map they are to
create a life map of their own where they will chart their personal and academic pathways.
3. Give each student a piece of paper and crayons or markers and have her or him draw a visual
illustration of their life as a roadmap. Encourage students to take their time, possibly drawing or
writing part of it at home.
4. Once students have completed their Life Maps, have them share them with the class or in
groups of ve students. Encourage students to explain the rationale for different places, road
signs, ups and downs, and so on.
Reection Questions
1. Why is it important to be able to draw a Life Map or Personal Pathway?
2. In what ways were everyones maps the same?
3. How did you feel as you made your life map? What did you learn about yourself?
4. How are you a unique and special individual?
5. What other events would you like to include in your life map for the future?
MAHS HOMEROOM RESOURCE GUIDE TOOLS FOR SCHOOL AND LEARNING
3
Adapted from Engaging All by Creating High School Learning Communities (2008), Jeanne Gibbs and Teri Ushijima, ED.D.
Student Handout: Example of a Life Map (for Life Map)
S.M.A.R.T. Personal Goal Setting
Objective
Students will learn how to develop personal performance goals.
Materials
Student Handout: Personal Goal-Setting Grid
Pen or pencil
Procedures
1. Some direct instruction will be needed on how and why to set goals. There are many theories
on goal setting but most agree that achievable goals need to be concrete, performance-based,
and have a deadline. One way to teach students to set goals is to apply this easy-to-
remember acronym and set goals that are SMART.
2. Go over the acronym S.M.A.R.T.
S Specic: Write your goal in concrete, descriptive terms.
M Measurable: How will you be able to prove you accomplished your goal?
A Action-Oriented: Dont state an outcome, but state what you will DO.
R Realistic: Goals should be a stretch, but still reachable.
T Timetable: Set a specic date to measure your goal and incremental
dates for actions.
3. Remind students that a goal doesnt actually do the work for you; it just helps you focus.
Having a plan and good strategies may not be enough. Discuss ways to stay on track with
your goals even after the initial enthusiasm wears off and the real work begins.
4. Decide wether youll be working on short-term goals (ie: for the week, month, or mester) or
long-term goals (ie: for the year, by graduation, or by the time I turn 20).
5. Have students do the Personal Goal Setting Grid and help them add detail and substance to
their personal goals if necessary.
Reection Questions
1. Why is it important to set goals?
2. Do you set goals for yourself? How do you set goals?
3. Do you involve others to motivate you to complete your goals? Why or why not?
4. What other strategies could you use to keep you focused? (Brainstorm)
Student Handout: Personal Goal-Setting Grid (for SMART Personal
Goal Setting)
Personal Goal Setting Grid
Write your goal and be able to prove that it is...
S Specic I will
M Measurable by
A Action-Oriented by
R Realistic
T Timetable within
S.M.A.R.T!
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
This is what I will change:
(If you do the same thing, youll get the same result- so what
are you going to change?)
This is what I will give up:
(Sometimes sacrices need to be made to provide time and
energy to do the things necessary to achieve your goals.)
This is my support system:
(List people you can go to for concrete help, for moral
support, and to help you accomplish your goals.)
This is my reward:
(List external and internal rewards that can result from
accomplishing your goal. It may motivate you to visualize
these when it gets tough.)
...and this is the motto that will inspire me when I want to give up:
Calculating My GPA
Objective
Students will learn the essential skill of calculating their own grade point average. By learning to
calculate their GPA, students learn to keep a continuous record of their performance in school and
identify steps for improving and staying on track.

Materials
Student Handout: Grade Log and GPA Formula
Copies of student transcript or report card (students can bring their report cards in or you
can obtain copies of their last grade report from a counselor or ISIS)
Pen or pencil
Procedures
1. Distribute Grade Log and GPA Formula worksheet to all students and ensure all students
have a copy of their report card or transcript.
2. It is important to walk students through each step of the worksheet. You many want to walk
around to see that all students understand the instructions provided.
3. Students should work on the worksheet individually. After students have completed their
worksheets you can have students make academic goals for themselves.
4. Collect all the worksheets or have students le their worksheets in their homeroom portfolio.
Reection Questions
1. After looking at your grades and GPA what are your feelings about you performance in school
so far? Are you happy with your grades? Could you do better?
2. What are some short-term goals you could set for yourself to improve your grades? (Goals for
improvement in the next report card.)
3. What are some long-term goals you could set for yourself to improve your grades? (Goals for
improvement in a year or by the time you graduate from high school.)
4. What are some of the distractions or obstacles that keep you from obtaining your academic
goals? What could you do to keep these things from getting in the way of achieving your
goals? (Start creating a plan to do something different this time- because if you keep doing the
same thing, youre going to keep getting the same results.
5. Have you tried anything in the past that has worked in improving your grades? What did you
do? Could you do it again?
Student Handout: Grade Log and GPA Formula (for Calculating My
G.P.A.)
STEP 1
Complete the chart below by lling in all the grades you have earned:
CLASSES
9th GRADE
SEMESTER I
9th GRADE
SEMESTER II
MESTER 1 / MESTER 2 MESTER 3 / MESTER 4
English
Math
History / Social Studies
Science
Foreign Language
Fine Arts
Applied Technology
Physical Education
Health
Other elective:
____________________
Other elective:
____________________
STEP 2
From the chart in Step 1 count how many of each grade you earned:
LETTER GRADE How many I have?
A
B
C
D
F
TOTAL SEMESTER GRADES:
STEP 3
Multiply the number of each letter grade you received by the grade points shown below
# of As x 4 = __________________________
# of Bs x 3 = __________________________
# of Cs x 2 = __________________________
# of Ds x 1 = __________________________
# of Fs x 0 = __________________________
TOTAL GRADE POINTS: __________________________
STEP 4
Calculate your GPA using the following formula:
TOTAL GRADE POINTS __TOTAL GRADES__ = GPA (Grade Point Average)
(Total from Step 3) (Total from Step 2)
______________________ ___________________ = ______________
(Total Grade Points) (Total Grades) Total GPA

* If you have completed any AP courses you must calculate Step 5 and add it to your GPA.
STEP 5
Calculate the total number of AP semester courses you have completed with a grade
of C or better __________________ then multiply that by .025.
___________________________ x .025 = ___________
(# of AP Semester Courses) (AP Credit)
STEP 6
_ TOTAL GPA __ + _ AP CREDIT _ = ___TOTAL GPA____
(from Step 4) (from Step 5)
S.M.A.R.T. Academic Goal Setting
Objective
Students will learn how to develop academic performance goals. Students will set academic goals
that do not only focus on improving grades but improving study habits and developing habits that
will make them lifetime learners.
Materials
Student Handout: Academic Goal-Setting Grid
Pen or pencil
Procedures
dates for actions.
4. Decide wether youll be working on short-term academic goals (ie: for the week, month, or
mester) or long-term academic goals (ie: for the semester, for the year, or by graduation).
5. Have students do the Academic Goal Setting Grid and help them add detail and substance
to their academic goals if necessary.
Reection Questions
1. Why is it important to set academic goals?
2. Do you set goals for yourself every semester? What kind of goals do you set? Does it work?
3. Do you involve others to motivate you to complete your academic goals? Why or why not?
Student Handout: Academic Goal-Setting Grid (for SMART Academic
Goal Setting)
Academic Goal Setting Grid
S Specic I will
M Measurable by
R Realistic
T Timetable within
S.M.A.R.T!
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
This is my reward:
Report Cards: Review and Reect
4
Objective
To help students dialogue and reect on their academic assets and areas for improvement, and
develop ways to improve for the next grading period. To identify future actions for improvement. To
discuss and create a shared list of strategies for improving their grades.

Materials
Index cards for each student
Chart paper and markers (to write the prompts for Steps 2 and 3) or white board/
chalkboard
Student report cards

Procedures
1. Hand out index cards. Introduce the activity by telling students they will be looking at their
grades and reecting on their academic work this grading period.
2. Ask students to review their grades and think about how they are doing in each of their
classes. Have students think about the following questions and jot down their ideas on one
side of their index card.
How satised am I with my grades at this point?
How much attention and effort have I been giving to each of my assignments?
If I have a lower grade than I want, have I talked to anyone about it? If not, why not?
If so, who did I talk to? Should I have talked to someone else too? Who?
3. Ask students to think about the following questions and jot down their ideas on the other side
of the index card. Remind students that there are many ways they can improve their
performance other than just studying more.
What am I willing to do to raise my grade?
Who can I talk to who can help me with this?

4. After all students have nished writing, divide the class into groups of four. Have the small
group go around and have each student share an idea from each side of their card. Allow
students a few moments to decide what they will share. Members of the group take turns
sharing until everyone has had a turn. Encourage students to make only general comments
about their grades and not to disclose any specic grades. Provides students with some
examples of what they could say: I am not happy with my grade in Geometry and I want a
higher grade.
4
Activity adopted from the The Family Advocate System Guided (2004), by The Institute for Research and Reform in Education
5. As a class, review the issues covered and discussed. Have each group share a few of their
ideas with the whole class. Through this process of sharing, students will have the opportunity
to support each other and establish common ground with their experiences. You can chart
their answers.
Reection Questions
1. Which ideas shared by your classmates sounded really good to you? Do you think you can use
those ideas to improve your grades?
2. Who can you reach out to who can help you throughout the rest of the mester or semester or
school year? Pick someone who can help support you emotionally (ie: by motivating you and
keeping you on track) or academically (ie: by tutoring you or can check your work).
3. What can your homeroom classmates do to support each other?
Extension - You can extend the time for groups have to work together by giving each group a
piece of chart paper and a set of markers. As a group, have students create a list or diagram
illustrating the strategies they shared.
Study Strategies: Taking Stock
Objective
To help students learn about a variety of effective study skills and incorporate some of them into
their own study habits. Students will take stock of the strategies they currently use to study and ll-
out a questionnaire on the effectiveness of their personal study habits.
Materials
Post-its or small scraps of paper, at least 3 per student
Student Handouts: Taking Stock: How effectively do you study? (Part I and II) and
Effective Strategies for Effective Studying
Chart paper and markers or your white board or chalkboard

Create four blank charts for Step 4 below or create four columns on the board, each
with one of the following titles:
1. Group A: Myself
2. Group B: My Environment
3. Group C: My Books and School Materials
4. Ineffective Study Habits.
Procedures
1. Explain to students that todays lesson is about effective study habits. Put students into three
groups A, B, and C.
2. Pass out post-its (or small scrap paper pieces) to each group.
3. Instructions: Depending on which group you are in, you will focus on a specic element of
studying and write a different habit on each Post-it, good or bad.
For example: Group B will focus on what type of environment you study in-- Is it loud? Do you
share space with others, are others watching TV or eating dinner, etc?)
4. Have the following group descriptions on chart paper or on the board:
Group A: Write down study habits related to yourself, how you feel, how alert you are, how
much energy or concentration you have when you study. Is how you feel related to
the time of day? When are you most productive and better able to study?
Group B: Write down habits related to your environment, like your room, the TV, IPOD,
noises. How neat is the area? Who else is around? Where you do your homework?
What does it sound like, look like, feel like?
Group C: Write down habits that involve the way you use your books and other school
materials. Do you have access to a computer? Where are your supplies? What do
you do with your supplies? Do you take notes, mark your books, use post-its?
5. When you have nished writing, get up and put your post-its on the chart that has your groups
assignment and then sit-down:
Group A: Myself
Group B: My Environment
Group C: My Books & School Materials

Take your seat as soon as you post your notes.
6. When everyone is seated again, or after about 5 minutes, call time. Ask for a volunteer from
Group A to read aloud the post-its on their chart, while students in Groups B and C actively
listen. Have the rest of the students give a thumbs up for each study habit they think is a
good one. If a habit doesnt get a thumbs up, move it to the fourth chart titled Un-helpful or
Ineffective Study Habits. Interject comments about which habits are helpful or unhelpful,
based on information on the student handout.
Repeat this process with Groups B and C. When you are nished you should have three charts
of effective strategies and one of unhelpful strategies.
7. Distribute the student handout, How Effectively Do You Study? Go over the directions with
the students and have them take the self-assessment. When all students have nished, have
them score their own self-assessment. Ask students if they are surprised by their score and
why.
8. Distribute the student handout, Effective Strategies for Effective Studying. Review key points
with the class.
Reection Activity
Close the activity by asking for volunteers to complete one of the following sentences:
Im going to practice better study skills by
The one bad study habit I will work on breaking is
Recommendation: You can suggest that the group choose one strategy per month that they will
practice. If possible, have the group pick one and get started!
Reection Questions
1. What have you learned about your study skills?
2. What changes can you make in your study habits?
3. What ideas do you think you might use to improve your study skills?
4. What can you change about yourself, your environment, and how you use your
supplies to improve your studying?
Student Handout: How Effectively Do I Study? Part I (for Study
Strategies: Taking Stock)
Follow the directions below to complete the self-assessment and nd out how effectively you
study.
Part I
Answer the statements below according to your current study habits. This is a list of questions to
see how you study, not how you would like to study. Be honest with your answers, this exercise is
meant to help you improve your study skills. Mark each statement as YES or NO.
1. ___Y ___N I spend too much time studying for what I am learning.
2. ___Y ___N I usually spend hours cramming the night before a test or exam.
3. ___Y ___N I usually try to study with the radio and TV on.
4. ___Y ___N I cant sit and study for long periods of time without becoming tired or distracted.
5. ___Y ___N When Im in class, I usually doodle, daydream, or fall asleep.
6. ___Y ___N My class notes are sometimes difcult to understand later.
7. ___Y ___N I dont review my class notes periodically to prepare for tests.
8. ___Y ___N When I get to the end of a chapter, I cant remember what Ive just read.
9. ___Y ___N I often nd myself getting lost in the details of reading and have trouble identifying
the main ideas.
10. ___Y ___N I dont know how to pick out what is important in the text.
Part I: Scoring
Look back through the questions and divide the quiz into the following categories:
Time Scheduling - #1 and 2
Concentration - #3, 4, and 5
Listening and Note Taking - # 6 and 7
Reading - #8, 9, and 10
In any category where you answered two or more statements with a yes, this is considered a
study habit you need to improve.
In any category where you answered one yes or less, you are probably already procient in this
area. However, this is a skill you want to continue to practice on.
Student Handout: How Effectively Do I Study? Part II (for Study
Strategies: Taking Stock)
Follow the directions below to complete the self-assessment and nd out how effectively you
study.
Part II
Rank your study skills from 1 to 10 (1= I dont do this at all to 10 = I do this very well). Read each
statement carefully and answer honestly.
1. ______ Manage my time to meet my school, job, and social (friends) needs.
2. ______ Motivate myself to study.
3. ______ Stay alert and focused during classes.
4. ______ Take class notes that are complete, clear, and useful.
5. ______ Understand how I learn best.
6. ______ Use a variety of strategies to remember information.
7. ______ Differentiate between essential and non-essential information in class and in my
textbook.
8. ______ Study information so that I understand and remember it for tests.
9. ______ Take tests in an efcient and organized way.
10. ______ Stay on top of my class-work.
Part II: Scoring
Add up your total points. Total points possible are 100. Your total score is your study habit
percentage.
If your study habit percentage is less than 80%, please take the time to learn and practice more
effective study habits and strategies.
If your percentage is greater than 80%, choose a few of your lowest areas and focus on those
habits and strategies for the next few months.
Student Handout : Effective Strategies for Effective Studying (for
Study Strategies: Taking Stock)
Each of us has our own unique style of learning. Below is a list of general strategies considered to be
effective for most styles. Some strategies will be much more effective for you than others. In order to
determine which ones work best for you, think about and try them all. Sometimes a strategy that does not
seem very effective at the moment can work well if you practice.
Notebooks - You study better when you have everything you need in one place. Use notebooks with
dividers to keep your notes, worksheets and review sheets organized.
Assignments - You need to stay on top of what is happening in your classes to do well in school. Write all
of your homework assignments and dates for quizzes and tests in one place like in your agenda book or
class notebook.
Designated School Time - Get a jump-start on studying so you do not wait until the night before an exam.
Designate a certain amount of time every afternoon or evening for schoolwork. Aim for at least one hour
per day and mark it on your calendar. If you dont have homework on a particular night, review class
notes and worksheets during your study time.
Designated Study Space - Designate an area of your home, or at the library, where you can study without
constant interruptions or distractions. If it is your room, make a Studying Do Not Disturb sign for your
door. Be sure to turn off distracting music or television, but instrumental music (without lyrics) often helps
some people study.
Supplies - Make sure you have all the supplies you need before settling down to study. Things like your
agenda book, class notebook, pencil, paper, textbook, calculator, dictionary, computer, etc.
Mood - Create a positive mood before you begin studying. Think of studying as practice, much like you
have to practice for a sport or ne art. Do not go into studying if you are in a bad mood- your time spent
will not be nearly as effective.
Focus - Before beginning, focus on the task at hand. Think about the objectives you will be covering and
determine a few general strategies you will use to accomplish those objectives.
Time - Study in chunks of time between 20-50 minutes each. Between each chunk, take a brief break
(5-10 minutes) to clear your head, switch to another topic, get a drink and snack, or stretch.
Stop Time - Set a stop time for studying. This gives you a goal to look forward to and encourages
effective use of your study time.
Active Study - Ask yourself questions, discuss what you need to know with a classmate, ask the teacher
the next day about concepts you did not fully understand. The more active you become in your learning,
the more you will learn.
Continuous Study - Spend 30 minutes each day leading up to a test preparing for it. Continuous study
enables you to comprehend the material and makes it easier to recall the information.
Charts and Diagrams - Pay close attention to any chart or diagram given to you by the teacher or in your
textbook. Often charts and diagrams are a concise summary of the information you need to know.
Association - When doing homework or reviewing, continuously try to make connections between what
you are currently learning and what you already know. Making this connection allows for easier recall.
Class Notes - Try to keep notes as accurately as possible for review later. Compare your notes with
classmates to ensure you did not miss vital information.
Study Notes - Keep a running list of questions you have and concepts you do not fully understand. You
can then take your notes to school and ask classmates and the teacher to explain what was not clear.
Incentives and Rewards - Create incentives for yourself for completing your tasks. This might include
calling friends, having a special snack, listening to a CD, playing a video game, seeing a movie, etc.
College and Career
Planning

