Career Exploration Module – DAY FOUR
Foreign Service
Lesson Title
Exploring
Diplomacy
Cluster
Pathways
Foreign Service
Essential
Question
What careers
are within the
GPA Cluster?
TEKS
Career Portals:
1.A, 2.A, 2.B,
4.F
Prior Student
Learning
Career Module
Introduction
Estimated Time
45 minutes
Objectives
- Identify and explore career opportunities within the GPA Cluster
- Research the roles and the responsibilities of US diplomats as a
group
- Present the roles and the responsibilities of US diplomats as a group
Materials/Equipment/Handouts Needed
- Computers with Internet access
- Optional: computers with presentation software or posters and
drawing materials
Introduction/Engage
- Instruct students to retrieve Vocabulary Lists
- Introduce the lesson by explaining that the students will be teaching
today’s lesson
Activities
- Before class begins have five computers with Internet access set to
http://diplomacy.state.gov/discoverdiplomacy/diplomacy101/
- Divide the class into five groups (A minimum of one computer per
group)
- Assign each group one of the following questions from the “People”
category on the webpage:
- Who is a diplomat?
- What are the roles of a diplomat?
- Who is the Secretary of State?
- Why do diplomats give gifts?
- How do you become a diplomat?
- Explain to the students that they will have 15 minutes to learn the
answer to their assigned question and to create a three to five minute
presentation. After the presentations are created the groups will take
turns teaching the class using their presentations
- Have the students work in groups for 15 minutes to conduct research
and create their presentations
- Have the groups present their presentations
- Review vocabulary terms and definitions relevant to today’s lesson
Lesson Closure
- Instruct students to complete the vocabulary list for homework
- Discuss upcoming career module experiences and expectations
Assessment
- Level of cooperation and teamwork during group interaction
- Group Presentation Rubric
- Writing Rubric
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Day 4 of 10
Page 1
Extension
- Have the students explore an aspect of
http://diplomacy.state.gov/discoverdiplomacy/diplomacy101/ and write
a one-page paper summarizing what they learned
Accommodations for Learning Differences
- Accommodations Manual
- Guidelines and Procedures for Adapting Instructional Materials
- Sample Curriculum Customizations for Learning Differences
- Lesson Plan/Curriculum Modification Checklist
- Instructor Format for Curriculum Customization for Learning
Differences
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Day 4 of 10
Page 2
GROUP PRESENTATION RUBRIC
Presentation Title:__________________________________________________________________
Name: ______________________
Teacher: ______________________
ID #: _______________________
Date: ________________________
Criteria
Points
0-5
6-10
11-15
16-20
Organization
Audience cannot
understand
presentation because
there is no sequence of
information.
Audience has
difficulty following
presentation
because student(s)
jumps around.
Group presents
information in
logical sequence
which audience
can follow.
Group presents
information in
logical, interesting
sequence which
audience can
follow.
____
Content
Knowledge
Group does not have
grasp of information;
group cannot answer
questions about
subject.
Group is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Group is at ease
with content, but
fails to elaborate.
Group
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
____
Visuals
Group used no visuals.
Group occasionally
used visuals that
rarely support text
and presentation.
Group used visuals
Group used visuals
to reinforce screen
related to text and
text and
presentation.
presentation.
____
Mechanics
Group's presentation
had four or more
spelling errors and/or
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
____
Delivery
Group mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in
the back of class to
hear.
Group incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Group's voice is
clear. Group
pronounces most
words correctly.
Group used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Teacher Comments:
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Day 4 of 10
Page 3
WRITING RUBRIC
Student: ________________________________
Scoring criteria
Date: ___________________
2
3
4 Excellent
Needs Some
Good
Improvement
1
Needs
N/A
Much
Improvement
The writing has all required parts, from
introduction to conclusion, in smooth transition.
The writing is interesting, supportive, and
complete.
The writing demonstrates that the writer
comprehends the writing process.
Accurate spelling, grammar, punctuation.
Content of paragraphs emphasize appropriate
points.
The writer shows an understanding of sentence
structure, paragraphing, and punctuation.
All sources and references are clearly and
accurately documented.
NOTE: N/A represents a response to the performance which is "not appropriate."
Total:
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Day 4 of 10
Page 4