Scholarships for Post-Secondary Options Practicum in Construction Management. Lesson Plan. Preparation

Transcription

1 Scholarships for Post-Secondary Options Practicum in Construction Management Lesson Plan Performance Objective Upon completion of this lesson, each student will create an organized structure and the files needed to apply to multiple scholarships. Specific Objectives Students will locate five scholarships that they meet the requirements for. Students will create an organized file system for the documents required by the scholarship. Students will write three essays appropriate to submit with scholarship applications. Students will request and collect at least three references to be submitted with scholarship applications. Students will write thank you letters to anyone who writes references. Students will create a calendar to track the due dates of the scholarships. Terms Letter of recommendation - a document in which the writer assesses the qualities, characteristics, and capabilities of the person being recommended in terms of that individual's ability to perform a particular task or function. Letters of recommendation are typically related to employment (such a letter may also be called an employment reference or job reference), admission to institutions of higher education, or scholarship eligibility. Reference - a letter from a previous employer testifying to someone's ability or reliability, used when applying for a new job. Resume - a document that is used to sell applicant s abilities to prospective employers. Scholarship a grant or payment made to support a student's education, awarded on the basis of academic or other achievement. Transcripts - an official record of a student's work, showing courses taken and grades achieved. Time This lesson should take eight to 10 class days to complete. Preparation TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Practicum in Construction Management 1

2 (c) Knowledge and skills. o (17) The student exhibits employability skills that lead to job success in construction management. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills; (B) demonstrate effective methods to secure, maintain, and terminate employment; (C) demonstrate positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership; (D) evaluate the relationship of good physical and mental health to job success and achievement; (E) demonstrate appropriate grooming and appearance for the workplace; (F) demonstrate appropriate business and personal etiquette in the workplace; and; (G) exhibit productive work habits and attitudes. o (18) The student determines employment opportunities and preparation requirements for careers in the construction management industries. The student is expected to: (A) determine preparation requirements for various levels of employment in a variety of careers in construction management; (B) analyze the future employment outlook of construction management; (C) describe entrepreneurial opportunities in construction management; (D) determine how interests, abilities, personal priorities, and family responsibilities affect career choice; (E) compare rewards and demands for various levels of employment in a variety of careers; and (F) determine continuing education opportunities that enhance career advancement and promote lifelong learning. Interdisciplinary Correlations English Language Arts and Reading, English IV (b) Knowledge and skills o (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work- related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (B) write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include: (i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and address their potential problems and misunderstandings; 2

3 (iv) accurate technical information in accessible language; and (v) appropriate organizational structures supported by facts and details (documented if appropriate). o (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions); (B) accurate and honest representation of divergent views (i.e., in the author's own words and not out of context); (C) an organizing structure appropriate to the purpose, audience, and context; (D) information on the complete range of relevant perspectives; (E) demonstrated consideration of the validity and reliability of all primary and secondary sources used; (F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and (G) an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone. o (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization. o (19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. Technology Applications (c) Knowledge and skills. o (2) Communication and collaboration. The student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning experience of others. The student is expected to: (E) use evolving network and Internet resources and appropriate technology skills to create, exchange, and publish information. o (3) Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected to: (A) use evolving network and Internet resources for research and resource sharing of technology applications. (B) apply appropriate search strategies in the acquisition of information from the 3

4 Internet, including keyword and Boolean search strategies. (D) acquire information using appropriate research strategies with source citations through electronic formats, including interactive components, text, audio, video, graphics, and simulations. (E) identify, create, and use available file formats, including text, image, video, and audio files. Occupational Correlation (O*Net Job Title: Construction Managers O*Net Number: Reported Job Titles: Concrete Foreman, Construction Area Manager, Construction Foreman, Construction Manager, Construction Superintendent, General Contractor, Job Superintendent, Project Executive, Project Manager, Project Superintendent Tasks Confer with supervisory personnel, owners, contractors, or design professionals to discuss and resolve matters, such as work procedures, complaints, or construction problems. See more occupations related to this task. Plan, schedule, or coordinate construction project activities to meet deadlines. See more occupations related to this task. Prepare and submit budget estimates, progress reports, or cost tracking reports. See more occupations related to this task. Inspect or review projects to monitor compliance with building and safety codes, or other regulations. See more occupations related to this task. Inspect or review projects to monitor compliance with environmental regulations. Soft Skills Active Listening Critical Thinking Speaking Complex Problem Solving Coordination Teacher and Student Tasks Day 1: Scholarship & Funding Opportunities o Teacher presentation on scholarships and demonstration of finding scholarships. o Students will identify two sources of scholarships. Day 2: Getting Organized o Teacher presentation on scholarship process and organizations. o Students will identify two additional sources of scholarships. o Students will create a digital system to organize and track scholarship applications. o Students will identify the common elements of scholarship applications, including but not limited to, transcripts, resumes, essays, photographs, and letters of recommendation. 4