College Knowledge BINGO
Objective
To provide students with frequently used vocabulary college terms and establish a foundational
understanding for college access.
Materials
Student Handouts: College Bingo Terms and College Knowledge Bingo
Pen or pencil
Procedures
1. Pass out the College Bingo Terms sheet and review each of the terms with students to help
clarify the denitions with examples.
2. Give students additional time to practice memorizing the key terms with a partner. Students
can pair up and quiz each other on their knowledge of key terms.
3. Pass out the College Knowledge Bingo handout and ask them to ll in the 24 boxes with the
key terms.
4. Once students are ready to begin playing BINGO, teacher calls out the denition of the terms
without stating the key term. Do not allow students to look at the denitions of the terms while
playing so that they are forced to recall their college knowledge vocabulary. You may want to
reward the winner of BINGO with additional class points or prize.
Reection Questions
1. List at least three key terms you memorized as a result of playing this round of BINGO.
2. What is the difference between a college and a university?
3. What does A-G mean? Can you explain each part?
MAHS HOMEROOM RESOURCE GUIDE COLLEGE & CAREER PLANNING
Student Handout: College Bingo Terms (for College Knowledge
Bingo)
A-G Courses - 15 high school courses needed to be eligible to attend a university within the Cal State system or the UC system.
Students must earn at least a C in each of these courses to be eligible to attend a Cal State or UC.
Advanced Placement (AP) - College level courses offered in high school where an exam is given at the completion of the course. By
taking these courses, you can earn college credits while still in high school.
Associates Degree - A degree earned after 2 years of study, usually awarded at a community college.
Bachelors Degree - A degree earned after 4 years of study at a college or university.
Cal State system - There are 46 California colleges in this large university system, including local universities in Long Beach,
Dominguez Hills, and Northridge. Students must pass all their A-G requirements to be eligible for these colleges.
College - A four year learning institution that offers a Bachelor of Arts or Bachelor of Science degree.
College & Career Center - A place on campus where you can nd college counselors and resources that can help guide you in your
college and career research.
College Counselor - A qualied expert who can give you advise and guidance about college.
College Rep - A term that often refers to a person that represents a certain college, especially during college fairs.
College Fair - An event that takes place a few times a year where various colleges and universities come visit your high school to give
you an opportunity to ask questions and nd out more about their programs.
Community College - Attending this type of college is an alternative to going directly to a four-year institution. Students can begin their
college career here and then transfer to a four-year college or university if they wish.
California High School Exit Exam (CAHSEE) - An exam that students must pass in order to receive their high school diploma. The
exam consists of an English-language arts portion and a mathematics portion.
Extracurricular Activities - Opportunities outside of normal course work such as sports, drama, music, yearbook and leadership.
Colleges are interested in students that participate in these in addition to their normal course work.
Grade Point Average (GPA) - A measure on a scale of 0 to 4 of achievement often looked at by colleges when deciding whether or
not to admit a student.
Major- Your chosen eld of study in college. For example, students can major in business, English, or science.
Masters Degree - A degree earned by attending a graduate school. One must already possess a Bachelors degree.
Private University - University that receives no government funding, thus charges high tuition prices to its students.
Public University - University that receives government funding, thus is able to charge lower tuition prices.
SAT- A college entrance exam that measures skills that you need to do college-level work in any academic area. The test is divided into
critical reading, mathematics, and writing sections. The test is required for admittance at most 4-year schools.
Senior Portfolio - A collection of information that shows your progress and accomplishments during high school. All 12th graders are
required to complete it their senior year in order to graduate.
Tuition - The amount paid for each credit hour of enrollment. This charge does not include the cost of books, fees, or room and board.
These college fees depend on such factors as resident or out-of-state status, number of classes enrolled in, and whether the institution
is publicly or privately nanced.
Teacher to Student Ratio - A phrase that describes how many students are assigned per teacher to determine the class size.
UC system - There are 10 universities in this smaller California system, including universities in L.A., San Diego, and Berkeley. Students
must pass all their A-G requirements to be eligible for these colleges.
University - A learning institution that offers a variety of degrees for undergraduate and graduate students.
College Knowledge Bingo
Test your college knowledge and be the first to get five in a row, column or diagonal!
B I N G O
Go For College
Free Space
Each of these terms should be written in one box. Each term should only be used once.
Bachelors degree SAT university public university
major CAHSEE C&C center Associates degree
private university A-G courses College counselor AP courses
Cal State system UC system College Rep Senior portfolio
grade point average community college tuition extracurricular activities
Masters degree College College fair teacher to student ratio
Name ____________________________________________________________
Extra-Curricular Activity Log
Objective
Students will understand the importance of tracking all of their extra-curricular activities during their
high school career in order to facilitate the college application process their senior year. Students
will learn to use an organizational tool to help them keep track of their extra-curricular activities.
Materials
Student Handouts: Brainstorm Circle Map and My School Activities Log
Pen or pencil
Procedures
1. Students will be given handout Brainstorm Circle Map where they will be asked to recall all
the after-school activities they did last month. Give students only three minutes to complete
this recall activity. The point of this activity is for students to realize how difcult it is to
remember many of the activities they are involved in.
2. Teacher will explain that the college application process involves recalling all their extra-
curricular activities from all four years of high school. Beside academic potential, colleges look
for individuals that are well-rounded. Students need to carefully record all of their activities and
make a conscious effort to be involved.
3. Students will get a copy of My School Activities Log that will serve as an organizational tool to
keep track of their extra-curricular activities. Teacher should encourage students to save this
le on a thumb drive.
Reection Questions
1. Beside academic achievement, what are some other things that colleges look for from college
applicants? Why?
2. What are some extra-curricular activities that you would like to be involved in through the next
four years? List at least two per grade level.
3. Where will you keep this record of activities led? How often will you update it?
Student Handout: Brainstorm Circle Map (for Extra-Curricular Activity
Log)
Use this Circle Map to brainstorm all the extra-curricular activities you have been a part of this
month. Write-in the name of the month in the inner circle. List some activities you were involved in
after-school this month (see examples).
This month:
______________
Basketball practice twice a
week
Band practice
Student Handout: My School Activities Log (1 of 2) (for Extra-
Curricular Activity Log)
List all of the activities under the correct category you participate during your high school career.
Be sure to indicate how long you participated in each activity.
Name: _______________________________________________________________________
School Activities
Indicate grade
level(s) for
each activity
9 10 11 12
Student government (including title of ofces held)
Organizations (school clubs, etc.)
Creative and Practical Arts (photography, band, journalism, choir,
drama, creative writing, publications, etc.
Athletics
School Spirit (cheerleading, committees, etc.)
Academic recognition (awards, honors, Science Fair, etc.)
Student Handout: My Extra-Curricular Activities Log (2 of 2) (for
Extra-Curricular Activity Log)
List all of the activities under the correct category you participate during your high school career.
Be sure to indicate how long you participated in each activity.
Name: _______________________________________________________________________
Community Activities
Indicate grade
level(s) for
each activity
9 10 11 12
Clubs and organizations (junior theater, church groups, etc.)
Organized sports
Volunteer Work
Awards, honors, and other achievements
Special talents (playing a musical instrument, singing, dancing,
photography, drawing, writing, etc.)
Work Experience (Note: job title, company, supervisor, hours
worked/week, special skills required)
Choosing Majors & Careers
Objective
To get students to begin thinking about possible careers and their related majors.

Materials
Student Handouts: Always Known My Calling, Uncertain College Major Choices,

and No Clue with Career Choices
Pen or pencil
Procedures
1. Teacher will take a quick class survey to help students choose a major or a career
interest. When it comes to choosing a major, most students fall into one of the three
categories: those who absolutely know what careers they want (group 1); those who
think they know what they want (group 2); and those who absolutely have no clue
(group 3). Provide your own personal testimony about what category you fell into when
you started high school. If you are not comfortable sharing your own college and
career choice journey, invite a guest to tell their story.
2. Depending on what category students fall into (groups 1, 2, or 3), provide appropriate
handout to each student in order to differentiate instruction. Distribute each category
of handouts in different locations in your classroom. Have students work in groups
based on their group number to complete their handout.
3. Have students share out in their group before beginning their research. For example,
someone in group 1 can share what their career passion is and how they knew.
4. You will need access to a computer lab in order to allow students to research some of
the questions on the internet. Another option is to assign this as homework and then
have students come back and share their ndings with their small groups.
Reection Questions
Group 1: What did you learn about your career choice that you did not know before you
started your research?
Group 2: List at least three possible career choices that all relate to your current interests.
Group 3: What interests did you discover about yourself that might be related to a specic
major or career?
Student Handout: Always Known My Calling- Group 1 (for
Choosing Majors and Careers)
You are one of the rare and lucky individuals that has always known what you wanted to do with
your future. When you were a young child, you announced that you were going to be a doctor and
have never changed your mind from that choice. Most people who have a strong feeling about
where they want to go have an easier time accomplishing their dream. Since you know what your
ultimate career goal is, your next step is discovering all the different paths that will get you there.
Below are some questions to guide your research in helping you discover the different paths to
your career choice:
1. What type of education level (high school diploma, college degree, advanced degree, etc.) is
required for my career choice? How long does it take to achieve the required degree(s)
generally?
2. If a college degree is required, what are some typical college majors that will help me gain the
necessary knowledge to be successful in this career? List at least three colleges that offer
these majors.
3. Does this career require a certicate or license? If so, do you have to pass any tests to attain
that certicate or license?
4. Are you expected to continue your education and training once you enter into this career?
5. What special skills (writing, public speaking, technology, etc.) are required to do this job? What
are some ways that I can develop some of these skills?
Student Handout: Uncertain College Major Choices- Group 2 (for
If you think you know what college major you want, but you are not sure or often change your
mind, you are not alone. Many people have this dilemma. It is not necessary to have a specic
direction chosen when you begin your college education. As a high school freshmen, it is just
important to be open to new ideas and explore various areas related to your interests.
Use this Venn Diagram to compare and contrast the two college majors you are considering. Use
the questions below to help you ll in each circle. You might discover a whole new major once you
begin to see similarities in some majors.
1. Up until now, what has been the most interesting class you have taken? Why?
2. What are some possible areas of study that your current interest offers? For example, if you
like science you might want to focus on a certain area such as astronomy, geology,
oceanography, physics, or chemistry.
3. What colleges specialize in my interests?
Similarities
College Major 1:
___________________
College Major 2:
___________________
Student Handout: No Clue with Career Choices- Group 3 (for
Many students have absolutely no idea what careers they want in their futures. You dont need to
know right away in order to get ready for college. College is a time to learn and think, a time to
value knowledge. Career choices come later. Many students change their minds several times
before settling on a specic major. Its important to use your time in high school to help you
explore all your interests and identify which colleges best match your interests and learning style.
Your high school and college career center offers many resources to help you gure out your
strengths and interests. Learning more about yourself and what choices are out there, will help
you discover a strong interest you didnt know you had.
Below are some questions to guide your research in helping you discover the different paths to
your career choice:
1. What do you like doing on your spare time?
2. What have teachers or people close to you always told you you were good at?
3. What do you believe you are really good at?
4. Based on the results of these questions, it is time to look into some possible careers and their
related majors. Find out if any of the careers you research meet your current interests. You
may begin by interviewing people who are in the career you think you might be interested in.
The more people you talk to about their careers, the more youll know about what you want to
major in. Dont forget to ask them where they went to college and what their major was.
The Four-Year Plan
Objective
To provide students the opportunity to create and then update their individualized four-year plan.
Students will also be able to evaluate their academic progress and adjust it if needed.
Materials
Student Handouts: High School Individualized Graduation Plan and A-G and High
School Requirements
Pen or pencil
You may want to have a school counselor come in during this activity to offer help or even
guide the activity
Procedures
1. Give students the two handouts.
2. Review the high school and A-G requirements with the students. Explain to them that they
should plan for their core subjects rst, then their electives.
3. The teacher and/or counselor should walk around offering help on the spot for questions that
should arise as they are completing the plan.
Reection Questions
1. What have you learned from completing this activity?
2. Do you have new concerns?
3. What are AP classes? Did you plan to take any AP classes in the next four years? Why would
you want to take AP classes?
4. Are there any classes you are looking forward to? Why?
5. What happens if you fail a class? What happens if you earn a D in a class? Is there room in
your plan for making up classes if you had to?
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Student Handout: High School Individualized Graduation Plan (for
The Four-Year Plan)
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LOS ANGELES UNIFIED SCHOOL DISTRICT
2008-2011 Graduation Requirements and !"#"$%$ CoIIege Admission "A-G" Requirements
SUBJECTS HIGH SCHOOL
GRADUATION
Grades 9 12
230 credits needed to
graduate
UNIVERSITY OF
CALIFORNIA
A-G Requirements
Grades of C or better
CALIFORNIA
STATE
UNIVERSITY
A-G Requirements
PRIVATE
COLLEGES
COMMUNITY
COLLEGES
Social Studies
A Requirement
30 credits:
World History AB
US History AB
Principles of American
Democracy
Economics

2 years
World History,
US History, or
Principles of
American Democracy

2 years
World History,
US History, or
Democracy

World History,
US History,
Principles of
American Democracy
& college preparatory
electives
recommended
English
B Requirement
40 credits:
English 9, English 10
11
th
grade American
Lit & Contemp. Comp.
12
th
grade Composition
and an English elective
4 years college
preparatory English
4 years college
preparatory English
4 years college
preparatory English

Mathematics
C Requirement
20 credits college
preparatory math:
Alg.1 & Geometry or
Adv. Applied Math or
Algebra 2
3 years:
Algebra 1, Geometry,
Algebra 2
more is recommended
3 years:
Algebra 2
more is recommended
college
preparatory math
each year
Lab Science
D Requirement

20 credits total
10 credits biological
science (Biology)
10 credits physical sci.
(Chemistry or Physics)
2 years lab science,
more is recommended
(taking Int/Coor Sci.
1,2,& 3 meets college
prep. science req.)
2 years lab science

prep. science req.)
3 to 4 years
lab science
World
Languages
E Requirement*
!

2 years same world
language
more is recommended
2 years same world
language

3 to 4 years world
language is
recommended
Visual/Performing
Arts
F Requirement
10 credits
visual/perform arts
1 year course of visual
and performing arts
and performing arts
visual & performing
arts courses can count
as electives
Electives
G Requirement
70 credits

1 year or more of
advanced courses in
math, arts, English,
lab science (Int/Coor
Sci 1 meets elective
requirement), world
language, or social
sciences
1 year of advanced
courses in math, arts,
English, lab science
(Int/Coor Sci 1 meets
elective requirement),
world language, or
social sciences
college
preparatory
electives in the
subject area of interest
No subject
requirements.

18 years old
or
high school graduate
or
high school
proficiency
test certificate

Students are most
successful when they
continue to take the
college preparatory
courses suggested
for each semester
Applied Technology 10 credits
Physical Ed. 20 credits None None None None
Health 5 credits None None None None
Life Skills 5 credits None None None None
Total Credits needed
to graduate
230 credits
Additional
Graduation
Non-course
Requirements
1. Computer Literacy
2. Career Pathway
3. Service Learning

Assessments California High School
Exit Exam
(CAHSEE)

SAT Reasoning Test
or ACT plus ACT
Writing
SAT Subject Tests
Analytical Writing
Placement Exam
(Subject A)
SAT Reasoning Test
or ACT

Placement exams in
English EPT and math
ELM
SAT Reasoning Test
or ACT and

SAT Subject Tests are
required for some
colleges
Placement exams for
English,
mathematics and
chemistry
* E Requirement may be met by evaluation of foreign transcripts, examination and/or assessment of proficiency in Language Other Then English.

For additional information regarding graduation requirements, college admission requirements, testing, financial aid, and general announcements, go to the LAUSD
College Connection web site at http://www.lausd.k12.ca.us/lausd/offices/senior_high_programs
Student Handout: A-G & High School Requirements (for Four-Year Plan)
10th Grade

Test Preparation

Test-Taking Strategies
Objective
To help students understand what test taking strategies are and how strategies can help improve
their test scores. Students will learn strategies to overcome testing anxiety and become more
condent when taking tests.
Materials
Student Handouts: Strategies for Success on Tests
Pen or pencil
Chart paper, white board, or chalkboard (optional)

Procedures
1. Open the lesson with a Think-Pair-Share. Ask students how they feel when they hear the word
test. Encourage them to discuss with a partner what feelings come up when they are told
there will be a test in their class. Are the feelings different if it is a state or standardized test?
After students have had about a minute to discuss their feelings about tests with a partner, ask
pairs of students to share out. List the student responses on the chart paper or board for the
class to see.
2. Once the pairs have shared how they feel when they hear the word test, ask students to
share what they do to help make their testing experience positive. Ask how they prepare for
tests. The goal of this questioning is to enhance students awareness of the test taking
strategies they already use. Students should be able to verbalize these strategies. If these
strategies could be used to overcome test anxiety feelings, please list them next to previous
responses about their feelings toward tests, this will help students see what strategies will help
minimize stress related to test taking.
3. Handout Strategies for Success on Tests to students. Read the strategies together as a
class. Review the feelings associated with test taking and ask students to analyze which
strategies would most be helpful in creating positive feelings about test taking. Encourage
students to use both strategies that can be used in the days leading up to exams (before) and
during the test.
4. After the activity is completed as a class, each student should identify the test taking strategies
that they will use for future tests.
Reection Questions
1. Why is it important to stay relaxed during a test?
2. How would you use strategies differently when a test is timed versus not timed?
3. Could you use these test taking strategies in other areas of your life? Students may see the
value in using these strategies for drivers test, job placement test, etc.
MAHS HOMEROOM RESOURCE GUIDE TEST PREPARATION
Student Handout: Strategies for Success on Tests (for Test-
Taking Strategies)
Before Taking the Test:
Exercise before the test to help reduce stress
Get a good nights sleep
Eat a warm, healthy breakfast
Show up early so you wont have to worry about being late
Try to keep a good attitude while preparing for the test and during the test
Plan to bring at least 2 pencils with good erasers
Bring a watch to the test so that you can better pace yourself (silent watches only)
During the Test:
Keep a positive attitude throughout the whole test and try to stay relaxed. If you start to
feel nervous take a few deep breaths to relax and then get back to work.
Read the directions slowly and carefully.
If you dont understand the directions on the test, ask the teacher to explain it to you.
Skim through the test so that you have a good idea how to pace yourself.
Write down important formulas, facts, denitions and/or keywords in the margin rst so you
dont worry about forgetting them.
Do the simple questions rst to help build up your condence for the harder questions.
Dont worry about how fast other people nish their test; just concentrate on your own test.
Always read the whole question carefully. Dont make assumptions about what the
question might be. Read the entire question and look for keywords.
If you have time left when you are nished, look over your test. Proofread your essay and/
or short answer questions.
Narrow down multiple choice questions. The likelihood of the same letter being the answer
more than three times in a row is very low. Answers such as all of the above or none of
the above are generally sparingly correct.
Some say, When in doubt, Charlie out - whenever guessing the answer to an unfamiliar
question, the most likely response is C, or the longest answer is C...it is better to guess
than leave an answer blank, you will have 25% chance of getting it right through guessing,
but a 100% chance of losing credit for not answering at all.
CAHSEE Preparation
Objective
To help 10th grade students become familiar with the CAHSEE.
Materials
Student Handout: CAHSEE- What do you know?
Teacher Handout: CAHSEE Quiz Answer Sheet
Pen or pencil
Procedures
1. Distribute the student handout CAHSEE: What do you know? to the class. Allow students to
complete the questionnaire.
2. Discuss the answers to the quiz and encourage students to ask questions regarding CAHSEE.
3. After discussing the questions and answers, ask students to complete a quick write or short
essay about the importance of passing CAHSEE. Students can discuss the importance of
CAHSEE as if they are addressing a group of 9th or 10th graders.
Reection Questions
1. How can you prepare for CAHSEE at MAHS?
2. Why should students be serious about doing well on the CAHSEE?
3. How is the CAHSEE different from CST and PSAT?
Student Handout: CAHSEE- What do you know? (for CAHSEE
Preparation)
1. What does CAHSEE stand for?
(a) Cathy, Amber, Hasaan and Susie, Exit Exam
(b) California High School Easy Exam
(c) California Honors Exit Exam
(d) California High School Exit Exam
2. What is a passing score on the CAHSEE?
(a) 350 on each section
(b) 700
(c) 1500 overall
(d) None of the above
3. How many sections is the CAHSEE test and what are they?
(a) 3 sections: Reading, writing, and spelling
(b) 2 sections: English Language Arts and Mathematics
(c) 4 sections: English, Math, Science and Social Studies
(d) 2 sections: Math and Science
4. In which languages can students take the CAHSEE test?
(a) English and Spanish
(b) English
(c) Spanish, French, and English
(d) All of the above
5. Does Manual Arts High School offer CAHSEE Test Prep classes?
(a) Yes, during Saturday Academy
(b) No
(c) Yes, but only 12th graders can go
(d) No, you have to go to the Manual Arts adult school
6. Can 10th graders take a CAHSEE prep class at MAHS?
(a) Yes, 10th graders can take test-taking strategies
(b) No, because there arent any CAHSEE prep classes at MAHS
(c) I dont know
(d) No, only at the adult school
7. How many opportunities do students have to pass the CAHSEE?
(a) One
(b) Two
(c) Three
8. What type of questions are on the CAHSEE?
(a) Multiple-choice and ll in the blank
(b) Multiple-choice English and math only
(c) Multiple-choice and essay
(d) Multiple-choice and short answer
9. Is essay writing a part of the CAHSEE?
(a) Yes
(b) No
(c) Only on some CAHSEE tests, the test makers try to make it harder for some students
10. What 3 strategies could be helpful to you while taking the CAHSEE?
(a) Relax, be on time to school, eat a healthy breakfast
(b) Read the directions, read the questions completely, write down important formulas, facts,
denitions, and keywords in the margin of test booklets so you dont forget them while
taking the test
(c) Proofread your essay and dont get distracted by others who may nish before you
Teacher Resource: CAHSEE Quiz Answer Sheet ((for CAHSEE
Preparation)
1. What does CAHSEE stand for?
(d) California High School Exit Exam
CAHSEE is a test that all high school students are required to pass in order to receive a high school
diploma in the state of California.
2. What is a passing score on the CAHSEE?
(a) 350 on each section
A minimum passing score is 350 on each test.
3. How many sections is the CAHSEE test and what are they?
(d) 2 sections: English Language Arts and Mathematics
The English portion includes: multiple choice questions and a short essay written by the student. The
Math portion includes all multiple choice questions.
4. In which languages can students take the CAHSEE test ?
(b) English
Although all students must take the CAHSEE in order to get a high school diploma, the test is only
administered in English.
5. Does Manual Arts high school offer CAHSEE test prep classes?
(a) Yes, during Saturday Academy
Saturday Academy is available for all students. The focus for 10th graders is on building skills in
English Language Arts and Mathematics. 11th and 12th graders have more specic CAHSEE prep
lessons.
6. Can 10th graders take a CAHSEE prep class at MAHS?
(a) Yes, 10th graders can take test-taking strategies
Tenth graders can sign up for the CAHSEE prep class that meets on Saturdays. These students
would work on building test taking skills in English Language Arts and Mathematics. Students are
encouraged to talk with the Beyond the Bell coordinator and their counselor to enroll in Saturday
Academy.
7. How many opportunities do students have to pass the CAHSEE?
Students take the CAHSEE once in 10th grade, if they pass the test they do not take it again. If
students do not pass the test, they are able to take CAHSEE twice in 11th grade. Once a student is
in 12th grade they may take the test as many times as they would like, however in order to walk the
stage, they must pass the test before the May test date because the May test scores will not be
available by the June graduation. After a students 12th grade school year, if the student still has not
passed the CAHSEE, that student can return to MAHS to test with the current students in efforts to
pass the CAHSEE.
8. What type of questions are on the CAHSEE?
(c) Multiple-choice and essay
The English portion includes multiple choice questions and a short essay written by the student. The
multiple choice questions encompass reading for information, literary reading, grammar and
vocabulary.
The Math portion is completely multiple choice questions. It covers high school math basics: adding,
subtraction, multiplying and dividing, some geometry and Algebra 1.
9. Is essay writing a part of the CAHSEE?
a) Yes
The essay is worth 18 of the total 90 points on the ELA portion of the exam, i.e. 20%. Putting in the work
on the essay is very important to the overall score. Students could earn 3 to 4 points by staying on
topic, while including a thesis and specic examples.
10. What 3 strategies could be helpful to you while taking the CAHSEE?
d) All of the above
The use of strategies can help improve students scores on tests. Discuss test taking strategies with
students and how using strategies can help students improve test scores. Teachers may reference the Test
Taking Strategies: Best Test Taking Strategies handout.
CST and Me
Objective
To have student develop a better understanding of what the California Standards Tests (CSTs) are
and clearly understand the importance of doing well on the exams.
Materials
Teacher Handout: CST Test Preparation
Pen or pencil
Chart paper (optional) or the white board/ chalkboard

