ÒThe Real WorldÓ
Sarah E. Schmit
MSUM Intern
Austin High School
Austin, Minnesota
The developmental guidance lessons prepared here for high school students have been adopted from teenagers Ð preparing for the real world by Chad Foster. The curriculum is built around three interactive class projects that reinforce the messages of Chad FosterÕs book, teenagers Ð preparing for the real world, by helping students practice the skills of success. The messages of the book include: pursuit of dreams; early career preparation; communication skills; networking skills; integrity and community service. The worksheets and activity ideas can be found in teenagers Ð preparing for the real world curriculum (book, video and TeacherÕs Guide). The curriculum is divided into a 10-Day Project Based Integrative Curriculum and is designed to be completed within 45- to 55-minute class periods. See references for an address, phone number and website for Chad Foster and materials.
As students read the book and complete the projects students will:
DESCRIPTION OF THE LESSONS:
LESSON 1: Introduction
Introduce the unit on the real world by introducing them to Chad Foster, the author, by explaining that the curriculum is based on his book, teenagers Ð preparing for the real world. Tell students Chad Foster developed the soft and safe playground surface that is used in McDonalds and retired at the age of 33. Explain that after Chad retired he decided to write a book for teenagers to help them prepare for their own real world.
Real World - 2
Inform students these lessons will give them a chance to learn what it takes to succeed in the real world from people in the community who have Òbeen there, done thatÓ and who are willing to share their knowledge with students.
Begin the first lesson by writing the word success on a large piece of butcher paper. Ask students what the word means to them. Ask them who they think are successful and what made him/her successful. List their ideas on the butcher paper and have them compare their list to the skills in the unit.
Activity: Read Section 1, ÒThe Skills of SuccessÓ
Purpose: Students will begin to recognize the need for the skills to be successful
Procedure: Divide the class into 6 groups Ð one for each chapter in Section 1 Ð and assign one chapter to each group. Once groups have had time to read their chapter and discuss it, have each group provide a summary of their chapter as well as the skill of success, to the rest of the class.
Activity: Handout a copy of Chad FosterÕs letter to parents/guardians
Purpose: Inform parents/guardians of the unit and how it will help their sons and daughters learn the skills of success
Procedure: Copy the letter and send home
with the students
Lesson 1 For a closing discussion ask for student volunteers to answer the question,
Summary: What is one thing you will take away from todayÕs lesson?
LESSON 2: Common Denominators for Success
Begin the lesson with sharing thoughts and reactions to Lesson 1. Introduce
lesson 2 by telling students they will be identifying common denominators for success.
Ask for volunteers to offer predictions of common denominators for success prior to the
readings.
Activity: Read Section 2: The Future
Purpose: Identify common denominators for Success
Procedure: Have students work in small groups to discuss one of the four chapters that is assigned to them. Once groups have had time to read their chapter and discuss it, have each group provide a summary of their chapter as well as any reactions, to the rest of the class.
Procedure: Once all groups have presented on their respective chapters, brainstorm a list of common denominators for success they think are present in the readings. Then distribute copies of Handout #3, The Common Denominators of Successful People as identified by Chad Foster. Compare the lists and discuss differences and similarities.
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Lesson 2 For a closing discussion ask for student volunteers to answer the question,
Summary: What are the most important messages you will take away from todayÕs lesson?
LESSON 3: Meet a Stranger, Part 1
Before the lesson begins, write the first Common Denominator of Successful People on
the board: Communication
Skills: Successful people have the ability to talk to anyone,
anywhere,
about anything, anytime.
Introduce Lesson 3 by explaining the value of meeting and talking to people they donÕt
know. Help students understand that possessing the skill to talk to anyone, anywhere,
about anything anytime takes practice.
Discussion Questions: What is so important about making contacts? Chad foster says that communication skills, specifically talking to strangers is one of the most critical skills that younger people can develop. Why do you think that is true? How can having good communication skills help you be successful? How might conversations with strangers in the real world differ from conversations with friends? What are the basics of making conversation?
Activity: The Art of Conversation
Purpose: Students learn how to start a conversation with a stranger starting with a simple question, listening to the answer to get an idea for the next question.
Valuable practice for improving listening skills
Procedure: Ask for a student volunteer to serve as a ÒstrangerÓ. The student will stand in front of the class and respond to questions from classmates.
Note: Since most students will know each other, the ÒstrangerÓ may create his or her own
identity Ð real or made up.
