Career Exploration Module – DAY SEVEN
Lesson Title
A Career
Journey
Cluster
Pathway
All
Essential
Question
How are
occupations
often related
because of
similar skills
and job
requirements?
TEKS
1.A, 1.B, 2.A,
2.B, 2.E, 6.C
Prior Student
Learning
Orientation
lesson
Estimated time
45 minutes
Objectives
- Identify pioneers in the Arts, AV Technology, and Communications
career cluster, and tell their story
- Explain how the skills and requirements for one of the student’s
occupational interests can lead to another occupation in another
cluster
- Identify reasons a person might change occupations
Materials/Equipment/Handouts Needed
- Computers
- Internet access
- “Career Journey” slide presentation
- Virtual field trip
- “The Rest of the Story” activity
- Copies of the beginning of a story that includes characters whose
occupations are in the career cluster currently being taught. (The
story may be true or fictitious. Suggested length is one and one half
pages. Each student should receive a copy.)
Introduction/Engage
- Students will attend a surprise virtual field trip to visit a host who
works at a job in the AAVTC cluster
Activities
- “Career Journey” slide presentation provides several examples of
well-known people in the AAVTC cluster. Show how they got started
and where they ended up. Be sure to include information about their
backgrounds, special skills, and the industry conditions at the time.
- “What Could Make You Change Occupations?”
This is the final slide in the slide presentation. In addition to a “change
of interest,” identify and discuss other factors that could force or
encourage an occupational change (i.e., technology change, change
in the industry, physical injury, decreasing demand, etc.)
- Students may use the O*net to search for occupations with similar
requirements and skills for one of their occupations or interests
Lesson Closure
- Review details of the Arts, AV Technology, and Communications
Career Cluster using questioning techniques
- Discuss upcoming career module experiences and expectations
Assessment
Class Participation Rubric
Extension
“The Rest of the Story” activity
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Resources
- Various online sources from an internet search
- http://www.onetonline.org/
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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Mrmayo CC Skype Chat 2.0 Generic (CC BY-NC 2.0)
Virtual Field Trip
Materials needed:
Technology set up in the classroom so that live video and audio can be made between the class and a
remote location. Technology must also be available at the location you want you class to virtually visit.
(Examples: computers, camera, microphone, cell phones equipped with cameras and appropriate apps, etc.)
TEKS:
§127.4.(c)(1)(A)
Varied, dependent upon what is done and said during the virtual field trip
Approximate time:
20 minutes to a class period
Directions:
1. Secure a location and person who is willing to host a virtual field trip from your class.
2. Determine the content of the field trip with the host. (Examples: Host is much like a guest speaker, host
presents a tour of a business, and provides a demonstration of tools or process). If the remote location is
another classroom (even in another country), determine subject matter and how the classes will interact
with each other.
3. Make certain that technology is set up in your classroom and the remote location so that live video and
audio can be made between the class and your desired location.
4. Inform the class of the virtual field trip at least a day ahead of time and brainstorm questions to ask the
host.
5. Before the virtual field trip begins, test the technology to make certain the desired connection with the host
is working. It is recommended to have a school tech on hand to provide assistance.
6. At the time for the virtual field trip, make the connection and introduce the host.
7. The host may give a presentation (or begin interaction with the class).
8. Students should ask questions at the appropriate time and respond when asked questions by the host.
9. After the virtual field trip, debrief the class with questions such as, “What did you hear or see that was new
or interesting to you” or “ What else would you like to see or learn about from the host?”
10. Have the class prepare and send a thank-you email, text, or other tech communication to the host.
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Page 3
The Rest of the Story
Materials needed:
Copies of the beginning of a story that includes characters whose occupations are included in the
career cluster currently being taught. The story may be true or fictitious. Suggested length is one and
one half pages. Each student should receive a copy.
TEKS:
Varied, dependent upon the content of the story
Approximate time:
One class period
Directions:
1. Explain the activity to the students.
2. Pass out a copy of the story beginning to each student.
3. Have the students read the story’s beginning.
4. Ask some questions to generate some brainstorming such as “What do you think will happen
next?” and “What do you think about ‘X’ character?”
5. Have the students write the rest of the story. They must include at least three characteristics of the
occupation(s) that is included in the story. Encourage them to be creative, give a surprise ending,
give the occupation’s characteristics meaning, and have fun. An option is to have students work in
pairs to write the ending.
6. Have the students read the ending of their stories to the class.
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Page 4
“Career Journey” Rubric
Total Points: ___________
25 - 20
Contribution
Contributions are
relevant and reflect
deep engagement
with the topic
Listening
19 - 15
Contributions are
mostly relevant and
reflect engagement
with the topic
9-0
14 - 10
Contributions are at
times off-topic and/or
distracting
Contributions are not
relevant and distract
the class from
discussion
Student always listens Student usually
attentively without
listens attentively
interrupting
Student sometimes
listens attentively, but
tends to interrupt
others
Student does not
listen attentively and
often interrupts others
Behavior
Student never
displays disruptive
behavior in class
Student rarely
displays disruptive
behavior in class
Student sometimes
displays disruptive
behavior in class
Student often displays
disruptive behavior in
class
Attitude
Student always
displays a positive
attitude toward
learning and sharing
with others
Student usually
displays a positive
attitude toward
learning and sharing
with others
Student sometimes
displays a positive
attitude toward
learning and sharing
with others
Student rarely, if ever,
displays a positive
attitude toward
learning and sharing
with others
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Page 5