Sparking the

Future
CAREER INTERESTS: YOU DONT SAY CAREER GAME
GRADES: 7-9

LESSON: 5

LEARNING GOALS :

Students will identify careers based on the tasks performed by people in those careers.
Students will describe how their interests relate to careers.

ALIGNMENT WITH STANDARDS :

Essential Academic Learning Requirements Grade 8 Grade Level Expectations: This

lesson is aligned with Communication 1.1.2, 1.2.1, and 2.1.1. Students will use listening
and observation skills to interpret information and then to develop a response, all while
keeping the setting and the needs of their audience and team-mates in mind.
Common Core State Standards Grade 8: This lesson is aligned with English Language Arts
Speaking and Listening 1c, 1d, and 6. Students will pose questions that connect the ideas
of their team-mates, acknowledge new information expressed by others, and adapt their
speech appropriately to the setting.
American School Counselor Association National Standards: This lesson is aligned with
ASCA Career A2.3, B1.5, and B2.1. Students will demonstrate knowledge about the
changing workplace, use information from peers and their teacher to obtain career
information, and demonstrate awareness of the educational requirements of careers.

MATERIALS NEEDED:

You Dont Say Game Cards (final pages one set for each group of six students)
You Dont Say Game Rules (included in this lesson plan one copy for each team of
three students)
Timers or a clock with a second hand

CLASSROOM ACTIVITIES:

1. Introduce the You Dont Say career game. Divide your students into groups of six (or
more). Within each group, divide the students into two teams. Then distribute one copy of
the Game Rules to each team and review them together. You might want to ask one
group to play a sample round as a demonstration. (5-10 minutes)
2. Play You Dont Say. Distribute the Game Cards to each group and let the fun begin!
See how students do at guessing the various careers. If there are careers they have
difficulty guessing or have never heard of before you might want to start a list for
future career exploration. Remind students how they can learn more about careers. For
instance, they can search for career information at Career Ship at:
www.mappingyourfuture.org/planyourcareer/careership/. (15-20 minutes)
3. Discuss career interests. Ask students if they learned anything new about a career while
playing the game. What did they learn? How can they learn more? Remind them that they
can check the federal Bureau of Labor Statistics What Do You Like web site at
www.bls.gov/k12 for more information. (5-10 minutes)
STUDENT PRODUCTS:

You Dont Say Career Game. Each student should have a chance to play.

ADDITIONAL RESOURCES:
The following resources are helpful for middle school and early high school students to share with
their families, to learn more about postsecondary and career options.

What Do You Like? What Do You Like?: www.bls.gov/k12

Education Planner: www.educationplanner.org
Mapping your Future: www.mappingyourfuture.org
Career Ship: www.mappingyourfuture.org/planyourcareer/careership/

You Dont Say!

CAREER GAME RULES
CAN YOU GUESS THE MYSTERY CAREER WITHOUT SAYING?
PREPARING TO PLAY
Assign all players into groups of six (or more). Make sure each group has a pack of cards and a
timer (or access to a clock with a second hand).
Break each group into two teams: Team A and Team B.
Team A begins. One player from Team A should be the first Cluegiver. The Cluegiver sits facing
his or her teammates, so that the teammates cannot see the Cluegivers card. Team B players can
stand behind the Cluegiver so that they can see the card.
PLAYING A ROUND
The Cluegiver draws from the top of the deck of cards. The word in all capital letters at the top
of the card is the career (the Guess word) the Cluegiver is trying to get the teammates to name.
The three words below the Guess word are the Dont Say It words that the Cluegiver CANNOT
use when giving clues.
As soon as a card is drawn, the timer is started. The Cluegiver shouts out clues and his or her
teammates shout out the names of possible careers based on those clues. Remember, the
Cluegiver CANNOT use the Dont Say It words and cannot say the Guess word in any way!
The Cluegiver can use words or sentences for clues. However, no gestures, sound effects, noises,
sounds like, rhymes with, or initials are allowed.
SCORING POINTS
Take 1 minute for each round. If the team guesses the career before the end of the round, the
Cluegiver should draw a new card and keep going.
Add 1 point to the teams score for each career correctly guessed.
At the end of 1 minute, switch teams: a player from Team B becomes Cluegiver, draws a card,
and begins.

