Commercial Photography
Practicum
1
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Table of Contents
Introduction
3
Preparation for First Day of Class
4
Useful Websites
5
Practicum Schedule
6
General Housekeeping
7
Training Station Orientation
20
History
29
Leadership
43
Management and Interpersonal Skills
60
Goin’ Global
86
Math
113
Career Exploration
129
Program Forms
157
Additional Activities
171
Career Pathways
184
Personal Management
201
Portfolios
227
Project Management
238
Scholarships
255
2
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Commercial Photography Practicum
Introduction
This practicum is designed to be used by new and veteran teachers who would like to enhance their students’
performance by utilizing computer-generated projects. The purpose of these lessons is to transform the
classroom into a lab setting with the students becoming self-driven learners and the teacher taking on the role
of a facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be presented in any
order the teacher chooses. Due to the fact that there are many detailed forms that are necessary to the onset
of the school year or semester, the General Housekeeping unit should be covered first. Detailed lesson plans
are provided, which include handouts and activities.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use a desktop or
laptop computer attached to a projector in order to present the materials to the class.
Customarily, students enrolled in a practicum course are placed on jobs prior to the onset of the school year.
Of course, there are often a few students who will need job placement by the teacher once school starts.
Students must be employed and a training plan must be filed within 14 days of the start of the school year. In
the event of an audit by a representative from TEA, it is important that all Texas Education Agency rules are
followed and adequate records are kept. The teacher is required to visit each training sponsor regarding
student progress at least once per each six-week grading period, regardless of whether or not the school
calendar adheres to a six-week or nine-week grading period.
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Preparation for the First Class Day
Classroom
• Are the students’ desks arranged for optimal class instruction?
• Is your desk in an area where it will be easy to manage the class?
• Do you have everything you will need already in place at your desk? (a calendar/unit planner, grade
book, pencils, pens, notepad, etc.)
• Is the furniture easy to walk around?
• Are bulletin boards prepared and attractive to students?
• Do you have a space prepared for students to turn in work?
• Is the lighting in the room appropriate?
• Are the materials organized and easy to access?
• Do you have an emergency exit plan posted in the room?
Students/Parents
• Have you prepared the letters to the students and parents within the General Housekeeping portion of
the practicum?
• Have you prepared home folders for the students?
Instruction
• Have you prepared a script of what you are going to do the first day?
• Do you have a classroom management plan prepared?
• Do you know what procedures you are going to use to manage your class?
• Do you have a sign-in paper or roll calling system ready to put in place?
• Do you have an activity/procedure for students who arrive before the bell rings?
• Do you have a grading system ready that you would like to use?
• Do you have ice breakers/team builders ready to do on the first day?
4
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Useful Websites
Texas Education Agency
www.tea.state.tx.us/
Career and Technical Education
http://cte.unt.edu/
O*NET
http://www.onetonline.org/
All Club Information
The Insert Club Name is an extension of Insert Program Name course instruction. Dues and registration for
most of the youth organizations are conducted on-line.
www.tea.state.tx.us/
Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf
Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
5
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Practicum Schedule
Topic
Activity
Time Frame
General Housekeeping
Forms
5 Class Periods
Training Station Orientation
Project
12 Class Periods
History of Photography
Notes, Activities, and Projects
5 Class Periods
Leadership
Notes, Activities, and Projects
7 Class Periods
Management and
Interpersonal Skills
Notes, Activities, and Projects
25 Class Periods
Goin’ Global
Notes, Activities, and Projects
5 Class Periods
Math
Notes, Worksheets, and Tests
12 Class Periods
Career Exploration - ONET
Notes, Activities, and Tests
9 Class Periods
Additional Activities
9 Class Periods
*Each Class Period is 45 - 50 minutes in length
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
General Housekeeping: Forms
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the characteristics necessary to be a successful
student in the Commercial Photography Practicum program.
Specific Objectives
 Students will identify the critical rules of program operation.
 Students will explain the procedures for reporting an absence from school or work.
 Students will learn the policies and procedures of the Commercial Photography Practicum program.
 Students will obtain the necessary signatures on required forms.
This lesson should take five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the
activities may result in the elimination of any or all of the T EKS listed.
