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Portfolio College-Career Readiness Lesson Plans
Portfolio College-Career Readiness Lesson Plans
Portfolio College-Career Readiness Lesson Plans
Future
CAREER INTERESTS: YOU DONT SAY CAREER GAME
GRADES: 7-9
LESSON: 5
LEARNING GOALS :
Students will identify careers based on the tasks performed by people in those careers.
Students will describe how their interests relate to careers.
MATERIALS NEEDED:
You Dont Say Game Cards (final pages one set for each group of six students)
You Dont Say Game Rules (included in this lesson plan one copy for each team of
three students)
Timers or a clock with a second hand
CLASSROOM ACTIVITIES:
1. Introduce the You Dont Say career game. Divide your students into groups of six (or
more). Within each group, divide the students into two teams. Then distribute one copy of
the Game Rules to each team and review them together. You might want to ask one
group to play a sample round as a demonstration. (5-10 minutes)
2. Play You Dont Say. Distribute the Game Cards to each group and let the fun begin!
See how students do at guessing the various careers. If there are careers they have
difficulty guessing or have never heard of before you might want to start a list for
future career exploration. Remind students how they can learn more about careers. For
instance, they can search for career information at Career Ship at:
www.mappingyourfuture.org/planyourcareer/careership/. (15-20 minutes)
3. Discuss career interests. Ask students if they learned anything new about a career while
playing the game. What did they learn? How can they learn more? Remind them that they
can check the federal Bureau of Labor Statistics What Do You Like web site at
www.bls.gov/k12 for more information. (5-10 minutes)
STUDENT PRODUCTS:
You Dont Say Career Game. Each student should have a chance to play.
ADDITIONAL RESOURCES:
The following resources are helpful for middle school and early high school students to share with
their families, to learn more about postsecondary and career options.
ELECTRICIAN
PHOTOJOURNALIST
Current
Wiring
Transmitter
Picture
Camera
Story
BARBER
SUBSTANCE ABUSE
COUNSELOR
MEDICAL
TRANSCRIPTIONIST
Drugs
Alcohol
Group
Reports
Records
Types
HOTEL MANAGER
PLUMBER
BUILDING INSPECTOR
Motel
Rooms
Lodging
Pipes
Water
Sink
Job sites
Examines
Construction
DENTAL ASSISTANT
MUSICIAN
DANCE INSTRUCTOR
Teeth
X-Ray
Instruments
Instrument
Professional
Band
Flexibility
Steps
Music
METEOROLOGIST
TATTOO ARTIST
X-RAY TECHNICIAN
Weather
TV
News
Body
Needle
Ink
Film
Pictures
Body
COACH
BRICKLAYER
COMPUTER PROGRAMMER
Athletics
Sports
Team
Masonry
Mortar
Fireplace
Program
Software
Function
A teacher/leader of a specific
team sport or individual athlete.
Hair
Cut
Clippers
Cuts and styles peoples hair.
EMERGENCY MEDICAL
TECHNICIAN
Ambulance
Patients
Paramedics
FLORIST
CARPET INSTALLER
PROBATION OFFICER
Flowers
Bouquet
Arrangement
Tack
Wall-to-wall
Carpet
Arrest
Offenders
Jail
APARTMENT MANAGER
JEWELER
Rent
Deposit
Lease
Badge
Animals
License
Stones
Ring
Necklace
FUNERAL DIRECTOR
ATHLETIC TRAINER
CHEF
Mortician
Death
Enbalming
Workout
Equipment
Sweat
Kitchen
Stove
Baking
LOAN OFFICER
CONTRACTOR
Bank
Finance
Credit
Planes
Tower
Runway
Building
Blue prints
Boss
GRAPHIC ARTIST
PARALEGAL
BOOKKEEPER
Media
Design
Freelance
Lawyer
Documents
Research
Money
Paycheck
Bills
CHILDCARE WORKER
MAIL CARRIER
AUTOMOBILE MECHANIC
Toddler
Naps
Stories
Post Office
Mail
Envelopes
Tools
Cars
Instruments
ADMINISTRATIVE
ASSISTANT
WELDER
POLICE OFFICER
Torch
Pipes
Metal
Gun
Badge
Criminal
DRAFTER
CABINETMAKER
COSMETOLOGIST
Computer-Aided Design
Drawing
Blueprints
Wood
Shelving
Carpenter
Hair
Perm
Manicure
SET DESIGNER
PHOTOGRAPHER
BANK TELLER
TV
Movie
Stage
Camera
Film
Lens
Money
Transfer
Deposit
INTERIOR DESIGNER
FOREST RANGER
Plans
Upholstery
Color
Wildlife
Trees
Parks
Housing
Sales
Closing
VETERINARY TECHNICIAN
FIRE FIGHTER
SPEECH PATHOLOGIST
Animals
Medicine
Assists
Siren
Emergency
Truck
Language
Sounds
Mouth
TEACHER
POLITICIAN
BARISTA
Student
Election
Coffee
Grades
Vote
Latte
Classes
Term
Steam
Type
File
Paperwork
A person responsible for
maintaining office duties for
businesses.