ELECTRICIAN

PHOTOJOURNALIST

Current
Wiring
Transmitter

Picture
Camera
Story

Installs and repairs electrical

systems in houses and other
buildings.

Photographs newsworthy people

and places for newspapers, TV,
blogs

Gives immediate care and

transports sick or injured.

BARBER

SUBSTANCE ABUSE
COUNSELOR

MEDICAL
TRANSCRIPTIONIST

Drugs
Alcohol
Group

Reports
Records
Types

Helps people deal with addiction

and substance abuse.

Listens to recordings by doctors

dictating medical reports.

HOTEL MANAGER

PLUMBER

BUILDING INSPECTOR

Motel
Rooms
Lodging

Pipes
Water
Sink

Job sites
Examines
Construction

A manager of a hotel is responsible

for maintaining the entire business.

Installs and repairs water, sewer,

and gas lines in homes & buildings.

Examines the construction, alteration,

or repair of buildings.

DENTAL ASSISTANT

MUSICIAN

DANCE INSTRUCTOR

Teeth
X-Ray
Instruments

Instrument
Professional
Band

Flexibility
Steps
Music

Performs a variety of patient care

and laboratory duties with dentists.

May play musical instruments, sing,

compose, arrange, or conduct.

Teaches a variety of dance forms

including ballet, jazz, and modern.

METEOROLOGIST

TATTOO ARTIST

X-RAY TECHNICIAN

Weather
TV
News

Body
Needle
Ink

Film
Pictures
Body

Forecasts the weather on TV,

radio, or Internet.

Performs permanent body art.

A person who takes

x-rays for doctors.

COACH

BRICKLAYER

COMPUTER PROGRAMMER

Athletics
Sports
Team

Masonry
Mortar
Fireplace

Program
Software
Function

A teacher/leader of a specific
team sport or individual athlete.

Builds walls, floors, fireplaces, and

structures with brick, concrete, and
other materials.

Writes, tests, and maintains

software for computers
or other devices.

Hair
Cut
Clippers
Cuts and styles peoples hair.

EMERGENCY MEDICAL
TECHNICIAN
Ambulance
Patients
Paramedics

FLORIST

CARPET INSTALLER

PROBATION OFFICER

Flowers
Bouquet
Arrangement

Tack
Wall-to-wall
Carpet

Arrest
Offenders
Jail

Cuts and arranges live or dried

flowers for customers.

Installs padding and carpeting in

homes and other buildings.

Police officer who is responsible for

people released from jail.

APARTMENT MANAGER

FISH & GAME WARDEN

JEWELER

Rent
Deposit
Lease

Badge
Animals
License

Stones
Ring
Necklace

A person responsible for managing

and maintenance of apartments.

Protects and controls the safety of

the natural habitat.

Designs, makes, and repairs rings,

necklaces, and other jewelry.

FUNERAL DIRECTOR

ATHLETIC TRAINER

CHEF

Mortician
Death
Enbalming

Workout
Equipment
Sweat

Kitchen
Stove
Baking

Plans memorial services and burial

arrangements with the family.

Provides athletes or teams with

conditioning and therapy.

Responsible for preparing meals.

LOAN OFFICER

AIR TRAFFIC CONTROLLER

CONTRACTOR

Bank
Finance
Credit

Planes
Tower
Runway

Building
Blue prints
Boss

A trained professional who

arranges for mortgages, car loans,
and other financing.

A person responsible for directing

traffic in the sky.

A licensed professional who directs

building or remodeling jobs.

GRAPHIC ARTIST

PARALEGAL

BOOKKEEPER

Media
Design
Freelance

Lawyer
Documents
Research

Money
Paycheck
Bills

Uses print, electronic, and film

media to create art.

