Plan. Prepare. Pursue.

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BluePrintsPlan. Prepare.

Pursue.

Volunteer Manual

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Welcome to BluePrints!

Welcome to BluePrints, a program that we truly

think can be a life-changing experience for allinvolved. As you begin what is truly ajourneyintothe lives of high school students who need guidanceand friendship, use every opportunity to buildrelationships and mentor the students you work with.Most importantly, be flexible. Realize that everystudents life is a different situation, and everystudents outlook is unique. At BluePrints, we feelevery student has a distinctive BluePrint for thefuture, and we want to help them find it.

Finding Your BluePrint:

PLAN for the future.PREPARE accordingly.

PURSUE 100%.

Thank you for your commitment toinspire others to empower themselves!

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In Service,Nicole Bohannon,

Founder

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Programexplanation

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The Story Behind BluePrints

As a high school student, BluePrints Founder Nicole Bohannon, was in disbelief at thenumber of students in her graduating class who had no plans or aspirations post-highschool. Going to college was never an if for me, but a where instead. I wantedeveryone I went to high school with to make plans for their future just like I was,Bohannon said. As she entered her senior year of high school with no guidance counseloin her school system, Bohannon wondered who was going to aid her peers with preparingfor post-high school, and then she realizedthere wasnt anyone. Bohannon explained,It took until January of my senior year for my high school to hire a guidance counselorafter the previous one resigned at the start of the year. While they hired an excellentcounselor who was ready to help in whatever way she could, by January, most deadlinesfor colleges and scholarships had passed and most of my graduating class had not

thought a minute past graduation.

After more research, Bohannon realized that high schools are struggling to prepare theirstudents for postsecondary education. This proved to be especially true for Title Ischools. From this research and personal experience was born BluePrintsa programdesigned to help at-risk high school students prepare a blueprint for post-high schoolby building relationships between the students and college volunteers. Bohannons hopewas that by the students building relationships with people close to them in agethecollege volunteersthey would be more receptive to the programs ideals and thevolunteers. Simultaneously with the running of the program in high schools, though, isthe completion of a service-learning course at respective colleges built around

BluePrints. The whole idea was to look at it from an academic side for the collegestudents. This allows the college students to learn about things like the effects of povertyon access to higher education in the classroom while simultaneously volunteering at alocal high school. Its a win-win situation, Bohannon said, for students born intopoverty or a working poor family, education is valued and revered as an abstract but notas a reality.

In Spring 2009, BluePrints was piloted at Holt High School, a Tuscaloosa County school inTuscaloosa, Alabama. BluePrints was blessed to soon have many organizations eager topartner with it, beginning with a mentorship by the director of the Alabama Consortiumfor Education Renewal, Dr. Liza Wilson. Soon after, Alabama Poverty Project, a nonprofit

based in Birmingham, Alabama dedicated to reducing and eventually eliminating povertyin Alabama, joined on as a partner for BluePrints, helping Bohannon streamline materialsand build connections that would allow for the growth and expansion of BluePrints in Fall2009.

In A Framework for Understanding Poverty, Ruby Payne writes that education andrelationships move people out of poverty. BluePrints hopes to prove just that.

No significant learning occurs without a significant relationship. -Dr. James Comer

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Why Access to Post Secondary Education NeedsImprovement

Were all familiar with the saying: You cant afford notto go to college. The harshreality? Its true.

In 1965, people who earned college degrees made roughly $12,500 more than

people who did not.

In 2007, people who earned college degrees made roughly $33,000 more thanpeople who did not.1

Every year, the gap in earnings between people with a college degree and thosewithout is widening, and in turn, the lines between poverty, middle class, and wealth arebecoming clearer and clearer.

According to the Measuring Up 2008 study by the National Center for Public Policy andHigher Education, only 35% of young adults in the state of Alabama are enrolled

in college, and only 23% of Alabama residents hold a bachelors degree or higher. Thesame study evaluated the affordability of higher education in Alabama. In the 40% of thepopulation with the lowest incomes, families must commit at least 36% of theirannual income to send a student to a community college, even after the averagefinancial aid package. For every dollar in Pell Grant aid to students, the state of Alabamaspends only five cents.

All of these factors in conjunction are continuing to have an effect on other aspects ofAlabama. Alabamas underperformance in providing higher education to more youngstudents is limiting the states access to a competitive workforce and will ultimatelycause a weaker economy than could otherwise exist. In a study on Alabamas HighSchool Dropouts, the Southern Education Foundation concluded that 60% of ourincome gap in Alabama is due to low educational attainment. As Alabama raisesits academic standards for students to prepare them for post-high school, it must alsoprepare students for exactly how they get there.

1The Future of Children 2009 by The Trustees of Princeton University,all rights reserved.

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PROGRAM STRUCTURE

BluePrints programs looks different everywhere it is implemented. We are thrilled towork with you to tailor the program to your specific needs.

Parties Needed:-Group of college volunteers available during scheduled session time

-College Advisor or Professor to oversee student work-High School willing to participate (This includes a willing administration, guidancecounselor, and classroom teacher, ideally 11th grade, 12th grade also acceptable.)

Time Commitment:-Volunteer Training Session (Approximately 1.5 hours)-Monthly or Bi-monthly sessions, depending on schedule established with school.

Program Sessions:The program is broken into eight 1 hour sessions, although these can be adjustedbased on time/date availability within the school. If the program is in a junior class, it is

best suited to run all school year. If the program is run in a senior class, it is best suitedto run in one semester. The sessions are as follows:Session 1: Program IntroductionSession 2: ACT/SAT Test PreparationSession 3: Resume BuildingSession 4: Interview SkillsSession 5: College and Career ChoicesSession 6: Paying for It All (How to finance College)Session 7: Inspiration for the FutureSession 8: Program Wrap-Up

Important Components of Program:-Number of volunteers needed will vary based on classroom size. There should be nomore than 5 students per volunteer. Anything larger would take away the personalizationof the program.-Volunteers must be students committed to building relationships inside the classroomwith students.-Initial contact with the high school should be to the guidance counselor. If the counseloris on board, they will typically be able to have the program cleared by administration, aswell as know the classroom teacher(s) who would beinterested.-It is important to establish a calendar of dates for the

program as early as possible. This way volunteers can besure they will be available, as well as for the teachersplanning session.

Contact Us:[email protected]

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LESSON

PLANS

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Why

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SESSION 1:PROGRAM

INTRODUCTION

CONTENTS:SESSION 1 OBJECTIVES

SESSION 1 TIMELINESESSION 1 LESSON PLANSESSION 1 RESOURCES


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SESSION 1: PROGRAM INTRODUCTION

Objectives:

1. Introduce program to participants

2. Gain understanding of student backgrounds3. Gain understanding of the current outlook of students from

survey4. Give students a feeling of comfort around volunteer staff

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Timeline

[Each session is designed around a 90-minute time frame. While

this is the suggested time for each session, it can be modified tofit your classrooms schedule. For our purposes, we will choose anexample time frame to build a timeline around.]

12:00-1:30

12:00-12:10-Introduction of Classroom Leader, Group Leaders12:10-12:30-Get to Know You Game

12:30-12:45-Survey12:45-1:00-Survey Follow-Up1:00-1:30-Purpose and Explanation of Program

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Lesson

Session 1 is designed to create as high of a comfort level between

students and leaders as possible, while still allowing the leaders togain a clear understanding of where students currently stand asfar as preparations for the future. Session 1 incorporatesinteractivity to maximize the comfort level and informationtransmittance between students and leaders.

12:00-12:10: Introduction of Classroom Leader, GroupLeaders

During introductions, introduce yourself as casually aspossible, but remember that students still need to hold a level ofrespect for you in order to be efficient. Avoid titles that willintimidate students; you want them to feel as though you arespeaking to them as a peer rather than another teacher.

12:10-12:30: Get to Know You GameThis is an easy, interactive way to learn more about your

students. See Session 1 Resources for game instructions.

12:30-12:45: SurveyThis survey is absolutely vital to mapping the progression of

your students. If you feel that the pre-made survey leaves outsomething necessary to your specific class, feel free to create anaddendum, but do not omit any questionson the original survey. The original survey

is designed to not only benefit you, butalso to track BluePrints as a whole. SeeSession 1 Resources for survey.