Procedures
1. Open lesson with a quick write question: List at least 3 tests that you will take during your life.
What can you gain by doing well on these tests? Explain. After 5 minutes, ask students to
share their response with a partner. Students can then share one of their partners responses
with the whole class by writing it on the board or chart paper.
2. Teacher can explain how the CST is different from CAHSEE, PSAT, and SAT with an emphasis
on how the CST results directly benets students. Its important to explain the ve achievement
levels: Far Below Basic, Below Basic, Basic, Procient, and Advanced. Make sure students
know the exact date for their tests (given their track schedule).
3. Pass out students CST score results from the previous year to each student (see notes on
how to access information using the MyData application). Its important to preface the
conversation about their scores with the fact that many students have been able to move up in
performance level once they know their scores and set new goals based on them.
4. Students can create their CST annual goals to reect on where theyre at and where they want
to be next year.
Discussion Questions
1. What are the benets of doing well on the CST for me and my school?
2. How is the CST different from the CAHSEE and the PSAT?
3. What is your CST goal in Math & ELA next year?
Teacher Resource: CST Test Preparation (for CST and Me)
What are the CSTs?
California Standards Tests are a series of exams that evaluate students understanding of
concepts related to Social Studies, Science, Math, and English Language Arts.
These tests assess how much a student has learned and how well a teacher/school has taught
them.
The CSTs are based on subject-matter standards and are mostly multiple choice.
The scores fall into ve different performance levels: Advanced, Procient, Basic, Below Basic,
Far Below Basic.
The goal is for students to score Advanced or Procient and move one level up each year they
take the test.
Benets for Individual Students
The CSTs are preparation for other major tests, like the CAHSEE, ACT, PSAT, & SAT and other
standardized tests given in different careers.
The CSTs are a place where students can show what they have learned during this school year.
Students can increase their own CST scores from last year and set new personal goals.
Benets for School
Strong CST scores helps raise Manual Arts Academic Performance Index (API), which is a
ranking that schools are evaluated in comparison with other schools.
Strong CST scores (and API scores) make our high school a high achieving school and colleges
will take our students more seriously.
Schools with strong CST scores can offer more electives rather than test prep and can spend
money more freely than schools with low test scores.
How to access students CST scores on MyData:
1. In your web browsers address box type: http://mydata.lausd.net.
2. On the MyData page, click on the big button which says, Click to login.
3. Enter your LAUSD Single Sign-On (the same one your use for LAUSD email, ISIS, etc.)
4. Once youre in the system, click on the CST tab.
5. At the top of the page, you can use the drop-down menu to change the test subject.
6. If youd like to download a roster of students and their individual scores, just click on the test
name in the content strand area.
7. You can download these rosters by scrolling down to the bottom of the page and clicking on
Download. (Excel is the best for analyzing this info)
The PSAT Exam
Objective
To help 10th grade students become familiar with the importance of the PSAT exam.
Materials
Teacher Resource: PSAT Facts
Pen or pencil
Procedures
1. Discuss the benets of taking the PSAT for college bound 10th graders. Use the Teacher
Resource: PSAT Facts to inform students.
2. Have the students list at least 5 important fact about the PSAT.
Reection Questions
1. Why should 10th graders take the PSAT?
2. What are the other steps necessary to take in my 10th grade year to get to college?
3. How is the PSAT different from CST and CAHSEE?
Teacher Resource: PSAT Facts (for The PSAT Exam)
Take a Trial Run of the PSAT
Students should consider taking the PSAT in October of 10th grade. The benets of taking the test
outweigh any consequences of doing poorly. Students can prepare for the PSAT and SAT before
the time to take it in their junior and senior years. The PSAT won't be part of the college
application, but it can make a big difference in the nancial assistance students may be offered
after taking it in their junior year. Also, by taking the PSAT students will be able to assess what
areas they need to improve on before taking the SAT.

Does the PSAT Matter?
Question: Does the PSAT Matter? Should I Put Effort Into PSAT Preparation?
The PSAT is not used directly by colleges and universities when they make their college admissions
decisions. Your acceptance or rejection is much more dependent on the SAT or ACT. This doesn't
mean you shouldn't take the PSAT seriously.
Answer: The PSAT does matter. Here's why:
Your scores on the PSAT are used for awarding many scholarships including about 8,200
National Merit Scholarships.
If you are a National Merit nalist (or sometimes even a semi-nalist or commended student),
many corporations use this honor to award their own scholarships.
Hundreds of colleges guarantee additional Merit Scholarships to National Merit nalists.
Many colleges, in an effort to attract the best students and boost their reputations, offer
signicant institutional grants (sometimes even free tuition) to National Merit nalists. National
Merit nalists are aggressively recruited by colleges.
The PSAT is quite similar to the SAT, so the exam will give you a good indication of your level of
preparedness for the SAT. If you do poorly on the PSAT, this is a sign that you need to do some
meaningful preparation before taking the SAT.
In the winter after you take the PSAT, colleges will probably begin sending unsolicited mail to you.
While much of this mail may end up in the recycling bin, its useful for seeing how different
colleges try to distinguish themselves. The college brochures also give you useful information for
guring out which types of schools are of most interest to you, and which schools are most
interested in you.
To reiterate the nancial picture -- the combination of a National Merit Scholarship, corporate
scholarships, college scholarships, and college grants can add up to tens of thousands of dollars.
A Road Map for College Admissions
Tests and Extracurricular Activities
Objective
To have students thinking ahead about other college entrance exams and requirements.
Materials
Student Handout: My College Road Map
Teacher Resource: Sample College Road Map
Pen or pencil
Procedures
1. Discuss with students what is necessary for them as high school students. After a brief
discussion discuss what 10th graders on the road to college can do to prepare for college.
2. Discuss the different college admissions tests that are necessary: PSAT, SAT, ACT, etc. (Get a
current list of the exams and the dates they will be offered this school year from the college
counselor.)
3. As a class, work with students to create a College Road Map for themselves including
necessary tests and goals. (Note that some test dates are based according to track.)
4. Teachers should use the Teacher Resource and information received from the college
counselor to guide students in identifying their personal College Road Map.
Reection Questions
1. What tests do you have to take this year? What can you do to prepare for them?
2. What extra-curricular activities are you involved in? What activities or clubs will you get involved
in?
3. Why do you think its important to get involved in extracurricular activities?
My College Road Map
September:
October:
November:
December:
January:
February:
My College Road Map
March:
April:
May:
June:
July:
August:
My College Road Map
SAMPLE
September:
10 th grade school year - A-G classes: Geometry, Biology, Geography, English 10, Foreign
Language, Visual Performance Arts (ex. drama, art)
October:
PSAT - all 10th grade MAHS students take the test
November:
Participate in after school tutoring/after school activities
Ex. Football
December:
January:
February:
Ex. Basketball
My College Road Map
SAMPLE
March:
CAHSEE - all 10th grade students take this test
CST- C track 10th grade students take this test
April:
Ex. Basketball
May:
CST - A and B track 10th grade students take this test
AP (Advanced Placement) tests - students in all grades
June:
*VOLUNTEER - Hospital, Local Animal Shelter
Students need 80 hours to walk the stage, 10th graders can do 20 hours during their
Sophomore year
July:
August:
Learning

Objective
Materials
Pen or pencil
Procedures
dates for actions.
Reection Questions
Goal Setting)
S Specic I will
M Measurable by
R Realistic
T Timetable within
S.M.A.R.T!
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
This is my reward:
Calculating My GPA
Objective

Materials
Pen or pencil
Procedures
Reection Questions
G.P.A.)
STEP 1
CLASSES
9th GRADE
SEMESTER I
9th GRADE
SEMESTER II
10th GRADE
SEMESTER I
10th GRADE
SEMESTER II
MESTER / MESTER
1 2
MESTER / MESTER
3 4
MESTER / MESTER
1 2
MESTER / MESTER
3 4
English
Math
History / Social
Studies
Science
Foreign Language
Fine Arts
Applied
Technology
Physical
Education
Health
Other elective:
________________
____
Other elective:
________________
STEP 2
A
B
C
D
F
STEP 3
# of As x 4 = __________________________
# of Bs x 3 = __________________________
# of Cs x 2 = __________________________
# of Ds x 1 = __________________________
# of Fs x 0 = __________________________
STEP 4
______________________ ___________________ = ______________

STEP 5
___________________________ x .025 = ___________
STEP 6
Objective
Materials
Pen or pencil
Procedures
dates for actions.
Reection Questions
Goal Setting)
S Specic I will
M Measurable by
R Realistic
T Timetable within
S.M.A.R.T!
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
This is my reward:
5
Objective

Materials
chalkboard

Procedures

higher grade.
5
their answers.
Reection Questions
Essential Tools for Studying
Objective
To expose students to several examples of thinking maps and how they can be useful for studying.
Materials
Student Handouts: :Study Tools- Thinking Maps (3 pages)
Chart paper and markers or whiteboard/ chalkboard

Procedures
1. Ask students to think quietly for a minute about specic tools or strategies they have used to
study. Tell the class about one of the tools you use to get them thinking in the right direction.
Have the students call out their ideas. Write their ideas on the chart paper or board.
2. Once the list is nished, divide the class into four groups. Give each group copies of the Study
Tools handout.
3. Assign a tool to each group, and explain that they will be the experts for that study tool; all
members must know the concepts and be prepared to share. Allow students time to read the
information and discuss as a group how they will explain it to their classmates.
4. Jigsaw Activity - Now form new groups with one student from each of the four prior groups.
Each student will present information on the study tool that his/her group studied. The other
three students will take notes as their group members share.
5. Once the Jigsaw activity is completed, bring the class back together. Ask students to think and
talk about the reection questions.
Reection Questions
1. When have you used or could have used some of the study tools reviewed in this activity?
2. Which study tool did you like the most and why?
Student Handout: Study Tools- Thinking Maps 1 (for Essential Tools
for Studying)
With a concept map, or thinking map, you take key words associated with a main idea and create
a picture or diagram to show how they are related. Thinking maps can come in handy on a daily
basis, whatever the subject. People frequently use thinking maps to take notes during a lecture or
from a reading, prepare for a test or exam, or review material. These maps are also very helpful
when brainstorming for an upcoming project, essay or paper.
for Studying)
Chapter 1: Introducing Thinking Maps Thinking Maps: A Language for Learning
AN OVERVIEW OF ALL
The following examples provide a brief overview of the eight
Thinking Maps based on the topic of food.
The Circle Map is for Brainstorming
or Defining in Context.
essential
for
survival
Is classified 8 our choices are
into groups FOOD influenced by
for nutritional our cult.ure and
purposes experiences
can be
healthy or
unhealthy
"What facts, details, or key information
do you know about food?"
The Double Bubble Map is for
Comparing and Contrasting.
"What are the similarities and
differences between an apple
and an orange?"
The Bubble Map is for Descr:ibing
using adjectives or adjective phrases.
"What adjectives would you use to
describe an orange?"
The Tree Map is for Classifying.
Nutrition Guidelines
I
Meats and
Grains Vegetables Fruits Milk Beans
I I I
6 oz daily 3 cups daily
daily intact try to include
should low-fat or fat
include at free choices
least 3 oz.
whole grain
"How could you classify the different
food groups?"
"What are some details about each
group?"
THiNKiNG MAPS, INC.
2007 Ail Rights Reserved
18
for Studying)
Thinking Maps: A Language for Learning Chapter 1: Introducing Thinking Maps
AN OVERVIEW OF ALL
The Brace Map is used for seeing the
structural analysis of Whole to Parts
relationships.
skin
flesh
Apple
core
{
seed
pocket
seeds
stem
"What are the parts and subparts of an apple?"
The Flow Map is used for Sequencing.
Making
a Salad
Wash
Cut up a Tear lettuce
lettuce and
variety of and put in a
drain
vegetables large bowl
Add
seasonings
and
dressing
"What are the steps you would follow in
order to make a salad?"
The Multi-Flow Map is used for analyzing
Cause and Effect relationships.
A balance of
foods from
the food
pyramid
More
energy
...
Foods
selected are A Meal is Stronger
low in sugar, Healthy body
fat, and salt
"What causes a meal to be healthy?"
"What is the impact of a healthy meal?"
The Bridge Map is used for
Seeing Analogies
are a good whole
source of
oranges
Relaling Faclor vitamin C protein fiber
"What is the relationship between an orange
and vitamin C?
What other foods have similar nutritional
relationshi ps?"
THINKING MAPS, INC.
2007 All Rights Reserved
19
Vocabulary Tools
Objective
Students will be able to practice breaking words apart by recognizing prexes, sufxes, and root
words. Vocabulary practice will help students recognize and understand new words when taking
the CAHSEE, PSAT, and CST.
Materials
Student Handout: Prexes and Sufxes
Pen or pencil
Procedures
1. Teachers can ask students to share with the class the denitions of prex, sufx, and root
word. Teachers are encouraged to elicit examples of these three categories. Ask the students
the meaning of each prex and sufx they listed.
2. Pass out the Prexes and Sufxes handout. Students should complete the handout and the
answers should be reviewed and discussed as a class.
Reection Questions
1. Why is it important to recognize the prex and sufx of a word?
2. How does understanding the meaning of a prex and sufx help to understand the word?
3. What strategies can be used when you come across a new word?
Student Handout: Prexes and Sufxes (for Vocabulary Tools)
WORD ROOT PREFIX SUFFIX MEANING
rewind wind re to turn or twist back or again
deregulate
dislike
like
nonessential
essential
preoccupied
reorganize
organize
illegal
preview
unbelievable
dangerous
happiness
wonderful
bicycle
tricycle
teacher
gently
students
subconsciously
College and Career
Planning