Performs many of the same tasks as

lawyer except those considered the
practice of law.

A person responsible for recording

the financial transactions of a
business.

CHILDCARE WORKER

MAIL CARRIER

AUTOMOBILE MECHANIC

Toddler
Naps
Stories

Post Office
Mail
Envelopes

Tools
Cars
Instruments

Provides basic care and activities

with young children.

Delivers mail on their routes on foot

and/or in vehicles.

Maintains, repairs, and

inspects vehicles.

ADMINISTRATIVE
ASSISTANT

WELDER

POLICE OFFICER

Torch
Pipes
Metal

Gun
Badge
Criminal

Permanently joins metal parts

together.

Responsible for the safety and

wellbeing of communities.

DRAFTER

CABINETMAKER

COSMETOLOGIST

Computer-Aided Design
Drawing
Blueprints

Wood
Shelving
Carpenter

Hair
Perm
Manicure

Prepares technical drawings and

plans for construction workers.

Operates machines to make doors,

windows, and cabinets.

May style hair, give manicures,

pedicures, and facial treatments.

SET DESIGNER

PHOTOGRAPHER

BANK TELLER

TV
Movie
Stage

Camera
Film
Lens

Money
Transfer
Deposit

Designs movie, TV, and theater sets.

Produces pictures that record an

event or tell a story.

Handles a wide range of banking

transactions for customers.

INTERIOR DESIGNER

FOREST RANGER

REAL ESTATE AGENT

Plans
Upholstery
Color

Wildlife
Trees
Parks

Housing
Sales
Closing

Plans the space and furnishes the

interiors of homes and businesses.

Manages forested land for a

variety of purposes.

A person who facilitates the

purchase of land and buildings.

VETERINARY TECHNICIAN

FIRE FIGHTER

SPEECH PATHOLOGIST

Animals
Medicine
Assists

Siren
Emergency
Truck

Language
Sounds
Mouth

Helps veterinarians provide health

care for animals.

Responds to emergency situations in

which life, property, and
environment are at risk.

Works with people who have

trouble with speech, sounds, and
language.

TEACHER

POLITICIAN

BARISTA

Student

Election

Coffee

Grades

Vote

Latte

Classes

Term

Steam

An educator who helps

students learn.

A government official who has been

elected to represent local citizens.

Works in a coffee shop preparing

espresso drinks.

Type
File
Paperwork
A person responsible for
maintaining office duties for
businesses.

Work and Career Elements

Lesson #4 Grades 7 9

You Are the Employer!

LESSON TARGET(S)
Introduce the qualities, skills, and behaviors employees are expected to demonstrate in the
workplace
MEASURE(S) OF SUCCESS
Students will be able to:
Apply key concepts on employee qualities, skills and behaviors to work situations appropriate for
their age level
MATERIALS NEEDED
Student Worksheet
Job Application Hand-out
FACILITATOR NOTES
This workshop requires that students think about the qualities, skills, and behaviors needed to become an
effective employee by putting them in the position to hire other students as volunteer employees of a local
food bank. It requires that they work in teams to make those decisions.
CORE ACTIVITY
Introduction
Explain that students are going act as a committee recommending teenagers for jobs at as a volunteer at
the local food bank.
Activity
1. Brainstorm with students as to what qualities, skills, and personal behaviors do you think teenagers
would need for this volunteer position. Make lists of each as starters for students. Definitions of
skills, qualities, and behaviors with examples are listed below.
Skills: Something a person can do, a proficiency gained or developed through training or
experience. For example,
Math skills
Writing skills
Skill in organizing materials

Skills in organizing other people, a leader

Skills in talking with other people and communicating effectively

Qualities: A personal trait or characteristic. For example:

Honest
Positive
Caring
Imaginative, creative
Behaviors: The actions a person takes. For example,
Always on time
Focuses consistently on the task
Only takes breaks as agreed upon
Helps others as needed with their tasks
2. Share that will each student will rate the applicants independently and then the team will need to
come to a decision. Students will rate the applicants as having:

Excellent qualities, skills, and behaviors

Average qualities, skills, and behaviors
Below average qualities, skills, and behaviors

3. As a team, students will give each candidate a rating of

1) Recommend first for openings
2) Consider recommending if there are enough openings
3) Do not recommend for openings.
4. Give the teams the opportunity to discuss and rate the candidates.
5. Either on a white board or chart paper create a chart that lists the candidates and the ratings by
each group. Record each groups ratings without any discussion.
6. Open the discussion as to what the class noticed in going through the process. Have them discuss
differences of opinions if they exist.
Closing
Ask students to reflect on what theyve learned from looking at others and to assess their own qualities,
skills, and behaviors.

The Top Ten On-The-Job Skills and Attitudes

Grade Ranges: 5-8

Objectives:
Students will:
gain insights into criteria employers use in selecting employees.
develop generalization from collected data.
gain experience in talking with employers.
practice data collection through a questionnaire.
practice converting data into a visual representation.
Standards:
NY: Language Arts 1. Students will read, write, listen, and speak for information and
understanding. 3. Students will read, write, listen, and speak for critical analysis and evaluation.

NYC: A3a. Gather information to assist in completing project work. A5a. Work with mothers to
complete a task.
CT: Language Arts 2. Producing Texts Students will produce written, oral, and visual tests
to express, develop, and substantiate ideas and experiences. Technology Education 3. Career
Awareness Students will become aware of the world of work and its function in society,
diversity, expectations, trends, and requirements.
NJ: Cross-Content Workplace Readiness 1 All students will develop career planning and
workplace readiness skills. 2 All students will use technology, information, and other tools. 3
All students will use critical thinking, decision-making, and problem- solving skills. Language
and Arts Literacy 3.2 All students will listen actively in a variety of situation to information

from a variety of sources.

Materials Needed:
1. Board or flipchart
2. Questionnaire: Skills and Attitudes That Are Important For Employers
3. Chart for entering the data from questionnaire results
Time Required: two 45-minute class sessions with sufficient time between for students to
complete the interview assignment
Subject Tag:
Business Education
Synopsis:
In this activity, students will interview people who have a business and have people working for
them. Using a standardized questionnaire, students will obtain opinions on the most important
skills and attitudes that employers look for in potential employees. Afterwards, students will
transfer their collected data into a bar graph to illustrate the top ten on-the-job skills and attitudes
needed for employment success.
Keywords:interview, skills, attitudes, employers, employees, graphing data, surveying,
employability
Class Session 1:
1. Explain that students are going to conduct a survey with someone they know who runs a
business and has people working for him or her. Once the surveys are completed,
students will share their results with the class, and from those survey results, they will
determine the top ten skills and attitudes needed to be successfully employed.
2. Remind students of the due date for the survey results. Consider the possibility of having
students work in teams of two if you feel they would be more comfortable in completing
the assignment.

3. Review the keywords for this lesson. Be sure that all students understand the difference
between the terms employer and employee and between skill and attitude.
4. Distribute the accompanying handout, which includes interview questions. Be sure that
everyone understands what they are to accomplish. You may want to take a few minutes
to practice proper interviewing skills.
Class Session 2:
1. Ask students if they enjoyed conducting the interviews. What did they like or not like?
Encourage responses.
2. Ask for volunteers to give the results to the questions, What is the most important skill you
look for in a potential employee? and What is the most important attitude you look for
in a potential employee?
3. As students respond, list the results on the board or flip chart. Try to get all of the responses
into one or two-word descriptions. If students have the same responses, make a
duplication mark by the item on the list.
4. After all the survey responses have been provided, have the class work as a team to determine
the number of responses for each skill and attitude.
5. Transfer the results of the survey into a bar graph moving from most responses to least
responses. The finished bar graph could look like the following. (Or, you may want to do
one graph for skills and one graph for attitudes.)
Most Important Skills or Attitudes Looked For in A Potential Employee
Honest
Skill/Knowledge of
the Job
6. Have the students take one to two minutes to look and study the completed list.
7. Lead a discussion on these top ten items by asking questions such as

Do you agree with the Top Ten List? Why or why not?