12:45-1:00: Survey Follow-UpUse this time to get feedback from

students on the survey. Did they feel like

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they understood all the questions? What did the survey makethem consider more? Have group leaders skim through surveys asthey pick them up and mention things out loud like, One of youused the word blankto describe yourself, would the rest of youuse blankas a word to describe yourselves or would you like tobe able to? What could you do to be able to consider yourself

blank?Allow on-task conversation among students as timeallows.

1:00-1:30: Purpose and Explanation of ProgramPrior to this point, you dont want to overwhelm the students

with a long explanation of what BluePrints is or why you are there.Now that you have completed an activity and created dialoguewith the students, their comfort level is higher, which hopefully

means they will be more receptive to the explanation of theprogram. See Session 1 Resources for Purpose and Explanationhandout.

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RESOURCES

P. 14-GET TO KNOW YOU GAME INSTRUCTIONSP. 15-18-PRE-PROGRAM SURVEYP.19-20-PURPOSE AND EXPLANATION HANDOUT

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Get to Know You Game Instructions

The Get to Know You game is designed to help you learn whoyour students are as people. The students will be surprised that,despite the fact that they probably all know one another by name,

there is a lot about their classmates they do not know.

1. Have the students get into pairs. Group leaders should alsochoose students as partners.

2. Tell the pairs to stand facing one another in a circle. [Thisshould create an inner circle that faces an outer circle.]

Say:

Everyone in the inner circle move three people to the right. Nowtell your new partner your dream job and vice versa.

[Allow 2-3 minutes for this discussion and each one following.]

Everyone in the outer circle move two people to the left. Now tellyour new partner about your biggest accomplishment or proudestmoment.

Everyone in the outer circle move two more people to the left.Now tell your new partner what one thing you would change aboutyourself if anything.

Everyone in the inner circle move six people to the left. Tell yourpartner who you admire most and why.

Now call on a student and ask them to share one story that

someone shared with them during the activity. Repeat this severaltimes and to close open the floor to anyone who heard anythingelse they want to share with the group. You might be surprisedwith how many students were surprised to learn these thingsabout one another.

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BluePrints Program Survey

(This survey is completely anonymous and will onlybe used to determine what we should be working

on.)

1. What are your plans after high school? Circle all that apply.

a. Job

b. 2-year college

c. 4-year college

d. Technical college

e. Other

f. I dont know

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2. If you arent planning on attending college, why? If you do not thinkyou CAN attend college, why is that?

3. If you are not planning on attending college, what are your plans post-graduation?

4. Where do you see yourself in 1 year?

5. Where do you see yourself in 10 years? What is your job? Where are

you living, etc.?

6. Have you taken the ACT?

YES NO

If yes, are you planning on taking it again?

YES NO

If no, are you planning on taking it?

YES NO

7. On a scale of 1-5, how prepared do you feel to take the ACT?

1 2 3 4 5

8. On a scale of 1-5, how important do you feel it is to have a plan afterhigh school?

1 2 3 4 5

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9. If we asked you to interview for a scholarship or job today, howprepared would you feel?

1 2 3 4 5

Why?

10. Do you currently have a resume? YES NO

11. If you had to make a complete resume today, how good would youfeel about your grades and level of involvement in your school andcommunity?

1 2 3 4 5

12. Do you feel like you have enough support at home and at school tobecome fully prepared for life after graduation?

YES NO

13. Who do you currently live with?

One Parent Both Parents Relatives Other

14. Have one or both of your parents received post-secondaryeducation/gone to college?

YES NO

If yes, what is the highest level of education they received?

15. What are three words you would use to describe yourself?

__________________________ ____________________________________________________

16. What is the one thing that is MOST IMPORTANT to you?

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17. Do you participate in extra-curriculars outside of class? If so, what?(This includes sports, volunteering, organizations, band, work, etc.)

18. What worries you the most when you think about life after highschool?

19. What is the first thing that comes to your mind when someonementions college?

20. If someone offered to help you prepare for what you want to do afterhigh school, what would you want their help with specifically?

21. What is your age?________________ Grade? __________________ Sex?

M/F

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WELCOME TO BLUEPRINTS!

WHAT IS BLUEPRINTS?

BluePrints is here to connect you to college students who

are dedicated to sharing their knowledge of how to besuccessful during and after high school so that you can buildyour own blueprint for what you want to do post-high schooland be prepared to do just that. BluePrints is a forum for youto talk about your questions about preparing for life after highschool. We want to work on each individuals plan, no matterwhat your goals are after high school.

I'm not afraid of nothing, I just like the challenge, and I love beinghere. -LeBron James, NBA Player, when askedhow he approaches life

What if I cant afford to go to college?

Where there is a will, there is a way. One of the things wewant to work towards is helping each of you realize the aidout there you can take advantage of.

You cant afford NOT to go to college these days!

In 1965, people who earned college degrees made roughly$12,500 more than people who did not.

In 2007, people who earned college degrees made roughly$33,000 more than people who did not.1

SOEvery year, people who earn college degrees make morethan those who do not. Which group doyou want to be in?

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What if I dont want to go to a 4-year university?

There are plenty of professions that do not require atraditional 4-year college degree, and together, we want tohelp you explore those paths, too! There are 2-year collegeswhere you can begin, technical programs, military service,and certificate programs that are all options too!

What if I already know what I want to do and where Iwant to go to school?

Thats AWESOME! We are so excited you have already startedthinking past high school, and we hope we can give you tipsand pointers that will make you 110% prepared when highschool is over.

This is all about figuring out what is best for YOU.

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1The Future of Children 2009 by The Trustees of Princeton University

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SESSION 2:TEST PREPARATION

CONTENTS:

SESSION 2 OBJECTIVESSESSION 2 TIMELINESESSION 2 LESSON PLANSESSION 2 RESOURCES


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SESSION 2: TEST PREPARATION

Objectives:

1. Review upcoming standardized test dates and deadlines2. Review standardized testing costs and financial aid options3. Review standardized testing locations4. Give students general knowledge of standardized test

formats5. Give students general knowledge of standardized test

scoring6. Give students general knowledge of standardized test

importance7. Review sample questions from ACT/SAT8. Review general tips/hints for standardized testing

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Timeline



12:00-1:30

12:00-12:15-Test Dates and Deadlines12:15-12:25-Test Fees and Financial Aid Options

12:25-12:35-Test Locations12:35-12:45-Standardized Test Formats12:45-1:00-Standardized Test Scoring and Real-Life Application1:00-1:20-Sample Questions1:20-1:30-General Standardized Testing Tips

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Lesson

Lesson 2 is designed to give an overview of standardized testingto students. It is important to remember that while this lesson isdesigned to give students exposure to what they can expect, theywill all need more practice and preparation to be completelyprepared to take the test. Providing more intensive review for thestudents outside of general sessions is a great way to build strongrelationships with them, because it shows them that you arecommitted to their success.

12:00-12:15: Test Dates and Deadlines

This is the first exposure that some of these students mayhave to the ACT or SAT, so be sure that the students know theimportance of deadlines (i.e. extra fees after deadline, testinglocations, etc.). See Session 2 Resources for a sample handout.*Note: Obviously the testing dates and deadlines are going tochange; this handout is intended to be a sample. Use yourresource CD for an editable version.

12:15-12:25: Test Fees and Financial Aid OptionsThis is a pivotal time for students to feel comfortable with you

as their mentors and leaders. You want the students to feel able toask questions, but the best way to be proactive is to incorporatesome of those tough questions into your handout and discussion.For this reason, you should put just as much emphasis on financialaid options (registration waivers, othersdepending on school) as you do on the

actual cost. Also review the restrictions onwaivers and other payment forms so thatlater you arent facing parents who say youtold their child they could take the ACT forfree.See Session 2 Resources for a samplehandout.

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12:25-12:35: Test LocationsHopefully there are several testing locations close to the

school for ease of access. Anyone who has taken these testsknows that different locations have different pros and cons, so goover those with your students as well. If you do not have a student

volunteer who is familiar with the local testing sites, contact theguidance counselor or teacher for this information. Also, be sureyou stress that there is no guarantee you will get your selectedlocation, which is why the earlier you register the better. SeeSession 2 Resources for Test Location Handout.

