College and Career Awareness

grants, student loans, and work-study. ○ Scholarships are money awarded based on academic and other achievements. ○ Grants are money given that does not have to be paid back. ○ Student loans are money borrowed by the student that must be paid back. ○ Work study is a way for students to earn money to pay for school by working part-time jobs. ● Explore ways to avoid student loan debt. ○ Start saving as early as possible (e.g. Education Savings Account ESA, my 529 Plan) ○ Apply for financial aid by completing the FAFSA (Free Application for Federal Student Aid) ○ Apply for scholarships ○ Determine the cost of future academic and career goals. ○ Take courses with college credit (e.g. AP, IB, Concurrent Enrollment (CE), etc.) ● Discuss the long-term impact of student loan debt. ○ Ability to purchase large items (e.g. house or car) ○ Personal relationships ○ Stress level

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

I can identify and explain a variety of stress management strategies.

I can explain my plan for college and career readiness.

I can identify financial opportunities and risks associated with future academic and career goals.

Performance Objective(s): ● Students will begin to create a portfolio that includes: ○ A career assessment

○ Insights and refections (positive and negative) related to the individual process of middle/junior high school, high school, postsecondary, and career preparation aligned to individual Plan for College and Career Readiness (PCCR).

SCAFFOLDING IN ACTION

● Provide a graphic organizer, and model how to identify what happened first, next, or last; claim evidence to express an opinion. ● Provide word banks when students complete writing or speaking tasks to support their responses. ● For extended writing or speaking activities, provide a student an annotated model highlighting the language and structure a student will need to reproduce their own. ● Allow students to use a mix of their home language and English. ● In discussion, model and have students use the sentence frames and word banks to support their responses. ● Provide visual vocabulary cards to build content knowledge. ● Engage the student in more student-teacher conversation or group the student with other advanced learners ready for more challenging dialog. ● Students lead discussions or ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details.

Skill Building

Extension