NYC: A3a. Gather information to assist in completing project work. A5a. Work with mothers to
complete a task.
CT: Language Arts 2. Producing Texts Students will produce written, oral, and visual tests
to express, develop, and substantiate ideas and experiences. Technology Education 3. Career
Awareness Students will become aware of the world of work and its function in society,
diversity, expectations, trends, and requirements.
NJ: Cross-Content Workplace Readiness 1 All students will develop career planning and
workplace readiness skills. 2 All students will use technology, information, and other tools. 3
All students will use critical thinking, decision-making, and problem- solving skills. Language
and Arts Literacy 3.2 All students will listen actively in a variety of situation to information
3. Review the keywords for this lesson. Be sure that all students understand the difference
between the terms employer and employee and between skill and attitude.
4. Distribute the accompanying handout, which includes interview questions. Be sure that
everyone understands what they are to accomplish. You may want to take a few minutes
to practice proper interviewing skills.
Class Session 2:
1. Ask students if they enjoyed conducting the interviews. What did they like or not like?
Encourage responses.
2. Ask for volunteers to give the results to the questions, What is the most important skill you
look for in a potential employee? and What is the most important attitude you look for
in a potential employee?
3. As students respond, list the results on the board or flip chart. Try to get all of the responses
into one or two-word descriptions. If students have the same responses, make a
duplication mark by the item on the list.
4. After all the survey responses have been provided, have the class work as a team to determine
the number of responses for each skill and attitude.
5. Transfer the results of the survey into a bar graph moving from most responses to least
responses. The finished bar graph could look like the following. (Or, you may want to do
one graph for skills and one graph for attitudes.)
Most Important Skills or Attitudes Looked For in A Potential Employee
Honest
Skill/Knowledge of
the Job
6. Have the students take one to two minutes to look and study the completed list.
7. Lead a discussion on these top ten items by asking questions such as
Do you agree with the Top Ten List? Why or why not?
Why do you think these skills and attitudes are important to employers?
Did any employers indicate which they think is more important: skills or attitudes?
Explain.
Were you surprised that many employers listed many of the same skills and attitudes?
Explain.
8. Ask students to also share the results of the question, What is the one thing that would
disqualify a potential employee? As students answer, make a list of the responses.
9. Bring closure to the discussion by asking students to compare this list to the most important
skills and attitudes list. Ask students if they see any similarities or differences between
the two lists.
Related Links:Career Siteshttp://www.coe.iup.edu/ce636/ssites.htm#SecondaryThis site is
full of great information on career decisions for ages middle school and up. What I want to
be.....http://www.nashvilleschooltocareer.com/elemplan.htmlLearn about many careers in
entertaining ways and games.
Procedures:
Assessment Criteria:
1. Did the students feel comfortable interviewing employers?
2. Did the students complete the questionnaires in a satisfactory manner?
3. Could the students make workplace skills generalizations from the data collected?
Recommended Lesson Plan Review Date: Review Comments:Check Web sites
Student Names
Name and Title of Employer
Interviewed
What is the name of your
business?
What does your business
do?
How many employees do
you have?
What is the most important
skill you look for in a
potential employee?
Your team needs to make recommendations on which students will be chosen to participate as
volunteers in a local food bank effort.
