Career Guidance Washington - Career and College Readiness - Grade 10
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Career Guidance Washington

Career Guidance Washington - Career and College Readiness


Grade 10

Curriculum Map

# Lesson Theme
1 Where Am I Going in 10th Grade
  • Identify the key readiness milestones of 10th grade.
  • Analyze their 9th grade portfolio and recommend improvements.
  • Create at least five academic and/or activity goals for 10th grade.
Ownership of Learning
2 Defining “College and Career Prep”
  • Increased knowledge of academic entry requirements for higher education options.
  • Personal skills and knowledge needed to be successful in higher education and careers.
  • Ability to define the concept of college preparation in terms of the academic and personal knowledge and skills needed to be successful in multiple postsecondary options.
Career and College Development
3 After Graduation Planning
  • Describe their desired life 20 years into the future.
  • Associate personal values with different careers.
  • Rank careers according to alignment with personal values.
  • Relate the five paths to career options.
College and Career Development
4 Defining Me: Leadership
  • Strengthen the perception students’ have of themselves as leaders.
  • Define traditional and non-traditional types of leadership.
  • Apply non-traditional leadership characteristics to an activities list/resume.
Metacognitive Skills
5 Studying as a Team Sport
  • Students will describe the purpose and benefits of a work or study team.
  • Students will develop a plan to create a study team for school.
Learning Techniques
6 Test Preparation
  • Identify 10th grade tests required by the state.
  • Use effective note-taking techniques to gather key information from a lecture or assigned reading.
  • Identify points from class notes or assigned reading that are likely to be covered on a test.
Learning Techniques
7 Introduction to Program of Study
  • Students will describe possible careers within a Career Cluster of interest.
  • Students will create a draft Program of Study.
College and Career Development
8 Mapping College and Career Requirements
  • Students make the connection between high school credits, graduation requirements and entry requirements for postsecondary.
  • Students will identify the minimum course requirements for high school graduation.
  • Students will identify the minimum course requirements for college admission.
  • Students will explore career pathways and required course of study.
  • Students will complete a high school credit check.
Academic Eligiblity
9 High School & Beyond Plan | Rewritable Digital HSBP
  • Students will develop a High School & Beyond Plan each year.
  • Students will complete a career interest inventory.
  • Students will review their high school course plan.
  • Students will work on their postsecondary plans.
  • Students will write a resume or activity log.
High School and Beyond Plan
10 Course Registration
  • Review academic progress toward graduation and post-secondary admission.
  • Plan for coursework and activities for next year.
  • Register for next year’s courses.
Academic Eligibility
11 Work Sample Selection and Reflection
  • Reflect upon learning experiences.
  • Self-evaluate core academic progress to date.
  • Select work samples to be used in student-led conferences.
Ownership of Learning
12 Academic Progress Review
  • Compare personal academic and activity progress to defined 10th grade goals.
  • Identify tactics for improving performance in 10th grade.
  • Update 10th grade academic and activity goals to reflect progress.
  • Write a one-page summary of mid-year progress towards defined 10th grade goals.
Ownership of Learning
13 Understanding Self Doubt
  • Create an understanding of doubt and how it impacts the decision to prepare for higher education.
  • Define doubt.
  • Identify the causes of self-doubt.
Ownership of Learning
14 Planning for Summer
  • Identify activities from last summer that contributed to their post-secondary/career goals.
  • List sources of information about summer opportunities for youth.
  • Identify ten possible summer activities.
  • Write a set of summer goals that support personal interests, target skills, and/or post-secondary/career goals.
  • Summarize their top ten achievements of 10th grade.
Learning Techniques
15 Defining Credentials
  • Identify the types of credentials associated with the different post-secondary paths.
  • Identify occupations associated with different post-secondary credentials.
  • Select one career possibility and identify the needed post-secondary path and credentials
Career and College Development
16 Why Go to College
  • Students will list reasons postsecondary education would benefit them.
  • Students will identify a potential college major to prepare for a career of interest.
Career and College Development
17 Leveraging Strengths
  • Identify common barriers for first generation students.
  • Analyze personal barriers as a first generation student.
  • Brainstorm strategies for removing barriers based on personal strengths.
  • Examine what stands between them and going beyond a high school education.
  • Identify how they will overcome barriers with leveraging their personal strengths.
Leadership of Learning
18 Paying for College: TheWashBoard.org
  • Students will describe the purpose of TheWashBoard.org.
  • Students will use TheWashBoard.org to identify at least one potential scholarship match.
Transitional Skills
19 Preparing for Student-Led Conferences I
  • Understand the student-led conference structure.
  • Schedule conference and invite parents/significant adult to conference.
  • Organize High School and Beyond Plan and portfolio materials to use as artifacts in the conference.
Ownership of Learning
20 Preparing for Student-Led Conferences II
  • Review the student-led conference structure.
  • Finalize outline and organization of High School and Beyond Plan and portfolio materials to use as artifacts in the conference.
  • Finalize invitation of parents/significant adult to conference.
  • Conduct a practice student-led conference.
Ownership of Learning
21 Fulfilling Requirements in 10th Grade
  • Students will describe the minimum course requirements to graduate from high school.
  • Students will describe how course requirements can differ between graduation, college entrance, and selective college entrance.
  • Students will identify their progress toward meeting high school graduation requirements.
Academic Eligibility
22 Building a Strong Transcript in 10th Grade
  • Definition of dual credit.
  • Options for dual credit equivalency.
  • Identify or list opportunities for dual credit equivalency within their own school system.
Academic Eligibility
23 Conducting the College Search in 10th Grade
  • Student will identify the major college entrance exams.
  • Students will register at the College Board web site and research one college.
Transition Skills
24 Learning to Use Money in 10th Grade
  • Learn about the cost of living, with particular emphasis on payroll deductions, living expenses, and the unique budget items for a first-year college student.
  • Explain factors that affect the difference between total salary and take-home pay.
  • Understand their total cost of living, including those expenses paid by family members.
  • Create a budget for a first-year college student.
Financial Literacy
25 Purchasing
  • Learn about researching, financing, purchasing, and insuring a major purchase.
  • Use consumer reports and reviews to assist in product purchasing.
  • Investigate the financial options available for purchasing a major item.
  • Ask effective questions to determine how or if to insure a new purchase.
Financial Literacy
26 Savings and Banking
  • Learn about the importance of saving money and review the basics of banking.
  • Define the concept of “paying yourself first.”
  • Calculate the value of compound interest over defined periods of time.
  • Outline the process of establishing a bank account.
  • Identify various methods of accessing cash, including withdrawals, debit cards, and an ATM.
Financial Literacy
27 Dropping Out or Staying In
  • Learn the definition of delayed gratification.
  • Understand the money needed for life-style choices.
  • Understand how dropping out of high school or not taking the appropriate courses will impact their ability to access career interests and their life-long earning/buying power.
Transition Skills
28 Recreation, Leisure and Volunteerism
  • Identify activities in light of values and postsecondary and career goals.
  • Identify local recreation, leisure and/or volunteer opportunities.
  • Assess activity involvement as it supports their postsecondary/career goals.
  • Assess activity involvement in relation to personal values.
Ownership of Learning
29 My Story
  • dentify significant events, challenges and accomplishments from the past, present and future.
  • Project future successes by reflecting on what has made them special in the past and in the present so that they can project their future.
Metacognitive Skills
30 Lessons on Leadership from a Dancing Guy
  • Strengthen the perception students’ have of themselves as leaders.
  • Identify their own leadership qualities.
  • Describe strategies for becoming a leader.
Metacognitive Skills

   Updated 8/23/2017

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