Why do you think these skills and attitudes are important to employers?

Did any employers indicate which they think is more important: skills or attitudes?
Explain.

Were you surprised that many employers listed many of the same skills and attitudes?
Explain.

What skills are missing that you think are important?

8. Ask students to also share the results of the question, What is the one thing that would
disqualify a potential employee? As students answer, make a list of the responses.
9. Bring closure to the discussion by asking students to compare this list to the most important
skills and attitudes list. Ask students if they see any similarities or differences between
the two lists.
Related Links:Career Siteshttp://www.coe.iup.edu/ce636/ssites.htm#SecondaryThis site is
full of great information on career decisions for ages middle school and up. What I want to
be.....http://www.nashvilleschooltocareer.com/elemplan.htmlLearn about many careers in
entertaining ways and games.

Procedures:
Assessment Criteria:
1. Did the students feel comfortable interviewing employers?
2. Did the students complete the questionnaires in a satisfactory manner?
3. Could the students make workplace skills generalizations from the data collected?
Recommended Lesson Plan Review Date: Review Comments:Check Web sites

SKILLS AND ATTITUDES THAT ARE IMPORTANT FOR EMPLOYERS

Student Names
Name and Title of Employer
Interviewed
What is the name of your
business?
What does your business
do?
How many employees do
you have?
What is the most important
skill you look for in a
potential employee?

What is the most important

attitude you look for in a
potential employee?

What is the one thing that

would disqualify a potential
employee?

You Are the Employer!

Objective: Students will have the opportunity to gain a different perspective as to what
qualities employers search for in prospective candidates.
National Standards:
ASCA
C: A1 1.2 Learn about the variety of traditional and nontraditional occupations
C: A2 2.2 Apply job readiness skills to seek employment opportunities
C: A2 2.4 Learn about the rights and responsibilities of employers and employees
C: A2 2.8 Understand the importance of responsibility, dependability, punctuality, integrity and
effort in the workplace
NYC Common Core
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and
expressing their own clearly.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
Materials: Handout Sheets, chalkboard, chalk

Your team needs to make recommendations on which students will be chosen to participate as
volunteers in a local food bank effort.
1. Read through the applications and recommendations.
2. Check the rating you think best fits each candidate.

Example
Cody
Sharon
Bruce
Janet

Qualities

Skills

Behaviors

Excellent

Average

Excellent

Final Team
Rating
1

3. Compare your ratings with those of your team members.

4. Next talk as a team and rate the candidates. Be prepared to defend your decisions to
the class.

Recommended for the program

Maybe considered for the program

Not recommended for the program

Job Applications: Volunteer Food Bank

Janet
Personal Statement: How much time will I need to spend to be a volunteer at the food bank?
Im really busy riding my skateboard and Im not sure I have enough time. I have good grades
and my teachers tell me Im pretty smart.
Teacher Recommendation: As his math teacher, Janet has asked me to write a letter of
recommendation for her. She has excellent grades in math and works hard mostly by himself in
class. She always turns his homework in on time but doesnt always use her time in class well
preferring to read a book or text underneath her desk.
Bruce
Personal Statement: I would like to get a volunteer job at the Food Bank because my sister tells
me that you need to have volunteer experience in order to get a real job. My best qualities are
that Im friendly, conscientious and helpful. I have some experience taking care of children
doing babysitting and working in the nursery at my church.
Church Teacher Recommendation: I would recommend Bruce for a volunteer position at the
Food Bank. He is ambitious and wants to get more experience in order to get a real job. He has

done an excellent job of working with the younger children in our church nursery although he
doesnt always get along with his peers. His enthusiasm for his own ideas sometimes means
that he ignores what the other nursery teachers think might work.
Cody
Personal Statement: I would really like to have this volunteer job because I like to work with
people and animals. I have lots of friends. My best qualities are that I am a good listener and
very caring. My math is pretty good as a student but I do not like to write. My job has been
walking my neighbors dog every day after school. I am always on time and make sure that we
walk the full 30 minutes even when the weather is bad.
Neighbors Recommendation: I would like to recommend Cody for the position of volunteer at
the SeaFair Food Bank. Cody walks my dog every day after school and he does an excellent job.
He is always on time, even early some days and always makes sure that he walks Rex a full 30
minutes. I really appreciate his honesty. I overpaid him one month and he made sure that I
knew that and that it could come off of the following month.