1. Read through the applications and recommendations.
2. Check the rating you think best fits each candidate.
Example
Cody
Sharon
Bruce
Janet
Qualities
Skills
Behaviors
Excellent
Average
Excellent
Final Team
Rating
1
done an excellent job of working with the younger children in our church nursery although he
doesnt always get along with his peers. His enthusiasm for his own ideas sometimes means
that he ignores what the other nursery teachers think might work.
Cody
Personal Statement: I would really like to have this volunteer job because I like to work with
people and animals. I have lots of friends. My best qualities are that I am a good listener and
very caring. My math is pretty good as a student but I do not like to write. My job has been
walking my neighbors dog every day after school. I am always on time and make sure that we
walk the full 30 minutes even when the weather is bad.
Neighbors Recommendation: I would like to recommend Cody for the position of volunteer at
the SeaFair Food Bank. Cody walks my dog every day after school and he does an excellent job.
He is always on time, even early some days and always makes sure that he walks Rex a full 30
minutes. I really appreciate his honesty. I overpaid him one month and he made sure that I
knew that and that it could come off of the following month.
Sharon
Personal Statement: I would like to have the position of volunteer at the food bank because I
am very organized and I like to help people. My teachers all say Im pretty organized so I think
that might be important. I have never volunteered before or had even a part-time job but Im a
hard worker and am willing to try new things.
Teacher Recommendation: If you are looking for a hard working volunteer, you could not go
wrong with hiring Sharon for these volunteer positions. She has excellent attendance in school
with no tardiness. She always goes the extra mile with helping other students in class making
sure others are including in the discussion. I know that she does not have volunteer or work
experience but if the willingness to stick with a task is needed, she is your person.
helps to create a conversation with early high school students about how important attendance, failures,
GPA, and overall credit accumulation effects their lives in the future.
Note: The case studies are taken from the transcripts of actual high school freshmen so that there are no
easy answers or quick determinations sometimes for who is off or on-track.
CORE ACTIVITY
Introduction
Write the words, NOW and IN THE FUTURE on the board. Enlist students in discussing the things they
do now that influence their future. For example, if they exercise, write exercise in the first column and
healthier in the second column. Share with students that the object of this workshop is to help them look
at specific school behaviors and the impact it has on their education, work, and careers in the future.
Activity
1. Group students in small discussion groups. Ask them to imagine themselves as teachers who are
reviewing student transcripts to decide which students are on-track for high school graduation
and which students are off-track for high school graduation. The group will all review information
about attendance and grades for a group of students. After analyzing the student files, each group
will be make recommendations about what students need to do to get on track and what the
school can do to help the students.
2. Hand out the worksheets and go over the descriptors for students who are off-track. Explain to
students that these are research-based indicators drawn from recent studies of thousands of high
school students. The statistics are predictive but not absolutes.
3. Give the groups time to read the case studies and check the descriptors for each of the students.
Make sure that they are discussing what the student can/should do to improve their situation if
needed and what resources the school might be able to provide to help the student succeed.
Depending on time, you can either have students figure out the GPAs from the chart or give them
the student GPAs.
4. Have each group report out their findings. Use the recommendations on what students can do as
an extension of the NOW part of the list.
5. Ask the entire class to review the expanded part of the NOW list and move this across to IN THE
FUTURE. Help students as part of the discussion to make the link that the future begins now and
that they have the power to make a difference in their own life.
Closing
Give students time to reflect and write on their own descriptors. Would they be described as being on or offtrack for high school graduation? What will they need to change to make a difference in their own life?
GPA Calculator
The Grade Point Average is determined by adding up the grades given for all courses and
dividing that number by the number of classes taken. P or Pass graded classes do not count
as one of the graded classes.
A = 4.o
A- = 3.7
B+ = 3.3
B = 3.0
B- = 2.7
C+ = 2.3
C = 2.0
C- = 1.7
D+ = 1.3
D = 1.0
F=0
Attendance
Behavior
GPA
Number of
Fs
Credit
Towards
Graduation
On-Track for
Graduation
Yes/No/Maybe
Olga
David
Tanisha
Emily
Jake
Maria
Jose
Amari
Martha
A. What do the students need to do to change the predictions for high school graduation and change
their lives?
