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Facilitator’s Guide:
Grade 8
Connecting Students to their Futures
Facilitator Guide
Grade 8
Table of Contents
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction 1: Culture and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Introduction 2: Team Building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
SETTING GOALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Setting Goals 1: Setting Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Setting Goals 2: Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Setting Goals 3: High School Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Setting Goals 4: Decision Making Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
CAREERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Careers 1: Interest Inventory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Careers 2: What They Do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Careers 3: Working Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Careers 4: Career Education and Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Careers 5: Career Pitch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
COMMUNICATION AND NETWORKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Communication and Networking 1: Phone and E-mail Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . 191
Communication and Networking 2: Your Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Communication and Networking 3: Meeting and Greeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Communication and Networking 4: Networking Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
COMMUNITY MAKEOVER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Community Makeover 1: Intro to Makeover Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Community Makeover 2: Brainstorm! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Community Makeover 3: Planning the Pitch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Community Makeover 4 & 5: Drafting the Pitch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Community Makeover 6: Perfecting the Pitch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
EDUCATION AFTER HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Education After High School 1: Post-secondary Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
Education After High School 2: One- and Two-Year Programs . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Education After High School 3: Four-Year Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Education After High School 4: Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Education After High School 5: Research Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
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Facilitator Guide
Grade 8
Table of Contents cont’d
MONEY MATTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Money Matters 1: Budgeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
Money Matters 2: Savings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
PORTFOLIO REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Portfolio Review 1: Year in Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
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LESSON PREPARATION
Dear Educator,
Every effort has been made to make these lessons as user-friendly and up to date as possible.
Below, you’ll find important items that will help you use them most successfully in your classroom.
Advance Preparation
Some lessons require advance preparation, including:
• Gathering of local resources
• Planning of long-term projects with school administrators
• School counselor input re: transcripts, course selection, test taking, and college access
• Scheduling class time in a computer lab
We recommend that you scan ahead, allowing at least a few weeks before beginning a unit to note
any preparation needed.
Use of Materials from the Web
In order to provide students with vibrant, up-to-date primary resources, many lessons include the use
of online materials. When computer access is unavailable, you may wish to print out this information
for classroom use. Please include the website where the material came from, and the title and
author, if known. We want to give credit where it’s due.
Keeping Up to Date
Finally, please visit websites well in advance of teaching a lesson, so that you can update information
(for example, SAT registration fees) or effectively navigate a website that’s been reorganized.
INTRODUCTORY LETTER
Dear Teaching Partners,
You hold in your hands the result of more than four years of research, writing, field testing, and
revision.
Thanks are due to our many collaborators, including facilitators working in classrooms from the coal
fields of Appalachia to the Bronx, New York. Their consistent and thoughtful feedback has been
invaluable, and it has been a pleasure to watch them teach. In order of distance from the home
office, they are:
West Virginia Erica Ball, Freda Bradley, Jamie Field, Alexis Fisher, Tamara Hough,
Drew Hussell, Maureen Kidd, Amanda Morris, Chris Reed, Tisha Reed,
Courtney Scholl, and Lilly Sears
Western neW York Katie Abbott, Laura Brace, Jake Hillman, and Joan Wissert
PennsYlVania Shannon Kio and Carrie Russell
neW York CitY Onleilove Alston, Ekua Ewool, Toni Konkoly, Katherine Lewandowski,
Alicia Ridenour and Veronica Valentin
Thanks to Susan Carper, Deb Hartshorn, and Kim Ritter for providing enthusiastic instructional sup-
port through thick and thin.
Thanks to Loren Banach for her superior organizational skills and assiduous revisions, to Jillian Ko-
rnsweig for her mastery of grammar and design, and to our writers, past and present: Lynda Bell,
Pam Benson, Joy Brewster, Jordan Brown, Jackie Glassman, and Ronnie Krauss.
Finally, a shout-out to Jon Rosenberg and Kate Cushing for giving us the vision and the tools to make
this happen, to Andy McKelvey for getting us started, and to Frank Haberle for keeping us going.
We at Roads to Success are excited about the opportunity to present young people with a better
vision of their future, and thank you for passing this knowledge on.
Kathy Kinsner
Director of Program Development
UNIT
1
INTRODUCTION
Lesson Descriptions
Introduction 1: Culture and Procedures
Students review the course requirements, grading system and classroom procedures, and preview
Roads to Success topics for the year.
Introduction 2: Team Building
Students analyze class goals and evaluate ways to demonstrate respect, responsibility and teamwork
in the Roads to Success classroom.
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PLANNING PYRAMID
GRADE 8, Unit 1, Introduction
Some Students Will:
• Volunteer for classroom jobs.
• Understand connection
between past interests and
future careers.
Most Students Will:
• Understand how performance will be evaluated and how extra
rewards can be earned.
