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Career Planning Unit Plan (UBD Format)
Career Planning Unit Plan (UBD Format)
Essential Questions:
Resources/Materials:
Laptops
o create a resume
o apply for jobs, college, and vocational training
o conduct an interview appropriately
Resume example
Resume template
Video about ACT/SAT tests
Exit slips
College pamphlets
KWL chart about ACT/SAT tests
Graphic organizer about essential questions
Rubric for final project
Job application example
Career and Education Level worksheet
Compare and contrast maps
Blank vocational school application
Articles on vocational schools vs. college
Videos of interview etiquette
Stage 2 Evidence (Assessment)
Pre-assessment:
I will use informal pre-assessments by creating concept maps with the students. The first week on employment we will complete the
concept map on employment. The second week will start with the post-secondary education concept map and the third week we will start
with the concept map about vocational training. These concept maps will not be graded but students are expected to use them to track
their knowledge through out the lesson.
Types of pre-assessment strategies:
o I will use concept maps. The concept maps will be on the topics of: employment, post-secondary education, and vocational
training.
o I will start off by providing students with a few ideas of key vocabulary words that describe employment, post-secondary
education, and vocational training. I will then ask students to add a few more ideas to each one of their concept maps while
working in table groups. I will also tell the students that they are expected to add ideas to these concept maps to track their
knowledge through out the unit as we discuss the three topics more in depth. They will be able to use some of these ideas
Formative Assessment:
o Students will answer short response questions (via exit slip) about employment, post-secondary education, and vocational
trainings
o Students will conduct mock interviews and reflect on it afterward. Students will be grouped in pairs based on similar career
interests and conduct the interview specific for that field. They will be provided with example interview questions to ask.
o Think-pair-share about the interview etiquette video
o Compare and contrast maps
o Class discussions after presentations made be the teacher
Students will answer the short response questions after we have discussed more details about employment, post-secondary education and
vocational training. Students will be expected to go back to their concept maps about employment, post-secondary education and
vocational training and add things through out the unit that they have built more knowledge on.
Students will pair up with another student and conduct a mock-interview with materials provided to them & reflect on the interview
afterwards. I want students to have a turn being the interviewer and the interviewee, so they will switch with their partner after a set
amount of time.
Summative Assessment:
o Students will turn in their resume they have created in class
o Students will complete the career and education level chart according to their interests
o Students will create a poster plan of their future
Knowledge or skills targeted:
o If the students know what to include and how to organize their resume
o Students can answer the essential questions:
What options are there after high school?
How do I decide what I want to do?
What do I want to do after high school?
Why do I need a career plan?
What steps will I take to get there?
Performance assessment:
o Students will create a poster about the essential questions based on their own future plans as of right now with the
understanding that this isnt permanent and that they are likely to end up doing something else in the future as jobs change.
They will present these posters to the class and students will have the opportunity to ask questions about each others
posters. These posters and presentations will be graded based on a rubric.
Introduction
Pre-assess:
Concept
maps
on
employment,
post-secondary
ed.,
vocational
training
Class
discussion
over
concept
maps
Go
over
the
essential
questions
and
give
an
introduction
to
the
unit
Week 2
Post-secondary
ed.
Presentation
on
the
types
(2
year,
4
year)
and
degree
types
Requirements
for
the
types
of
schools
School
college
and
career
counselor
will
come
in
to
the
classroom
to
talk
with
students
about
what
their
office
can
help
students
with
Tuesday
Wednesday
Thursday
Friday
Resumes
Power
point
on
resume
format
Show
example
of
teachers
resume
Give
students
a
template
to
use
for
creating
their
own
resume
Discuss
references
and
how
to
ask
for
references
Work
time
for
resumes
to
be
turned
in
at
the
end
of
the
week
Tests
&
applications
ACT/SAT:
students
will
fill
out
a
KWL
about
ACT
and
SAT
tests
Video
on
ACT
and
SAT
tests
https://www.youtube.c
om/watch?v=UadrdPHT
O1o
College
application
process
(
I
will
show
an
example
and
go
over
it)
We
will
discuss
college
application
essays
and
common
topics
for
those
essays
Job
searching
Students
will
take
a
career
survey
Teacher
shows
students
how
to
look
for
jobs
online
and
in
the
newspaper
Students
practice
searching
for
jobs
on
the
laptops
Class
discussion
about
job
searching
and
what
they
found
difficult
and
what
they
liked
about
it
Applying
Show
students
how
to
fill
out
an
online
job
application
Students
practice
filling
out
an
application
provided
to
them
on
paper
Students
will
fill
out
an
exit
slip
regarding
employment.