An Edge on College Admissions
Objective
Students will be able to identify what it takes to be competitive for college admission.
Materials
Student Handout: College Admission Criteria
Pen or pencil
Procedures
1. Assess student prior knowledge by asking students to brainstorm all the different criteria to be
admitted into a four-year college. Call on students to give you their responses and write it on
the board.
2. Give students a copy of the College Admission Criteria handout and explain that many
students from different high schools are competing to get into some of the best colleges.
Compare some of their earlier responses on the board with the information stated in this
handout. Ask them, What new information is here that we did not know earlier?
3. Ask students to complete the handout in order to assess where they are right now and think
about where they want to be by the time they complete their senior year.
Reection Questions
1. What are the ve areas of importance that you must monitor carefully in order to have a
competitive edge when applying to college?
2. What does a college prep curriculum entail?
3. What extracurricular activities would you like to be involved in the next few years of high
school?
4. If you had to pick a teacher right now to write you a recommendation for college, who would it
be? What could you do in the next few years to develop a strong relationship with this teacher
to ensure his/ her ability to write you a good recommendation.
Student Handout: College Admission Criteria (for An Edge on College
Admission)
College Prep
Curriculum
A college prep curriculum focuses on English, Math, Lab Science, History/Social Sciences,
Foreign Language and Visual/Performing Arts (A-G requirements). A college prep curriculum also
includes Advanced Placement (AP) classes which are college level courses offered in high school
that can give you college credit.
* Are you a competitive student?
Are you on track to complete your A-G requirements? _____________________________________
List AP classes you have taken or plan to take: __________________________________________
___________________________________________________________________________________
GPA
A grade point average (GPA) is a measure on a scale of 0 to 4 of your academic achievement. You
should aim to keep your GPA between a 3.0 (B) and 4.0 (A) average.
What is your GPA? ___________________________________________________________________
What is your GPA goal by the end of this academic year? __________________________________
Extracurricular
Activities
Admissions ofcers are looking for well rounded studentspeople who not only do well in their
course work but also show leadership, participation in extracurricular activities, and dedication to
their communities. Examples of extracurricular activities include: community service, faith-based
activities, work experience/internships, campus clubs, athletics, etc.
List extracurricular activities you are involved in: __________________________________________
__________________________________________________________________________________
Strong Test
Scores
The SAT Reasoning Test, SAT Subject Tests and ACT are standardized tests used in the college
admissions process to evaluate a students potential for success in college. Students should
prepare for the SAT and ACT by taking the PSAT.
When will you take the PSAT? __________________________________________________________
When will you take the ACT or SAT? ____________________________________________________
How will you prepare for these tests? ____________________________________________________
____________________________________________________________________________________
Letters of
Recommendation
Some colleges require letters of recommendation. When choosing whom to ask to write you a
letter, consider someone you have a close and positive relationship with such as a teacher,
counselor, coach, mentor etc. Keep an updated resume and a brag sheet that lists your
accomplishments and activities/recognitions.
Whom would you ask to write you a letter of recommendation? _____________________________
Job Competitiveness
Objective
Students will be introduced to three key components for being a strong candidate for a job:
networking, writing a strong resume, and interviewing.
Materials
Student Handout: Three Keys to Being a Strong Candidate for a Job (4 pages)
Pen or pencil
Procedures
1. Share your own story about your rst job. Tell students how old you were and why you chose
that job to be your rst. Tell them how prepared or unprepared you were for getting this job.
Allow students to share their personal experiences if they have already started to work.
2. Give students a copy of the handout, Three Keys to Being a Strong Candidate for a Job and
briey review the three key components for attaining a competitive job. (Note: you may need
to explain the difference between a competitive and non-competitive job by giving examples of
each).
3. Allow students sufcient time to go through the handout with a partner. As they complete
each section, have them share their answers with a partner and discuss their answers
together.
Reection Questions
1. What are three things you learned about the importance of networking?
2. What are two areas you must still develop to have a strong resume?
3. What are three things you learned about how to have a strong interview?
Student Handout: Three Keys to Being a Strong Candidate for a
Job (for Job Competitiveness)
There are three keys to being a strong candidate for a job: Networking with the right people can
help connect you to internship or career opportunities; writing a strong resume will catch the
attention of potential employers; and interviewing well can secure you a job position.
Part 1: Networking
About 80% of available jobs are never advertised. Because organizations generally rely on word-of-
mouth to nd new employees, networking is one of the most important tools you will ever use. The
people you know can help connect you to internship and career opportunities.
Think about your own personal network and make a list of ve people you know. Include family
members, friends, neighbors, teachers, coaches, counselors and others.
1) _____________________________________________
2) _____________________________________________
3) _____________________________________________
4) _____________________________________________
5) _____________________________________________
Share with these people your potential career aspirations and ask them for suggestions about
where you might get more information about these careers or about internship opportunities.
Networking Tips:
Get involved in as many activities and opportunities as possible. Join clubs that include other
people with the same interests. The more opportunities you get involved in, the larger the
potential in growing your network.
Take time to introduce yourself at social gatherings to a wide range of people. Ask for business
cards and send follow up emails.
Guest speakers who visit your class are a great networking contact. Ask speakers for their
business card or contact information.
Part 2: Writing a Resume
A resume is a one- or two-page summary of your skills, accomplishments, experiences and
education designed to capture an employers interest and get you an interview for the job. While
there are many different templates that people use to create resumes, common elds include:
Contact Information: Name, address, phone number, email address
Objective: Concisely describes what kind of job or experience you are seeking
Summary of Qualications:
Write down three qualications that would make you a great candidate for a job. (E.g.,
computer experience, ability to speak more than one language, etc. are all great things to
include in your list of qualications)
1) ____________________________________________________________________________
2) ____________________________________________________________________________
3) ____________________________________________________________________________
Education: List the school(s) you have attended. Including your GPA is optional.
Experience:
What experience have you had? Think about summer jobs, internships, volunteer work and
school clubs/activities you are involved in. Also, include informal jobs you may have had
such as babysitting family members. Write down 3 previous experiences and your
responsibilities in these positions:
1) ____________________________________________________________________________
____________________________________________________________________________
2) ____________________________________________________________________________
____________________________________________________________________________
3) ____________________________________________________________________________
____________________________________________________________________________
Accomplishments
What awards or recognitions have you received? Write down 3 accomplishments:
Part 2: Writing a Resume (Continued)
Interests/Hobbies
Write down three hobbies that you have outside of school:
1) ____________________________________________________________________________
2) ____________________________________________________________________________
3) ____________________________________________________________________________
References
Employers may ask you for referencespeople that they can contact who can speak to
your capabilities and qualications for the job you are applying for. This person should be
able to vouch for your character and trustworthiness.
When choosing who to include in your reference list, consider someone who you have a
close and positive relationship with. This person should be an adult (teacher, counselor,
boss, coach, mentor, etc.) and someone you trust and look up to. Avoid asking family
members and friends.
Who are 3 individuals you can ask to provide a reference for you?
1) ____________________________________________________________________________
2) ____________________________________________________________________________
3) ____________________________________________________________________________
Resume Writing Tips:
Be neat and organized. Type all resumes. Handwritten resumes are not acceptable.
Ask someone such as a school counselor or a teacher to read your draft and give you
suggestions.
Have someone else read your resume. There should not be any errors.
Try to keep your resume to one page (never more than two pages).
Part 3: Interviewing
To prepare for an interview, get to know yourself and practice being able to talk about yourself to
others. Answer the following questions to prepare yourself for an interview.
1) How would you describe yourself to others? ____________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Tip: Would you say you are patient? Friendly? Hardworking? Reliable? These are the types of qualities you should
stress during your interview.
2) What are your greatest strengths and weaknesses? _____________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Tip: When talking about your strengths, do not be afraid to talk highly about yourself. You want your potential
employer to know that you will be valuable to the organization/company. When talking about your weaknesses,
include how you are working to improve these qualities.
3) What is your previous work experience? _______________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Tip: Include volunteer work, extracurricular activities at school, and informal jobs you have had such as helping
neighbors or family members.
Interviewing Tips:
Know your employerlearn about the company.
Prepare questions to ask the interviewer.
Dress professionallyrst impressions are very important.
Arrive on time (or ve minutes early) and call if you are delayed or need to reschedule.
Shake hands with the interviewer(s) before and after your interview.
Make eye contact with the interviewer(s).
Have a positive attitude and a friendly smile.
Always follow up after an interview. Request a business card, then email or mail a thank you note
within 24 hours of your interview
Systems of Higher Education
Objective
Students will understand the different systems of higher education by comparing and contrasting
the similarities and differences in each.
Materials
Student Handouts: Types of Educational Institutions and Questionnaire
Pen or pencil
Procedures
1. Ask students to give you all the different systems of higher education in order to check their
prior knowledge and understanding of what this means. Do not correct students if they give
you names of colleges instead of the systems.
2. Give students a copy of the Types of Educational Institutions handout. Explain that these are
the different systems of higher education: community colleges, Cal States, UCs, and private/
independent universities. If they gave you a list of colleges earlier, categorize each of the
colleges into each system. Explain the terminology on the left column and how it pertains to
each system.
3. Have students engage in independent practice by completing the questions attached that help
them dissect the document in greater detail.
Reection Questions
See attached questions in worksheet.
Student Handout: Types of Educational Institutions (for Systems of
Higher Education)
Community
College
(Public)
California State
University
(Public)
University of
California
(Public)
Private or
Independent
University
ESTIMATED COST ESTIMATED COST ESTIMATED COST ESTIMATED COST ESTIMATED COST
Tuition & Fees $600 $3,450-$5,850 $5,850-$7,350 $10,000-$25,000
Housing N/A $6,960-$8,500 $6,960-$12,500 $6,500-$8,500
Books & Supplies $850-$1,200 $950-$1,400 $950-$1,500 $950-$1,500
Transportation $1,200 $900 $900 $700
Personal
Expenses
$1,670 $1,730 $1,730 $1,200
ADMISSIONS ADMISSIONS ADMISSIONS ADMISSIONS ADMISSIONS
Minimum Subject
Requirement
no subject
requirements
must be 18 yrs. old
or a high school
graduate
4 years English
2 years US Hist/
Govt.
3 years Math
2 years Lab
Science
2 years Foreign
Language
1 year Academic
Electives
1 year Visual/
Performing Arts
4 years English
2 years US Hist/
Govt.
3 years Math
2 years Lab
Science
2 years Foreign
Language
1 year Academic
Electives
1 year Visual/
Performing Arts
4 years English
2 years US Hist/
Govt.
3 years Math]]]]
2 years Lab
Science
2 years Foreign
Language
2 years Academic
Electives
G.P.A. None required minimum 2.0 G.P.A. minimum 3.0 G.P.A. minimum 2.0 G.P.A
Test Requirement None required SAT or ACT required SAT Reasoning Test
or ACT and
SAT Subject Test
SAT Reasoning Test
or ACT
(some require SAT
Subject Test)
OTHER OTHER OTHER OTHER OTHER
Type of Degree
Earned
Associate Degree Bachelors Degree,
Masters Degree, PhD
Bachelors Degree,
Masters Degree, PhD
Varies by college
Number of
Campuses
109 Campuses
e.g., LA Trade Tech,
El Camino
College,
Santa Monica
College
23 Campuses
e.g., Los Angeles
(CSULA),
Dominguez Hills
(CSUDH),
San Diego
(SDSU)
10 Campuses
e.g., Los Angeles
(UCLA),
Santa Barbara
(UCSB),
Riverside (UCR)
65 Campuses
e.g., Occidental
USC
Stanford
Number of
Students
Over 2,500,000
Students
Over 400,000
Students
208,000 Students Over 230,000
Students
Student Handout: Questionnaire (for Systems of Higher Education)
1. What colleges are you interested in attending? Which college is your top choice and why?
__________________________________________________________________________________
__________________________________________________________________________________
2. What type of school is it? (public, private, etc.?) _________________________________________
3. What type of degree will you earn? ____________________________________________________
4. In total, how much will it cost to attend this school? (Add tuition, housing, books & supplies,
transportation and personal expenses) _________________________________________________
5. What are the minimum subject requirements? ___________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Are you on track to meet these requirements? __________________________________________
7. What is the GPA requirement? ________________________________________________________
8. What is your GPA? Are you on track to meet the GPA requirement? If not, what will you do to
improve your GPA? _________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9. What else do you know about this school? _____________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
10. What else do you want to learn about this school? _____________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Updating the Four-Year Plan
Objective
To provide students the opportunity to update their individualized four-year plan. Students are also
able to evaluate their academic progress and develop a plan for making up classes with respect to
the four-year plan.
Materials
Students transcripts
Student Handout(s): High School Individualized Graduation Plan and A-G and High
School Requirements
Types of Educational Institutions from previous activity
Pen or pencil
guide the activity
Procedures
1. Give students the three handouts.
Reection Questions:
N
a
m
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GRADUATION
Grades 9 12
graduate
UNIVERSITY OF
CALIFORNIA
A-G Requirements
CALIFORNIA
STATE
UNIVERSITY
A-G Requirements
PRIVATE
COLLEGES
COMMUNITY
COLLEGES
Social Studies
A Requirement
30 credits:
World History AB
US History AB
Democracy
Economics

2 years
World History,
US History, or
Principles of
American Democracy

2 years
World History,
US History, or
Democracy

World History,
US History,
Principles of
American Democracy
electives
recommended
English
B Requirement
40 credits:
11
th
grade American
12
th
grade Composition
4 years college
preparatory English
4 years college
preparatory English
4 years college
preparatory English

Mathematics
C Requirement
20 credits college
preparatory math:
Alg.1 & Geometry or
Algebra 2
3 years:
Algebra 2
more is recommended
3 years:
Algebra 2
more is recommended
college
preparatory math
each year
Lab Science
D Requirement

20 credits total
science (Biology)
more is recommended
prep. science req.)
2 years lab science

prep. science req.)
3 to 4 years
lab science
World
Languages
E Requirement*
!

2 years same world
language
more is recommended
2 years same world
language

3 to 4 years world
language is
recommended
Visual/Performing
Arts
F Requirement
10 credits
visual/perform arts
and performing arts
and performing arts
visual & performing
as electives
Electives
G Requirement
70 credits

1 year or more of
advanced courses in
requirement), world
language, or social
sciences
1 year of advanced
world language, or
social sciences
college
preparatory
electives in the
No subject
requirements.

18 years old
or
or
high school
proficiency
test certificate

Students are most
college preparatory
courses suggested
for each semester
to graduate
230 credits
Additional
Graduation
Non-course
Requirements
2. Career Pathway
3. Service Learning

Exit Exam
(CAHSEE)

SAT Reasoning Test
or ACT plus ACT
Writing
SAT Subject Tests
Analytical Writing
Placement Exam
(Subject A)
SAT Reasoning Test
or ACT

Placement exams in
ELM
SAT Reasoning Test
or ACT and

required for some
colleges
Placement exams for
English,
mathematics and
chemistry

Student Handout: A-G & High School Requirements (for Updating the Four-Year Plan)
11th Grade

Senior Portfolio

Senior Portfolio Process
Objective
To familiarize 11th grade students with the portfolio process and requirements.
Materials
Handouts: Portfolio Checklist
Sample portfolio(s) from previous seniors (see your College Counselor)
Pen or pencil
Procedures
1. Introduce the senior portfolio requirement to students by showcasing sample portfolios
from previous seniors. Ask students: Aside from fullling graduation requirements,
why do you need a portfolio? What are the different ways you can use a
portfolio? (Explain the importance of portfolios for obtaining employment and the
college application process if students dont bring it up.)
2. Pass out the Portfolio Checklist handout to students. Go through each item with
them and ask students to raise their hand if they already have some of these items
they have collected in earlier grades.
3. Explain to students that there will be three items they will need to write themselves:
Cover Letter, Personal Resume, and Personal Statement. Assure students that the
College & Career Center can help them with these items and that you will also be
available to assist in the process.
4. Explain that the successful completion of these items also depends on students
reaching out to many people. For example, they need to start thinking about who will
write them letters of recommendation and who can help them plan education and
career goals. Assure them that the College & Career Center and you will also be
available to assist them in this process.
Reection Questions
1. What are some portfolio items that you have already been collecting in previous
grades?
2. What are some questions I still have about writing a cover letter, personal resume, and
a personal statement?
3. Who are some adults in my life that can possibly write a good letter of
recommendation for me?
MAHS HOMEROOM RESOURCE GUIDE SENIOR PORTFOLIO
Student Handout: Portfolio Checklist (for Senior Portfolio Process)
The items listed below should be in your senior portfolio to properly describe your
accomplishments and progress in high school. These materials will demonstrate your skills,
abilities, and level of commitment to the task of completing your high school education, and will
focus on your career goals and methods you will use to achieve them. As you collect each item,
place a check mark in the proper space on this sheet to show that you have included the
information. If certain items are still pending, update what needs to be completed in the status
column.
Item Status
Complete ?
Attendance Record
Career Cruising Survey
Career Cruising Worksheet
Certicates & Awards
Community Service
(80 Hours)
Cover Letter
Personal Resume
Education/ Career Goals
or
Personal Statement
2 Letters of
Recommendation
(From your Principal,
Counselor, Teacher, Employer,
Community Leader, etc.)
5 Samples of
Work Assignments
Transcripts
Courses/ Grades
Cover Letter
Objective
Students will understand the purpose of a cover letter and be able to practice writing their rst
draft.
Materials
Student Handout: Cover Letter Starter Worksheet and Sample Cover Letter
Classied Ad in newspaper with job posting
Pen or pencil
Chart paper (optional)

Procedures
1. Find out how many students are currently employed and ask them to share what type of
documents they had to submit before getting the job. If no one has had to submit a resume
with a cover letter, explain why this step is critical in getting a good job.
2. On the board or chart paper, write down the following criteria for an excellent cover letter:
(1) addresses a specic person
(2) identies the job title you are applying for and how you found out about it
(3) summarizes your skills
(4) tells the employer when you are available for an interview and when you are ready to begin
working
(5) provides your contact information. Elicit student volunteers to help you with the criteria if
they have already had experience in writing a cover letter or have seen sample cover
letters in the past.
3. Pass out handout, Cover Letter Starter Worksheet and a copy of a classied ad in the local
newspaper with job posting. Ask students to write a cover letter with the specic job posting
in mind.
4. Once students are done with the worksheet, pass out handout Sample Cover Letter to
compare their descriptions with the sample and maybe make some modications. This
handout may be given out earlier if students are struggling with their own writing.
Reection Questions
1. What are some different types of jobs I would be interested in during high school and
immediately after high school?
2. What are some additional things I need to nd out or research before I write a cover letter?
3. What section of the cover letter was the most difcult to write? Why?
Student Handout: Cover Letter Starter Worksheet (for Cover Letter)
_________________________________
Date
_________________________________
Your Address
_________________________________
Mr. /Ms./ Position or Title
_________________________________
Company Name
_________________________________
Company Address
_________________________________
City/ State/ Zip Code
Dear Mr. /Ms. _________________________________
State your reason for writing and identify the position you are seeking.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Briey summarize your qualications for the job. Describe relevant training or experience you have had.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Express your interest in obtaining this job and working for this company.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Refer to your enclosed resume. State specically how and when you will follow through on your application.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Sincerely,
__________________________________________
Your signature
__________________________________________
Your Name Typed
Student Handout: Sample Cover Letter (for Cover Letter)
June 1, 2009
705 Vernon Ave.
Los Angeles, California 90037
Mrs. Linda Gonzalez, Personnel Manager
Image Unlimited
5683 Business Center
Industrial City, California 91820
Dear Mrs. Gonzalez:
In the May 20 issue of Career Magazine you advertised for a sales trainee. Please
consider me as an applicant. I will be graduating from Manual Arts High School in June of
2010. My high school program has included two years as a retail merchandising student.
This course helped me develop skills in sales, inventory, merchandising stocking, display
work and the use of computerized cash registers.
My resume is enclosed. I am available immediately for part-time employment and will be
available full-time after graduation. It would be possible for me to report for a personal
interview any day after 3:00 p.m.
I appreciate your consideration and look forward to speaking with you. You may reach me
at (909) 456-6857 or by e-mail at lsoto@gmail.com.
Sincerely,
Luis Soto
Asking for a Recommendation
Objective
Students will learn how to appropriately ask for a strong letter of recommendation from an adult.
Materials
Student Handouts: Brag Sheet and Letter of Recommendation
Pen or pencil
Procedures
1. Ask students to brainstorm a list of adults in their life in different positions (teachers,
employers, outside classroom staff, coach, etc.) that would have something positive to say
about them. Ask students to share their list with a classmate and talk about why these adults
would write them a great letter.
2. Give students a copy of the Brag Sheet handout. Explain that even though adults may know
a lot about them already, it doesnt help to remind them about all of their great
accomplishments. The brag sheet is an opportunity to tell adults what you want them to say
about you in their letter of recommendation.
3. Give students a copy of the Letter of Recommendation handout. Remind them to date it
and write their name on it before they give it to a teacher because teachers often get many
requests from many different students at one time. Review the form with them so that they
understand what type of letter they are asking for. Explain that it is important to give the adult
this form along with their brag sheet and remind the person writing the letter to whom the
letter should be addressed to.
4. Have students role play how they would approach an adult to ask them for a letter of
recommendation. Remind them not to assume that their chosen adult would immediately say
yes. Before the role play, have them list some possible ways to ask for a strong letter of
recommendation.
Reection Questions
1. What are some important things a person should know about you before they write you a
letter of recommendation?
2. What are some different ways that you can approach a person when you want them to write
you a recommendation?
3. What are some areas you still need to develop in order to have a complete brag sheet?
Student Handout: Brag Sheet (for Asking for a Recommendation)
Purpose of Brag Sheet
A BRAG SHEET asks you to do the unthinkable: Brag about yourself!!! Why? So the adults you
ask to write YOUR letters of recommendation will know YOU better when they sit down to write
your recommendation. A good letter may make the difference in your acceptance to college or
awarding of a scholarship! Pay extra attention to details when bragging about yourself and use the
following criteria:
Use complete sentences.
Include as much information as possible.
Be specic! Use concrete details.
What have you done or who are you that sets you apart from other students? Colleges are
looking for unique traits, special skills and strong interests that you have followed with
some passion.
Brag Sheet Worksheet
After you have gured out what you want to say, transfer the information to a Word document on
your computer. Proofread AND edit to make sure what you have written is clear, complete, and
correct. Yes, grammar and punctuation count - this is your life and you want to make sure you are
understood clearly! So now, gather your thoughts and have fun BRAGGING about YOURSELF!
NAME ______________________________________________________________________________
ADDRESS __________________________________________________________________________
PHONE (Home) ________________________________ (Cell) _______________________________
E-MAIL _____________________________________________________________________________
List your major activities for each year of high school, including school activities as well
as jobs, awards, community service, special interest clubs, etc. BE SPECIFIC!!!
FRESHMAN YEAR:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
SOPHOMORE YEAR:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
JUNIOR YEAR:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
SENIOR YEAR:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
SUMMER EXPERIENCES: study/work/travel/hobbies:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
1. EXPLAIN: Do your grades and/or SAT/ACT scores reect your academic potential? Why or why
not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Why do you want to go to college? Include potential goals, interests, and/or majors:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. List FIVE adjectives or descriptive phrases that illuminate who you are:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Describe and explain your pride in one accomplishment at MAHS. This could be a project,
paper, mastering a difcult concept or subject, etc.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. How do you think a teacher might describe you?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
6. Who or what has been the biggest inuence in your life? Explain why and/or how.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
7. Describe your family: parents occupations; parents or siblings education; nancial situation;
special circumstances, etc.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8. List three teachers who can offer more information about your abilities:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Student Handout: Letter of Recommendation (for Asking for a
Recommendation)
Date: ___________________________________
Letter of Recommendation for: ______________________________________________________
1. Please rate the students performance:
Excellent Good Fair Poor N/A
Productivity
Motivation
Promptness
Appearance
Ability to work with others
Responsibility
Initiative
Thoroughness
Creativity
Integrity
2. What do you consider to be the students strengths?
3. What do you consider to be the students weaknesses?
4. In what capacity do you know the student and for how long?
5. Comments:
Print Name __________________________________ Signature _______________________________
Organization __________________________________Date __________________________________
Learning