Have the student in the first desk as the ÒstrangerÓ a simple question to get the conversation started. For example, ÒWhat is your name?Ó
Based on the answer the ÒstrangerÓ gives to the first question, the student in the second desk will then ask the next question. Continue this process until every student has asked the ÒstrangerÓ a question.
Activity: Homework
Purpose: Practice new conversation skills
Procedure: Assign students to start a conversation with 3 people they do not know by asking them five questions about themselves. Have students write a brief report about what questions were asked, what the answers were and what the students felt they could do differently or better next time. The assignment should be completed by Lesson 5.
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Lesson 3 For a closing discussion ask for student volunteers to answer the question,
Summary: What are the most important messages you will take away from todayÕs lesson?
LESSON 4: The ÒUnusual JobÓ Interview, Part 1
Before the lesson begins, write the second Common Denominator of Successful
People on the
board: Large Vocabulary: Successful people know lots of words, not just
big words.
Review Lesson 3 by reinforcing the need to practice conversation skills on a regular
basis. Revisit the Meet a ÒStrangerÓ activity. Use variations to move the activity along
quickly. For example, pick students at random for one, three or five question each.
Activity:
Read Section 3, ÒTake It or Leave ItÓ
Purpose: Encourage students to think about their dreams, making choices, counting their blessings and second chances.
Procedure: Have students read this section independently.
Activity:
Handout #6, Choosing the Right Career
Purpose: Deepen students understanding of how aptitude tests and interest inventories can help them narrow down the many jobs available to a manageable number of careers that they might really like.
Procedure: Review the handout with the students discussing the importance of aptitude tests and interest inventories. Emphasize that if they combine their natural talents with their developed interests, they are much more likely to choose careers they will enjoy and succeed in.
Activity: Introduction to The ÒUnusual JobÓ Interview (Guidelines), and Handout #7,
Sample
Questions to Get Your Started
Purpose: Introduce students to jobs they never knew existed
Guidelines: 1. Students will interview one person from the community who has an Òunusual jobÓ. Interviews should include at least 10 questions (Handout #7). Review the list of questions as a class and have each student add 3 questions to their individual list. Interviews can take place in person or on the phone and should last approximately 10 minutes.
2. In order to be well-prepared for the interview, questions should be written out on paper, leaving enough space to write the answers.
3. Students may ask parents, friends or their friendsÕ parents for suggestions of people who have unusual jobs.
4. Each student will give a brief report to the class on the Òunusual jobÓ they researched after completing the interviews.
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5. Students will also submit a written report about their interviews. The report should include: the 10 questions asked and the answers given and the name and work address of the unusual job holder.
Activity: Homework
Procedure: Assign students to find two or more potential interviewees for their Òunusual jobÓ report. Names should be approved no later than Lesson 5.
Lesson 4 Ask for student volunteers to answer the question, What is one thing you
Summary: will take away from this lesson?
LESSON 5: Meet a ÒStrangerÓ, Part II
Before the lesson begins, write the third Common Denominator of Successful people on
the board: Knowledge
of Current Events: Successful people are current on current
events. ItÕs the major subject of conversations in the real world.
Activity: Meet a ÒStrangerÓ, Part II
Purpose: Expand
students comfort level in talking to people they donÕt know, particularly
adults.
Purpose: Deepen students understanding that the same basic questions can get a conversation started with almost anyone.
Procedure: Invite co-workers at the school to spend a few minutes with the class serving as ÒstrangersÓ. Arrange for them to Òshow upÓ in the classroom several minutes apart. Follow the same procedure of questioning as before (desk to desk, random, single and/or multiple questions). Review studentÕs conversations with both of the strangers.
Discussion Questions: Were students listening to what each of the strangers had to say?
Did students formulate their next questions based on what they heard? How did the
conversations differ? Was one better/worse than the other? What made it that way? To
the students: What would you do differently next time? What could you have done
better?
Activity: Handout #8, The Art of the Thank you Note
Purpose: Makes a good impression and helps interviewees remember the interviewers.
Procedure: Students will write thank you notes in Lesson 6
Activity: Homework
Procedure: Students will complete their Òunusual jobÓ interviews and prepare their oral presentations and written reports.
Lesson 5 Ask for student volunteers to answer the question, What are your thoughts
Summary and reactions to todayÕs Meet a ÒStrangerÓ activity?