12:35-12:45: Standardized Test FormatsThis is the time to actually explain to the students how

standardized tests are set up. (For our purposes, we will use theACT. If the ACT is not prevalent in your area, please feelfree to use the SAT.) You might have students who want toknow which they should takefor that purpose use the handouton the differences between the ACT, SAT, and SAT II. There are afew things that are important to stress for ACT formats. First, youmust stress that time management is absolutely key to being ableto finish (or come as close as possible). Explain the way different

sections are set up. (Ex. You might have a student who has takenthe test before express frustration in all the reading the sciencesection requires. You would want to explain that the sciencesection is all about graphs and charts, and if you learn to readthem well, you will do much better. You would also want to explainthat there are lots of big words and extra numbers thrown in justto confuse test takers.) You always want to reassure theconfidence of the students in their abilities, while still being honest

with them. See Session 2 Resources for a Test Differenceshandout and a Test Format handout.

12:45-1:00: Standardized Test Scoring and Real-lifeApplication

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The most important thing toremember in this section is that even onceyou explain scoring, many studentsresponses will be, so what? Why should Icare? It is absolutely integral to thesuccess of this session that you give real-

life application of these test scores. Beforeyou get there though, you need to explainthe scoring process of the ACT. Emphasizeanswering every question! Not beingpenalized for wrong answers will be a newand hard-to-grasp idea for most students.When it comes to real-life application, youwant to explain how college admission boards use standardized

test scores. NEVER give the students a do-or-die scenario withtheir scores. Many of the students who have already taken the testwill probably express that they were disappointed with their scorethe first time, which is why you want to tell them that the morethey take it, the better!

1:00-1:20: Sample QuestionsSample questions are a way for students who have not taken

the test previously to get a quick glimpse into what the test will belike. You will see on the handout that there is a question or seriesof questions for each for subject area. You want to give thestudents about 2-5 minutes to answer the questions for eachsection, depending on the length of the section. Let themcomplete all the sections before you go over the answers. Workthrough why they got the questions correct or incorrect. (If you areusing the SAT sample questions, allow the students about 5

minutes to read the essay question and just write outline notes.When you are discussing, ask them what they wouldve writtenabout given the full amount of time.) See Session 2 Resources forsample questions handout.

1:20-1:30: General Standardized Testing TipsThis section is basically exactly what it says. Work through the

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handout provided. Obviously, the handout does not exhaust ACTquick tips, so feel free to add another handout of your own tips orcreate your own! One of the things mentioned in testing tips ispracticing the test before, so it is important to give them optionsfor where/how to do this. See Session 2 Resources for the TestingTips handout.

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RESOURCES

P. 28-ACT VS. SATP. 29-CHOOSING A TESTING LOCATION

ACT RESOURCESP. 30-ACT 411 (TESTING DATES, DEADLINES, FEES)P. 31-ACT TEST FORMAT EXPLANATIONP. 32-35-ACT SAMPLE QUESTIONS

P. 36-ACT SAMPLE QUESTIONS ANSWER KEYP. 37-ACT TESTING TIPS

SAT RESOURCESP. 38-SAT 411 (TESTIND DATES, DEADLINES, FEES)P. 39-SAT TEST FORMAT EXPLANATIONP. 40-41-SAT SAMPLE QUESTIONSP. 42-44-SAT SAMPLE QUESTIONS ANSWER KEYP. 45-SAT TESTING TIPS

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Which Test is Right for Me?2

2Used with permission. Copyright 2008-2009 Intellectual Properties Enterprises, Inc.http://www.careertoolkits.com/test-prep/ACT/act-vs-sat.html

The ACT Test The SAT Test

Administered 6 times per year. Administered 7 times per year.English, Math, Science, and ReadingSections

Critical Reading, Math and WritingSections(and one experimental section)

Math is up to Trigonometry. Math does not cover Trigonometry, no

Science section.

An essay is optional. An essay is mandatory.No penalty for wrong answers. There is a penalty for wrong answers.Considered more of a curriculum-based test.

Considered more of a critical-thinkingtest & there is more emphasis onvocabulary and sentence completionquestions.

The ACT is scored from 1-36 persubject. An average score iscalculated for a composite score. 36is the highest composite score.

The SAT is scored from 200-800 with800 being the highest score. The essayis scored from 2-12 and the writingsection is scored from 20-80.

You may choose which schoolsreceive your score and if you've takenthe test more than once, whichscore(s) the school will see.

The score report includes all SAT scorefor the student.

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Choosing a Testing Location

Things to Consider:

1.How close is the testing location to your home?

2.How will you get to the testing site?

3.Is parking access close to the actual test building?

4.Is there good organization by the location staff to post

signs directing test takers and the room list?

5. Does the location have friendly volunteer staff? (Talk tostudents who have already taken the test or yourguidance counselor if you arent sure about this!)

6. Are the accommodations in the rooms comfortable andconducive to doing your best on the test?

a.Is it a quiet location?b.Is lighting adequate?c. Is there enough space between students?

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ACT 411

ACT Dates and Deadlines

Test Dates Test DeadlinesSeptember 12, 2009 August 7, 2009October 24, 2009 September 18, 2009December 12, 2009 November 6, 2009February 6, 2009 January 5, 2009

Why are the deadlines important?Meeting the deadline means:

-Cheaper Fees!-Better chance of having a close testing

site!-More time to prepare!

How expensive is the ACT?Without writing: $31.00With writing: $46.00

What if I cant afford the registration?

Waivers are available, but there is a limitedamount and certain requirements. You are onlyeligible to receive a waiver twice, so make itcount. See your guidance counselor for waiverinformation!

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What exactly does the ACT cover?

ENGLISH: 75 questions 45 minutes

What are the questions about?Punctuation, Grammar and Usage, Sentence Structure,Strategy, Organization, and Style

MATH: 60 questions 60 minutes

What are the questions about?Pre-Algebra, Elementary Algebra, IntermediateAlgebra, Coordinate Geometry, Plane Geometry, andTrigonometry

READING: 40 questions 35 minutes

What are the questions about?The reading section is broken into four readingpassages. Each passage will cover a different area:social studies, natural sciences, prose fiction, andhumanities.

SCIENCE: 40 questions 35 minutes

What are the questions about?Biology, Chemistry, Physics, and the Earth/SpaceSciencesBUT, these do not require deep knowledgein any of these fields, only a basis of knowledge. Thequestions are presented through data representation

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(charts and graphs!), research summaries(experiments!), and conflicting viewpoints.

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ACT Sample Questions3

ENGLISHThe Unblinking Eye

Photography is of course a [1] visual art like many others, includingpainting, drawing, and the various forms of printmaking. But photography is

unique as one of [2] these arts in one respect: the person, place, event, or

other subject that have been photographed is always real, captured by a

photographer who is an on-the-spot eyewitness to its reality. A painting may

depict a scene that is partly or in whole imaginarya knight battling a

dragon, a city beneath the sea, or the features of a woman who never

existed. But a photograph is a document reflecting with more or less

completeness an accuracy something that was actually happening as theshutter clicked.

1. A. NO CHANGE 2. F. NO CHANGE

B. is, of course, a G. as a member of these

C. is of course, a H. compared to other

D. isof course, a J. among these

MATH

In the standard (x,y) coordinate plane, a straight line segment is drawn to

connect (0,0) and (4,4). Which of the following sets of points, when

connected by a straight line segment, will intersect the original segment?

A. (3,3) and (3,4)

3 All sample questions used with permission. Copyright 2009 American EducationServiceshttp://www.petersons.com/education_planner/preparing_article.asp?sponsor=2859&articleName=ACT_Questions

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B. (0,1) and (4,3)

C. (0,1) and (4,5)

D. 1,0) and (8,4)

E. (2,1) and (2,5)

READING

Although Bertha Young was thirty she still had moments like this when she wanted to run

instead of walk, to take dancing steps on and off the pavement, to bowl a hoop, to throw

something up in the air and catch it again, or to stand still and laugh atnothingat

nothing, simply.

What can you do if you are thirty and, turning the corner of your own street, you are

overcome, suddenly, by a feeling of blissabsolute bliss!as though youd suddenly

swallowed a bright piece of that late afternoon sun and it burned in your bosom, sending

out a little shower of sparks into every particle, into every finger and toe...?

Oh, is there no way you can express it without being "drunk and disorderly?" How idiotic

civilization is! Why be given a body if you have to keep it shut up in a case like a rare,

rare fiddle?

"No, that about the fiddle is not quite what I mean," she thought, running up the steps

and feeling in her bag for the keyshed forgotten it, as usualand rattling the letter-

box. "Its not what I mean, becauseThank you, Mary"she went into the hall. "Is Nanny

back?"