Practicum in Commercial Photography
130.92(c)
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) apply English language arts knowledge and skills to a variety of written documents; and
(B) apply mathematics knowledge and skills in accordance with industry standards to solve a
problem.
(2) The student applies professional communications strategies. The student is expected to:
(C) interpret and communicate information, data, and observations; and
(E) apply active listening skills to obtain and clarify information.
(4) The student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database applications for commercial photography
projects.
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations in a photography studio and
lab; and
(B) follow emergency procedures.
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(8) The student applies ethical decision-making and complies with laws, regarding the use of
technology in commercial photography. The student is expected to:
(A) exhibit ethical conduct related to interacting with others, such as client confidentiality,
privacy of sensitive content, and providing proper credit for ideas.
(10) The student is expected to employ planning and time-management skills to complete work tasks,
such as creating quotes and budgeting.
English
110.42(b)
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as figurative
language, idioms, multiple-meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b)
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings;
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
8
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Preparation
 If possible, display each form on projector screen.
 Copy the handout sheets and rubric for the students.
 Have materials ready to go, prior to the start of the lesson.
 SUGGESTION: Make folder packets for each student ahead of time. Have students write their names
on the folder. The folder becomes part of the year’s permanent record files for the school year.
Instructional Aids
 Student handouts
Materials Needed
 Copies of all forms
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students why rules are necessary.
 Ask why daily attendance is important.
 Explain that it is an honor to be accepted into this program and that all students must maintain high
expectations to remain in the class.
Lesson Introduction
 Explain each form in detail and check for understanding.
 Tell the class that all forms must be returned with appropriate signatures by the end of the first week
of class.
 Obviously, if a student has not secured employment by the first day of school, that student will not be
able to fill out the Training Plan form. However, make sure they fill in everything except the
employment information. (They will need to do this once they are employed).
9
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Outline
MI
OUTLINE
The following forms are included in the students’
packets:
Training Plan Form
 Used by the teacher to complete a student’s
training plan
 Can also be used by the teacher when visiting
training stations, if kept in a Visitation binder
Student Responsibilities
 Rules of the program should be strictly
adhered to in order to avoid problems
 Key rule: If a student is absent from school,
that student is not to report to work
 Key rule: A student may not quit a job
without the teacher’s permission, or is in
jeopardy of failing the class for the grading
period
 Key rule: Theft is not condoned. Immediate
removal from the program.
Syllabus
 Details what the students will learn
 Grading policy
Classroom Rules
 A must for every teacher
 Personalize to your methods
Unemployed Student Policy
Dependability Grade
Summary Verification Signatures Form
 Ensures the parent received all the
paperwork
Wage and Hour Report
 This is an auditable document and all
students must keep an accurate record of the
hours worked. Keep these in the permanent
record files.
 There are several samples included
“Mobile Me” Activity:
 Students will create a mobile about
themselves share it with the class. Assign this
on the first or second day of class, due by the
end of the first week.
NOTES TO TEACHER
Copy the instructions and grading
rubric and make into a packet.
Tell the class about some of the
things you learned at previous jobs.
Explain how those skills helped you
to become a teacher.
Explain the necessity of learning as
much as possible about a job
because some of the skills learned
will help with future employment.
Explain to the class that customers
see a business much differently than
the employees see it.
Ask the class if they have ever
wanted to work at a place where
they shopped. Have them give
reasons why they wanted to work
there.
Go over all the criteria in the
assignment and check for
understanding.
Teacher will hand out the
instructions (go over them for this
assignment). If possible, it would be
helpful if the teacher were the one
to show as an example.
Hang all of the mobiles in the
classroom for the first few weeks of
school.
10
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will go over each form individually and thoroughly. It is extremely important that all students
understand what is required of them in order to be in the program.
Set a deadline for all forms to be returned with signatures (usually the end of the first week of school).
Keep in mind that during the first few days of classes, students will leave or enter your program. You will
need to keep up with all paperwork and will need to see that the new students receive all documents.
Independent Practice
 Students will complete all worksheets and forms.
 Students will obtain appropriate signatures as required by the deadline set by the instructor.
Summary
Review
 Why is it important to follow all rules of the program?
