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What’s Next? Thinking About Life After High School

This activity helps students figure out their goals and assess their readiness for the next stage of life after high school. It includes activities such as developing a portfolio, writing a letter of introduction or a personal essay, and exploring key concepts related to their future plans.

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What’s Next? Thinking About Life After High School

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  1. What’s Next? Thinking About Life After High School Expository Reading and Writing

  2. Activity 1: Getting Ready to Read- An Overview of “What’s Next? Thinking About Life After High School This module invites you to: figure out what it is you want to do next consider how well prepared you are for the next stage of your life begin to develop plans for making the transition into life after high school

  3. Activity 1: How? Look into your past experiences Figure out where you excel and where you need more preparation Put together a portfolio that will represent the work you have done to identify, assess, and then express your goals, plans, and readiness for whatever avenue of life you intend to pursue.

  4. Activity 1: Final Assessment Choose one! 1. If you believe you are more inclined to pursue a career or enter the work force, write a “letter of introduction” to the work community or job that you wish to pursue OR 2. If you plan on entering college, write a personal essay for a college application.

  5. Activity 1: Due at the end of the module Your portfolio will include the following items: A collection of shorter writings you develop to help you generate ideas, think about your ideas, and finally make decisions about- or evaluate- the ideas you have. FAQs in which you provide answers to important questions regarding your application for a school or career opportunity Your letter of introduction OR your personal application essay for college

  6. Activity 2: Introducing Key Concepts The task here is to find words that best match ideas about who you think you are at this stage of your life to begin to unpack these words for the information they provide about your attitudes and assumptions, skills and abilities, plans and goals

  7. Activity 2: Why am I doing this? The more language you have to describe yourself and what you are bringing to the next stage of your life, the more opportunities you have to represent yourself accurately. So… Take out a piece of paper and label this Activity 2. Number 1-10 Look through the list and choose 10 words that best fit your sense of self. Write them down.

  8. Activity 2: Answer the Questions • If you are going to college, why did you make this decision, and where will you go? • What do you want to get from your college experience? • If you are going into the work world or the military, why are you choosing that option? • What do you want from working or entering the military or any other career you might be considering?

  9. Word List

  10. Activity 3: Word List Additions Now number 11-20. Think of another 10 words of your own that describe how you see yourself at this stage of your life. As best you can, rank the list from most important to least important.

  11. Activity 4: Making Predictions and Asking Questions After gathering vocabulary, take some time to write about your choices. 5 total questions. Why did you rank them as you did? What do your words tell you about your opinion of yourself in terms of readiness for work, the military, or college? What would someone who knows you well think of the words you chose?

  12. Activity 4 continued 4. Based on your analysis of your key concepts, predict what you will need to learn more about to achieve your goals. 5. Predict how well your key concepts will work for you as you move into the next stage of your life. I.e.. If one of your words is “stubborn,” write about how that concept may work for you or against you in the future.

  13. Activity 5: Understanding Key Vocabulary For homework: at lunch or after school or tonight, discuss your chosen words with someone you trust. Ask them about the words you have chosen. Jot down 3 reactions/the gist of what they say and just let them talk. Try not to argue, just listen. Bring your 3 reactions in tomorrow to share.

  14. Activity 6: Surveying the Text Before we read Angel Perez’s article, take a little time to preview it by responding to the following questions: Look at the title, and make predictions about what you think will be Perez’s message. Take a look at the length of the article, and decide if your predictions can be fulfilled in this length of article- 752 words. Skim through the first 2 paragraphs, and read the final paragraph. Once you have done that, can you add anything to your predictions about Perez’s message?

  15. Activity 7: Reading with the Grain Underline or place a check mark next to the best advice Perez gives about how to represent yourself, believing the advice he gives is good advice. Create a dialectical journal by copying 5 pieces of advice in one column and writing a reflection opposite the sentence in column 2.

  16. Example of Activity 7: Dialectical Journal

  17. Activity 8: Responding to Perez After you have filled out the dialectical journal, write a one-page description of an event or moment when you were less than perfect and explain to a reader what your response to that moment says about your character, values, or potential for work or study.

  18. Activity 9: Getting Ready to Read andExploring Key Concepts Take out a sheet of paper, and write down three people you feel are intellectuals. In groups of 3-4, share your list and choose three from the combined list that all of you can agree are intellectuals. After a class discussion, write down your definition of an intellectual.