"Yes, Mm."

"Ill go upstairs." And she ran upstairs to the nursery.

Nanny sat at a low table giving Little B her supper after her bath. The baby had on a

white flannel gown and a blue woolen jacket, and her dark, fine hair was brushed up into

a funny little peak. She looked up when she saw her mother and began to jump.

"Now, my lovey, eat it up like a good girl," said Nanny, setting her lips in a way that

Bertha knew, and that meant she had come into the nursery at another wrong moment.

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"Has she been good, Nanny?"

"Shes been a little sweet all the afternoon," whispered Nanny. "We went to the park and

I sat down on a chair and took her out of the carriage and a big dog came along and put

its head on my knee and she clutched its ear, tugged it. Oh, you should have seen her."

Bertha wanted to ask if it wasnt rather dangerous to let her clutch at a strange dogs

ear. But she did not dare to. She stood watching them, her hands by her side, like the

poor little girl in front of the rich little girl with the doll.

The baby looked up at her again, stared, and then smiled so charmingly that Bertha

couldnt help crying:

"Oh, Nanny, do let me finish giving her supper while you put the bath things away."

"Well, Mm, she oughtnt to be changed hands while shes eating," said Nanny, still

whispering. "It unsettles her; its very likely to upset her."

How absurd it was. Why have a baby if it has to be keptnot in a case like a rare, rare

fiddlebut in another womans arms?

"Oh, I must!" said she.

Very offended, Nanny handed her over.

"Now, dont excite her after her supper. You know you do, Mm. And I have such a time

with her after!"

Thank heaven! Nanny went out of the room with the bath towels.

"Now Ive got you to myself, my little precious," said Bertha, as the baby leaned against

her.

She ate delightfully, holding up her lips for the spoon and then waving her hands.

Sometimes she wouldnt let the spoon go; and sometimes, just as Bertha had filled it,

she waved it away to the four winds.

When the soup was finished Bertha turned round to the fire.

"Youre niceyoure very nice!" said she, kissing her warm baby. "Im fond of you. I like

you." And, indeed, she loved Little B so muchher neck as she bent forward, her

exquisite toes as they shone transparent in the firelightthat all her feeling of bliss

came back again, and again she didnt know how to express itwhat to do with it.

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"Youre wanted on the telephone," said Nanny, coming back in triumph and seizing her

Little B.

1. It can be inferred from the passage that Nanny is afraid that Bertha will make the

baby

(A) overly excited. (B) unwilling to finish her supper.

(C) physically ill. (D) unwilling to have a bath.

2. Berthas feelings toward Nanny may best be described as a mixture of

(F) resentment and despair. (G) timidity and jealousy.

(H) contempt and hostility. (J) exasperation and affection.

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SCIENCE

A greenish, potato-sized meteorite discovered in Antarctica is believed to have

originated on Mars. Investigations of the meteorite have revealed a number of unusual

features. Some scientists believe that these features are evidence of primitive life on

Mars, while other scientists believe that they are more probably the result ofnonbiological (nonliving) processes, such as hydrothermal synthesis.

Hydrothermal Synthesis Hypothesis

This hypothesis states that the meteorite crystallized slowly from magma (molten rock)

on Mars 4.5 million years ago. About half a million years later, the rock became

fractured. This was a time when Mars was much warmer and had abundant water. Deep

inside the planet, in a process called hydrothermal synthesis, hot water and carbon

seeped into the fractured rock and formed new complex organic compounds called

polycyclic aromatic hydrocarbons (PAHs). (Organic compounds, or those that containcarbon, are formed from life processes, such as bacterial decay, as well as processes

that are not associated with life, including hydrothermal synthesis and star formation.)

As the chemical environment of the planet changed over time, crystals of magnetite,

iron sulfides, and carbonate formed in the rock. The crystallization of the carbonate

resulted in the formation of unusual elongated and egg-shaped structures within the

crystals.

Primitive Life HypothesisProponents of this theory argue that the meteorite crystallized slowly from magma

(molten rock) on Mars 4.5 million years ago. About half a million years later, the rock

became fractured. At this time abundant water and a warm climate created the right

conditions for life. The rock was immersed in water rich in carbon dioxide, which allowed

carbon to collect inside the fractured rock, along with primitive bacteria.

The bacteria began to manufacture magnetite and iron sulfide crystals, just as bacteria

on Earth do. As generations of bacteria died and began to decay, they created PAHs

inside of the meteorites carbon molecules. Finally, some of bacteria themselves werepreserved as elongated egg-shaped fossils inside of the rock.

1. About which of the following points do the two hypotheses differ?

(A) The meteorites age(B) The origin of the meteorites organic molecules

(C) The conditions on Mars when the meteorite formed (D) The origin of the fractures

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2. Proponents of both theories would agree that which of the following statements is

true?

(F) The meteorite contains some type of fossil.

(G) Water was important for the original entry of carbon into the meteorite.

(H) The organic compounds seen in the rock were the result of decay.

(J) Magnetite crystals from Antarctica seeped into the meteorite.

ACT Sample Questions Answer Key

English

1. Answer: The correct answer is (B). The parenthetical phrase "of course" should be set

off from the rest of the sentence by a pair of matching commas, one before the phrase

and one after.

2. Answer : The correct answer is (J). The most concise and graceful wording is choice (J)

Math

Answer: The correct answer is (E). If you sketch each of the segments on a coordinate

plane, youll find that only the segment connecting (2,1) and (2,5) intersects with the

original segment.

Reading

1. Answer: The correct answer is (A). The fourteenth and eighteenth paragraphs makethis point: "It unsettles her; its very likely to upset her," and "Now, dont excite her after

her supper."

2. Answer: The correct answer is (G). Paragraph 12 provides good evidence for both

points. Bertha "does not dare to" criticize Nannys handling of the baby, even indirectly;

and were told that she feels "like the poor little girl in front of the rich little girl with the

doll" when she sees Nanny with Little B. Later, she expresses unhappiness over the fact

that her baby is "in another womans arms." Clearly, Bertha is both a little jealous of

Nanny and a little intimidated by her.

Science

1. Answer: The correct answer is (B). The Hydrothermal Synthesis Hypothesis states that

the PAHs (the organic molecules in the meteorite) were formed by hydrothermal

synthesis, while the Primitive Life Hypothesis says that they were formed by the decay o

bacteria.

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2. Answer: The correct answer is (G). See the fourth sentence of each of the sections

describing the two hypotheses. In both cases, seeping water is described as the

mechanism that allowed carbon to enter the rock.

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ACT Testing Tips from Students

1. Keep checking that you are writing your answer in the correctsection and number on the answer sheet. You dont want to

get to the end and realize you got off by a numbersomewhere!

2. Be aware of your time limits! Wear a watch, because there isno guarantee of a clock in the room.

3. ANSWER EVERY QUESTION.

4. Write in your test booklet. It can be much easier thanswitching back and forth between scratch paper and it oftenhelps to mark out answers you know are wrong.

5. Always read every choice! Sometimes one answer seemscorrect until you read another one.

6. Dont be afraid to skip questions the first time through. Justdont forget to go back to them.

7. Dress in layers. You can never predict how comfortable youwill be with the temperature of the room.

8. Take a practice exam beforehand! Lots of them!

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Check out this site for online practice tests:http://www.petersons.com/education_planner/preparing_article.asp?sponsor=2859&articleName=ACT_Practice_Tests

9. Don't change an answer unless you're sure you made anerror. Your gut is usually your best indicator if you arent sure.

10. Relax! You will do much better if, while keeping in mind theseriousness of the test, you remember that you know whatyou know and all you can do is your VERY BEST!

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SAT 411

SAT Dates and Deadlines

Test Dates Test DeadlinesOctober 10, 2009 September 7, 2009November 7, 2009 October 1, 2009December 5, 2009 October 30, 2009

January 23, 2009 December 15, 2009

Why are the deadlines important?Meeting the deadline means:

-Cheaper Fees!-Better chance of having a close testing

site!-More time to prepare!

How expensive is the SAT?$45.00

What if I cant afford the registration?Waivers are available, but there are limited

numbers and certain requirements. You are alsoonly eligible to receive a waiver twice, so makeit count. Some colleges will even waiveapplication fees if you have used SATs waiverform. See your guidance counselor for waiver


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information!

