5E Lesson Plan Template

Your name or Chasity Dickerson

Cooperating dickersoncb@marshallk12.org
teacher 256-506-3803
name (if
needed)

Date(s) April 24-25, 2023

taught

Subject Transition I
Grade level 9th Grade

Materials G2 Board
Student chromebooks (already assigned to students)
Large screen laptop (assigned to visually impaired student)
Read & Write App (already installed on all devices)
Headphones (for listening to video/audio)
Career Sources Information Sheet Career Sources Information Sheet
Scratch paper (half sheets of blank paper)
Sticky Notes
Descriptive word list Personality Descriptive Word List
www.Canva.com
Digital Career Board Assessment Digital Career Board Assessment
TS.OC9.3.A Identify at least five sources of job descriptions (e.g., career
Standards
(State and guidance programs, O*NET online, Department of Labor and other online
ISTE resources, OneStop Career Center, and ASVAB Website).
Standards for
Students) ISTE 3C: curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.
Objectives 1. Students will be able to identify five online sources of job descriptions
and job related information.
2. Students will use online job related information sources to take career
related assessments, and record the results on an information sheet.
3. Students will use online job description sources to gather information
related to their top career choices, and record relevant information on
an information sheet.

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 4. Students will create a digital career board using Canva to showcase
information gathered from digital sources that relates to their top future
career/job choice.

Differentiation All students in this transition class are special education students. Out of the 6
Strategies students, 4 have specific learning disabilities and 2 have Autism. This lesson
was designed specifically for this group with accommodations already built in
so that little differentiation is needed. A special education instructional aide is
also in class to help with providing one-on-one assistance, restating or
clarifying instructions, and providing feedback to students.
● Small group instruction.
● All students have Read & Write for Google Chrome already installed on
their chromebooks. This program will read digital texts to students and
allows for dictation options. . They are well versed with this app and
use this regularly for reading texts and dictating information.
● Videos will be used for career/job descriptions for those who are visual
and/or auditory learners, and those who are struggling readers.
● One student with a visual impairment will use a large screen laptop.
● Graphic organizer on which to record gathered information Career
Sources Information Sheet
● Both spoken and written directions; one-on-one directions provided to
certain students per IEP.
● Each section will be chunked with a formative assessment between
each section.
● Each assessment will be followed by a 5 minute break that will allow for
movement and stretching for those with difficulty sitting for periods of
time.
● Additional time allowed in accordance with IEPs.

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The 5 Es

E Description

Engagement Background: All students have participated in a career prep class this year
where they have discussed options relating to their futures.
Discuss with students: The teacher will review the standards for the lesson
with the students. The teacher will provide students with the link to an
information sheet on which to record information gathered during the lesson
activities. Career Sources Information Sheet
Introductory question for students: “If you were finished with school today
and had to get a job, with no need to worry about training or education
requirements, what job would you want? Enter your top three choices here
https://www.menti.com/alxgafa9yj91”
Class Discussion: Class will view the word cloud generated by the student job
choices. The class will discuss what they notice. Examples: how many times
was the same or similar career selected, what is a career that they didn’t expect
to see listed, etc. The class will also discuss why they chose what they chose,
whether or not they think they would be ready for the careers they chose, and
what they think they will need to do to get ready for those careers.

Engagement Thumbs up (YES) / Thumbs down (NO):

Assessment
You submitted three choices to the word cloud: YES or NO
You participate in any aspect of the class discussion: YES or NO
You are interest in where this lesson is going: YES or NO

The teacher will review objectives with students to remind them of what they
Exploration
are working toward, and what their focus should be for this section.
Objective #2: Students will use online job related information sources to
take career related assessments, and record the results on an information
sheet.
Self-image Activity
● Students will come up with one word to describe each person in their
class. These words (no names) will be recorded on sticky notes. A list of
descriptive words will be listed on the G2 board for students who have
trouble coming up with their own. Personality Descriptive Word List
● Descriptions must be positive only. Absolutely no put-downs.
● Put all the pieces of paper on a table.
● Each student will look through them and find three descriptions that they
think fit them best.
● Each student reads out the descriptions they chose, explains why they
chose them, and why that description might be important for their top
career choice.

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E Description
● The teacher will discuss with the class, in detail, how self-image,
personal interests, and individual skills all factor into choosing career
options, and making careers successful. The teacher will allow time for
student feedback and input.