  19. Activity 9 Continued From the following 3 quotes, which one best matches your definition of an intellectual? “The demand for certainty is one which is natural to man, but is nevertheless an intellectual vice.” – Bertrand Russell “An intellectual is a person who takes more words than necessary to tell more than he knows.” – Dwight D. Eisenhower “An intellectual is someone whose mind watches itself.” – Albert Camus

  20. Activity 10: Understanding Key Vocabulary In groups, jigsaw the vocabulary for the next article. You will make predictions of what you think your word or phrase means. Then go to the actual paragraph and underline it in your article. Read the word or phrase in context and figure out it’s meaning. More instructions…

  21. Activity 10 continued 4. Then look at the function of the word or phrase (what it is doing in the section where it is used). See if you can add to your understanding of the word or phrase. 5. Finally, if needed, use the dictionary or other resource to finalize your understanding. 6. After you have filled out your group’s section, be prepared to share it with the rest of the class in re-organizedgroups.

  22. Activity 11: Reading for Understanding- Stop and Respond As we read the text, have a piece of paper ready to write responses. Whenever we pause, write down at least a 2-3 sentence response to what was discussed. It can be questions, observations, comments, ideas, stories, things the text reminds you of, whatever comes to mind as you read.

  23. Activity 12: Thinking Critically In response to Perez’s and Graff’s essays- as well as key concepts and vocabulary- write three separate “idea chunks” that respond to these thoughts. Each chunk is about 1-3 paragraphs long…not an essay! The purpose is to figure out what you’re thinking. Each chunk captures an idea that draws connections between what we read and aspects of your own life experience.

  24. Activity 13: Summarizing and Responding Without really worrying about how well you spell or whether you are making complete sense, write a letter to a trusted person about how well you are- or are not- prepared for the next stage of your life.

  25. Activity 14: Surveying the Text What kind of information do you think the article will provide? What value do you think the article will have in relation to your own research needs? What do you think is the purpose of the article? Who do you think is the intended audience for the article? What do you think the writer wants you to do or believe?

  26. Activity 15: Reading for Understanding • Jigsaw Activity! There are 4 different articles. • You will be responsible for 1 of the 4 articles • Read the article you are assigned and prepare to report out to the class the following: • A brief summary of the article’s arguments • Important quotes or information the writer provides • An explanation of what you think is important about the article.

  27. Activity 16: Summarizing and Responding • Each group report to the class • Quickwrite: Is it best to go to college or move into work, the military, etc?

  28. Activity 17: Making Predictions and Asking Questions • Read “Web Site Resources” • Those most interested in a career may have questions like… • How much money will I make as a mechanic? • What do I need to know if I want to be a baker? • What skills are best if I want to be a banker or entrepreneur?

  29. Activity 18: Considering the Structure of the Web Site Ms. Moshtagh will demonstrate effective searches on Web sites of interest for career or college information. You will be doing your own search for your paper, so take notes on: • The process of an effective search • Staying organized • Finding relevant information • Skills and strategies that support effective searches

  30. Activity 19: Reading for Understanding and Collecting Information • Review the “FAQ Guide for College or Work,” and select four topics for research! If you are career-bound, you may choose: • What kinds of skills or abilities you need to enter your career • The outlook for finding work • Common tasks associated for work • Pay for specific jobs

  31. More Activity 19 If you are college-bound, you may look into… Deadlines and admission requirements Financial aid requirements or opportunities The process of selecting a major and the opportunities for particular majors Details of life in the town where you would like to go to college

  32. Activity 20: Summarizing Research Findings • Create 10 personal FAQ for your portfolio • Provide simple answers to these questions • You will read each other’s FAQs Here’s an example: When is the deadline for applying for the CSU? Answer: All CSUs have the same application deadline for freshman. For the fall term, the application deadline is ________. Go to csumentor.edu for the up-to-date information.

  33. Activity 21: Reflecting on Your Research Findings • In small groups, share your FAQs. • Write down any helpful information you find on someone else’s FAQs. • Give each other feedback by writing any comments you have on their FAQs.

  34. Activity 22: Considering the Writing Task Choose one of the following tasks: 1) If you believe you are more inclined to pursue a career or enter the work force, write a “letter of introduction” to the work community or job you wish to pursue 2) If you plan on entering college, write a personal lessay for your college application

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