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What exactly does the SAT cover?

SAT Writing25 minutes - Essay

25 minutes - 35 questions (improving sentences andparagraphs, identifiying sentence errors)

10 minutes - 14 questions (improving sentences)

SAT Critical Reading25 minutes - 24 questions (sentence completion, short

and reading comprehension)

25 minutes - 24 questions (sentence completion, shortand reading comprehension)

20 minutes - 19 questions (setence completion, longreading comprehension)

SAT Math25 minutes - 20 questions (multiple choice)

25 minutes - 18 questions (multiple choice, grid-in)20 minutes - 16 questions (multiple choice)

Experimental Section25 minutes - questions vary

The 25-minute Essay section will always comefirst and the 10-minute Writing section willalways come last. All other sections can be anyorder and will vary not only from test date totest date but also from student to student.

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SAT Sample Questions

WRITING4

ESSAY:

You have twenty-five minutes to write an essay on the topic assigned below.

Think carefully about the issue presented in the following excerpt and the assignmentbelow.

Many persons believe that to move up the ladder of success and achievement,they must forget the past, repress it, and relinquish it. But others have just theopposite view. They see old memories as a chance to reckon with the past andintegrate past and present.

Adapted from Sara Lawrence-Lightfoot, I've Known Rivers: Lives of Loss andLiberation

Assignment: Do memories hinder or help people in their effort to learn from the pastand succeed in the present? Plan and write an essay in which you develop your point ofview on this issue. Support your position with reasoning and examples taken from yourreading, studies, experience, or observations.

IMPROVING SENTENCES:

Laura Ingalls Wilder published her first book and she was sixty-five years old then.

A. and she was sixty-five years old then

B. when she was sixty-five

C. at age sixty-five years old

D. upon the reaching of sixty-five years

E. at the time when she was sixty-five

CRITICAL READING5

Hoping to ------- the dispute, negotiators proposed a compromise that they felt would be------- to both labor and management.

A. enforce..useful

B. end..divisive

4 http://www.collegeboard.com/student/testing/sat/prep_one/essay/pracStart.html5 http://www.collegeboard.com/student/testing/sat/prep_one/sent_comp/pracStart.html

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C. overcome..unattractive

D. extend..satisfactory

E. resolve..acceptable

MATH6

Note: Figure not drawn to scale.

If two sides of the triangle above have lengths 5 and 6, the perimeter of the triangle

could be which of the following?

I. 11

II. 15

III. 24

A. I onlyB. II onlyC. III onlyD. II and III onlyE. I, II, and III only

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SAT SAMPLE QUESTION ANSWER KEY

Laura Ingalls Wilder published her first book and she was sixty-five years old then.

A. and she was sixty-five years old then

B. when she was sixty-five

C. at age sixty-five years old

D. upon the reaching of sixty-five years

E. at the time when she was sixty-five

Step 1: Read the entire sentence carefully but quickly and ask yourself whether theunderlined portion is correct or whether it needs to be revised.

In the example above, connecting the two ideas ("Laura Ingalls Wilder published her

first book") and ("she was sixty-five years old then") with the word "and" indicatesthat the two ideas are equally important. The word "and" should be replaced toestablish the relationship between the two ideas.

Step 2: Read choices (A) through (E), replacing the underlined part with each answerchoice to determine which revision results in a sentence that is clear and precise andmeets the requirements of standard written English.

Remember that choice (A) is the same as the underlined portion. Even if you think thatthe underline does not require correction and choice (A) is the correct answer, it is agood idea to read each choice quickly to make sure.

The word "and" indicates that the two ideas it connects are equally important. No.

Replacing the word "and" with "when" clearly expresses the information that thesentence is intended to convey by relating Laura Ingalls Wilder's age to herachievement. Yes, but continue to look at the other revisions.

Using the word "at" results in a phrase that is not idiomatic. No.

The phrase "upon the reaching of" also results in a phrase that is not idiomatic. No.

The phrase "at the time when she was sixty-five years old" is awkward and wordy. No.

Correct answer: (B)

Hoping to ------- the dispute, negotiators proposed a compromise that they felt would be------- to both labor and management.

A. enforceuseful

B. enddivisive

C. overcome...unattractive

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D. extendsatisfactory

E. resolveacceptable

One way to answer a sentence completion question with two words missing is to focusfirst on just one of the two blanks. If one of the words in an answer choice is logicallywrong, then you can eliminate the entire choice from consideration.

Look at the first blank in the example above. Would it make sense to say that"negotiators" who have "proposed a compromise" were hoping to enforce orextend the "dispute"? No, so neither (A) nor (D) can be the correct answer.

Now you can focus on the second blank. Would the "negotiators" have proposed acompromise that they believed would be divisive or unattractive to "both laborand management"? No, so (B) and (C) can be eliminated, and only choice (E)remains.

Always check your answer by reading the entire sentence with your choice filled in.Does it make sense to say "Hoping to resolve the dispute, the negotiatorsproposed a compromise that they felt would be acceptable to both labor and

management"? Yes.

Correct answer: (E)

Note: Figure not drawn to scale.

If two sides of the triangle above have lengths 5 and 6, the perimeter of the trianglecould be which of the following?

I. 11

II. 15

III. 24

F. I onlyG. II onlyH. III onlyI. II and III onlyJ. I, II, and III only

Explanation:In questions of this type, statements I, II, and III should each be consideredindependently of the others. You must determine which of those statementscould be

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true.

Statement I cannot be true. The perimeter of the triangle cannot be 11, since the sumof the two given sides is 11 without even considering the third side of the triangle.

Continuing to work the problem, you see that in II, if the perimeter were 15, then thethird side of the triangle would be 15 (6 + 5), or 4. A triangle can have sidelengths of 4, 5, and 6. So the perimeter of the triangle could be 15.

Finally, consider whether it is possible for the triangle to have a perimeter of 24. In thiscase, the third side of the triangle would be 24 (6 + 5)= 13. The third side of thistriangle cannot be 13, since the sum of the other two sides is not greater than 13.By the Triangle Inequality, the sum of the lengths of any two sides of a trianglemust be greater than the length of the third side. So the correct answer is II only.

Correct Answer: (B)

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SAT Testing Tips from Students

1. Keep checking that you are writing your answer in the correctsection and number on the answer sheet. You dont want toget to the end and realize you got off by a numbersomewhere!

2. Be aware of your time limits! That being said, wear a watch.There is no guarantee of a clock in the room.

3. Dont spend too much time on any one question. You should

spend only seconds on the easiest questions, and hesitate tospend more than 1-2 minutes on even the hardest ones.

4. Write in your test booklet. It can be much easier thanswitching back and forth between scratch paper and it oftenhelps to mark out answers you know are wrong.

5. Always read every choice! Sometimes one answer seemscorrect until you read another one.

6. Dont be afraid to skip questions the first time through. Justdont forget to go back to them.

7. Dress in layers. You can never predict how comfortable youwill be with the temperature of the room.

8. Take a practice exam beforehand! Lots of them!

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Check out this site for online practice tests:http://www.collegeboard.com/student/testing/sat/prep_one/test.html

9. Don't change an answer unless you're sure you made anerror. Your gut is usually your best indicator if you arent sure.

10. Relax! You will do much better if, while keeping in mind theseriousness of the test, you remember that you know whatyou know and all you can do is your VERY BEST!

55

SESSION 3:RESUME BUILDING


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56

CONTENTS:SESSION 3 OBJECTIVESSESSION 3 TIMELINESESSION 3 LESSON PLAN

SESSION 3 RESOURCES


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SESSION 3: RESUME BUILDING

Objectives:

1. Give students understanding of purposes of a resume

2. Review guidelines regarding extra-curricular involvement3. Review extra-curricular options specific to school system

and community4. Introduce volunteerism as necessary resume component5. Evaluate students current resume building abilities6. Aid students in building strong resumes

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Timeline



12:00-1:30

12:00-12:15-Purpose and Uses of a Resume12:15-12:30-Importance of extra-curricular involvement, Extra-

curricular involvement in community12:30-12:45-Volunteerism and Why it is Important12:45-1:00-Current state of students resumes1:00-1:30-How To Create a Resume

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Lesson

Lesson 3 is designed to give students clear guidelines for whatthey can do to build their resumes through activities and

volunteering, and then give them an outline for how to physicallycreate a resume. It is also important to focus on whya resume isimportant and vital to a students success in the future. The factis, though, that resumes are something that should be reviewedindividually to insure that students are putting their best self outthere.