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LESSON 6 & 7: The ÒUnusual JobÓ Interview, Part II, III
Before Lesson 6 begins, write the fourth Common Denominator of Successful People on
the board: Listening
Skills: Successful people are god listeners. You only learn when
you
listen. You learn nothing when you
talk.
Before Lesson 7 begins, write the fifth Common Denominator of Successful People on
the board: Diverse
Knowledge: Successful people know something about a lot of subjects
Ð this makes them more interesting to talk to.
Activity: ÒUnusual JobÓ oral reports
Purpose: Practice public speaking skills. Share information about unusual jobs with the whole class.
Procedure: Ask for volunteers to go first. It will likely be possible to get through 10 to 15 Òunusual jobÓ reports during Lesson 6. The remaining oral reports will be given during Lesson 7.
Activity: Thank you notes
Purpose: Express thanks and appreciation to interviewees for sharing their time and knowledge about their job.
Procedure: Students
will refer to Handout #8, The Art of the Thank You Note and write one thank you note to the job holder he or
she interviewed.
LESSON 8: Meet a ÒStrangerÓ, Part III
Before the lesson begins, write the sixth Common Denominator of Successful People on
the board: Personal Contacts: Successful people
have hundreds of personal contacts,
from all
walks of life.
Activity: An Unannounced ÒStrangerÓ
Purpose: Provide students more practice talking to people they donÕt know. The more they practice the better their conversation skills will become.
Procedure: Arrange for a total stranger to walk in to the room sometime during the lesson. Leave it to the students to take responsibility to get the conversation going.
Activity: Thank you notes
Purpose: Express thanks and appreciation to the stranger for sharing their time and knowledge with the class.
Procedure: Students
will refer to Handout #8, The Art of the Thank You Note and write one thank you note to the stranger..
Discussion Questions/ What was it like to start a conversation with a total stranger? How
Lesson 8 Summary: do you feel about your communication skills now as compared to
Lesson 3? What has helped make you feel more comfortable? What would help you feel more comfortable?
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Now that weÕve done this activity
several times, what is the importance of having this skill?
LESSON 9: ÒPick-My-BrainÓ Panel Discussion
Before the lesson begins, write the seventh Common Denominator of Successful People
on the board: Community
Involvement: Successful people are involved in their
community
through volunteer work and other community organizations.
Classroom Preparation: Set up the room for the panel discussion. The panel should be seated at a long table at the front of the class. Name cards for each panelist should be prepared with their names large enough for all student to read. Name cards should include an appropriate title (Mr., Mrs., Ms.) along with the panelistsÕ name, work address and job title.
Activity: Panel Discussion
Procedure: Send students to the main office to greet the panelists and escort them to class. Those escorting panelists will also be responsible for introducing them to the rest of the class.
Students should raise their hands when they are ready to ask a question and wait to be called on by the facilitator (teacher or counselor). Each question can be directed toward a specific panelist or for all panelists to answer one by one.
Conclude the panel discussion with enough time remaining to allow students to approach the panelists and thank them for visiting the class.
LESSON 10: Wrap-Up
Before the lesson begins, write the eighth Common Denominator of Successful People on
the board: Professional Fulfillment: Successful
people like what they do for a living.
They didnÕt
just get any job, they got the right job.
Review Lesson 9 by asking students for their thoughts and reactions to the panel
discussion. What did they learn from the panelists? Were there questions they didnÕt ask
that they wish they would have? Was it helpful? Interesting? Was it a good use of
Lesson time? Would they recommend it if/when the unit is taught again? What
suggestions do they have to make it better?
Activity: Thank you notes to panelists
Procedure: Divide the class in half and assign two panelists to each group. Every student will write two thank you notes.
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Activity: Recapping the Unit
Procedure: Review Handout #8, The Common Denominators of Successful People. Encourage students to practice the skills they have learned in this unit.
Activity:
Handout #10, The Bottom Line
Procedure: Review the handout as a class. Use it as a summary of the unit and ask students for feedback Ð strengths and areas of improvement, what they liked/disliked, what activity/project was most helpful/informative/useful?
References
and Resources:
Chad Foster
Book:
teenagers Ð preparing for the real world,
1999
Teachers Guide:
teenagers Ð preparing for the real world: 10-Day Project-Based Integrated Curriculum,
1996
For more information:
Teenagers Ð Preparing or the Real World
3310 Waterford Way
Lithonia, GA 30058
(770)-761-8794