• Describe how the topics to be covered will affect their futures.
• Demonstrate appropriate workplace behavior.
All Students Will:
• Locate the portfolio pages in their student handbooks, and describe their purpose.
• Know when the class meets and identify at least one topic that will be studied.
• Describe three workplace behaviors expected in this class and know the
consequences for not observing these rules.
• Know procedures for entering and leaving classroom, distributing and storing
materials, and turning in/returning homework.
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1
INTRODUCTION
Culture and Procedures
BIG
The Idea
• Why am I here and what is expected of me?
AGENDA MATERIALS
Approx. 45 minutes ❑ STUDENT HANDBOOK PAGES:
I. Warm Up: Name Tents and
• Student Handbook page 1, Are You a
Welcome (5 minutes)
Roads to Success Expert?
II. Are You a Roads to Success • Student Handbook page 2, Roads to
Expert? (5 minutes) Success Overview
• Student Handbook page 3, Procedures
III. Procedures (10 minutes)
• Student Handbook pages 4 – 5, Roads to
Success in the Eighth Grade
IV. Mapping Our Year!
(15 minutes)
❑ FACILITATOR PAGES:
V. Wrap Up: Review With a • Facilitator Resource 1, DO NOW
Surprise! (10 minutes)
• Facilitator Resource 2, Name Tent
Directions
• Facilitator Resource 3, Are You a Roads
to Success Expert? Answer Key
• Facilitator Resource 4, Roads to Success
in the Eighth Grade (Answer Key)
❑ Colored 4” x 6” index cards (for name tents)
❑ Family intro letters (one class set, see Roads
to Success Program Manual)
OBJECTIVES
During this lesson, student(s) will:
• Recognize the purpose of participation in Roads to Success.
• Understand how their performance will be evaluated.
• Practice the following classroom procedures: entering and exiting the classroom, passing
out and putting away binders, turning in and returning work, and taking attendance.
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Grade 8, Introduction 1: Culture and Procedures
OVERVIEW ...........................................................................................
In this lesson, students will review Roads to Success culture, course requirements, grading system,
and classroom procedures. Students will complete an outline to pique their interest in some of
the topics that will be covered during the year.
PREPARATION ....................................................................................
❑ List the day’s BIG IDEA and activities on the board.
❑ Write the day’s vocabulary word and definition on the board.
❑ The following handouts need to be made into overhead transparencies or copied onto
chart paper:
• Student Handbook page 3, Procedures.
• Student Handbook page 4 – 5, Roads to Success in the Eighth Grade
❑ Before classes begin, establish procedures for storing handbooks, entering and exiting
the classroom, turning in and returning work, and taking attendance so that you are
prepared to provide students with answers to each of the statements.
❑ In advance of the lesson, decide on an orderly procedure for distributing Roads to
Success family intro letters. It will work best to distribute these at the end of class.
BACKGROUND INFORMATION . ......................................................
“Why am I here?” and “What is expected of me?” Over the course of this lesson, and the one
that follows, students should be able to answer this question for themselves.
In combination, the first two lessons should pique student interest in the program; establish basic
expectations, rules, and procedures; and create opportunities for facilitators and students to
learn something about each other.
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Grade 8, Introduction 1: Culture and Procedures
VOCABULARY .....................................................................................
Portfolio: A record of accomplishments and achievements, including samples of best work. In
Roads to Success, career and college research and job-hunting tools (like resumes) that will be
useful from one year to the next.
IMPLEMENTATION OPTIONS ...........................................................
If you choose to use the DO NOW option for your classes, you will need to explain your
expectations for this activity. Here is an example of what you could say:
“We are going to begin every class with a DO NOW. As soon as you walk in you will need
to look at the _________. (This could be the board or chart paper or an overhead. Pick the
spot that will be the easiest for you to implement). It will be in this spot every class. You will
need to write your answers on a ______________. (This could be an index card, blank sheet
of paper, or student handbook page. If you are providing the paper/index card, you will need
to tell your students where it will be in class or if you will be passing it out.) Each class you will
have ____ (probably around three) minutes to complete this assignment. I will be collecting
it every class. (If you decide to do that.) Are there any questions?”
DO NOW:
(You may choose to present the Warm Up activity as a written Do Now. Present the questions
on the board or overhead, and have students write only their answers on index cards.)
Questions:
1. What is the purpose of Roads to Success?
2. How do you think this year in Roads to Success will be different from what you did in
seventh grade?
[After the students have finished, they can create their name tents and discuss their answers from
the DO NOW.]
In Activity III, Procedures, If you think your students will remember the procedures listed on
Student Handbook page 3, Procedures you may allow your students to just listen while you
write the answers down on the overhead projector.
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