12:00-12:15: Purposes and Uses of A Resume

This time is designed to be sure that even if a student hasnever constructed or utilized a resume they still understand whata resume is and what it can be used for. You should go throughthe handout and provide extra insights when possible from yourown experiences. See Session 3 Resources for Resumes 101handout.

12:15-12:30: Importance of Extra-Curricular Involvement;

Extra-curricular Involvement in CommunityThis is where students should learn about the building blocks

of a resumetheir involvement. You want to explain theimportance of involvement inside the school as well as in thecommunity. There are several things that are important toremember in this section. First, it is important to remember thatextra-curricular involvement is difficult andvirtually impossible for some students,

depending on home obligations and accessto transportation. Next, it is also importantto stress the positive effect workexperience can have on a resume, becausemany students sacrifice extra-curricularsdue to jobs. You should be prepared toanswer the common questions that the

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students may have and to help them brainstorm and give themideas regarding organizations, activities, and clubs that arealready in place and available for them to take part in. SeeSession 3 Resources for the Being Involved Outside of Classhandout.

12:30-12:45: Volunteerism and Why It Is ImportantStudents in Generation Y are more committed to volunteerism

than ever before, and because of this, it is important to usevolunteerism as a facet of your resume. Many students you will beworking with will not only not have a lot of past experience involunteerism, but some may not understand why it is important.

You should also go over organizations and clubs in place in thestudents own community and school that can be utilized for

volunteer work. Feel free to use the electronic form of this handoutto personalize it more to your area. See Session 3 Resources forthe Volunteerism and Why It Is Important handout.

12:45-1:00: Current State of Students ResumesA great way to recognize the current state of students

resumes is to arrange a way to gather the students currentresumes in advance of the session and go through and critique

them. This is also a way to figure out what you should be focusingon. Communicate with your classroom teacher to arrange tocollect students resumes before the session (perhaps even duringsession 2).Then, during this allotted time, you can give studentsawards for Most Creative Resume, Most Likely to Be Hired, andBest Overall Resume. This is a fun, productive way to booststudents confidence. See Session 3Resources for award templates.

1:00-1:30: How to Create a ResumeThe last thirty minutes are allotted to

help students actually create/edit their ownresume. The first ten minutes are to go overall the components that should be included ina resume, and the last twenty minutes is

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designed for small group work. You should break the studentsdown into groups based on the number of volunteers and havethem create a circle of chairs. Volunteers should then each take agroup of students and help them with their individual needs. Thesamples included in your resources show two examples ofresumes, each with different things that could be improved on.

Use these to see if the students can pick out improvements thatneed to be made. See Session 3 Resources for sample resumesand a How to Build a Resume handout.

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RESOURCES

P. 52-RESUMES 101P. 53-BEING INVOLVED OUTSIDE OF CLASSP. 54-VOLUNTEERISM AND WHY IT IS IMPORTANTP. 55-56-AWARD TEMPLATESP. 57-58-HOW TO BUILD A RESUMEP. 59-61-SAMPLE RESUMES

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RESUMES 101

Why is a resume important?

When you find yourself in a competitive situation, be it applying for a

job or college admission, you always want to put "your best footforward".A resume is basically a brief, at-a-glance brag sheet that you can useto draw attention to all of the accomplishments that help define whoyou are, but didn't quite make it into another part of your application.

What is included in a resume?

Start by listing the biggest academic honors you've received,beginning in ninth grade. Most colleges are interested in only your fouryears of high school. Please note, though, that if you have donesomething exceptional in middle or elementary school, make note of it.(For example, you had perfect attendance from K-12.) Academichonors include honor-roll recognition, essay-writing awards, sciencecompetitions, and the like. Take time to think about your history. Makenote of everything that comes up.

Now turn to your extra curriculars. This category includes clubs you'vebelonged to, class offices you've held, sports, band, yearbook, and allthe other nonacademic activities you've done. Don't forget non-school-related items such as volunteering at a nursing home and jobs you'veworked. Include special interests like photography, hiking, writing, andso forth. Detail your uniqueness. You're trying to paint a portrait ofyourself; create an action inventory.

What are some important tips about resumes?

1. Be sure there are not any typos on your resume. For someemployers and college admissions boards, that is a fast deal breaker.

2. It is okay to have white space. You dont have to fill every spacewith text. It is better to have a clear, to-the-point resume than ajumbled one that is hard to read and understand.

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something you are involved in before you get it on your resume.

Being Involved Outside of Class!Whats important to remember and how to use your

involvement to your advantage

o Is it the number of organizations that matter, or the depth ofyour involvement?

o Both! You want to be involved in more than one activity, but it isbetter to have three activities where you were very involved andeven held leadership roles than six without any of the depth.

o What activities look the best to a college admissions board?

o Your high school activities are a reflection of your interests,passions, and commitment. It does not matter if your involvementwas captain of the football team or president of the knitting club,as long as you show passion in what you did. Honor societies andgroups with membership requirements, though, generally showthe most structure and achievement.

o What if what I want to do does not exist at my high school?

o Create it yourself! One of the most impressive things you canwrite on a resume is founder. Showing a college admissionsboard that you have the initiative to start your own organization isawesome! Dont feel like you have to do this, though, if yourpassion is already in place!

o Does it matter if my involvement is limited to my high school?

o While work in your high school is great, it is also great to show

that you understand the bigger picture of things and hadinvolvement in your community. This could mean a communitytheatre group, taking dance classes at the local communitycenter, or playing in the citys soccer league.

o How do I use all the things I have done in high school to helpme get into college and more importantly, to get scholarships?

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o When all of your involvement is translated into a resume or anessay, it is all about making your strengths bigger and yourweaknesses virtually unnoticeable. You want to use your hardwork to show off when you are competing for a scholarship or foradmittance to a school.

Volunteerism and Why it is Important

Volunteerism is one of the easiest ways to amp your resume up toan admissions board or a scholarship committee. It can also be alot of fun!

What does volunteerism look like?

There is no one answer for this! Volunteering can look like ahundred different things. Here are a few examples:

o Asking your public library how you can help (This could beshelving books, checking people out, or assisting peoplewith computer use.)

o Joining an organization that participates in plannedservice activities, like Key Club, Interact Club, JuniorCivitan, etc.

o Volunteering at a Humane Society or Animal Sheltero Habitat for Humanityo Red Cross (You probably have a local chapter!)o Area hospitalso Church activities

Why is volunteering important?

Volunteering is important for many reasons. From anorganizational standpoint, the old adage time equals money istrue. By volunteering time, you save an organization money thatwould otherwise be spent on labor costs.

However there are other reasons to volunteer. It can act as anapprenticeship; you can donate ones time to learn new skills that

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may enhance your private life, career choice, or high schoolexperience. Volunteering can also serve as a community-buildingexercise. It can expose you to the diversity in your surroundingsand connect you to groups that otherwise you would not have theopportunity to interact with.

Finally, volunteering is something that shows a college admissionsboard or a scholarship committee that you want to share yourpassions with others. Helping other people through volunteeringsays a lot about you and your character.

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67

MostCreativeResume

MostLikely toBe Hired


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BestOverall

Resume


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How to Build a Resume7

In general, following this format will work for you, although you should feel free to add or

remove sections. There is no one way to create a perfect resume:

Heading: Make sure to include a heading on the top that states your name and anyother important identifying information. A university may also assign you a special

applicant number that can be used in lieu of your social security number.

Education: After the heading, lead with educational information. The name of your

high school and its address will go here. Follow that with your GPA and, if you know

it, your class rank. Class rank can either be stated by percentile (such as "top 5%")

or by actual numerical rank (14 of 326). Any sort of academic distinction may be

placed here as well, such as if you earned an International Baccalaureate full

diploma or a special state distinction. Do not list your academic awards here,

however, as those will come later.

Activities: Any clubs, programs, community service organizations, sports, or other

activities you were a part of during high school should go here. You should try to

limit the list to 8 entries, so if you have more than that, choose only your most

important 8. If you have less than 4, try to think of some organized event you

participated in to include. Remember, it does not have to necessarily be a school-

sponsored program; activities through your church, community center, or of yourown personal drive (bands, etc.) may be included. Each activity should have a

short, one sentence description using strong, active verbs. For example, rather

than just saying "Band", say, "Marching Band First Trumpet 3 years, performing in

57 school games and in two regional competitions."