Life Map: Charting Personal
and Academic Pathways
6
Objective
By creating a visual illustration of ones life, students will reect on their past and set goals for the
current year ( this activity can also be used for midyear reections). This activity also helps to
encourage attentive listening.

Materials
Large paper (possibly poster boards)
Colored pencils or markers
Student Handout: Life Map
Optional Materials: construction paper, old magazines, scissors, glue, pictures, etc.
Procedures
1. Have students brainstorm on my life to date. Explain that they are to write down all the
signicant events, trends, and patterns of their lives.
2. Give students the Example of a Life Map. Using their brainstorm and this life map they are to
create a life map of their own where they will chart their personal and academic pathways.
3. Give each student a piece of paper and crayons or markers and have her or him draw a visual
illustration of their life as a roadmap. Encourage students to take their time, possibly drawing or
writing part of it at home.
4. Once students have completed their Life Maps, have them share them with the class or in
groups of ve students. Encourage students to explain the rationale for different places, road
signs, ups and downs, and so on.
Reection Questions
1. Why is it important to be able to draw a Life Map or Personal Pathway?
2. In what ways were everyones maps the same?
3. How did you feel as you made your life map? What did you learn about yourself?
4. How are you a unique and special individual?
5. What other events would you like to include in your life map for the future?
6
Adapted from Engaging All by Creating High School Learning Communities (2008), Jeanne Gibbs and Teri Ushijima, ED.D.
Student Handout: Example of a Life Map (for Life Map)
Objective
Materials
Pen or pencil
Procedures
dates for actions.
Reection Questions
Goal Setting)
S Specic I will
M Measurable by
R Realistic
T Timetable within
S.M.A.R.T!
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
This is my reward:
Calculating My GPA
Objective

Materials
Pen or pencil
Procedures
Reection Questions
G.P.A.)
STEP 1
CLASSES
9th
GRADE
SEMESTER
I
9th
GRADE
SEMESTER
II
10th
GRADE
SEMESTER
I
10th
GRADE
SEMESTER
II
11th
GRADE
SEMESTER
I
11th
GRADE
SEMESTER
II
MESTER
1 / 2
MESTER
1 / 2
MESTER
1 / 2
MESTER
1 / 2
MESTER
1 / 2
MESTER
1 / 2
English
Math
History /
Social
Studies
Science
Foreign
Language
Fine Arts
Applied
Technology
Physical
Education
Health
Elective:
___________
Elective:
___________
STEP 2
A
B
C
D
F
STEP 3
# of As x 4 = __________________________
# of Bs x 3 = __________________________
# of Cs x 2 = __________________________
# of Ds x 1 = __________________________
# of Fs x 0 = __________________________
STEP 4
______________________ ___________________ = ______________

STEP 5
___________________________ x .025 = ___________
STEP 6
Objective
Materials
Pen or pencil
Procedures
dates for actions.
Reection Questions
Goal Setting)
S Specic I will
M Measurable by
R Realistic
T Timetable within
S.M.A.R.T!
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
This is my reward:
7
Objective

Materials
chalkboard

Procedures

higher grade.
7
their answers.
Reection Questions
Essential Tools for Studying
Objective
To expose students to several specic study tools, teach when and how to use them and provide
practice using them for actual studying purposes.
Materials
Index cards ( at least ve cards per student)
Student Handouts: Study Tools (Packet)
Chart paper and markers or use white board or chalkboard

Procedures
1. Ask students to think quietly for a minute about specic tools or strategies they have used to
study. Tell the class about one of the tools you use to get them thinking in the right direction.
Have the students call out their ideas. Write their ideas on the chart paper or board.
2. Once the list is nished, divide the class into four groups. Give each group copies of the Study
Tools handout (packet).
3. Assign a tool to each group, and explain that they will be the experts for that study tool; all
members must know the concepts and be prepared to share. Allow students time to read the
information and discuss as a group how they will explain it to their classmates.
4. Jigsaw Activity - Now form new groups with one student from each of the four prior groups.
Each student will present information on the study tool that his/her group studied. The other
three students will take notes as their group members share.
5. Once the Jigsaw activity is completed, bring the class back together. Ask students to think and
talk about the reection questions.
Reection Questions
1. When have you used or could have used some of the study tools reviewed in this activity?
2. Which study tool did you like the most and why?
Student Handout: Study Tools- Index Card System (for Essential
Tools for Studying)
Objective: To help you understand and think deeply about what you are studying.
Materials: 3 x 5 or 4 x 6 index cards
Steps for studying using index cards:
1. Review your notes and readings. As you go, imagine you are a teacher. What questions would
you ask on the exam? Write each question on the back of an index card.
2. Keep track of any terms/ denitions you need to know and write each one on its own index
card.
3. On the front of each card, write an answer or explanation for the question or term. Use your
notes and text, but make sure you put the answer in your own words.
4. Shufe the index cards.
5. Look at the card on the top of the deck. Try to answer the question or explain the term. If you
know it, great! Put that card at the bottom of the deck. If you do not know it, look at the
answer, and then put the card back in the middle of the deck.
6. Continue to go through the deck of cards until you know all of the information.
Suggestions:
Stay fresh! Take ten minutes every day to go through the deck of cards and review the
information.
Carry the index cards with you and pull them out when youre waiting in line, in between
classes, during commercials (mute the television), on the bus or whenever you have a few
minutes.
When you can, say the answers out loud pretend you are explaining the information to a
friend.
Study with a friend. Share ideas and help each other out with the concepts. You can help
each other make sure you are both explaining the answers adequately.
Use the Index Card System to Study:
Foreign language vocabulary
Science class concepts, vocabulary and formulas
Social studies geography terms and places
Social studies historical terms, dates, places and persons
Math concepts and formulas
English class vocabulary and concepts
For a test in any class

Student Handout: Study Tools - Mnemonics and Other Memory
Tools (for Essential Tools for Learning)
Mnemonic devices are tools to help your memory. They should be simple, clear and vivid. We tend
to remember things that are unusual, funny and personal. To work well, associate things you need
to remember with something you already know.
Visualization
Create a strong vivid memory by putting a mental picture to the idea or item you need to
remember.
Example: To remember an important date in history, picture the scene (such as a battle or
meeting) with the date in large letters in front of this scene.
Example: To remember that Louis Pasteur developed the pasteurization process for milk,
picture a man losing (losing sounds like Louis) his way in a pasture (pasture sounds like
Pasteur) lled with cows (cows make milk).
Acronyms
Make a word from the rst letter of each of the things you are trying to remember. The crazier and
funnier they are, the easier they will be to remember.
Example: ROY G BIV- colors of the light spectrum (Red, Orange, Yellow, Green, Blue,
Indigo, Violet).
Example: HOMES- the Great Lakes (Huron, Ontario, Michigan, Erie, Superior).
Acrostics
Make a sentence using the rst letter of each word of the information you are trying to remember.
Acrostics work best when you customize them yourself and make them really wacky.
Example: Every Good Boy Does Fine- the notes of the G-clef (E, G, B, D, F).
Example: My Very Earnest Mother Just Served Up Nine Pickles- the planets of our solar
system in order from the Sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune, Pluto).
Method of Loci
Select any location where you spend a lot of your time and that you know very well. Imagine
yourself walking through this location (for example, your classroom, bedroom or kitchen) and
visualize specic objects (such as the door, sofa, shelf, desk). Imagine putting the items or ideas
you need to remember on to each of those objects as you walk through your location in a direct
path.
Example: To remember George Washington, Thomas Jefferson and Franklin D. Roosevelt,

imagine walking into your house. Picture a dollar bill (with Washingtons face) taped to the
front door. When you open the door, Thomas Jefferson is reclining on the sofa, and
Roosevelt is leaning against the replace.
Rhyme
Make a rhyme using the information you need to remember.
Example: 30 days have September, April, June and November. All the rest have 31, except
February 28 and leap year 29.
Example: In 1492, Columbus sailed the ocean blue.

Rhyme-Keys
Memorize key words that can be associated with numbers such as one-bun, two shoe, etc. Then
create a mental picture of the items or ideas you need to remember with the key words.
Example: To remember the parts of the food pyramid:

- One-bun: picture a piece of cheese sitting on a bun (dairy).
- Two-shoe: picture livestock walking around wearing shoes (meat)
- Three-tree: picture trees lled with fruits and vegetables hanging down (fruits and
vegetables)
- Four-door: picture a door that is very grainy (grains).
External Memory Devices
These are tools to help you remember.
Example: Notebooks, binders, planner, notes, post-its, ash cards, maps.

Student Handout: Study Tools- Mnemonic Devices (for Essential
Tools for Learning)
When you need Technique
Example
Remember key words Acronym- An invented combination
of letters that create a word. Each
letter represents an idea you need to
remember.
BRASS is an acronym for how to
shoot a rie Breathe, Relax, Aim,
Sight, Squeeze.
Remember key words and
lists
Acrostics- An invented sentence
where the rst letter of each word
represents an idea you need to
remember.
King Philip Came Over For Great
Soup is an acrostic to help
remember the classication
hierarchy (Kingdom, Phylum,
Class, Order, Family, Genus,
Species).
Remember lists of items and
ideas
Rhyme-Keys- A two-step memory
process:
1. Memorize key words that can be
associated with numbers (one-bun).
2. Create a mental picture of the items
you need to remember with key
words (a bun with cheese on it will
remind me of dairy products).
Food Groups:
1. Dairy products: one-bun
cheese on bun.
2. Meat, Fish, and Poultry: two
shoe livestock wearing
shoes.
3. Grains: three-tree sack of
grain hanging from a tree.
4. Fruit and Vegetables: four
door opening a door and
walking into a room stocked
with fruits and vegetables.
5. Fats and Sweets: ve-hive a
beehive lled with sweet honey.
Learn lists of approximately
up to 20 items
Locai Method: Imagine placing the
items or ideas you want to remember
in specic locations in a room you are
familiar with.
Learn Names
Image-Name Technique: Invent a
relationship between the name and
the physical characteristics of the
person.
Theador Schwann credited with
the theory that all animals are
made of cells. His name sounds
like swan, which is an animal.
College and Career
Planning

College Knowledge BINGO
Objective
To provide students with frequently used vocabulary college terms and build upon their
prior college knowledge.
Materials
Handouts: College Bingo Terms and College Knowledge Bingo
Pen or pencil
Procedures
1. Pass out the College Bingo Terms sheet and review each of the terms with students
to help clarify the denitions with examples.
2. Give students additional time to practice memorizing the key terms with a partner.
Students can pair up and quiz each other on their knowledge of key terms.
3. Pass out the College Knowledge Bingo handout and ask them to ll in the 24 boxes
with the key terms in random order.
4. Once students are ready to begin playing BINGO, teacher calls out the denition of the
terms without stating the key term. Do not allow students to look at the denitions of
the terms while playing so that they are forced to recall their college knowledge
vocabulary. You may want to reward the winner of BINGO with additional class points
or a prize.
Reection Questions
1. List at least three key terms you memorized as a result of playing this round of BINGO.
2. What are the different types of nancial aid a student can get for college?
3. What is a FAFSA?
MAHS HOMEROOM RESOURCE GUIDE COLLEGE AND CAREER PLANNING
College Bingo Terms
AB 540 - An assembly bill that allows qualied undocumented students to pay in-state tuition fees.
Associates Degree - A degree earned after 2 years of study, usually awarded at a community college.
Bachelors Degree - A degree earned after 4 years of study at a college or university.
College - A four year learning institution that offers a Bachelor of Arts or Bachelor of Science degree.
College Rep - A term that often refers to a person that represents a certain college, especially during college fairs.
Community College - Attending this type of college is an alternative to going directly to a four-year institution. Students
can begin their college career here and then transfer to a four-year college or university if they wish.
Discussion/lab - A class taken where the instructor facilitates discussion with students and encourages them to ask
and answer questions about the lecture.
Dorm - A university building where students live while going to school, often sharing a room with other students.
Free Application for Federal Student Aid (FAFSA) - The form to apply for nancial aid from the U.S federal
government, including loans and grants. All colleges require students to ll out this form n order to receive nancial aid.
Grants - A type of nancial aid that does not have to be repaid and is usually awarded based on need.
Internships- Paid or volunteer work experiences in specic elds that give students the opportunity to try out a career.
Lecture - A style of teaching where professors give direct instruction to students.
Loans - A form of nancial aid that must be repaid, with interest.
Major- Your chosen eld of study in college. For example, students can major in business, English, or science.
Masters Degree - A degree earned by attending a graduate school. In order to earn this type of degree, a person
must already possess a Bachelors degree.
Personal Statement - A part of the college application that gives students the opportunity to tell college admission
ofcers more about who they are. The essay prompt varies from college to college.
Private University - University that receives no government funding, thus charges high tuition prices to its students.
Public University - University that receives government funding, thus is able to charge lower tuition prices.
Quarter System - A college or university calendar system based on three quarters where new classes begin every 10
weeks.
Scholarship - Money given to a student that does not need to be repaid and that students earn based on merit and/or
need. These awards are often given on a competitive basis and each one has its own requirements.
Semester system - A college or university calendar based on two semesters where new classes begin every 16 weeks.
Tuition - The amount paid for each credit hour of enrollment. This charge does not include the cost of books, fees, or
room and board. These college fees depend on such factors as resident or out-of-state status, number of classes
enrolled in, and whether the institution is publicly or privately nanced.
Teacher to Student Ratio - A phrase that describes how many students are assigned per teacher to determine the
class size.
University - A learning institution that offers a variety of degrees for undergraduate and graduate students.
College Knowledge Bingo
Test your college knowledge and be the first to get five in a row, column or diagonal!
B I N G O
Go For College
Free Space
Each of these terms should be written in one box. Each term should only be used once.
Bachelors degree SAT university public university
major CAHSEE C&C center Associates degree
private university A-G courses College counselor AP courses
Cal State system UC system College Rep Senior portfolio
grade point average community college tuition extracurricular activities
Masters degree College College fair teacher to student ratio
Name ______________________________________
College/University Research and Inquiry
Objective
This activity provides students the opportunity to conduct research and gather important
information about a college/university of their choice. Students learn how to write a formal letter to
obtain information about a college of their choice.
Materials
Student Handouts: Research Activity, Letter of Inquiry, and Sample Letter of Inquiry
Access to a computer with internet or college handbooks
Pen or pencil
Procedures
1. Using the internet and/or other resources such as college handbooks, have students read
about a college of their choice and use the student handout College/ University Research as
a guide to gather information about that college. (You can assign it as homework for the week
so that they may use their computers at home or the computer lab on their own time).
2. Present students with the student handout Sample College Letter to guide this discussion.
Based on the example, inform students that they will write a letter to the college of their choice.
First they will write a rough draft of the letter using the template provided (College/ University
Letter of Inquiry ). Remind students that they should to follow the formal letter format.
3. Once students have completed the rough draft, provide a time where students can share their
rough drafts with each other and peer edit. Finally, students should then compose their letters
on a computer. ( You may also want to do a quick mini lesson in which students learn how to/
practices addressing their envelopes.) Be sure that students use the correct postage before
mailing the letters.
4. As students receive responses from their colleges, have them bring in the material they receive
and share it with the class.
Student Handout: Research Activity (for College/ University Research
and Inquiry)
Use this sheet to record information about a college of your choice. Be sure that all of your
answers for questions 1-13 are written in complete sentences.
Name of College _____________________________________________________________________
State of College _____________________________________________________________________
Address ( including state and zip code) __________________________________________________
Phone Number (Admissions Department) _________________________________________________
E-Mail address _______________________________________________________________________
1. How many students out of every 100 are accepted to this university?
2. What criteria does this institution use for admissions decisions?
3. What degrees are offered by this college?
4. What majors could you study if you attend this university?
5. What academic programs are offered at this institution (academic support, internships, study
abroad, AB540 support programs, etc.)
6. How do freshmen get admitted to this university?
7. How do transfer students (students that attend community college after high school) get
admitted to this university?
8. In what activities, or student organizations could you participate in you were a student at this
university?
9. In what sports could you participate if you were attending this university?
10. What other types of services are offered to students ( for 1st generation college students,
AB540 Students, low income students, etc.)
11.What percentage of students receive nancial aid?
12. Whom would you contact if you were interested in arranging a tour of the campus?
13. Would you like to attend this university? Why or why not?
Student Handout: Letter of Inquiry (for College/ University Research
and Inquiry)
Name: ____________________________________________________________________________
Date: _________________________________ Homeroom _________________________________
University Letter of Inquiry (Rough Draft)
_________________________________________ (your street or mailing address)
_________________________________________ (your city, state, and zip code)
_________________________________________ (todays date)
_________________________________________ (name and title of person you are writing)
_________________________________________ (name of institution where person works)
_________________________________________ (street or mailing address)
_________________________________________ (city, state and zip code)
Dear ____________________________________ (salutation)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________, (closing)
YOUR SIGNATURE
_________________________________ (your name typed)
Student Handout: Sample Letter of Inquiry (for College/ University
Research and Inquiry)
12345 Education Avenue
University City, CA 90000
November 10,2005
Lizzette Flores, Director of Undergraduate Admission
University of California, Davis
175 Mark Hall Davis, CA 95616
Dear Ms. Flores:
I attend Manual Arts High School in Los Angeles and I am in the 10th grade. I am currently enrolled
in the School of _____________________, one of the small learning communities at Manual Arts. I
am interested in attending UC Davis to study aerospace engineering. I would like to receive
information about admissions requirements, nancial aid, student life at UC Davis, and anything
else you could send me.
Receiving this information will help me to remain focused for the next couple of years so I can work
toward fullling the admission requirements for UC Davis. Thank you for your time.
Sincerely,
[ Signature}
Carlos DoLittle
Resum Writing
Objective
Students will learn about the different components of a resum and be able to see a sample
resum to understand what type of information they must keep track about themselves.
Materials
Student Handouts: Resum Tips and Sample Resum
Pen or pencil
Procedures
1. Introduce the purpose of writing a resum as a way to get a job interview. State that the
mission is to provide a one-page summary of your skills/ experiences that is so informative that
the person reading it cant wait to meet you in person. Pass out student handout Resum
Tips to review with students.
2. Ask students to read through the handout carefully and highlight any words they do not know.
Once sufcient time is given to review the handout, ask students to give you all the terms they
do not know and write them out on the board. Probe students to help each other dene the
terms rst before you dene it for them.
3. Pass out student handout: Sample Resum. Ask students to create a sample resum with
their own information. Let them know that its okay to have many blank spaces since they still
need to build their resum.
Reection Questions
1. Why do you need a resum?
2. What are three new words you learned about resums that you did not know before?
3. What are some areas/sections of a resum that you still need to develop and keep track of?
Student Handout: Resum Tips (for Resum Writing)
Different Sections of a Resum
This handout will provide you with effective guidelines and helpful hints for writing a very successful
resume.
HEADER: Your name, address, telephone number and e-mail should be shown at the top of the
page. This information can be centered or left justied. If preferred, you can center name and
place phone number and e-mail on the left and address on the right. Your name should be larger,
but do not use dark extra-large or distracting font.
EDUCATION: List degrees in reverse chronological order, with most recent rst. You can include
relevant courses, education abroad, a minor, or an emphasis. If GPA is above average, you may
choose to use it.
EXPERIENCE: Reverse chronological order is what the reader expects, but if you have a mixture
of experiences, you can break them down into categories. For example: Related Experience,
Work Experience, Project Experience, Community Service, and Leadership. This allows you to put
the most relevant items together and move older more relevant items to the beginning. Focus on
your accomplishments and responsibilities rather than a general list of duties. Numbers can
enhance credibility; they can show volume, percentages or dollar amounts. Consolidate
information and avoid repetition whenever possible. Use action verbs to describe your skills and
accomplishments, and be sure to use past tense for any positions you do not currently hold.
ACTIVITIES/AWARDS: List the most relevant activities and ofces held rst. Include high school,
professional, and community. Focus on accomplishments and leadership.
SKILLS: This category can be used for computer software and hardware, equipment required for
performance on the job, child care, construction, and foreign languages spoken/read. Certication
can also be grouped in this section.
REFERENCES: Organizations will not expect references to be listed on the resume itself. You
should prepare a list of references that are appropriate and on a separate page formatted to match
your resume itself. Consider individuals familiar with your academic achievements, internships,
volunteer experiences, church-related activities, work experience, leadership activities, and
teamwork activities. You should always seek prior approval from individuals you plan to list as a
reference. Include the individuals name, title, organization, address, telephone number and email.
Student Handout: Sample Resum (for Resum Writing)
Sam Lee
705 Foothill Ave.
La Verne, California 91750
(916) 456-6857
Slee@hotmail.com
OBJECTIVE: Sales Trainee
SUMMARY OF QUALIFICATIONS
General Retail Merchandising skills
Bilingual --Spanish
Sales Experience
Merchandise stocking
Display work
Use of computerized cash register
Technological literacy -Word processing, database management, and Internet
EXPERIENCE (include any volunteer and/or Community Service Work)
Sales Work at Kohls Department Store Summer 2006
Volunteer Work at County Fair Fall 2006
McDonalds Restaurant- Drive up Window Service September to May - 2005
EDUCATION (Include All Specialized Electives)
Manual Arts High School Graduate June 2006
Regional Occupational Programs (ROP) 2005-2006
Retail Merchandising Classes
Work Experience Class 2006
Foreign Language Studies- 2001-2006
Mandarin Chinese Saturday School
ACCOMPLISHMENTS or CERTIFICATES & AWARDS (Choose one of these
categories)
Junior Scholastic Scholarship Federation
Bank of America Award in Retail Merchandising
SCHOOL ACTIVITIES or INTEREST (Choose one of these categories)

