Strand #13.1: Career Awareness and Preparation Page 4
CEW Standard #13.1.3B: Identify current personal interests.
PA Career Education & Work Standards
Lesson Planning Guide
Personal Interests and Careers
Strand #13.1: Career Awareness and Preparation
CEW Standard #13.1.3B: Identify current personal interests.
Approximate Time: Two 45-minute periods.
Prerequisite Skills
Reading, Writing, Speaking and Listening*
1.4.3 Types of Writing
B. Write informational pieces using illustrations when relevant.
1.5.3 Quality of Writing
B. Write using well-developed content appropriate for the topic.
C. Write with controlled and/or subtle organization.
F. Edit writing using the conventions of language.
1.6.3 Speaking and Listening
C. Speak using skills appropriate to formal speech situations.
1.8.3 Research
B. Locate information using appropriate sources and strategies.
C. Organize and present the main ideas from research.
Mathematics*
None
Science and Technology*
None
Career Education and Work*
None
Performance Standards
Performance Standard
/ Suggested Evaluation Method1. Using a graphic organizer, identify your current personal interests and research careers compatible to those interests according to the rubrics with 80% accuracy. / Product evaluation: written/oral rubrics
Suggested Projects
None
Multiple Intelligence Types
Verbal/Linguistic
Intrapersonal
Resources
1. Graphic Organizer - Personal Interests
See attached
2. Website - Career Plan
http://www.myplan.com/assess/interests.php
3. Textbook - Cool Careers for Girls
ISBN# 0-439-18018-X; Pasternak, Ceel; Thornburh, Linda; Scholastic Inc., New York
4. Textbook - Career Match: Connecting Who You Are with What You’ll Love to Do
ISBN: 0-8144-7364-4; Zicky, Shoya; Bidou, Ann; American Management Association, New York
5. Rubric - “Rubric for Research Report Writing”
See attached
6. Rubric - “Evaluating Student Presentations”
See attached
Equipment/Materials/Software
1. Computer with internet access
Any supplier
Suggested Learning Sequence
Strategy / Outline / Resources/EquipmentPerformance Standard 1
Introduction / Model a completed graphic organizer for the students consisting of the teacher’s personal interests.
Have students complete the graphic organizer to identify two areas of personal interest.
A. Graphic Organizer – ungraded.
Review the topic of “research” and demonstrate how to utilize the three resources. Explain to the class that the assignment is to research careers that are related to two of their personal interests. / Resource #1
Resource #2
Resource #3
Resource #4
Performance Standard 2
Activity/ Demonstration / Have students research their personal careers via the internet and books. Have them utilize the teacher selected websites and books to research careers in their personal interest area.
Have students write a short report about how their personal interests are related to the careers researched. Review the rubric with the students so they know the attributes on which they will be evaluated.
Evaluate the report with the rubric.
Related Academic Skills: 1.4.3B; 1.5.3B, C, F; 1.8.3B, C
Related SCAN/Soft Skills: Information A, D; Technology A / Resource #1
Resource #2
Resource #3
Resource #4
Resource #5
Resource #6
Presentation/ Discussion/ Evaluation / Have students present their researched topic to the class. Student stands in front of the class and speaks loudly and clearly enough to be understood by peers. Review the rubric with the students so they know the attributes on which they will be evaluated.
Evaluate the presentation with the rubric.
Related Academic Skills: 1.6.3C / Resource #6
Related SCANS/Soft Skills
Resources
None
Interpersonal
None
Information
A. Acquires and Evaluates Information
D. Uses Computer to Process Information
Systems
None
Technology
A. Selects Technology
Thinking Skills
None
Personal Qualities
None
Related Worksite/Work Based Activities
None
Additional Resources
None
______
This planning guide was written by Amy Hess-Sprenkle, Learning Support Teacher, Line Mountain/Trevorton Elementary, Trevorton, PA.
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Strand #13.1: Career Awareness and Preparation Page 4
CEW Standard #13.1.3B: Identify current personal interests.
Name: ______Date: ______
Personal Interests
Interests / Related Careers1. / 1.
2.
2. / 1.
2.
V0906
Resource #6
Subject/Topic: ______Comprehensive Score: ______
Effectiveness Score: ______
Rubric for Research Report Writing
Level 3 / Level 2 / Level 1Comprehension of Subject / Writing indicates an excellent understanding of the topic. Reflects a range of resources. / Writing indicates a satisfactory understanding of the topic; Reflects the use of one or more resources. / Writing indicates a limited understanding of the topic; Contains factual errors and may be missing information.
Writing Effectiveness
Idea Development / Develops relevant ideas clearly and fully. Information focuses on the topic. Details, examples, anecdotes, or personal experiences explain and clarify the information. / Develops ideas satisfactorily with adequate details, examples, anecdotes, or experiences. / Develops ideas incompletely with few/no supporting details. Some information may be unrelated to the topic. Information may be copied from a book without attribution.Organization / Organizes information logically in paragraphs. Includes an effective introduction and ending that engage the reader. / Organizes information in an acceptable order that is easy to understand. Paragraphs may be used inconsistently. / Presents ideas with little or no organization.
Language Usage / Uses lively and descriptive language. Details, anecdotes and examples explain and clarify information. Varies sentence structure. / Uses some descriptive language. Demonstrates some sense of sentence variety. / Uses limited vocabulary. Uses repetitive, simple sentences.
Mechanics / Writing shows few errors in basic language conventions. / Limited errors in basic language conventions do not interfere with meaning. / Shows many errors in conventions, but still conveys some meaning.
A zero paper has many factual errors, or is so unclear that the reader cannot understand what is written.
Evaluating Student PresentationsDeveloped by Information Technology Evaluation Services, NC Department of Public Instruction
1 / 2 / 3 / 4 / Total
Organization / Audience cannot understand presentation because there is no sequence of information. / Audience has difficulty following presentation because student jumps around. / Student presents information in logical sequence which audience can follow. / Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge* / Student does not have grasp of information; student cannot answer questions about subject. / Student is uncomfortable with information and is able to answer only rudimentary questions. / Student is at ease with expected answers to all questions, but fails to elaborate. / Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Eye Contact / Student reads all of report with no eye contact. / Student occasionally uses eye contact, but still reads most of report. / Student maintains eye contact most of the time but frequently returns to notes. / Student maintains eye contact with audience, seldom returning to notes.
Elocution / Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. / Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. / Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. / Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
* This category gets double the points, i.e. 2, 4, 6, 8.
Total Points: ______