B. What resources does the school have that might help students get on-track?
Olga
Descriptor
Single Period
Tardies
Total Absences
Biology Grade
Human Geography
Grade
Rec. Activities Grade
9
A
A-
4
A
A-
A
A
A
B
0
A
A
A
A
0
7
A
CB+
D
D
D
7
AC
BF
F
F
Spanish 1 Grade
Geometry Grade
English Grade
Discipline Infractions
David
Descriptor
Single Period
Tardies
Total Absences
World History
Biology
PE
Algebra 1
English
French
Discipline Infractions
1 disruptive in class
Tanisha
Descriptor
Single Period
Tardies
Absences
Biology
World History
English
Algebra 1
Spanish
Avid/Leadership
Discipline Infractions
10
C+
A
C
C
F
A
0
0
B+
A
C
C
No grade
B
0
Emily
Descriptor
Single Period
Tardies
Absences
Algebra 1
Choir
English
Eng support
World History
Biology
Discipline Infractions
Jake
Descriptor
Single Period
Tardies
Absences
Biology
Geometry
French
Guitar
World History
English
Discipline Infractions
4
A
C+
D+
AF
C
0
2
ACCAAB0
12
A
C
C+
BC
B
0
11
A
CC
C+
F
A
0
Maria
Descriptor
Single Period
Tardies
Absences
World History
Biology
Algebra 1
Art/fitness
English
Spanish for Native S
Discipline Infractions
Sparking the
Future
KNOWING YOURSELF: SIX STEPS TO SUCCESS
GRADES: 7-9
LESSON: 4
LEARNING GOALS :
Students will identify careers based on the tasks performed by people in those careers.
Students will describe how their interests relate to careers.
MATERIALS NEEDED:
Six Steps to Success Handout (included in this lesson plan one for each student)
Writing Exercise on Character Traits (final page of lesson plan)
CLASSROOM ACTIVITIES:
2. Introduce the six success traits. Write these words on the board: Commitment,
Confidence, Courage, Creativity, Determination, and Integrity. What do they mean? Why
are they important? Help students define and discuss why they are important traits to
exhibit at school and why they might be important traits on the job. Do students value
these traits in themselves? Why or why not? Ask students to name historical figures to
illustrate each trait. (5-10 minutes)
4. Explore the six success traits. Distribute the Six Steps to Success Handout and ask
students to work in small groups to complete it. Assign each group one of the traits for the
final two questions on the handout. Let them discuss their answers in their small groups. If
you have time, bring the discussion back to your full group. (15-20 minutes)
5. Begin the writing exercise. The Writing Exercise on Character Traits helps students
explore their values and the character traits necessary to succeed in the world. Use your
remaining time during this lesson to assign the writing exercise or partner with a
Language Arts teacher to extend this lesson in a Language Arts class. (5 minutes)
STUDENT PRODUCTS:
ADDITIONAL RESOURCES:
Many of the six success traits can be developed by serving others. Help students learn more
about the value of volunteer service through Learn and Serve America (www.learnandserve.gov).
Help them use the library or Internet to research the valuable character traits listed over 200
years ago by Ben Franklin.
Six Steps to
Success
WHAT ARE THE SIX SUCCESS TRAITS?
LEARN HOW TO SUCCEED AT SCHOOL & WORK!
Name _____________________________
Following your group discussion, please write a definition for each of the six success traits.
Commitment
Confidence
Courage
Creativity
Determination
Integrity
Circle the trait above that your advisor has asked your group to report on. Please answer the
following questions based on this character trait.
Explain why this trait is important to have as a student. How does it help you at school?
Character Traits
WRITING EXERCISE
DESCRIBE YOUR PATH TO SUCCESS
Name _____________________________
Use the space provided below to write down your thoughts on ONE of the following writing prompts.
Use the back of this sheet or a computer to write your final response.
Write four words that describe something good about you. Explain how one of those words
relates to the six success character traits and how that character trait applies to you.
Describe how you have exhibited this character trait.
Do you have a hero? Who is that person and what character traits make you look up to him
or her? Describe how this person has modeled at least one of the six character traits
discussed during this lesson.
References
Career Ready Lesson Plans. (n.d.). Retrieved December 1, 2015, from
http://www.k12.wa.us/secondaryeducation/careercollegereadiness/CareerReady.aspx