COLLEGE PREP

STEP-BY-STEP

MONTH-BY-MONTH CURRICULUM FOR

STUDENT ACCESS GROUPS
GRADES 6TH-12TH
LESSONPLAN STUDENT
PORTFOLIO
Give each student a copy of the student portfo-
lio worksheet. The portfolio worksheets walk the
students through the steps necessary to com-
plete a student resume. Time
The worksheets have space for the students to 25-40 minutes
answer the following questions or prompts ev-
ery year they are in secondary education:

1.What is your contact information: Address,

Activity Level
Phone, Email, Etc.
Low
OVERVIEW

2. What organizations were you involved in

this year?

3. What leadership positions did you hold?

Participants

4. What jobs did you have this year? 1-75

5. What volunteer experience did you have

this year? Materials
6. What awards did you receive this year?
Writing utensils
7. What skills do you have? Student portfolio work-
sheet
8. List your references (include contact in-
formation).

This worksheet can be completed at any point Objectives

during the year, but is especially effective if
completed at the beginning and end of every To list all of the awards,
school year. It is easy to forget small details accomplishments, jobs,
from year to year.
and information necessary
to complete a student re-
sume.
We rise by lifting others.
Robert Ingersoll
 STUDENT PORTFOLIO
Name:__________________________________________________ Date: ___________ Grade:________
Address:________________________________________________________________________________
________________________________________________________________________________________

Phone Number:______________________________ Email:______________________________________

What organizations were you involved in this year?

What leadership positions did you hold?

What jobs did you have this year?

What volunteer experience did you have this year?

What awards did you receive this year?

What skills do you have?

List your references (include contact information).

LESSONPLAN PEEK-A-WHO
Instruct the students to learn as many names
as they can in less than two minutes. You can
do this in any fun or interesting way! Next, ask Time
the group to split into two equal groups. Invite
the groups to sit on the floor facing each other.
Place a sheet or tarp on the floor in-between
10 minutes
the two groups.

Let the students know that you will be lifting the Activity Level
sheet in the air between the two groups. When
you say Go! each group will send one volun- Low
OVERVIEW

teer to sit in front of the raised sheet. They will

face the sheet (and in turn the other group)!
Participants
You will then count to three and drop the sheet.
The two volunteers then try to say the name 5-35
of the person sitting across from them as fast
as possible! The first person to say the correct
name of the other volunteer will be the win- Materials
ner. (If the volunteers are struggling with naming
each other, feel free to invite the group to help)
Sheet or tarp
After successfully guessing the correct name,
the named volunteer will then join the other
team. Ask two other volunteers to sit in front of Objectives
the raised sheet and repeat the process. Do this
for 10 minutes or until the a group gains all of To learn the names of all
the participants in the room. of the students.
If you would like to do this for a second round,
you can invite the volunteers to sit with their
back to the sheet. This time the group will de-
scribe the other teams volunteer in only pos-
itive descriptions. The first volunteer to guess
the name will be the winner! Be very careful
to make sure the participants only use positive
descriptors.

The price of greatness is responsibility.

Winston Churchill
STUDENTWORKSHEET
Name:

What are some positive ways to describe your friends?

How would you like people to describe you?

LESSONPLAN WHEN I
GROW UP!
When I Grow Up includes a worksheet that helps
participants walk through the future to determine
a career. Time
Ask the group to think of their future goals and 35 minutes
dreams. What would they want to do the most?
What careers would be the most fun or reward-
ing? Invite the participants to write down three Activity Level
careers they would love to do when they grow
up. Feel free to spend time explaining different
careers to the participants if necessary.
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OVERVIEW

Challenge the participants to narrow the list to

the one career the love the most. In the space Participants
provided, ask the students to write down the re-
sponsibilities of their chosen career. What does 2-50
their job do? Where do they work? How much
money do they make? What is the best part of
the job? Once again, feel free to help the par- Materials
ticipants better understand their chosen career.
When I grow up work
Next, ask them what types of education or train-
sheet
ing would be needed to get a job in that career.
A high school degree? Do they need a college
degree? Will they need to find an apprentice- Objectives
ship or job training?
To create an awareness of
Lastly, invite the students to write down the future career aspirations.
things they need to be doing today to make
their future a reality! Spend some time walking
the participants through the steps necessary for
future success.
NOTES
STUDENTWORKSHEET
WHAT DO YOU WANT TO BE WHEN YOU GROW UP?

WRITE DOWN THE RESPONSIBILITIES OF YOUR CAREER.

WHAT KIND OF EDUCATION AND TRAINING DO YOU NEED FOR YOUR CAREER?

WHAT CAN YOU DO TODAY TO HELP YOU IN THE FUTURE?

LESSONPLAN CONFETTI
-There are three timed rounds.

-One person will collect all of the cards. Time

-When the team is ready, the person with the 10-15 minutes
cards will throw them in the air like confetti.
RULES

-Time starts when the last piece of confetti (in-

dex cards) hits the ground.
Activity Level

-Once time has started members can move Medium

from their spot in the circle and collect their
cards.
Participants
-The group will get back into a circle after all of
the cards are collected. 5-25
-The group will go around the circle and an-
nounce their strengths one at a time. Materials
-Time finishes when the last person shares their Index Cards
strengths and someone says, Stop!
Writing Utensils

Invite the participants to write their name on Objectives

the front of an index card. Ask them to think of
one word that would describe their top strength Collect the strengths of the
or leadership characteristic. Is it that they are group to learn about each
OVERVIEW

confident? Bold? Patient? Kind? Loving? Gen- other.

erous?

After a short moment of self-reflection, ask the

participants to write the word on the other side
of the index card. Invite the participants to gath-
er in a circle.

Make sure everyone is familiar with their in-

dex card by encouraging all participants to an-
nounce their name and strength aloud to the
rest of the group. You can achieve this by go-
ing around the circle and letting each partici-
pant have a chance to share.
LESSONPLAN CONFETTI
Next, explain to the group that they are going
to try and achieve a group challenge. Explain
the rules to the participants. Make sure they Time
understand the rules and answer any ques-
tions. 10-15 minutes
OVERVIEW CONTINUED

Instruct the participants to pass all of the cards

to a volunteer (depending on the experience
of the group, you may need to chose a vol-
Activity Level
unteer). The volunteer will then throw all of the
papers in the air, and when the last one hits Medium
the ground, time starts. Next, all of the partic-
ipants will find their card and then get back
into their spot in the circle. Participants
Once all members are back in the circle, the 5-25
volunteer will start a One Word Whip around
the circle, saying what is on their piece of pa-
per (their name and strength). Once the whip Materials
gets to the last person in the circle, that per-
son will say Stop! and then the time will be Index Cards
stopped.
Writing Utensils
Repeat in round 2 and 3 allowing time in-be-
tween for the group to plan for the upcom-
ing round. The processing of this activity can
Objectives
vary greatly depending on how you frame the
objectives at the beginning. If you want it to
Collect the strengths of the
be more competitive, make it more about the group to learn about each
time. If you want it to be more about fun, make other.
it about fun! If you want it to be more about
strengths, make it about strengths at the be-
ginning.
NOTES
STUDENTWORKSHEET
Name:

What skills do you need to be successful in the future?