Writing
about
three
things
they
took
away
from
the
unit
so
far
Interviews
Interview
etiquette
video
Think-pair-share
about
video
Mock-interview
with
practice
questions
Class
discussion
&
reflection
about
interviews
Check
that
students
are
adding
to
concept
maps
Majors
in
college
Students
will
have
the
opportunity
to
view
different
programs
offered
by
colleges
with
pamphlets
provided
by
the
teacher
and
college
and
career
office
Students
will
do
a
gallery
walk
with
these
pamphlets
and
make
notes
about
things
that
interest
them
Scholarships
Where
to
find
scholarships
Go
over
a
list
of
common
scholarships
Tell
students
about
scholarships
they
can
get
through
their
high
school/district
How
to
apply
for
scholarships
Check
that
students
are
adding
to
concept
maps
Week 3
Vocational
Options
Presentation
on
vocational
schools
Review
why
vocational
schools
are
different
than
college
Students
will
do
a
cloze
reading
exercise
with
articles
on
vocational
schools
and
colleges
Compare
and
contrast
map
as
a
class
about
the
articles
Wrapping
it
up
Quick
check
that
students
are
adding
to
concept
maps
Students
will
fill
out
the
Careers
Requiring
Education
worksheet,
which
includes
a
quick
write.
This
is
turned
in
for
points
(laptops
required)
We
will
review
the
essential
questions
and
students
will
receive
a
graphic
organizer
of
these
essential
questions
to
help
them
with
their
final
project.
They
will
have
work
time
to
get
started
Students
will
receive
the
rubric
for
the
final
project
to
start
planning
Workshop
day
Students
will
have
the
entire
class
period
to
work
on
their
final
poster
and
prepare
for
their
presentation
They
will
be
provided
with
materials
and
laptops
for
any
research
they
need
to
do
Presentations
Students
will
present
their
posters
to
the
class
They
will
turn
in
their
posters
along
with
their
rubric
for
a
grade
Target
Content
(20
points)
Visual
Representation
(10
points)
Presentation
(20
points)
Unit
Plan
Narrative
This
unit
is
intended
for
students
in
a
special
education
classroom.
The
focus
is
on
21st
century
skills
based
on
the
standards
from
the
Iowa
Core.
I
chose
to
focus
on
these
21st
century
skills
because
they
are
basic
skills
that
all
students
should
learn.
They
are
life
skills.
This
unit
is
intended
for
students
in
11th
grade
and
the
purpose
it
to
get
them
to
start
thinking
about
their
options
after
high
school
based
on
their
interests
and
individual
talents.
I
titled
the
unit
Career
Planning
because
there
are
three
topics
of
career
planning
I
want
my
students
to
become
familiar
with:
employment,
post-secondary
education
and
vocational
schools.
I
chose
to
cover
these
three
topics
because
they
are
likely
paths
that
my
students
will
take
after
they
graduate
high
school
and
I
want
them
to
become
knowledgeable
on
these
topics
so
they
can
begin
to
think
about
which
one
suits
them
personally.
In
this
unit
students
will
learn
that
each
path
comes
with
certain
steps
that
must
be
taken
and
that
getting
a
job,
and
getting
into
college
or
vocational
school
is
a
process.
Overall,
I
want
students
to
know
what
steps
they
would
need
to
take
personally
as
a
part
of
their
future.
Through
out
the
unit
I
want
students
to:
Demonstrate
initiative
and
self-direction
through
high
achievement
and
lifelong
learning
while
exploring
the
ways
individual
talents
and
skills
can
be
used
for
productive
outcomes
in
personal
and
professional
life
(Iowa
Core).
Students
will
do
this
by
exploring
the
different
options
available
to
them
after
high
school
by
using
their
preferences
and
individual
talents.
They
will
select
a
career
path
they
intend
to
take
and
learn
about
the
professional
steps
they
must
take
along
the
way.
The
skills
they
will
learn
in
this
unit
are
lifelong
skills
that
they
can
take
with
them
into
any
career
or
educational
pursuit.
The
specific
learning
objectives
I
have
for
this
unit
include
requiring
students
to
create
a
resume,
conduct
a
mock
interview,
and
be
able
to
fill
out
basic
job
and
school
(college
or
vocational)
applications.
By
requiring
students
to
complete
these,
students
will
learn
some
of
the
basic
steps
they
must
take
for
their
future.
This
unit
includes
a
variety
of
instructional
strategies.
I
chose
to
use
discussions,
think-pair-shares,
exit
slips,
KWL
charts,
concept
maps,
compare
and
contrast
maps
and
cloze
reading
exercises
to
actively
instruct
and
guide
my
students
learning.