Soccer
Winter Formal Dance
REFERENCES
Available upon request (Type a min. of 3 references contact information on a separate
page.)
Objective
the four-year plan.
Materials
School Requirements
Pen or pencil
guide the activity
Procedures
Reection Questions:
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GRADUATION
Grades 9 12
graduate
UNIVERSITY OF
CALIFORNIA
A-G Requirements
CALIFORNIA
STATE
UNIVERSITY
A-G Requirements
PRIVATE
COLLEGES
COMMUNITY
COLLEGES
Social Studies
A Requirement
30 credits:
World History AB
US History AB
Democracy
Economics

2 years
World History,
US History, or
Principles of
American Democracy

2 years
World History,
US History, or
Democracy

World History,
US History,
Principles of
American Democracy
electives
recommended
English
B Requirement
40 credits:
11
th
grade American
12
th
grade Composition
4 years college
preparatory English
4 years college
preparatory English
4 years college
preparatory English

Mathematics
C Requirement
20 credits college
preparatory math:
Alg.1 & Geometry or
Algebra 2
3 years:
Algebra 2
more is recommended
3 years:
Algebra 2
more is recommended
college
preparatory math
each year
Lab Science
D Requirement

20 credits total
science (Biology)
more is recommended
prep. science req.)
2 years lab science

prep. science req.)
3 to 4 years
lab science
World
Languages
E Requirement*
!

2 years same world
language
more is recommended
2 years same world
language

3 to 4 years world
language is
recommended
Visual/Performing
Arts
F Requirement
10 credits
visual/perform arts
and performing arts
and performing arts
visual & performing
as electives
Electives
G Requirement
70 credits

1 year or more of
advanced courses in
requirement), world
language, or social
sciences
1 year of advanced
world language, or
social sciences
college
preparatory
electives in the
No subject
requirements.

18 years old
or
or
high school
proficiency
test certificate

Students are most
college preparatory
courses suggested
for each semester
to graduate
230 credits
Additional
Graduation
Non-course
Requirements
2. Career Pathway
3. Service Learning

Exit Exam
(CAHSEE)

SAT Reasoning Test
or ACT plus ACT
Writing
SAT Subject Tests
Analytical Writing
Placement Exam
(Subject A)
SAT Reasoning Test
or ACT

Placement exams in
ELM
SAT Reasoning Test
or ACT and

required for some
colleges
Placement exams for
English,
mathematics and
chemistry

12th Grade

High School and Beyond

Life After Manual Arts H.S
Objective
To help students think about their plans for education and/or work after high school and to
determine what type of post-high school education would be best for them. This activity also
provides the time to share their reections with their peers and get feedback
Materials
Student Handout, Reections on Life after Manual Arts High School

Procedures
1. Explain to students that today they will be thinking about what they would like to do after they
graduate from high school. Ask for a few volunteers to share with the class what they are
currently planning to do after high school.
2. Distribute the student handout Reections on Life After Manual Arts High School. Read the
paragraph at the top of the handout and ask if there are any questions. Tell student they have
about 10 minutes to complete the self-reection and write in their journals.
3. Divide the class into quads, small groups of four students. Go over instructions for the next
part of the activity:
1) Share with others in your small group by reading your answers to the questions aloud.
2) The rst person in each group starts by reading his or her answer to question #1 while
practice active listening. Then the next person reads his/her answer to the same
question and so on, until all students in the group of four have responded to each
question.
3) Once everyone has read their answer to the rst question, repeat the process for the
remaining questions.
4) Remind students that they have about 10 minutes to complete the task.
4. Conclude the activity by having volunteers complete the following sentences:
One new idea I have about what I can do after high school is...
I know now that I need to nd out more information about...
After listening to my peers, I think my future plans are...
Extension: If you have more time, invite the counselor from your SLC to join the session and provide
more information and encouragement to students as they explore their post-high school options.
MAHS HOMEROOM ADVISORY GUIDE HIGH SCHOOL AND BEYOND
Student Handout: Reection on Life After High School
8
(for Life
After Manual Arts H.S.)
Introduction:
Before you begin to ll out college applications or job applications, take a few moments to think
about what you want out of life and what you intend to do after high school. Some students feel
they already know what they are going to do at this point, while others do not. Even if you feel you
have made up your mind, ll out the self-reection below and allow yourself to consider your plans
once again.
Use the questions below to reect upon any choices or decisions you have made about your
future. Answer the questions as honestly as possible once you have thought about them. Be sure
your answer is based on how YOU feel.
Reection Questions
1. What are your thoughts about going to college? If not college, what about another type of
post-high school educational institute?
2. Why would you choose to go to college? What would keep you from going to college?
3. What are you thinking of studying once you get to college, or to another post-high school
educational institute?
4. What things do you like to do, or do especially well, that you could possibly turn into a job or
career?
5. Imagine that it is ten years from now. You get a call from a classmate who tells you your ten
year high school reunion is coming up. What would you like to be able to tell your old friends
about your life when you see them again? (Answer on back of handout.)
8
Questionnaire adapted from the The Family Advocate System Guided (2004), by The Institute for Research and Reform in
Education
Applying for a Job: Classroom
Positions (Part I)
9
Objective
Students will gain valuable practice applying for employment positions in the context of their
classroom. Students will learn to take ownership of classroom duties.
Materials
Student Handout: Employment Opportunities in the Classroom
Pen or pencil
Procedures
1. Begin by handing out the Employment Opportunities Job Descriptions where students will
have the opportunity to review the positions.
2. Go over each job description and answer students questions about what the position would
entail and which skills and qualities might be suitable for each position.
3. Ask students to reect on which position(s) they plan on applying to. Let students know that
they must apply to at least one position, but give them the option of applying to more.
As a modication of this activity, teachers can use more personalized job descriptions crafted to t
the specic needs of the classroom.
Your students can brainstorm as a group to decide which positions should be included and what
the job descriptions are.
Reection Questions
1. Which qualities or skills should each applicant possess?
2. Which professional tracks do each of these positions lead to?
3. How are some ways that students can make themselves more marketable for each of these
positions?
4. Which positions will you apply to? Why?
9
This activity was based on a curriculum designed by Mr. Peter Carlson for his SCGA English classes
Student Handout: Classroom Employment Job Descriptions (for
Applying for a Job: Classroom Positions, Part I)
Applications due by:
Interviews will be conducted on:
Library Scientists
In charge of classroom library including organizing bookshelves, distributing and collecting books,
placing orders for new books, checking out books and monitoring their returns.
I.T. Administration
In charge of classroom technology including monitoring the upkeep and use of classroom
computer lab, printers, audio, and visual recorders, and also acting as the liaison to Mr. Bocanegra
and the MAHS IT Department.
Ambassadors to Title I
In charge of classroom materials including distribution and collection, placing orders for materials
and copies, and acts as the liaison to Ms. Orr and the Title I ofce.
Botanists
In charge of classroom plants including watering, potting, alternating plants time in the sun and in
the classroom, ordering new plants as needed, and cataloguing the types of plants present in the
classroom.
Academic Historians and Documentarians
In charge of distributing and collecting assignments, updating students that return from absences,
electronically cataloguing daily agenda and assignments, and using audio and/or video recorders
to document classroom activities.
Floor Managers/Human Resources
In charge of budgeting classroom expenses, handling water sales, auditing the orders of other
departments, directing inquiries to the proper departments, scheduling department meetings,
addressing classroom needs regarding supplies and information and directing such inquiries to the
proper department, and organizing suggestions and efforts for designs.
Interior Designers/Advertising/Marketing Department
in charge of creating or commissioning the designs for classroom signs and posters, designing the
placement and purpose of classroom furniture and materials.
Applying for A Job: Classroom
Positions (Part II)
10

Objective
Students will ll out applications for classroom employment positions. They will gain valuable
practice in familiarizing themselves with employment applications and distinguishing between
different types of letters of recommendation.
Materials
Student Handout: Application for Employment*
Student Handout: Classroom Employment Job Descriptions (from Applying for A Job,
Part I)
Teacher Resource Guide: Types of Recommendation Letters
Pen or pencil
Procedures
1. Hand out and review Application for Employment to students.
2. Using the brainstorming session in Part I, have students list the skills, traits, or talents that
would qualify them for the position(s) they are applying for.
3. Explain to students the difference between academic references and extracurricular/
professional references, but allow them to list either/or in the References section of the
application (see attached Teacher Resource Guide)
As a way to expand this activity, teachers can develop an entire interview process. Teachers can
give students deadlines for their applications and create interview panels composed of other
teachers or students.
Reection Questions
1. Where can you include your past professional, academic, or extracurricular activities?
2. What information could you include in your application to make yourself more marketable?
3. What other documents can you include to give you an edge on the hiring process? (resum,
portfolios, etc.)
4. What can you do to begin developing professional and/or academic relationships with people?
5. Which people on campus or community can you ask to write your letters of recommendation?
10
*This activity was based on a curriculum designed by Mr. Peter Carlson for his SCGA English classes
Student Handout: Application for Employment (for Applying for a
Job: Classroom Positions, Part II)
In this space list any skills, traits, certifications, awards, or talents that would indicate your
ability to successfully hold the responsibilities pertaining to the position for which you are
applying.
PERSONAL INFORMATION
__________________________ __________________________ _______________
Last Name First Name Middle
__________________________________ ______________________ ____ _________
Present Address City State Zip Code
How long have you lived at this address?:
________________
If under 18, please list age:
_________
Home Phone:
__________________________
Cell Phone:
_______________________________
Email Address:
_________________________________________________________________
Position applied for :
I certify that all answers given herein are true and complete to the best of my knowledge.

I authorize investigation of all statements contained in this application for employment as may be necessary arriving at
an employment decision.
In the event of employment, I understand that false or misleading information given in my application or interview may
result in discharge
__________________________________________________ _________________________________
Signature of Applicant Date
Please list two references other than relatives or previous employers.
Reference #1 Reference #2
Name: ___________________________________ Name: ________________________________
Title: ___________________________________ Title: ________________________________
Contact Information: ______________________ Contact Information: __________________
An application form sometimes makes it difficult for an individual to adequately
summarize a complete background. Use the space below to give any additional
information necessary to describe your full qualifications for the specific position for
Teacher Resource Guide: Types of Recommendation Letters (for
Applying for a Job: Classroom Positions, Part II)
Academic Letters vs. Employment Letters
Academic letters of recommendation are typically used by students during the college admissions
process. During admissions, most schools- undergraduate and graduate- expect to see at least one,
preferably two or three, recommendation letters for each applicant. Recommendation letters provide
admission committees with information that may or may not be found in a college application, including
academic and work achievements, character references, and personal details. In many cases, high school
students with little or no professional experience can substitute a letter from somebody familiar with their
academic/classroom record. It is important that the person providing the recommendation has a good
understanding of their academic history, interests, goals, and direction. Academic letters of recommendation
may contain evidence or conrmation of the following:
Academic performance
Honors and awards
Initiative, dedication, integrity, reliability, etc.
Willingness to follow school policy
Ability to work with others
Ability to work independent
Employment letters of recommendation provide a vehicle for a former employer to provide a credible
history of their skills, abilities, job performance, and accomplishments. Even if not requested, a well-written
letter of recommendation may help you stand out in the evaluation process. The employee usually requests
the letter of recommendation from a direct supervisor or other manager with personal knowledge of the
employee's performance on the job and positions held. For High School students, this person might also
add comments regarding individual qualities such as initiative and dedication. A potential employer may also
request character references testifying to the candidate's work ethic, dependability, and motivation level. The
credibility of the letter writer is very important in a character reference. Ask for this type of letter only if you are
on good terms with a current supervisor. Letters of recommendation from employers may contain evidence
or conrmation of some or all of the following:
Summary of job responsibilities
Strengths, skills, and talents
Initiative, dedication, integrity, reliability, etc.
Ability to work with a team
Ability to work independently
The Art of Budgeting
Objective
Students will understand what it means to budget and identify reasons to budget. They will also
review a sample and create their own budget.
Materials
Student Handouts: Budget Tips, Sample Budget, and Creating my Budget
Pen or pencil
Procedures
1. Give your students the Budget Tips and Sample Budget handouts.
2. Begin the discussion by asking students what they think of when they hear the word budget.
3. Ask them what are some reasons to budget. Help facilitate discussion by including these
reasons:
To determine how much money you have to spend
To decide how you want to spend your money
To determine how to spend your money in the future
To learn to live on less than available income
To stay out of nancial trouble