5 Day 3: Keeping Track of Time o Teacher presentation on time keeping and calendaring. o Students will identify one additional source of scholarships. o Students will create a plan for five scholarships with a calendar timeline to complete and submit the materials. Day 4: Resumes o Teacher presentation on writing resumes. o Students will write resumes. o In partners, students will edit and review resumes. Day 5: References o Teacher presentation on getting personalized references. o Student will write an that can be used to solicit references. o Students will contact at least three individuals for reference letters for each scholarship. Day 6-8: Writing essays o Teacher presentation on writing scholarship essays. o Students will write and edit one essay per day. o In pairs, students will review and revise edits. o Essays can be written in class or assigned as homework. Day 9: Collecting Transcripts o Students will collect necessary transcripts from high school or college programs. o Students will work on documentation in folder system. o Students will be editors for each other s work for proof and review. o Students will contact/follow-up with individuals for reference letters. o Students will scan and organize reference letters. o Students will write thank you letters to references. Day 10: Finalize Project o Students will finalize project. o Students will complete a self-evaluation of the project using the rubric. o Students will submit final USB flash drive or link to collaborative drive. Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website (cte.unt.edu). Preparation Find scholarships that would be appropriate for your cluster area. Find scholarship listings for your local community. Pull example resumes. Each year, ask students for samples to share with other students. Instructional Aids Scholarship websites 5

6 Grading rubric Internet Materials Needed USB flash drives or collaborative drives Equipment Needed Computers (for students to complete project) Projector (for digital presentation) Scanner to scan recommendation letters 6

7 Introduction Learner Preparation Ask students to describe how homes looked in the past. Lesson Introduction Use multi-media presentation and explain the concepts of scholarships. Outline MI Outline Notes to Teacher I. Explain different types of funding a. Apply for Financial Aid b. Scholarships c. National Grants d. Pell Grants e. Service Commitment: AmeriCorps, PeaceCorps, ROTC, Military f. Local schools / living at home II. III. What Kinds of Scholarships a. University / College b. National c. State d. Organizational e. Local Scholarship Searches & Strategies a. Search sites & aggregators b. Professional organizations c. Local organizations d. School counselors e. Lists f. s Talk through the different types of funding for post-secondary education. Open the discussion to see what the students have thought about using. Give examples of the different types of scholarships someone may find at each level. Add appropriate examples from your own industry. Help students find scholarships that would be beneficial to them. By looking at the scholarships that they found, have a discussion about the common elements that students have found. IV. Scholarship Process a. Key components b. Personal information c. Resume d. Academic information Based on your school s security, find out what collaborative drives are available. Show different types of calendar 7

8 e. Community information f. Essay g. References h. Transcripts i. Due dates V. Organization a. File types b. USB flash drives or collaboration drives VI. VII. Keeping Track of Time a. Start early b. December due dates c. Documentation of enrollment / grades Resume a. Content types b. Writing tips c. Example d. Content Ideas templates. Allow students to use what they will actually follow even their smart phones. Provide examples of student resumes. Help students brainstorm whom they could ask to be a reference. Essays may take more or less time in the classroom depending on your own schedule and how much writing they can do at home. Check with your own school about the transcript request process. Give a copy of a rubric to each student for a self-evaluation. VIII. IX. Reference letters a. Reference process b. Get more letters than you need c. Write thank you notes Scholarship Essays a. Good writing b. Flow / structure c. Memorable d. Tell your story e. Share your heart f. Stand out from other students g. Essay ideas X. Transcripts a. Ordering and organizing XI. Finalize Project a. Self-review b. Finalize project pieces 8

9 c. Submit Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/ Rhythmic Naturalist Verbal/Linguistic Visual/Spatial Application Guided Practice The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the end of this lesson. Independent Practice Students will work at their own paces to complete the activities. All work is to be done in class, so the teacher can check for understanding. Students are strongly encouraged to take ownership of this activity and to establish a workable pace in order to complete it on time. Summary Review What do you think scholarship committees are looking for when they review resumes, essays, and letters of recommendations? Where are the best places to find scholarships? Evaluation Informal Assessment Teacher will observe students during Independent Practice. Teacher will assist students as needed. Formal Assessment Use the Scholarship Planning Rubric to evaluate. 9

10 Enrichment Extension Create a bulletin board to share the successes of each scholarship received. One idea is to have fake checks that can be put up on the board. Teacher can also track how much total funding each class receives. 10

