Learning About Myself

Self-knowledge Learning About Myself

Career & College Readiness Lesson Plans

Learning about Myself

Self-knowledge

Grade Level 5

Overview

Students will fill out “Career Interest Inventory-Pictorial Version”. Students will be placed in six different groups based on their choices. The groups will be divided into Holland Code categories which are 1) Artistic: The Creator, 2) Conventional: The Organizer,
3) Enterprising: The Initiator, 4) Investigative: The Thinker, 5) Realistic: The Doer,
6) Social: The Helper.

Students will then create a poster together that shows activities they enjoy doing when they are not at school that corresponds with their group name.

Learning Outcomes

At the end of this lesson, students will be able to:

·  Orally and in writing describe the connection between personal interests and an occupation.

·  Orally negotiate group roles and responsibilities.

·  Work in small groups to create a poster based on common interests.

Language Objectives

At the end of this lesson, students will be able to:

·  Orally describe the relationship between their pictorial and their group’s interests.

Standards Alignment

·  California Common Core State Standards: College & Career Readiness
Anchor Standards:

o  W. 5.2, 5.4; SL. 5.1, 5.2, 5.6;

RI. 5.4, 5.7; L. 5.1, 5.2, 5.3, 5.4, 5.6

·  California Career Technical Education Anchor Standards:

o  2, 7

·  California Standards for Career Ready Practice:

o  1, 2

·  National Career Development Guidelines:

o  PS1, PS2; ED2; CM2, CM3

·  International Society for Technology in Education Standards:

o  2, 4

·  English Language Development Standards:

o  Part I: 1, 2, 6-12

o  Part II: 1-3 and 4-7

Materials

1.  Computer with Internet access and projection capability for instructor

2.  Projector and screen

3.  Instructor resource: Career Interest Inventory - Pictorial electronic version to project on screen

4.  Handout:

·  Career Interest Inventory-Pictorial Version worksheet
(pp. 6-7; give one to each student)

5.  Six large pieces of chart paper, one for each group

6.  Markers

7.  Rulers

Academic Vocabulary

·  Artistic: Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.

·  Conventional: Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

·  Enterprising: Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.

·  Investigative: Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.

·  Realistic: Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.

·  Social: Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.

Activity

Students will take a short survey “Career Interest Inventory-Pictorial Version”. After deciding which area they chose the most activities in, place students into groups. The six groups will complete posters showing their career interest category to share with the class.

Lesson Procedures

1.  Begin the class by posing the question, “Why is it important to consider what a person likes to do when deciding upon a career?” Model academic English and provide a sample response by saying, “It is important for an individual to consider what she/he likes doing in her/his free time when thinking about a future career because this will assist her/him in finding a career that makes him/her happy”. Then post the sentence frame, “I believe when planning for a career, it is important for a person to think about what s/he likes to do, or is good at because ”. Ask students to use this frame when doing a 5-minute individual quick write. After the quick write, ask students to turn to their partner and share their response orally.

2.  Then explain that they will explore personal interests and abilities today in an attempt to discover how these relate to individual jobs. Discuss the six Holland Code categories (Artistic, Conventional, Enterprising, Investigative, Realistic, and Social) that jobs can be categorized into by reading the Holland Code descriptions while viewing the Pictorial Inventory as a projected image so students have a visual representation to go along with the verbal input.

3.  Use the “Career Interest Inventory-Pictorial” worksheet to self-evaluate and model how to complete the activity by doing a think aloud, “I enjoy working with people, I am friendly, I like to read” as you mark the boxes in these categories. Then show your students how to add up all the marks in each category and count the total.

4.  Have students complete the worksheet and when it is completed, have students count their totals to determine which set of pictures they liked the most.

5.  Have students get up and make six groups based on the set of Holland Code pictures they liked the most. Each group must decide who will be the:

·  Recorder who draws the pictorial

·  Reporter who reports out on pictorial to whole group

·  Summarizer who restates the steps the group took to get to their finished product after group is done working, and before reporter is ready to share out

·  Facilitator who assists with keeping the group working and productive

Depending on the number of students in the group, more than one student can participate in a group role. Tell students that to demonstrate they all had a part in this group project, they each need to use a different color and contribute to some part of the poster, be it the title, part of the drawing, etc. At the end they will sign the poster with the color of their marker.

6.  Have a group member get chart paper, ruler, and markers for each group.

7.  Have students work in groups to complete their posters. Remind them of group roles and responsibilities. Instruct them they should rehearse what the reporter is going to say before presenting to the whole group. Circulate to monitor and provide support.

8.  Have groups present their posters making sure every student in the group has some role in the presentation. Incorporate sentence frames as needed. “The poster we created illustrates category . The reason we are all in this category is because we like to ”. “Our visual depicts the category, which we relate to because many of us enjoy ”. After presentations are over, have students share out with the class what they learned about themselves and their classmates by doing this activity.

Estimated Time

One class session

Evaluation

·  Student will demonstrate their understanding of the six different Holland Code categories by completing a poster and presenting with their group.

Adaptations

·  For non-sighted students, tape-record portions of Career Interest Inventory – Pictorial Version so students can listen (with earphones) to an oral presentation.

·  Do not use phrases that require visual acuity students may not possess. For example, phrases such as “over there” and “like that one” would be inappropriate.

·  Partner the student with other students who can assist or help.

Attribution

This lesson is adapted from Career Interest Inventory by Shasta Twenty-First Century Career Connections and is used with permission. For an electronic copy of the pictorial inventory worksheet, go to http://www.shastacareerconnections.net/index.php/downloads-sp-283578082/category/2-inventory?download=36:career-interest-inventory-pictorial.

California Career Resource Network, California Department of Education 5 of 8

Self-knowledge Learning About Myself

Career Interest Inventory Pictorial Version © by Shasta Twenty-first Century Career Connections.

California Career Resource Network, California Department of Education