Sharon
Personal Statement: I would like to have the position of volunteer at the food bank because I
am very organized and I like to help people. My teachers all say Im pretty organized so I think
that might be important. I have never volunteered before or had even a part-time job but Im a
hard worker and am willing to try new things.
Teacher Recommendation: If you are looking for a hard working volunteer, you could not go
wrong with hiring Sharon for these volunteer positions. She has excellent attendance in school
with no tardiness. She always goes the extra mile with helping other students in class making
sure others are including in the discussion. I know that she does not have volunteer or work
experience but if the willingness to stick with a task is needed, she is your person.

High School and Beyond

Grades 7 - 9
Off-Track
LESSON TARGET(S)
Factors that cause students to lose credit causing them to be off-track for high school graduation
MEASURE(S) OF SUCCESS
Students will be able to:
Apply information on off-track factors to an analysis of sample student transcripts
Relate the off-track factors to themselves and their high school transition.
Students will learn the importance of keeping their main goals in mind in place of making poor
decisions that will lead to them going off-track
ASCA
A: B2 2.3 Develop and implement annual plan of study to maximize academic ability and achievement
A: B2 2.4 Apply knowledge of aptitudes and interests to goal setting
A: B2 2.5 Use problem-solving and decision-making skills to assess progress toward educational goals
C1 1.1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family
life
C: A1 1.5 Learn to make decisions
C: A1 1.6 Learn how to set goals
C: A1 1.7 Understand the importance of planning
Common Core
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own
clearly.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define
individual roles as needed.
MATERIALS NEEDED
Student Worksheet: Case Studies, chalkboard, chalk
FACILITATOR NOTES
Teenagers tend to live in the moment. Often cause and effect is a hard concept for students to grasp when
it pertains to high school graduation and college program requirements that are years away. This workshop

helps to create a conversation with early high school students about how important attendance, failures,
GPA, and overall credit accumulation effects their lives in the future.
Note: The case studies are taken from the transcripts of actual high school freshmen so that there are no
easy answers or quick determinations sometimes for who is off or on-track.
CORE ACTIVITY
Introduction
Write the words, NOW and IN THE FUTURE on the board. Enlist students in discussing the things they
do now that influence their future. For example, if they exercise, write exercise in the first column and
healthier in the second column. Share with students that the object of this workshop is to help them look
at specific school behaviors and the impact it has on their education, work, and careers in the future.
Activity
1. Group students in small discussion groups. Ask them to imagine themselves as teachers who are
reviewing student transcripts to decide which students are on-track for high school graduation
and which students are off-track for high school graduation. The group will all review information
about attendance and grades for a group of students. After analyzing the student files, each group
will be make recommendations about what students need to do to get on track and what the
school can do to help the students.
2. Hand out the worksheets and go over the descriptors for students who are off-track. Explain to
students that these are research-based indicators drawn from recent studies of thousands of high
school students. The statistics are predictive but not absolutes.

Attendance: Missing 20 days or being absent 10 percent of school days;

Behavior: Two or more mild or more serious behavior infractions; and

Course performance in high school:

o a GPA of less than 2.0;
o two or more failures in ninth grade courses;
o failure to earn on-time promotion to the tenth grade or accumulate 5 or more freshmen
credits

3. Give the groups time to read the case studies and check the descriptors for each of the students.
Make sure that they are discussing what the student can/should do to improve their situation if
needed and what resources the school might be able to provide to help the student succeed.
Depending on time, you can either have students figure out the GPAs from the chart or give them
the student GPAs.

