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The activities below can help reinforce the material in this On ® workbook when used in the classroom. Many are experiential, helping students work together to better understand issues related to their senior year of high school and to improve skills needed for success in school and life. You can also use these activities to help students meet select Common Core State Standards for English Language Arts (CCSS.ELA). Correlations to specific standards are listed below each activity. Visit www.corestandards.org/ELA-Literacy to learn more. your senior year Page 2—Senior perspectives Many students have ideas about what senior year should be for—and academics may not top the list. Once students have finished writing down their top 5 goals for senior year, have them incorporate those goals into a brief essay on “what senior year means to me.” When your class has finished going through the workbook, have students reread their essays and see if anything has changed. Students can then write a revised essay on the meaning of senior year. Supports Writing Standards: CCSS.ELA-Literacy.W.9-10.3a,e CCSS.ELA-Literacy.W.11-12.3a,e CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.11-12.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.W.11-12.5 Pages 6-7—Career clues A student’s interests, strengths and personal characteristics can say a lot about what careers might be right for him or her. Page 7 of the workbook gives examples of possible career connections students can make based on their page 6 answers. Have students come up with others. For example: • Someone who loves school, particularly a certain subject, may make a good educator. • A student who is more of a “thinker” than a “doer” and prefers working on his or her own may be interested in writing or research. • If money and lifestyle are important to a student, he or she may want to explore typical salaries before diving into a career. You can also have students check the Bureau of Labor Statistics’ Occupational Outlook Handbook online at www.bls.gov/ooh. This resource offers useful information on a wide range of careers. Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.9-10.2 CCSS.ELA-Literacy.SL.11-12.2 Supports Writing Standards: CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.11-12.7 Pages 8-9—Education through generations More and more students are attending college (or getting other postsecondary training) than ever before. But what were the trends when students’ parents were in high school? Have students compare the times by researching (online, if possible) current statistics on postsecondary schooling as well as statistics from their parents’ school days. To make the project more personal, also have them interview a parent (or another adult) about postsecondary options and trends when the parent was in high school. Some questions might include: • What were students’ options after high school? • What did you choose to do? How did you come to that decision? • In your estimation, what percentage of your classmates went right to a 4-year college? Received other training? Went right into the workforce? If possible, have students do the same for their grandparents’ generation and create a graph to compare the 3. On ® Teacher’s/Leader’s Guide for 2014 Edition ©2002 Channing Bete Company, Inc. All rights reserved. (04-14-A) Channing Bete Company, One Community Place, South Deerfield, MA 01373 • 20D-0032 To reorder call (800) 628-7733 or visit www.channing-bete.com and ask for item number PS99167 Follow your organization’s policies and regulations (for example, those that apply to parental notification and consent) when using these activities. C O M P A N Y Channin ®