College and Career Awareness

●​ Provide word banks for each topic (e.g., “stress, trigger, coping, anxiety” or “grant, loan, FAFSA, scholarship”). ● Provide an annotated model for extended writing. ●​ Activity: Show an annotated paragraph about selecting a post-secondary path based on interests. ​ ​ Highlight:

■​ Claim: “I plan to attend a two-year college because...” ■​ Evidence: “According to my career assessment...” ■​ Conclusion: “Therefore, this program supports my long-term goals.”

○​ Student Output: Use this as a model to draft their paragraph.

● Allo w students to use a mix of their home language and English. ●​ Activity: Allow brainstorming or initial responses in their home language. ●​ Bridge Task: Pair students to help translate ideas into English using glossaries, visuals, or translation tools. ●​ Activity: Small group discussion on: ​ “What are the risks and rewards of student loans?” ​ “What causes you the most stress at school, and how do you manage it?” ●​ Supports: Use sentence frames like: ​ “I believe ___ because ___.” ​ “One way to manage ___ is ___.” ​ “A benefit of ___ is ___, but a risk is ___.” ● Provide a structured discussion with sentence frames . ●​ Activity: Small group discussion on: ​ “What are the risks and rewards of student loans?” ​ “What causes you the most stress at school, and how do you manage it?” ●​ Supports: Use sentence frames like: ​ “I believe ___ because ___.” ​ “One way to manage ___ is ___.” ​ “A benefit of ___ is ___, but a risk is ___.” ● Provide visual vocabulary cards to build content knowledge . ●​ Activity: Create or provide cards with visuals, definitions, and example sentences for terms like: ○​ FAFSA , stressors , grants , career assessment , and coping strategies ●​ Use: Review in games (matching, charades), warm-ups, or as reference tools. ●​ Student-led conferences and presentations : Have students present their PCCR or stress management action plans to peers or teachers. ●​ Peer-led inquiry circles : Assign small groups a topic (e.g., “Types of Financial Aid” or “Coping with Stress in High School”) to research, create questions about, and lead a mini-lesson or discussion. ●​ Journalistic interviews or podcasts : Students interview a family member, counselor, or professional about how they managed stress or paid for school, and present their findings through a written article or podcast. ●​ Scenario-based problem-solving : “You’re planning to attend a 4-year college

Extension