Special Projects: Something that you did once or twice but that could not necessarily

be considered an 'activity' may go here. Participation in a science fair, history day

project, one-time volunteer effort, or other special events may be included. This

category is not vital, so if you cannot think of any special project you participated

in, you may omit this section. You should limit your list to 3 entries and provide a

bit more detail about each than you would have in the Activities section (about 2-3

short sentences). If volunteerism was an integral part of high school for you, feel

free to add a section for Volunteer Activities instead of Special Projects. If you

have held a steady job during high school, feel free to add your position here with

7 http://acceptedtocollege.com/blog/application/20-tips-perfect-application-resume-1/

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a few descriptive sentences. You should also change this section's title to

something like "Experiences".

Awards: Don't limit yourself here. This section can be a simple laundry list (though

you should explain any awards that do not have an obvious title) or may include

more detailed descriptions depending on the amount of awards you have received

Feel free to overlap in this section with other sections (for example, you may

mention the science fair in Special Projects, and then also mention that you got

first place here), but avoid listing too many awards for the same event. Mentioning

your placement in each of the three years you went to History Day is fine, but

outlining each of your 67 Speech and Debate victories is too much. Remember that

many accomplishments may fit in this category even if you never received a

trophy, medal, or certificate. Were your projects judged in your home ec class? Didyou compete in intramural-type sports?

Resume Checklist:Did you include:

Biographical information?

Education information?

High School Activities?

Volunteer Activities?Awards and Honors?

Work Experience?

Now look at the resumes on the following pages. What good tips can you

gain from them? What could be improved on in them?

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FirstName LastName

6 Pine Street, Arlington, VA 12333

cell: 566.486.2222

email: [email protected]

Education

Arlington High School, Arlington, Virginia

2002 2006

Experience

Pet Sitter

2004 Present

Provide pet sitting services including dog walking, feeding and yard care.

Child Care

2002 - Present

Provide child care for several families after school, weekends and during school vacations.

Achievements

National Honor Society: 2004, 2005, 2006

Academic Honor Roll: 2002 2006

Volunteer Experience

Big Brother / Big Sisters

Arlington Literacy Program

Run for Life

Interests / Activities Member of Arlington High School Tennis Team

Girl Scout

Computer Skills

Proficient with Microsoft Word, Excel, and PowerPoint, and Internet

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Jan Ingram12345 Randolph Ln.

Austin, TX 78722(404) 444-3434 [email protected]

Objective

Reliable and mature high school senior seeking a part-time retail sales position with a youth-orientedclothing environment to gain experience and insight into the fashion industry for a future career infashion and design.

Work Experience

Country ClubSummer 2003 and 2004Lifeguard

Monitored swimming areas for rule violations and drowning victims.

Assisted in maintaining pool facilities and recreation areas surrounding pool areas.

Supervised entertainment activities sponsored by country club.

Worked assigned shifts at check-in and concession stand.

Attended training courses and maintained CPR certification.

Taught summer swimming classes.

Hawkins, Robins, Warbler and Finch, Attorneys at LawFall 2002 - Fall 2002

Picked-up and delivered catering and supplies for luncheons and corporate functions.

In-house mail delivery and sorting.

In-house document delivery.

Office supply pick-up for local merchants.Assisted clerk in the law library.

Delivered documents to and from the courthouse and other law offices.

Volunteer Work

Big Brothers/Big Sisters2003 - 2004

Assisted with and participated in group activities and field trips.

Monitored youth during activities.

Tutored ages 8-13 and assisted with homework assignments.

Texas School for the Blind2000Book Reader

Read literary masterpieces into a tape recorder for use by the community.

Assisted with volunteer office duties.

School Organizations

National Honor Society2003, 2004

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Pep Squad2002 and 2003Decorations Committee Chair 2003

Latin Club2002 - 2004Secretary 2002Vice President 2004

Senior Student Council Representative2004Secretary 2004

Education

City High School2002 - 2005May 2005 Graduation

George Washington Middle School1997 2000

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74

SESSION 4:Interview skills

CONTENTS:SESSION 4 OBJECTIVES

SESSION 4 TIMELINESESSION 4 LESSON PLANSESSION 4 RESOURCES


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SESSION 4: INTERVIEW SKILLS

Objectives:

1. Review general interview guidelines

2. Explain importance of professionalism in interview setting3. Give students a sense of confidence necessary to

successful interviewing4. Engage students in mock interview activity5. Review mock interview observations with students

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Timeline



12:00-1:30

12:00-12:30-Things to Remember for an Interview12:30-12:45-Importance of Professionalism/Confidence in

interview12:45-1:15-Mock Interview Activity1:15-1:30-Review Mock Interview observations

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Lesson

Session 4 is an opportunity to prepare students for something they

will face no matter what path they chooseinterviews. Whether itis for college admission, a scholarship, an honors program, or a

job, all students will go through an interview at some point. Thegoal of this session is to expose students to the professionalismrequired for a successful interview and the questions they mightbe faced with. It also designed to help students to have the highlevel of confidence that is so helpful in an interview setting.

12:00-12:30: Things to Remember for an InterviewThis is the time allotted to go over the general guidelines/dos

and donts of interviews. Inject your personal experiences into thissection. See Session 4 Resources for the Tips to Remember for anInterview handout.

12:30-12:45: Importance of Professionalism/Confidence ininterview

This time is designed to help the students understand thatwhile interviews are a professional setting, the way to jump starttheir level of professionalism is by being confident in themselves,their accomplishments, and their passions. It is vital to thisobjective that you are interactive with the students and gain theirinput on where their confidence level is and why. Equip them tofeel as if they can do anything!

12:45-1:15: Mock Interview ActivityThis activity will give students an ideaof what a real interview is like, for thosewho have never experienced one, and willhopefully challenge those who have withquestions they have not had before. Sincethe activity will be conducted in a group

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setting, it will also allow students to experience what groupinterviews are like. Have students volunteer in each group to takenotes on their observations, along with volunteers. See Session 4Resources for Mock Interview Activity Instructions and SampleInterview Questions.

1:15-1:30: Review Mock Interview ObservationsReview with the students the observations that were made

during the interviews. It is also a great time to have eachvolunteer say if they could hire or select one student who itwould be. When volunteers do this, be sure to also highlight thegreat answers of other students.

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RESOURCES

P. 68-TIPS TO REMEMBER FOR AN INTERVIEWP. 69-MOCK INTERVIEW ACTIVITY INSTRUCTIONSP. 70-POSSIBLE INTERVIEW QUESTIONS

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TIPS TO REMEMBER FOR AN INTERVIEW

Preparation:

o Learn about the organization/school/program/company.o Have a specific job(s) in mind, or in the case of a school, be prepared

to explain what you can bring to the table.o Review your qualifications/achievements beforehand.o Be ready to describe how past experiences have equipped you to

succeed in a particular school/program/job.o Be ready to answer broad questions such as Why should I hire you,

Why do you want to be a part of this program, and What are yourstrengths and weaknesses?

o Practice an interview with a friend or relative.

Personal Appearance:

o Be well groomed.o Do not chew gum or smoke.o Dress appropriately.

Girls:o Avoid short skirts, low cut blouses, and very high heels.

Guys:o Suits are appropriate, but khaki slacks and a dress shirt are also

acceptable.

The Interview:o Be early.o Learn the name of your interviewer and greet him or her with afirm handshake.o Use good manners with everyone you meet.o Relax.o Answer each question concisely.o Use proper Englishavoid slang.o Be cooperative and enthusiastic.o Use body language to show interestuse eye contact and dontslouch.o Ask questions about the position or program, but avoid questionswhose answers could easily be found on the company or schoolswebsite.o Thank the interviewer when you leave and shake hands.

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o Send a short thank you note.o SHOW CONFIDENCE! Be proud of your accomplishments and showan admissions board or scholarship committee exactly who you are.

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MOCK INTERVIEW ACTIVITY

Objective: Expose students to what a real interview feels like.

1. Break students into small groups based on number of

volunteers. Instruct students to pull their chairs into a circleonce they are in their small group.2. Volunteers should then each sit in a group with the students.

Volunteers will be responsible for hosting the interview in eachgroup. Volunteers should incorporate both questions directedtoward the entire group and questions directed towardindividuals.