4. Have each group report out their findings. Use the recommendations on what students can do as
an extension of the NOW part of the list.
5. Ask the entire class to review the expanded part of the NOW list and move this across to IN THE
FUTURE. Help students as part of the discussion to make the link that the future begins now and
that they have the power to make a difference in their own life.
Closing
Give students time to reflect and write on their own descriptors. Would they be described as being on or offtrack for high school graduation? What will they need to change to make a difference in their own life?

Student Worksheet: Off-Track

What students do today effects their future, especially their high school graduation, admittance to higher
education, and even possible job opportunities and careers? On the next pages are the stories of actual
high school freshmen from Washington High Schools.
1. As a team, read through the case studies and analyze each students transcript at the end of their
freshmen year.
2. Place the data in each column as indicated for indicators attendance, behavior, GPA, failures,
and credit accumulation.
3. Make a decision about whether or not this student is on-track for graduation.
4. At the bottom of the page, make a list of things the students who are off-track can do to change
their lives.
5. At the bottom of the page, also make a list of the resources schools might have to help students
change their lives.
Descriptors:

Attendance: Missing 20 days or being absent 10 percent of school days;

Behavior: Two or more mild or more serious behavior infractions; and
Course performance in high school:
o A GPA of less than 2.0;
o Two or more failures in ninth grade courses;
o Failure to earn on-time promotion to the tenth grade or accumulate 5 or more
freshmen credits

GPA Calculator
The Grade Point Average is determined by adding up the grades given for all courses and
dividing that number by the number of classes taken. P or Pass graded classes do not count
as one of the graded classes.

A = 4.o

A- = 3.7

B+ = 3.3

B = 3.0

B- = 2.7

C+ = 2.3

C = 2.0

C- = 1.7

D+ = 1.3

D = 1.0

F=0

Student Worksheet: Case Studies

Student

Attendance

Behavior

GPA

Number of
Fs

Credit
Towards
Graduation

On-Track for
Graduation
Yes/No/Maybe

Olga
David
Tanisha
Emily
Jake
Maria
Jose
Amari
Martha

A. What do the students need to do to change the predictions for high school graduation and change
their lives?

B. What resources does the school have that might help students get on-track?

Olga
Descriptor
Single Period
Tardies
Total Absences
Biology Grade
Human Geography
Grade
Rec. Activities Grade

First Semester Information

5

Second Semester Information

8

9
A
A-

4
A
A-

A
A
A
B
0

A
A
A
A
0

First Semester Information

15

Second Semester Information

3

7
A
CB+
D
D
D

7
AC
BF
F
F

Spanish 1 Grade
Geometry Grade
English Grade
Discipline Infractions

David
Descriptor
Single Period
Tardies
Total Absences
World History
Biology
PE
Algebra 1
English
French
Discipline Infractions

1 disruptive in class

Tanisha
Descriptor
Single Period
Tardies
Absences
Biology
World History
English
Algebra 1
Spanish
Avid/Leadership
Discipline Infractions

First Semester Information

4

Second Semester Information

2

10
C+
A
C
C
F
A
0

0
B+
A
C
C
No grade
B
0

Emily
Descriptor
Single Period
Tardies
Absences
Algebra 1
Choir
English
Eng support
World History
Biology

First Semester Information

0
14
D
A
D+
P
D+
F

Discipline Infractions

Second Semester Information

0
8
D
AB
P
BD+
2 Disrespect toward teachers

Jake
Descriptor
Single Period
Tardies
Absences
Biology
Geometry
French
Guitar
World History
English
Discipline Infractions

First Semester Information

7

Second Semester Information

4

4
A
C+
D+
AF
C
0

2
ACCAAB0

First Semester Information

6

Second Semester Information

13

12
A
C
C+
BC
B
0

11
A
CC
C+
F
A
0

Maria
Descriptor
Single Period
Tardies
Absences
World History
Biology
Algebra 1
Art/fitness
English
Spanish for Native S
Discipline Infractions

Sparking the
Future
KNOWING YOURSELF: SIX STEPS TO SUCCESS
GRADES: 7-9

LESSON: 4

LEARNING GOALS :

Students will identify careers based on the tasks performed by people in those careers.
Students will describe how their interests relate to careers.