11 Scholarship Resources Handout You can search for scholarship listings and find many sites that include listings of scholarships. Here are a few to get you started. Every Chance Every Texan o My College Options (Texas) o College Scholarships (Texas) o College Scholarships (Subjects) o Big Future by the College Board o Student Scholarships o Some school districts have great scholarship listings too: Austin ISD o Arlington ISD o Mesquite ISD o Fort Worth ISD o _senior.pdf Houston ISD o Waxahachie ISD o Scholarship Aggregators There are many sites that help you find scholarships. You can use them to help find the scholarships, but we recommend that you use it only as a directory and submit directly to the organization instead of through the aggregator site. There are many scams where you have to pay to get scholarships. You should never have to pay anything to receive a scholarship. 11

12 Scholarship Project For this project, you will be setting up your own plan to apply for scholarships that you meet the requirements for. You will collect files and documents to do this. There are two options for completing this task. A) Collaborative Drives This option is valuable if you want to be able to work with your teachers and parents. You can share documents and get help with reviewing documents very easily. B) A USB flash drive If your school limits the access to a collaborative drive or file sharing, then a USB flash drive is a good way to bring the documents back and forth to school and home. Requirements 1. Identify at least five scholarships for which you meet the requirements. 2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name that folder to correspond to the name of the scholarship. a. In each folder, create a document named REQUIREMENTS that lists with each of those requirements. 3. Create a folder called ESSAYS. a. In this folder, you will put any essay that you have written as a scholarship essay or for a class that could be used as content in a scholarship essay. b. Review the current essays in Apply Texas if you are planning on attending school in Texas. c. Include at least three different essays in your folder. 4. Create a folder called RECOMMENDATIONS. a. In this folder, you will file any letters of recommendations that you have been able to collect. These are best if they have been signed, scanned, and can be reprinted or sent digitally if needed. b. Include at least three letters of recommendation. i. A teacher ii. An administrator iii. A member of the community 12

13 5. Create a folder called RESUMES. a. In this folder, you will file a copy of your resume. Some scholarships will require different lengths. Therefore, if you create a new version, keep any copies in this folder and save with the name of the file relevant to the type of resume that it is (For example, One- Paged Resume or Two-Paged Resume). b. Include at least one resume in this folder. 6. Create a CALENDAR to document the due date of each scholarship. a. If you are using a collaborative drive with a calendar app, you can make this in a shared Calendar that you can share with your family. b. If you are using digital file share site or a USB flash drive, you can make a calendar in a table in a document, spreadsheet, or a calendar template for a slide. 13

14 Scholarship Planning Rubric 0 Poor/Not Evident 1 Needs Improvement Scholarship Scholarships were Four scholarships were Identification identified, however, they identified that match the were not an appropriate qualifications of the student. match for the qualifications of the student. Folders Created The drive is not organized. The drive includes a folder for each scholarship. Requirements Essay 1 Essay 2 Essay 3 Recommendations Resumes The requirement listing is not included. The first essay is missing or is too short to be considered for a scholarship. The second essay is missing or is too short to be considered for a scholarship. The third essay is missing or is too short to be considered for a scholarship. Zero to one recommendation letters are included. A resume is not included in a folder. Some requirements for scholarships are missing in the folder structure. The first essay does not align well to the prompt or may not be appropriate yet without revision for The second essay does not align well to the prompt or may not be appropriate yet without revision for The third essay does not align well to the prompt or may not be appropriate yet without revision for Two recommendation letters are included. A resume is included in a folder that needs revisions to be able to appropriately highlight the student s academic career for Calendar A calendar is not included. A calendar is created to document due dates for each of the scholarships identified, but the formatting is not clean and professional. Writing The writing needs significant revisions with many errors in grammar or mechanics. The writing needs revisions with some errors in grammar or mechanics. 2 Exemplary Five scholarships were identified that match the qualifications of the student. The drive includes a wellorganized structure with a folder for each scholarship. Requirements for each scholarship are listed in each folder. The first essay aligns well with the prompt and would be an appropriate essay to submit for The second essay aligns well to the prompt and would be an appropriate essay to submit for The third essay aligns well to the prompt and would be an appropriate essay to submit for Three recommendation letters are included. A resume is included in a folder that appropriately highlights the student s academic career for A professional, well-formatted calendar is created to document due dates for each of the scholarships identified. The writing is exemplary with no errors in grammar or mechanics. 14

15 Peer Review for Essay Writer: Peer Reviewer: Essay Prompt: Scholarship Organization: Does the essay meet the prompt? Yes/No Notes Does the essay meet the goals of the scholarship organization? Does the essay convey a personal tone and voice? Does the essay maintain good organization, structure, and flow? Does the essay maintain correct writing grammar and mechanics? Is the essay unique and memorable? 15