Volunteers should say:Were going to have a mock interview now. Incorporate the thingswe have talked about today so far, and assume that you areinterviewing for a scholarship based on your all-around high schoolachievements, including extra-curriculars, volunteer activities,work experience, and academic achievements. Some questions Iwill direct toward one person, while others I will ask to the wholegroup and you can jump in at any time.

Volunteers should ask for a student volunteer to take notes abouttheir observations during the interview time. This will help duringthe discussion time.

Volunteers should then ask questions for 20 minutes. Use thefollowing page for possible questions as well as engage in follow-up questions based on students responses. Volunteers should

take notes as students give answers.

After twenty minutes have passed, there should be about fiveminutes left for the volunteer to discuss with their group theirindividual observations.

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POSSIBLE INTERVIEW QUESTIONS

o Tell us about yourself.

o What makes you qualified for this scholarship?

o What is a situation in which you demonstrated leadership?

o Describe your leadership experience.

o Describe a situation in which you worked successfully as ateam and what you learned from that experience.

o What is your greatest strength?

o What is your greatest weakness?

o Where do you see yourself in 5 years? 10 years?

o What motivates you? Why?

o How do you work under stress and pressure?

o What has been your greatest setback in your life and whathave you done to overcome it?

o Describe your campus/community involvement during highschool.

o Who do you admire most and why?

o If you could invite any 3 people, dead or alive, to dinner, whowould it be and why?

o Do you have anything else you would like the scholarshipcommittee to know about you?

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SESSION 5:

College and careerchoices

CONTENTS:SESSION 5 OBJECTIVESSESSION 5 TIMELINESESSION 5 LESSON PLANSESSION 5 RESOURCES


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SESSION 5: COLLEGE AND CAREER CHOICES

Objectives:

1. Explore higher education choices in your state

2. Review technical program and certificate program options3. Give students outline for how to effectively evaluate

colleges4. Aid students in evaluating their potential college choices,

cumulatively and individually5. Assist students in understanding college terminology

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Timeline



12:00-1:30

12:00-12:20-Review higher education options in Alabama(universities, colleges, technical, and certificate programs)

12:20-12:45-Explain criteria for evaluating higher educationoptions12:45-1:00-Review college terminology1:00-1:30-Aid students in evaluating their potential college choices

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Lesson

Session 5 equips students with information on what their in-statehigher education options are and gives them information on how

to effectively evaluate the schools they are interested in so theycan each find their best-fit. Then, by aiding students with theactual process of evaluating schools they are considering, you givethem personal interaction with volunteers. It also gives studentsinsight into the formal language used by colleges and betterequips them to understand these terms. Session 5 Resources alsocovers a lot of information, and it has the potential to really putstudents into overload! Constantly remind students that they dont

have to process everything you are throwing at them immediatelyand that you are will be available to answer questions aftertodays particular session.

12:00-12:20: Review higher education options in AlabamaThis is a time to simply make the students aware of all the

higher education options there are in Alabama. Many students,especially if they are near a campus, only think of campuses close

to home and big state schools like UA and Auburn. It is your job toshow them all the different options that are available to them. Behonest with the students that you dont have all the answers aboutevery single school, but express your willingness to help themlearn more about schools they are interested in! See Session 5Resources for a College Options Handoutand Map.

12:20-12:45: Explain criteria forevaluating higher education options

It is important that studentsunderstand why they a particular schoolmay or may not be a good fit for them. Thisis VITAL to sustainability once the studentsenter higher education. Use the handout to

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explain all the different matters that should be weighed beforestudents make a decision on where to go to school. See Session 5for the How to Choose a School handout.

12:45-1:00: Review college terminologyThis section is for exactly what is described. Use the handout

to expose students to the terms that colleges and universities usethat may be confusing to them. This will make evaluating schoolsmuch easier for them and their parents. See Session 5 Resourcesfor college terminology handout.

1:00-1:30: Aid students in evaluating their potential

college choicesThis is the time when you will be able to help students

collectively and individually on how to evaluate schools they areinterested in. Give each student two worksheets and tell thestudents to choose two schools that have been discussed thatthey are interested in. After the students have selected theirschools and written the name of the school in the appropriateplace, break the students up into groups based on schools that

were chosen the most. Let the students share what schools theychose by a show of hands as you call out each school. This willallow you to better break the students up. A volunteer should theneach take a group and talk about the college they have incommon. You should collect recent basic data for eachschool so that you can answer some of the studentsquestions. If they have a question you do not know theanswer to, you should either tell the student you will find

out or tell them to write the question down and check outthe website to find out the information.Volunteers should bein small groups by 1:10. After ten minutes of group discussion,volunteers should allow students to ask individual questions abouteither school they chose for the remaining ten minutes. SeeSession 5 Resources for the Evaluate-A-School worksheet.

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RESOURCES

P. 77-COLLEGE OPTIONS MAPP. 78-84-COLLEGE OPTIONS HANDOUTP. 85-86-HOW TO CHOOSE A SCHOOLP. 87-88-COLLEGE TERMINOLOGYP. 89-EVALUATE-A-COLLEGE WORKSHEET

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Institutions of Higher Education

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Map Courtesy of: Alabama Commission on Higher Education

Want an interactive version?Visit:http://www.ache.state.al.us/Colleges&Universities/InstitutionalMap.htm


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College Options(All right here in Alabama!)

Public 4-Year Universities

ALABAMA A&M UNIVERSITYhttp://www.aamu.edu(256) 372-5230 FAX (256) 372-5244

ALABAMA STATE UNIVERSITYhttp://www.alasu.edu(334) 229-4100 FAX (334) 834-6861

ATHENS STATE UNIVERSITYhttp://www.athens.edu

(256) 233-8100 Toll Free 1-800-522-0272 Fax (256) 233-8164

AUBURN UNIVERSITYhttp://www.auburn.edu(334) 844-4650 FAX (334) 844-6179

AUBURN UNIVERSITY AT MONTGOMERYhttp://www.aum.edu(334) 244-3602 FAX (334) 244-3920

JACKSONVILLE STATE UNIVERSITYhttp://www.jsu.edu(256) 782-5781 FAX (256) 782-5888

TROY UNIVERSITYhttp://www.troy.edu(334) 670-3000 FAX (334) 670-3774

TROY UNIVERSITY DOTHANhttp://dothan.troy.edu

(334) 983-6556 ext. 200FAX (334) 983-4924

TROY UNIVERSITY MONTGOMEhttp://montgomery.troy.edu

(334) 241-9537FAX (334) 241-9591

THE UNIVERSITY OF ALABAMAhttp://www.ua.edu(205) 348-5100 FAX (205) 348-8377

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http://www.aamu.edu/http://www.alasu.edu/http://www.athens.edu/http://www.auburn.edu/http://www.aum.edu/http://www.jsu.edu/http://www.troy.edu/http://dothan.troy.edu/http://montgomery.troy.edu/http://www.ua.edu/http://www.alasu.edu/http://www.athens.edu/http://www.auburn.edu/http://www.aum.edu/http://www.jsu.edu/http://www.troy.edu/http://dothan.troy.edu/http://montgomery.troy.edu/http://www.ua.edu/http://www.aamu.edu/


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UNIVERSITY OF ALABAMA AT BIRMINGHAMhttp://www.uab.edu(205) 934-2384 FAX (205) 934-3179

UNIVERSITY OF ALABAMA IN HUNTSVILLEhttp://www.uah.edu(256) 824-1000 FAX (256) 890-6538

UNIVERSITY OF MONTEVALLOhttp://www.montevallo.edu(205) 665-6000 FAX (205) 665-6003

UNIVERSITY OF NORTH ALABAMAhttp://www.una.edu(256) 765-4100 FAX (256) 765-4644

UNIVERSITY OF SOUTH ALABAMA

http://www.usouthal.edu(251) 460-6111 FAX (251) 460-6984

UNIVERSITY OF WEST ALABAMAhttp://www.uwa.edu(205) 652-3400 FAX (205) 652-3708

Community College/Technical Colleges

ALABAMA SOUTHERN COMMUNITY COLLEGEhttp://www.ascc.edu(251) 575-3156 FAX (251) 575-5356

College Campuses Other Campuses

Thomasville Campus(334) 636-9642Fax

Plan. Prepare. Pursue.

Documents

Transcript of Plan. Prepare. Pursue.