All
of
these
instructional
techniques
are
in
addition
to
short
daily
presentations
coming
from
me,
the
teacher.
Most
days
of
the
unit
will
start
off
with
a
short
presentation,
no
more
than
20
minutes.
These
will
give
introductions
to
the
topic
of
that
day.
During
this
time
I
will
also
be
able
to
give
explicit
vocabulary
instruction
related
to
the
topic
of
the
day.
These
presentations
will
be
followed
by
the
class
activities,
some
of
which
are
used
as
formative
assessments.
There
are
several
assessments
that
I
use
in
this
unit.
The
students
will
complete
an
informal,
pre-assessment.
The
pre-
assessment
will
consist
of
three
concept
maps
on
the
unit
topics:
employment,
post-secondary
education,
and
vocational
training.
The
students
will
be
asked
to
complete
the
concept
map
with
things
they
already
know
and
they
will
be
expected
to
come
back
to
the
concept
maps
and
add
things
they
learn
through
out
the
unit.
The
formative
assessments
I
use
in
this
lesson
are
exit
slips,
mock-interviews,
think-pair
shares,
compare
and
contrast
maps,
class
discussions
and
any
other
activities
completed
in
class.
They
are
informal
and
are
used
to
guide
my
instruction.
Based
off
of
students
achievement
and
understanding
represented
in
these
formative
assessments,
I
will
be
able
to
alter
my
lesson
plans
and
figure
out
where
I
need
to
begin
class
the
following
day.
If
students
are
struggling
to
understand
certain
concepts/topics
I
will
allow
for
flexibility
in
my
schedule
and
take
the
time
to
make
sure
students
fully
understand
before
we
move
on
to
a
new
topic.
I
expect
that
there
will
be
certain
challenges
while
teaching
this
unit
and
I
will
adjust
as
needed.
For
the
summative
assessment,
students
will
be
expected
to
turn
in
their
resume
as
well
as
one
worksheet
completed
in
class.
Lastly,
students
will
create
a
poster
based
on
their
future
plans.
I
want
the
students
to
incorporate
their
own
answers
to
the
essential
questions
based
on
the
path
they
are
choosing
to
take
for
this
final
project.
They
will
present
their
plan
to
the
class
and
answer
any
questions
I
might
have
as
well
as
any
questions
their
fellow
students
have.
During
the
course
of
this
unit,
I
expect
that
there
will
be
several
challenges
that
my
students
and
I
face.
I
will
be
prepared
to
take
more
time
for
certain
topics
if
students
are
struggling.
My
unit
can
be
extended
a
few
days
to
allow
for
students
to
get
a
better
understanding
if
needed.
I
also
expect
that
students
might
need
brain
breaks.
Each
day
after
my
mini
lesson/presentation
at
the
beginning
of
the
class,
I
will
allow
students
a
few
minutes
to
take
a
break
and
gear
up
to
start
any
class
activities
or
assignments.
My
goal
is
to
have
all
students
actively
engaged
and
taking
breaks
is
a
necessary
step
to
get
them
to
be
engaged.
Lastly,
I
expect
that
some
students
may
need
extended
time
or
help
for
certain
assignments.
I
will
make
myself
available
for
students
to
come
in
for
help
if
they
need
it.
I
will
also
provide
students
with
extra
time
for
assignments,
after
discussion
with
me
and
a
new
determined
due
date.
I
will
provide
various
opportunities
for
differentiation.
Students
will
have
the
opportunity
to
select
their
own
topic
for
their
final
poster
based
on
their
own
interests.
I
also
will
differentiate
groups
or
pairs
during
discussion
based
on
similar
career
interests
and
similar
preferences.
The
lesson
is
intended
for
special
education
students
and
can
be
modified
for
any
gifted
or
ELL
students.
If
there
are
ELL
students,
I
will
help
them
by
reading
the
assignments
to
them
as
well
as
offering
them
more
time
and
helping
to
explain
their
final
project
to
the
class.
Gifted
students
will
be
able
to
discuss
various
final
project
presentation
mediums
that
incorporate
technology
and
allow
them
to
go
beyond
the
expected
assignments.
Scaffolding
will
be
addressed
through
my
use
of
modeling.
Anytime
students
are
expected
to
search
the
Internet
for
jobs
or
vocational
schools,
I
will
model
how
to
do
it
before
hand.
I
will
also
model
how
to
create
a
resume.
Students
will
receive
examples
of
resumes,
job
applications,
and
scholarship
applications,
and
they
will
watch
a
video
on
interview
etiquette
before
they
are
expected
to
do
it
themselves.
All
of
the
daily
lessons
follow
the
gradual
release
model,
incorporating
scaffolding
and
modeling
on
a
daily
basis.