Skills/Interest Inventories:
Following the Self Image Activity, students will complete inventories to see how
their interests and skills line-up with career choices. They will complete the
following and record their results/choices in Section 1 of the Career Sources
Information Sheet.
1. Complete the Interest Profiler at
https://www.mynextmove.org/explore/ip
2. Take the Skills Matcher at
https://www.careeronestop.org/Toolkit/Skills/skills-matcher.aspx
3. After reviewing these results, what are your top three career options
now?

Exploration Quick Write Questions:

Assessment
1. Based on the results you received from the Interest Profiler and the
Skills Matcher assessments, would you change any of the choices that
you used for the word cloud?
2. What choice(s) would you change and why?
3. Based on these results are there any career options that you are now
considering that you didn’t consider before?
Questions will be displayed on the G2 boards, as well as, read aloud by the
teacher. Students will write answers on scratch paper (handed out by teacher).
The teacher and the instructional assistant will help with dictation for any
student who needs assistance.
Now the career specific research begins. The teacher will review objectives with
Explanation
students to remind them of what they are working toward, and what their focus
should be for this section.
Objective #1: Students will be able to identify five online sources of job
descriptions and job related information.
Objective # 3 Students will use online job description sources to gather
information related to their top career choices, and record relevant
information on an information sheet.
1. The teacher will pull up each of the websites listed below, starting with
the job description videos, and introduce the students to the important
features of the website. This will help the students better navigate the
websites when they work independently.
2. Job Description Videos
https://www.careeronestop.org/Videos/CareerVideos/career-videos.aspx
3. The students will identify the information required in Section 2 of the

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E Description
information sheet provided. Career Sources Information Sheet
4. The teacher will instruct students to start with their first career choice
and work in Section 2 of the information sheet provided. Career Sources
Information Sheet
5. As students work on this first career option, the teacher and instructional
assistant will walk around the room providing assistance and feedback
to make sure all students are able to correctly identify information for
their first career choice. This will continue for each of top three
career/job choices.
6. This process will be repeated with the other websites listed below and
follow along with Section 2 of the Career Sources Information Sheet

Career Profiles https://www.careeronestop.org/ExploreCareers/Learn/career-

profiles.aspx
Fastest Growing Jobs https://www.bls.gov/ooh/fastest-growing.htm
Most New Jobs https://www.bls.gov/ooh/most-new-jobs.htm

Explanation Quick Write Questions:

Assessment
1. Did this information make you reconsider your career choices?
2. Did this make you interested in any new careers? Why?
3. Did this make you remove any of your career choices? Why?
Questions will be displayed on the G2 boards, as well as, read aloud by the
teacher. Students will write answers on scratch paper (handed out by teacher).

Elaboration Back to the introductory question: “If you were finished with school today
and had to get a job, with no need to worry about training or education
requirements, what job would you want?” Record you choice in Section 3 of
Career Sources Information Sheet Career Sources Information Sheet
Discuss with students: When trying to gain information about any new topic,
research is important. Students should carefully research career options to help
them in making a career choice. This is important to have when deciding what
courses to take, as well as, making a decision at the end of 9th about whether
or not to attend technical school next year, or maybe even beginning dual
enrollment courses. Also, a specific career could sound great, but then you may
realize it’s not what you expected after looking into the details. The more
information students have, the more confident they’ll feel about making a
decision.
The teacher will review objectives with students to remind them of what they
are working toward, and what their focus should be for this section.
Objective #1: Students will be able to identify five online sources of job
descriptions and job related information.
Objective #2: Students will use online job related information sources to
take career related assessments, and record the results on an information

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 E Description

sheet.
Objective # 3 Students will use online job description sources to gather
information related to their top career choices, and record relevant
information on an information sheet.
Objective #4: Students will create a digital career board using Canva to
showcase information gathered from digital sources that relates to their
top future career/job choice.

Student Activity:
Students will now gather information about their top career choice. They must
use at least 5 career related websites to research this information. Record the
information in the Section 3 of the information sheet.
Career board must include:
a. Description: include information about what you would be doing
at this job, what would the work hours potentially be, what are
the working conditions
b. Education/Training: what the school and/or training options, what
would you need to get started in this career, what are some
options for continuing training or education
c. Salary: starting, average, and top salary
d. Job Outlook:
e. Fun Fact: anything that you think is fun, interesting, or unique
f. Related Jobs: what are some similar jobs or jobs that might work
in conjunction with this job
g. I chose this career because…
h. Skills and interests I have that go well with this career are…
i. Sources: you must have at least 5

Students will use this information to create a digital career board on Canava
using any format/layout that they wish. Make it organized, neat, creative,
colorful, and full of good information! Make us want that job!
Evaluation Digital Career Board Assessment

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

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National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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