Unit One
Whole group/individual activity five to six day activity.
Day 1
Objective
Students will be able to answer and determine basic self-esteem issues that surround the outlook on their life in ten years.
Using a pre-formatted goal setting worksheet, students will determine their life's objectives for the next ten years. The teacher should allow ten minutes for students to complete the worksheet. Meanwhile, the teacher has put the three questions on poster paper. After the ten minutes, students will go to the board and write their responses in the appropriate places. Open dialogue begins with the discussion of the first question, etc. Students orally detail why they made the decisions they did regarding their outlook on life. After all dialogue has been exhausted, students then select prioritize their obstacles and formulate a plan on how they are going to overcome their obstacles. Students then give a synopsis of the day's activity and how it will impact their life.
Days 2 - 5
Teacher and students rehash yesterday's assignment. Today's assignment is to re-examine the obstacles and determine what social services are required to aid in the development of positive life skills for the individual student. Using the Internet, students will, in their notebooks, list the agencies they need to utilize to become successful. Students should have at least ten resources, including phone numbers, contact names and addresses and the services they provide. This would also involve finding colleges, universities and trade schools that meet the individual student's needs. Furthermore, students would focus on a life and career skills component that includes budgeting, completing job, utility and credit applications, opening checking and savings accounts, g resume and cover letter writing and interviewing techniques.
Students will use the gathered information to determine which services are relevant to them. Again using chart paper to list the services, students will then group according to the services they require (or want more information about) and will discuss strategies for seeking out those agencies. Each group will compose at least four letters to agencies requesting them to come in and speak with the class. Students will need to determine a series of questions to ask and will also need to determine when the visits should be made. In addition, students will need to secure all permits from the administration to demonstrate a clear understanding of how the chain of command works in their school.
*Note: The teacher will be required to ensure that appropriate follow up is given for presenters to attend a classroom workshop.
Days 5 - 6
Students will practice interviewing techniques, after previously completing resume and cover letter. Resume and cover letter will become entries into student's portfolio. After modeling from teacher, students will rotate being the interviewer and the interviewee to ensure knowledge of both processes.
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