4. Review the Budget Tips information sheet and go over sample budget with them.
5. Give students the blank budget for them to ll out in class or have them take it home as
homework.
6. Reinforce the concept that YOU control the budget, the budget doesnt control you.
Reection Questions
1. What does a budget do for you?
2. How do you decide what to spend and where to spend it?
3. Name areas that might be added to this list in the near future.
4. What can you do to plan for changing conditions that increase or decrease your expenses?
Student Handout: Budget Tips (for The Art of Budgeting)
Making a Budget
Making a budget is the most important step in controlling your money.
A budget allows you to track your Income (the money that you have) and your expenses (the
money you spend). By writing down your monthly income and expenses, you can see how much
money you expect to have for the month and plan for how much you can spend.
The First Rule of Budgeting
The rst rule of budgeting is simple: Spend less than you earn!
If you earn $150 a month from your job, and earn another $50 from your allowance or birthday
money, your income for the month is $200. If your savings account earns another $5, your total
income is $205.
Now you know that you have spend less than $205 for the entire month.
Structuring Your Budget
1. Determine you Income
Estimate all incoming money, including salary from a job, allowance from your parents and
birthday money.
2. Estimate Required Expenses
Required expenses include taxes and bills that you must pay. Required bills may include your
cell phone bill and gas money to drive to work or school. You should also include payment to
your savings in the Required Expenses category. Whether you are saving for something
specic (like a car or college) or just tucking money away for the future, it is critical that you get
in the habit of paying yourself rst. Even a few dollars each month helps build your savings.
3. Estimate Discretionary Expenses
After you have paid your Required Expenses, you can use the money left over for some fun!
Discretionary Expenses may include clothes, shopping, pizza, video games, gifts and any other
expenditures that are considered optional.
4. Balance Your Budget
Each month, compare your income to your expenses. Continue reworking your budget until
your income is greater than your expenses. Develop a good record-keeping system that works
for you.
Review the Sample Budget and then make your own monthly budget using the blank worksheet.
Stay within your budget, pay yourself rst, and you will always be in control of your money!
Student Handout: Sample Budget (for The Art of Budgeting)
INCOME Estimate Your Income Your Actual Income:
Wages/Income
Paycheck, Allowance, Birthday Money, etc.
$200 $210 $10
Interest Income
From Savings Account
$5
INCOME SUBTOTAL
$205 $214 $9
EXPENSES Estimate Your Expenses Your Actual Expenses
Savings
Savings Account $10 $10 $0
Bills
Taxes-from paycheck $30 $32 -$2
Rent/Mortgage $0 $0 $0
Utilities
Electric, Cell Phone, etc.
$30 $30 $0
Groceries/Snacks $15 $12 $3
Transportation
Car Payment $0 $0 $0
Bus Fare $0 $0 $0
Gasoline $20 $25 -$5
Shopping
Clothes $40 $35 $5
Other Shopping $10 $0 $10
Fun
Entertainment
Movies, Pizza, Video Games, etc.
$20 $25 -$5
Other Expenses Skate Club: $10 Skate Club: $10 $0
EXPENSES SUBTOTAL
$185 $179 $6
NET INCOME
Income Minus Expenses
$20 $35 $15
Student Handout: Your Monthly Budget (for The Art of Budgeting)
INCOME Estimate Your Income Your Actual Income:
Wages/Income
Paycheck, Allowance, Birthday Money, etc.
Interest Income
From Savings Account
INCOME SUBTOTAL
EXPENSES Estimate Your Expenses Your Actual Expenses
Savings
Savings Account
Bills
Taxes-from paycheck
Rent/Mortgage
Utilities
Electric, Cell Phone, etc.
Groceries/Snacks
Transportation
Car Payment
Bus Fare
Gasoline
Shopping
Clothes
Other Shopping
Fun
Entertainment
Movies, Pizza, Video Games, etc.
Other Expenses
EXPENSES SUBTOTAL
NET INCOME
Income Minus Expenses
Setting Financial Goals
Objective
Students will identify and prioritize nancial goals, determine the goal ranges (short, intermediate,
or long-term), and identify which resources they will need to achieve those goals.
Materials
Student Handout What Are Your Goals and Setting Financial Goals
Dry-Erase board, markers
Pen or pencil
Procedures
1. Hand out both student handouts What Are Your Goals and Working With Your Goals.
2. Begin discussion about what students believe a nancial goal is.
3. Ask students what some of their nancial goals are, based on their life situation. List them at
the front of the room, separating them into short-, intermediate-, and long-term goals.
(Short term 1-4 weeks, intermediate-term 2-12 months, long-term 1 year or longer)
4. Pick one goal from each group. Have the class brainstorm steps they can take and the
resources needed to achieve those goals. Chart these activities on the board.
5. Allow students to work on What Are Your Goals handout and have them identify the goals
that are most important to them.
6. Allow students to complete the activity by lling out the Working With Your Goals activity.
Have students share out some of their goals and which resources they will need in order to
accomplish it.
Note: Teachers can use this activity in conjunction with the Art of Budgeting activity.
Discussion Questions
1. Why is goal setting important?
2. What can you do to achieve your nancial goals?
3. What resources do you need to achieve your goals?
-Personal (abilities, skills, time, educations, etc.)
-External (abilities, skills, time, education, etc.)
4. How can setting a budget help you achieve your nancial goals?
Student Handout: What Are Your Goals? (for Setting Financial Goals)
What matters most to you? Take a few minutes to sit down and dene your goals. By identifying
what is most important to you, you can start the process of creating a customized plan and begin
working toward achieving your goals.
List some of your educational, nancial, social, health/physical, and family goals. In some
categories you may have more than ve goals; in others you may have fewer.
My Educational Goals
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
My Financial Goals
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
My Social Goals
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
My Health/Physical Goals
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
My Family Goals
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
Student Handout: Working with Your Financial Goals (for Setting
Financial Goals)
What goals are the most important to you?
Choose the two goals from each category that are the most important to you. After you
choose your top goals decide when you would like to complete the goal. Label each goal as
short-term (1-4 weeks), medium-term (2-12 months), or long-term (1 year or longer).
1.___________________________________________________________________________________
2.___________________________________________________________________________________
3.___________________________________________________________________________________
4.___________________________________________________________________________________
5.___________________________________________________________________________________
6.___________________________________________________________________________________
7.___________________________________________________________________________________
8.___________________________________________________________________________________
9.___________________________________________________________________________________
10.__________________________________________________________________________________
Prioritize Your Goals
List and prioritize ve of your most important goals. After each goal, identify what you could be
doing now to work toward the goal and what resources (if any) you need to achieve each goal.
Goal #1 ____________________________________________________________________________
What I can be doing now to work toward this goal:
______________________________________________________________________________
______________________________________________________________________________
The resources I need to achieve this goal are:
______________________________________________________________________________
Goal #2 ____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Goal #3 ____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Goal #4 ____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Goal #5 ____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Learning

Objective
Materials
Pen or pencil
Procedures
dates for actions.
Reection Questions
Goal Setting)
S Specic I will
M Measurable by
R Realistic
T Timetable within
S.M.A.R.T!
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
This is my reward:
Calculating My GPA
Objective

Materials
Pen or pencil
Procedures
Reection Questions
G.P.A.)
STEP 1
CLASSES
9th GRADE
SEMESTER I
9th GRADE
SEMESTER II
10th GRADE
SEMESTER I
10th GRADE
SEMESTER II
MESTER / MESTER
1 2
MESTER / MESTER
3 4
MESTER / MESTER
1 2
MESTER / MESTER
3 4
English
Math
History / Social
Studies
Science
Foreign Language
Fine Arts
Applied
Technology
Physical
Education
Health
Other elective:
________________
____
Other elective:
________________
STEP 1 (continued)
Complete the chart below by lling in all the grades you earned:
CLASSES
11th GRADE
SEMESTER I
11th GRADE
SEMESTER II
12th GRADE
SEMESTER I
12th GRADE
SEMESTER II
MESTER / MESTER
1 2
MESTER / MESTER
3 4
MESTER / MESTER
1 2
MESTER / MESTER
3 4
English
Math
History /
Social Studies
Science
Foreign
Language
Fine Arts
Applied
Technology
Physical
Education
Health
Elective:
___________
Elective:
___________
STEP 2
A
B
C
D
F
STEP 3
# of As x 4 = __________________________
# of Bs x 3 = __________________________
# of Cs x 2 = __________________________
# of Ds x 1 = __________________________
# of Fs x 0 = __________________________
STEP 4
______________________ ___________________ = ______________

STEP 5
___________________________ x .025 = ___________
STEP 6
Objective
Materials
Pen or pencil
Procedures
dates for actions.
Reection Questions
Goal Setting)
S Specic I will
M Measurable by
R Realistic
T Timetable within
S.M.A.R.T!
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
This is my reward:
11
Objective

Materials
chalkboard

Procedures

higher grade.
11
their answers.
Reection Questions
College and Career
Planning

A-G vs. High School Graduation
Requirements
Objective
To familiarize students with the A-G and high school requirements. By the end of this activity,
students should also demonstrate some familiarity with the differences between high school
requirements and eligibility requirements for university admission.
Materials
Student Handouts: A-G vs. High School Graduation Requirements, Venn Diagram,
Graduation Requirements Questionnaire
Pens and/or pencils

Procedures
1. Have students begin by brainstorming what they know about requirements for high school
graduation and A-G requirements for university eligibility.
2. Have students share their lists with a partners or in a small group and add to their lists as
needed.
3. Give an overview of the A-G vs. High School Graduation Requirements student handout.
4. Have students compare and contrast A-G and H.S requirements using the Venn Diagram
student handout.
5. Have each student complete an A-G vs. High School Requirements questionnaire.
GRADUATION
Grades 9 12
graduate
UNIVERSITY OF
CALIFORNIA
A-G Requirements
CALIFORNIA
STATE
UNIVERSITY
A-G Requirements
PRIVATE
COLLEGES
COMMUNITY
COLLEGES
Social Studies
A Requirement
30 credits:
World History AB
US History AB
Democracy
Economics

2 years
World History,
US History, or
Principles of
American Democracy

2 years
World History,
US History, or
Democracy

World History,
US History,
Principles of
American Democracy
electives
recommended
English
B Requirement
40 credits:
11
th
grade American
12
th
grade Composition
4 years college
preparatory English
4 years college
preparatory English
4 years college
preparatory English

Mathematics
C Requirement
20 credits college
preparatory math:
Alg.1 & Geometry or
Algebra 2
3 years:
Algebra 2
more is recommended
3 years:
Algebra 2
more is recommended
college
preparatory math
each year
Lab Science
D Requirement

20 credits total
science (Biology)
more is recommended
prep. science req.)
2 years lab science

prep. science req.)
3 to 4 years
lab science
World
Languages
E Requirement*
!

2 years same world
language
more is recommended
2 years same world
language

3 to 4 years world
language is
recommended
Visual/Performing
Arts
F Requirement
10 credits
visual/perform arts
and performing arts
and performing arts
visual & performing
as electives
Electives
G Requirement
70 credits

1 year or more of
advanced courses in
requirement), world
language, or social
sciences
1 year of advanced
world language, or
social sciences
college
preparatory
electives in the
No subject
requirements.

18 years old
or
or
high school
proficiency
test certificate

Students are most
college preparatory
courses suggested
for each semester
to graduate
230 credits
Additional
Graduation
Non-course
Requirements
2. Career Pathway
3. Service Learning

Exit Exam
(CAHSEE)

SAT Reasoning Test
or ACT plus ACT
Writing
SAT Subject Tests
Analytical Writing
Placement Exam
(Subject A)
SAT Reasoning Test
or ACT

Placement exams in
ELM
SAT Reasoning Test
or ACT and

required for some
colleges
Placement exams for
English,
mathematics and
chemistry

Student Handout: A-G vs. High School Graduation Requirements
Student Handout: Venn Diagram (for A-G vs. High School Graduation
Requirements)
A-G Requirements High School
Requirements Similarities
Student Handout: Graduation Requirements Questionnaire (for
A-G vs. High School Graduation Requirements)
1. What exam must a student pass to meet the high school graduation requirements?
_________________________________________________________________________________
2. How many math courses must a student pass to meet the HS requirements? _______________
3. How many math courses must a student pass to meet the A-G requirements?______________
4. How many credits are necessary to graduate from high school? __________________________
5. How many social studies courses are needed to meet the HS requirement? ________________
6. How many social studies courses are needed to meet the A-G requirements? ______________
7. Why do you have to take Health and Life Skills? ________________________________________
8. Are the A-G requirements the same for the University of California and the California State
University? _______________________________________________________________________
9. What tests are required if you want to attend a California State University? __________________
_________________________________________________________________________________
10. What requirement are you meeting if you take French I and French II?______________________
11. Why should you take an applied technology class? _____________________________________
12. What is the lowest grade you can receive for a class if you are trying to meet the A-G
requirements? _____________________________________________________________________
13.Do community colleges have A-G requirements? ________________________________________
Objective
the four-year plan.
Materials
School Requirements
Pen or pencil
guide the activity
Procedures
Reection Questions:
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GRADUATION
Grades 9 12
graduate
UNIVERSITY OF
CALIFORNIA
A-G Requirements
CALIFORNIA
STATE
UNIVERSITY
A-G Requirements
PRIVATE
COLLEGES
COMMUNITY
COLLEGES
Social Studies
A Requirement
30 credits:
World History AB
US History AB
Democracy
Economics

2 years
World History,
US History, or
Principles of
American Democracy

2 years
World History,
US History, or
Democracy

World History,
US History,
Principles of
American Democracy
electives
recommended
English
B Requirement
40 credits:
11
th
grade American
12
th
grade Composition
4 years college
preparatory English
4 years college
preparatory English
4 years college
preparatory English

Mathematics
C Requirement
20 credits college
preparatory math:
Alg.1 & Geometry or
Algebra 2
3 years:
Algebra 2
more is recommended
3 years:
Algebra 2
more is recommended
college
preparatory math
each year
Lab Science
D Requirement

20 credits total
science (Biology)
more is recommended
prep. science req.)
2 years lab science

prep. science req.)
3 to 4 years
lab science
World
Languages
E Requirement*
!

2 years same world
language
more is recommended
2 years same world
language

3 to 4 years world
language is
recommended
Visual/Performing
Arts
F Requirement
10 credits
visual/perform arts
and performing arts
and performing arts
visual & performing
as electives
Electives
G Requirement
70 credits

1 year or more of
advanced courses in
requirement), world
language, or social
sciences
1 year of advanced
world language, or
social sciences
college
preparatory
electives in the
No subject
requirements.

18 years old
or
or
high school
proficiency
test certificate

Students are most
college preparatory
courses suggested
for each semester
to graduate
230 credits
Additional
Graduation
Non-course
Requirements
2. Career Pathway
3. Service Learning

Exit Exam
(CAHSEE)

SAT Reasoning Test
or ACT plus ACT
Writing
SAT Subject Tests
Analytical Writing
Placement Exam
(Subject A)
SAT Reasoning Test
or ACT

Placement exams in
ELM
SAT Reasoning Test
or ACT and

required for some
colleges
Placement exams for
English,
mathematics and
chemistry

Literacy Strategies

Literacy Development
Objective
It is our hope that MAHS teachers can adopt evidence-based best practices for comprehensive literacy
instruction. It is our belief that these best practices can only be described--but not prescribed as we
acknowledge teachers as visionary decision makers in their own pedagogy. Here is a list of some of these
best practices (Gambrell et al., 2007):
1. Create a classroom culture that fosters literacy motivation.
2. Teach reading for authentic meaning-making literacy experiences: for pleasure, to be informed, and to
perform a task.
3. Provide students with scaffolded instruction in phonemic awareness, phonics, vocabulary, uency, and
comprehension to promote independent reading.
4. Give students plenty of time to read in class.
5. Provide students with high-quality literature across a wide range of genres.
6. Use multiple texts to link and expand vocabulary and concepts.
7. Build a whole-class community that emphasizes important concepts and builds upon prior knowledge.
8. Balance teacher- and student-led discussion of texts.
9. Use technologies to link and expand concepts.
10. Use a variety of assessment techniques to inform instruction.
Some Notes on Implementing Silent Sustained Reading
(SSR) in Your Homeroom
by Ms. Rebecca Ann Aguirre, Manual Arts Literacy Coordinator
When SSR is on the agenda for your homeroom, the classroom needs to be as quiet as possible with very
minimal interruptions. Students who are not yet advanced readers are easily distracted. Also, students
dont really give themselves permission to work when other students are playing around. Students should
not be permitted to get up during homeroom to disrupt other students who are trying to read. If their reading
material isnt sufcient to sustain their reading for the entire period, take materials to them. Point out the
need to take enough material to last the entire period.
At the beginning of the period, the homeroom teacher should circulate, instructing students to open their
books, to begin reading, to put their pens/ pencils away. (Note: Ask students to put away anything that may
be a distraction in their backpacks. Students often unconsciously pick up pens/pencils or other items to
amuse themselves.) The teacher should monitor the students for the entire homeroom. The teacher needs
to be standing so as to see what the students are actually doing. Students can be equally quiet while
texting, drawing, and carving in the desk, for example.
MAHS HOMEROOM RESOURCE GUIDE LITERACY STRATEGIES
The teacher should be quiet. If students need help (or even shout out), go to them and talk in a low voice.
The teacher may also take the student to a part of the room where they are not a distraction to the rest of the
class and have individual conferences with students about the material they are reading.
Please contact Ms. Rebecca Ann Aguirre, Manual Arts Literacy Coordinator if you need reading materials for
your homeroom.
Another Idea to Support Reading in Homeroom
Word Walls
We would like to support the development of academic literacy in homeroom. Word Walls are a way to
immerse student in the academic language that they are learning and to visually represent a common
classroom vocabulary. Because the number of times students are exposed to a word and the amount of
information offered with exposure inuences vocabulary learning, homeroom teachers can make Word Walls
into powerful resources that support Sustained Silent Reading (SSR). By cycling back to the terms on a
Word Wall in various contexts, you increase students ability to appropriate these terms for their own use in
speaking and writing. The physical representation of the words on the classroom walls supports students
use of them.
The rst step in preparing a Word Wall is to nd a space in your homeroom classroom where the words can
be displayed. Words are most easily managed if they are written on individual strips of paper for posting.
Often the words placed on the Word Wall are words the class discovers and wants to add to the word wall
spontaneously. It is helpful to keep a stack of blank strips easily accessible. Although, you may want to
prepare these word strips in advance, the words should be posted only as students encounter them. Try to
incorporate the words on the word wall into your spoken vocabulary, and encourage students to do so when
writing as well as speaking. You may modify this idea by incorporating other elements such as denition,
synonyms, antonyms, word used in a sentence, visual representation, etc. Help students view the Word Wall
as an evolving classroom resource that they are invited to contribute to, refer to, and put to work.
Essential Reading Strategies
Objective
To review and discuss good reading strategies with students.
Materials
Chart paper or white board/ chalkboard to list student answers
Student Handout: Before, During, and After You Read