ALIGNMENT WITH STANDARDS :

Essential Academic Learning Requirements Grade 8 Grade Level Expectations: This

lesson is aligned with Communication 1.1.2 and Writing 2.2.1 and 3.2.2. Students will use
listening and observation skills to interpret information. They will write in a specific format
following a specific prompt and will use appropriate terminology and language.
Common Core State Standards Grade 8: This lesson is aligned with English Language Arts
Writing 4, Language 6, and Speaking and Listening 1b. Students will produce clear and
coherent writing based on a specific prompt and using appropriate, domain-specific
language. They will follow rules for collegial discussions in a small group.
American School Counselor Association National Standards: This lesson is aligned with
ASCA Academic C1.6 and Personal & Social A1.2 and B1.9. Students will learn about
how school success and academic achievement enhance future career and vocational
opportunities. They will identify values, attitudes, and beliefs, and will identify short- and
long-term goals.

MATERIALS NEEDED:

Six Steps to Success Handout (included in this lesson plan one for each student)
Writing Exercise on Character Traits (final page of lesson plan)

CLASSROOM ACTIVITIES:

2. Introduce the six success traits. Write these words on the board: Commitment,
Confidence, Courage, Creativity, Determination, and Integrity. What do they mean? Why
are they important? Help students define and discuss why they are important traits to
exhibit at school and why they might be important traits on the job. Do students value
these traits in themselves? Why or why not? Ask students to name historical figures to
illustrate each trait. (5-10 minutes)
4. Explore the six success traits. Distribute the Six Steps to Success Handout and ask
students to work in small groups to complete it. Assign each group one of the traits for the
final two questions on the handout. Let them discuss their answers in their small groups. If
you have time, bring the discussion back to your full group. (15-20 minutes)
5. Begin the writing exercise. The Writing Exercise on Character Traits helps students
explore their values and the character traits necessary to succeed in the world. Use your
remaining time during this lesson to assign the writing exercise or partner with a
Language Arts teacher to extend this lesson in a Language Arts class. (5 minutes)
STUDENT PRODUCTS:

Six Steps to Success Handout. Each student should complete a handout.

Writing Exercise on Character Traits. If desired, each student should complete the writing
exercise.

ADDITIONAL RESOURCES:
Many of the six success traits can be developed by serving others. Help students learn more
about the value of volunteer service through Learn and Serve America (www.learnandserve.gov).
Help them use the library or Internet to research the valuable character traits listed over 200
years ago by Ben Franklin.

Six Steps to
Success
WHAT ARE THE SIX SUCCESS TRAITS?
LEARN HOW TO SUCCEED AT SCHOOL & WORK!
Name _____________________________
Following your group discussion, please write a definition for each of the six success traits.
Commitment
Confidence
Courage
Creativity
Determination
Integrity
Circle the trait above that your advisor has asked your group to report on. Please answer the
following questions based on this character trait.
Explain why this trait is important to have as a student. How does it help you at school?

How would a student demonstrate this trait? Describe one example.

Character Traits
WRITING EXERCISE
DESCRIBE YOUR PATH TO SUCCESS
Name _____________________________
Use the space provided below to write down your thoughts on ONE of the following writing prompts.
Use the back of this sheet or a computer to write your final response.
Write four words that describe something good about you. Explain how one of those words
relates to the six success character traits and how that character trait applies to you.
Describe how you have exhibited this character trait.

Do you have a hero? Who is that person and what character traits make you look up to him
or her? Describe how this person has modeled at least one of the six character traits
discussed during this lesson.

References
Career Ready Lesson Plans. (n.d.). Retrieved December 1, 2015, from
http://www.k12.wa.us/secondaryeducation/careercollegereadiness/CareerReady.aspx