Procedures
1. Start a discussion with your students about how they read. Ask them to describe their reading
process for you. Ask questions like, What do you do before, during, and after you read? Are
there any steps you take to ensure you comprehend what you are reading? What could you do
make sure you comprehend what you read?
2. Give them the handout. Read it with them. (You can do a popcorn read, assign groups to read
each section and share out to the class, or have them read it silently then ask students to
volunteer to explain a section. Be creative about how they read and review the handout.)
3. Optional: You can copy an article about a current event and model to the students how to
follow the steps in the handout.
Reection Questions
1. Why is it important to use these strategies while you read? What would be the possible
benets of using these strategies?
2. When you are reading, what do you do when you come across a word or sentence you dont
understand?
3. What are some the strategies you could use to ensure you comprehend difcult words or
sentences?
Student Handout: Before, During, and After You Read (for Essential
Reading Strategies)
Reading is a big part of studying. From ction to non-ction, textbooks to newspapers, charts
to brochures, chances are youll read for every class at some point. How you read is just as
important as what you read. If you just look at the words and turn the pages, you probably
wont remember much of what you read. On the other hand, if you take some simple steps
before, during and after reading, youll remember much more. Use the following strategies
when reading for any class:
Before you read
1. Think about the subject you are going to read about.
Why do you need to read for this subject?
What is the purpose of what you are about to read?
What do you know already about this subject?
What do you need to learn about this subject?
Create questions to answer based on what you need to learn.
2. Skim the section you are going to read.
How is it organized? (e.g., topics, headings, etc)
Do you see anything familiar?
Do you see anything new?
While you read
1. Read for comprehension.
Have the purpose and your questions in mind at all times.
Stop and reread ideas that you are not sure you understand the rst time.
Think about other places you might nd more information about a certain topic that is
still unclear.
2. Take notes as you read.
Stop frequently and recite, silently or out loud, what you have just learned. Put the
information into your own words.
Use post-it notes, index cards or an outline to write down important ideas,
vocabulary and answers to your questions.
After youve read
1. Review the material by yourself.
Think about what you have just read and how it ts with what youve learned in class.
Decide whether your questions have been answered.
Read through your notes and check to see if anything you wrote is unclear.
Try to remember as much as you can about what you read. If you need to, reread
certain sections, but do not reread the entire article, chapter, etc.
2. Review the material with other students, a teacher, or someone else. Tell them about it in
your own words.
Reading Log (to Make Up for Absences)
Objective
Students will continue the habit of reading even though they may have been absent to school.
You may also use the reading log to make up for
Materials
Student Handout: Reading Log for Making-Up Assignments
A pencil or pen
Procedures
1. In order to make up the points earned from Sustained Silent Reading (SSR) or a Literacy
Activity in homeroom, if a student is absent, he/ she will read silently for 20 minutes at
home.
2. The student will ask a parent/ guardian to supervise the 20 minutes of reading and upon
completion will have that person verify by signing the homework log.
3. The student will return the signed homework log to the homeroom teacher and receive the
appropriate amount of points for the missed days literacy activity.
4. This also works if the student has gone on a eld trip, needs to go to an ofce or see his/
her counselor, is with another teacher receiving tutoring, or has left homeroom for any other
approved reason.
5. Students can save the log so that he/she may use the remaining rows for future absences
or excused activity, if necessary.
READING LOG FOR MAKING-UP ASSIGNMENTS
INSTRUCTIONS: 1) Read quietly for 20 minutes at home. 2) Have a parent or guardian
supervise you and then sign your log to verify that you have read. 3) Return it to your
homeroom teacher the next school day for credit.
Name: _________________________________________________ Homeroom: __________________
My son/ daughter read for 20 minutes on _____________________ from_________to__________.
Date Time Started Time Finished
Parent Signature: _____________________________________________________________________
Received by Teacher: _____________________________________ Credit given: _______________
Reading Log (for SSR at Home)
Objective
To establish a habit of reading on a daily basis outside of the academic/ school setting.
Materials
Student Handout: Weekly Reading Log
A pencil or pen
Procedures
1. Students will read silently for 20 minutes at home.
2. The student will ask a parent/ guardian to supervise the 20 minutes of reading and upon
completion will have that person verify by signing the homework log.
3. The student will return the signed homework log to the homeroom teacher once a week for
credit.
WEEKLY READING LOG
INSTRUCTIONS: 1) Read quietly for 20 minutes at home. 2) Have a parent or guardian
supervise you and then sign your log to verify that you have read. 3) Return it to your
homeroom teacher the next school day for credit.
Name: _________________________________________________ Homeroom: __________________
Story Board
Objective
To encourage students to visualize as they hear a story or as they read. Good readers can
picture a story as it unfolds, but some emergent readers need to practice this skill. Creating
the pictures forces them to visualize as they hear or read a story.
Materials
Story Board template (one sample included)
Pencil or pen (crayons, markers, and other supplies can also be provided)
Procedures
This activity can be done with any piece of literature. Students can do this for a book they are
currently reading, a short story that you assign the whole class to read, or a short story that is
read to them aloud. (You can also model this strategy by using a childrens picture book, which
is an excellent example of the story board technique). The following is one idea to introduce
Story Boards as a literacy strategy to students:
1. Have the students divide a sheet of paper into 6 or 9 grids either by folding a paper or
drawing lines. A story board template is included in this guide (you can photocopy it for
your students).
2. Read a story aloud to the class, stopping periodically while the students draw scenes in the
squares. Explain to them that they do not need to ll in all the squares and that they may
also use more squares if needed, as long as they can repeat the story from the pictures
they have done the job.
3. Students can write in the scenes, they may include descriptions or dialogues that formed in
their head as they heard or read a piece.
4. Possible follow-up activities or assignments:
Do steps 2-3 again but do not stop periodically, read the whole story aloud then have
them do the storyboard all at once.
Have them do a storyboard about a book they are currently reading.
Give the students a copy of a short story. Have them read it quietly, then have each
student create a Story Board. (This creates an opportunity for constructive feedback on
each other s Story Boards and a discussion on what a useful and quality Story Board
should include.)
STORY BOARD STORY BOARD STORY BOARD
(Reproducible Story Board Template)
K-W-L
Objective
To encourage students to activate what they know, understand what they need to
know, and express what they learned while reading.
Reading Strategy
K-W-L is a strategy that models the active thinking needed when getting ready to read
and actually reading to learn from expository text. The letters K, W, L stand for the
three activities students should engage in when reading to learn:
recalling what they KNOW
determining what they WANT to learn, and
identifying what they LEARN as they read

Materials
Student Handout: KWL Chart
A copy of a short article, reading selection, or a chapter (an expository text)
Pencil or pen
Procedures
1. Before the students are given the reading, the teacher will rst engage them in a
brainstorming session of what they as a group already know about the topic of the
reading or a concept that the teacher has selected from the reading.
2. The students will write down all the things they already know in the K column of
their KWL chart
3. Then, the teacher elicits what information or type of information they would be
interested in learning about the topic or concept previously discussed.
4. The students will write down all the things they want to know or learn in the W
column of their KWL chart
5. The teacher will have the students read the reading selection individually or have
them read it together aloud as a class.
6. When the reading is completed, the class discusses what has been learned.
7. The students will write down all the things they have learned in the L column of
their KWL chart.
8. Lastly, the class discusses what questions have been answered and what new
questions have emerged.
K W L
What you
KNOW
What you
WANT to know
What you
LEARNED
Community Building

Community Circle
12
Objective
To promote inclusion and community. To share personal history, interests, beliefs. To enhance
communication skills. To connect to peers and homeroom teacher on a more personal level.
Materials
Recommended: An object or a strip of paper that has the question printed (or written) on it that is
passed around and students can hold as they answer the question-of-the-day. By having an object
student hold as they speak helps to reinforce the norm that only one person can speak at a time
and the rest should be listening attentively.
Procedures
1. Have students sit in a large circle.
2. Review the key classroom norms.
3. Present the prompt. (Example: I feel excited when)
Note: The best questions are those most relevant to the participants lives, experiences,
interests and cultures. See Ideas for Community Circles
4. Have everyone respond in turn to the question. Allow time at the end for those who passed to
respond if they desire.
Reection Questions
1. How did we do with our norms? In what ways did we actively listen to each other? In what
ways did we show respect to each other?
2. What is one new thing you learned?
3. Why is it sometimes difcult to nd something to say in a large group?
4. How does sharing this way help our class or build community?
5. What new things did you notice about yourself during this activity?
MAHS HOMEROOM RESOURCE GUIDE COMMUNITY BUILDING
12
Activity adapted from Engaging All By Creating High School Learning Communities (2008).
Teacher Handout: Guidelines and Purpose (for Community Circle)
Three Simple Guidelines
1. Participants listen attentively to others
2. Anyone can pass (although the teacher should give those who passed an opportunity to
participate at the end)
3. People are respectful to others (e.g., no inappropriate laughing, put-downs)
Purpose
To build a sense of community, team, relationships; create shared values among the
students and teacher.
To provide student voice.
To teach students how to really listen to each other.
To foster a sense of caring about each other.
To improve academic performance through improved classroom climate and respectful

learning.
To establish a climate of trust.

Teacher Handout: Establishing Norms (for Community Circle)
13
How to Establish and Implement the Norms
The teacher should take the time to teach each of the norms thoroughly through modeling or role
play before doing the rst community circle.
After the norms are carefully taught, the teacher might say, Do we all agree that since we are
doing community circle to strengthen our relationships with each other, that these norms are
important and essential? and, As long as we uphold the norms, everyone is entitled to stay and
participate in the circle.
When any of the norms are broken, the consequence is that the student or students are asked
(matter of factly) to leave the circle, temporarily. This is not a punishment; this is a logical
consequence. The teacher might say, If we understand that the purpose of our activity is to
create a caring classroom community, then breaking an agreed upon norm doesnt further our
purpose.
The student(s) should go outside the classroom if they will be a further disruption, or they may sit
outside the circle at another desk if they wont be a disruption. Since the community circle is
enjoyed by students, they are typically motivated to be a part of it, but expect testing the rst few
times and immediately ask the student to leave the circle for the time being.
It usually works best if the teacher doesnt ask, Are you ready to come back? because if the
student says, no, then the teacher is immediately put into a power struggle. Rather, simply smile
and invite the student to come back into the circle: Ray, please join us again, the circle is not
complete without you. By your modeling and behavior, you are teaching all of the students how to
be part of a successful circle, each time you do this.
Students can be invited back at the end (before reection) or the next community circle. Its
important that they come back to the circle to experience themselves doing the correct behavior
for the rest of the circle, if possible.
It is extremely important to be consistent with the expectation that the 3 community circle norms
must be followed, and to proceed with the consequence. Students will test to see what the limits
are and how the teacher interprets attentive listening and mutual respect - no put downs (A
put down is any disrespectful behavior laughing, snickering, talking, insulting remarks or facial
expressions, etc. Take plenty of time to model the norms before doing the rst community circle,
and remind students (or have them remind each other) of the norms before each circle experience.
13
Material for Community Circles and Norms provided by Joy Pelton
Teacher Handout: Ideas for Prompts (for Community Circle)
Basic Prompts
I feel happy when
I fell sad when
I feel angry when
I feel scared when
I feel excited when
I feel annoyed when
I feel stressed when
I feel alone when
The scariest things is
My favorite hobby is
My favorite pet is
My favorite food/junk food is

Other Suggested Prompts
When I become an adult, I want to
When I daydream, I usually think about
If I were an animal, I would be
If I were a famous athlete (or actor/actress), I would be
When I graduate from high school, I want to
My favorite weekend activity is
My favorite song is
Today I feel
Someday I want to
I cant wait until
When I am doing math, I am most like what animal
A character from a book I am most like is
My favorite book is_______because
When I think of a happy memory, I think of
When I think of a hard obstacle Ive had to overcome, I think of
Ten years from now youll see me
If I could invite anyone to have dinner with me, Id invite___________because
If I could go anywhere in the world, I would go to
My favorite movie of all time is___________because
If I were in charge of the world, I would make sure
The best thing about my life is
The best kind of vacation would be
I feel most happy (sad, scared) when
In a friend, I most value
What makes me apprehensive (nervous) about the future is
If I could change my high school school, I would

Extended Name-Tags
Objective
To promote inclusion. To share personal history, interests, beliefs. To enhance communication skills.
Materials
5x8 inch index cards
Pen or pencil
Procedures
1. Distribute 5x8-inch cards and ask each student to print his or her rst name or nickname in the
center of the card and directly under it the quality he or she most values in people. ( Note: You
would like to collect these after the activity you may want to stipulate that students write
legibly.)
2. Have each student write the following in the corners:
Upper left - his or her favorite place on earth
Lower left - the name of a person who taught him or her something important
Lower right - a life changing moment
Upper right - three things he or she does well
3. Have the student meet in triads. Explain that the triads will talk about the upper left corner of
their cards for three minutes, which means each person has one minute to talk. Ask them to
keep track of their time and to share equally.
4. After three minutes, have the triads give statements of appreciation. Allow two minutes for the
statements. Examples:
I like it when...
Youre a lot like me when...
5. Have the students form new triads three more times, sharing the other three corners and giving
statements of appreciation after each round. Use the same time periods as suggested in steps
four and ve above.
6. Form a community circle and invite each student to share something special he or she learned
about a member of the class.
Reection Questions
1. Why is it important for the members of a community to have opportunities to share information
about themselves?
2. Are there other good questions we could ask?
3. How did you know that others were listening well when you spoke?
4. What were you feeling when you were speaking? What were you feeling when you were
listening
5. How did this activity help our class community get better acquainted?
Fun Community Building Games
Two Truths and a Lie
Have each person write down three things about themselves. Of these three statements, two must
be true and one must be a lie. Suggest that the lie should not be very obvious; it can even be a
small detail. The rest of the class must guess which one is the lie.
Penny for Your Thoughts
Pass around a bowl of M&Ms or pennies and ask each person to take as many as they want.
Once everyone has taken their desired amount then give the following instructions: We will go
around the room and for each M&M or penny you took, you must say one thing about
yourself. (You can come up with creative variations, ie: a red M&M = an embarrassing moment, a
green M&M = an interesting fact about yourself, a yellow M&M = a happy memory, etc.)
Name Chant
This activity is great for revealing how people are feeling and what the level of resistance is in the
group. You can get a sense of both mood and personal style by the tone each person uses and by
the motions called for. These types of exercises let people express themselves in a fairly low-risk
way. Go around the circle, each person says their name in whatever tone of voice they choose.
The group repeats the name three times in the same tone. This exercise illustrates how a persons
attitude, tone, and style are mirrored back to them by those around them.
Copy Cat
This game is great for communication, trust, and surfacing group dynamics. Have students
organize their chairs into a community circle. Going around the circle, each person says their name
and makes a facial expression or gesture. Everyone has to pay attention and remember each
persons gesture (remind students that they may not repeat other students gestures). Once
everyone has had a chance to share their expression pick a student to start the game. The rst
student must do their gesture then someone elses gesture. The student whose gesture was
picked now does the same, they repeat their gesture followed by another students gesture. The
other student continues by doing the same. As the students progress the game should go faster. If
a student makes a mistake you start over again.

Activity of JOY
Objective
To provide the opportunity and space for students to share about themselves with others, practice
listening skills, and to build community.
Materials
None
Procedures
1. Organize students into small groups
2. Ask each student to think of three things that he or she would like to share. Use the letters of
the word joy to structure what is to be shared:
J - Something in your life that just happened.
O - One thing that you would like to do for yourself
Y - A part of you that makes you a special person
3. Remind students to listen attentively as each student is taking a turn sharing.
Reection Questions
1. Why is it helpful to share information about yourself?
2. How well were people listening?
3. What can we do to help each other to be better listeners?
4. How did you feel while you were sharing?
5. What did you nd out about yourself?
6. What did you learn about on of your classmates?
MAHS HOMEROOM RESOURCE GUIDE COMMUNTIY BUILDING
All In The Family
Objective
To build community, understanding, and promote awareness of family dynamics.
Materials
None
Procedures
1. Ask the students to form groups in different parts of the room according to their birth positions
in their families (eldest, youngest, in-between, only child)
2. Have the students share with the other members of their group.
How does it feel to be [rst born, etc.]?
What are the responsibilities you have?
What are the advantages you have?
3. Merge groups so that the eldest are with the in-betweens, and the only children are with the
youngest (or you can mix groups however you want)
4. Have the new groups share together
Who do you think has the most power in your family?
How do you feel towards other siblings?
Who gets attention in your family and how do they get it?
Reection Questions
1. What did you learn about birth order and power in a family?
2. What generalizations can you make about birth order?
3. What social skills did you use to make this activity successful?
4. How did you feel when you were with others in the same birth position as you?
5. What did you feel about those in the same birth position/different birth positions?
6. What did you learn about yourself?
Chain Reaction
Objective
To build inclusion, increase communication skills, share personal interests, opinions and ideas.
This is a community and communication building activity that creates the opportunity for
students to learn about each other, their interests, and their views of the world.
Materials
None
Procedures
1. Have students meet in small groups (4 to 5 students)
2. Remind students to pay attention to each other, with no side talking.
3. Have one student ask a second student a question. Have the second student answer the
question and then ask a different question of a third student. Ask the group to continue the
chain of questions until each student has answered and then asked a question.
4. Explain that questions may be autobiographical, current events, curriculum, hobbies,
education, politics, friendship, an/or family interests. Types of questions might include:
What type of music do you enjoy listening to?
Have you always lived in Los Angeles?
What has been a memorable experience for you at Manual Arts?
What are your thoughts on the health care reform bill?
Have you ever been camping?
5. Remind students to speak loud enough so all members of the group can hear
Reection Questions
1. What did you learn about each other?
2. Why is this a good way to nd out information about each other?
3. How could you tell when someone was listening to you?
4. How did you make sure to listen to one of your group members?
5. How did you feel when it was your turn?
6. What do you think about your classmates now?
Where Do I Stand?
Objective
To encourage sharing, respect for individual differences, and to experience inclusion and inuence.
Materials
Animal Signs (Lion, Deer, Fox, Dove)

Procedures
1. On a large card print four animal names (Lion, Deer, Fox, Dove)
2. Hang/Tape signs in four different areas in the classroom
3. Ask the student to stand under/near the sign for the animal they are most like when
working in groups. Encourage students to talk among themselves while they are deciding
where to stand.
4. When all students have chosen animals and have taken their places by the signs, asked
them to share why they choose the animal they did.
5. Continue the activity by repeating steps 3 and 4 with other situations.
How are you with your friends?
How are you with your family?
How are you by yourself?
How are yo in a social situation with people you dont know?

6. Ask students to meet in groups to discuss their choices -- why they stood where they did.
Reection Questions
1. What are the qualities of a lion/fox/dove/deer?
2. What did you learn about other students in the community/yourself?
3. Why would you nd it difcult to take a stand?
4. How is taking a stand an important skill for all of us?
5. How did you feel sharing your reasons with the community?
6. What did you learn about yourself?

Homeroom Guide

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Manual Arts High School

Homeroom Resource Guide

Student Handout: Manual Arts Student Prole

Teacher Handouts: Examples of Group Agreements and Esperanzas Story

Chart paper and markers or chalkboard/ white board

Student Handout: Becoming Grade Level Experts

Chart paper and markers

Student Handout: Signature Search

Large paper (possibly poster boards)

Colored pencils or markers

Student Handout: Life Map

Student Handout: Personal Goal-Setting Grid

Student Handout: Grade Log and GPA Formula

Student Handout: Academic Goal-Setting Grid

Index cards for each student

Student report cards

How satised am I with my grades at this point?

What am I willing to do to raise my grade?

Who can I talk to who can help me with this?

Post-its or small scraps of paper, at least 3 per student

Chart paper and markers or your white board or chalkboard

Group C: My Books & School Materials

Student Handouts: College Bingo Terms and College Knowledge Bingo

Student Handouts: Brainstorm Circle Map and My School Activities Log

Student Handouts: Always Known My Calling, Uncertain College Major Choices,

Student Handouts: Strategies for Success on Tests

Chart paper, white board, or chalkboard (optional)

Exercise before the test to help reduce stress

Get a good nights sleep

Eat a warm, healthy breakfast

Show up early so you wont have to worry about being late

Plan to bring at least 2 pencils with good erasers

Read the directions slowly and carefully.

Student Handout: CAHSEE- What do you know?

Teacher Handout: CAHSEE Quiz Answer Sheet

Teacher Handout: CST Test Preparation

Chart paper (optional) or the white board/ chalkboard

Teacher Resource: PSAT Facts

Student Handout: My College Road Map

Teacher Resource: Sample College Road Map

Student Handout: Personal Goal-Setting Grid

Student Handout: Grade Log and GPA Formula

Student Handout: Academic Goal-Setting Grid

Index cards for each student

Student report cards

How satised am I with my grades at this point?

What am I willing to do to raise my grade?

Who can I talk to who can help me with this?

Student Handouts: :Study Tools- Thinking Maps (3 pages)

Chart paper and markers or whiteboard/ chalkboard

Student Handout: Prexes and Sufxes

Student Handout: College Admission Criteria

Student Handouts: Types of Educational Institutions and Questionnaire

Types of Educational Institutions from previous activity

Handouts: Portfolio Checklist

Sample portfolio(s) from previous seniors (see your College Counselor)

Classied Ad in newspaper with job posting

Chart paper (optional)

Student Handouts: Brag Sheet and Letter of Recommendation

Student Handout: Personal Goal-Setting Grid

Student Handout: Grade Log and GPA Formula

Student Handout: Academic Goal-Setting Grid