 Why do students have to secure permission before they quit their job?
 What happens to a student who is fired from his or her job?
 What is the policy on theft?
Evaluation
Informal Assessment
 Incentive for turning in all forms before the deadline
Formal Assessment
 Daily grade or test grade on the deadline
11
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Commercial Photography Practicum Syllabus
Welcome to the dynamic world of Commercial Photography! You have been selected from many applicants to
experience a fun and rewarding year. It is my intent for you to learn a great deal about the world of work as
you learn about yourself.
This course consists of the following topics:
-General Housekeeping
-Commercial Photography Mathematics
-History of Photography
-Leadership
-Training Station Orientation
-Management and Interpersonal Skills
-Goin’ Global
-Math
-Career Exploration – ONET
-Additional Activities
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously: READ THE
TEXTBOOK! There will be a lot of information given and discussed in class that is not in the text; however, you
are still accountable for reading assigned chapters. Students entered in the Commercial Photography
Practicum competition are more successful, due to reading the material in the text.
GRADING:
Your grade will consist of the following: weekly work reports, dependability grades (see Dependability sheet),
individual and group assignments, daily work, tests, and your employer evaluation.
YOUTH ORGANIZATION: Commercial Photography Practicum
All co-op students are expected to join (INSERT YOUR YOUTH ORGANIZATION HERE) and to participate in
competitive events. Dues are $______ for the school year.
_____________________________
___________________________
Parent’s Signature
Student’s Signature
12
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Student Responsibilities in Cooperative Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high-quality type of Cooperative Training Program for (insert name of school
or school district), it is essential that the student, the parents, the training sponsor, the coordinator, and the school
administrators agree to these basic principles:
1.
It is the responsibility of the coordinator to provide appropriate interview opportunities for student job placement.
The coordinator must grant final approval of all job placements.
2.
It is the responsibility of the student to remain at the same training station throughout the training period. A change
may be made only when approved by the coordinator.
3.
A student will be removed from the Cooperative Training Program and lose state credits for any of the following
reasons:
a.
If the student is dismissed from the training station and the coordinator determines that the dismissal was
for sufficient reasons. Example: theft or un-ethical conduct.
b.
The second time a student has been fired and/or quits without the permission of the coordinator, he/she is
released from the program without credit.
c.
If a student’s attendance drops below 90%, the student may be removed from the Cooperative Education
Program. Removal from the class will result in loss of credit for the term.
4.
The student is under school supervision at school, and during the work schedule at the training station. School credit
is given for four hours spent on the job, as well as in the classroom. The student must work a minimum of 15 hours a
week, 10 of which must be Monday through Friday.
5.
If the student is to be absent from school on any particular day for any reason, the student is required to notify the
teacher-coordinator no later than 12:00pm (noon) on the day of the absence. He/she may not report to the training
station without having first received permission from the coordinator. Failure to observe this rule will result in
unexcused absences in all classes missed.
A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the grading period during
which he/she was fired. The student is expected to find his/her own employment within five days. Grades will be
reduced from the sixth day forward.
6.
7.
Students enrolled in Cooperative Education are expected to belong to the youth organization, as activities are related.
It is with the above understanding that we enter into this agreement to provide the best training for the individual student.
_________________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
_________________________________
Coordinator’s Signature
______________________________
Principal’s Signature
*** If you wish to communicate via e-mail, please list your e-mail address below:
_________________________________________________________________
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Classroom Rules
1. You must be in class on time. Failure to do so may result in an after class detention on the day you are
late! Class is from INSERT TIME
2. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR TEXTBOOK.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. No work from other classes is to be done in our class. You are earning credit for this course, so you must
devote your attention to our subject material.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us — we like you as
you are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else has the
floor.
8. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
9. You are responsible for your conduct in your other classes. If you are a behavior problem in another class,
it will be brought to my attention. You will be subject to removal from the co-op program due to
behavioral problems.
10. Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot.
________________________________
Parent or Guardian’s Signature
_________________________________
Student’s Signature
14
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Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student realize the
importance of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY GRADE”
has been created. It is treated as a MAJOR TEST GRADE and is averaged in with the other major test scores.
When a student is absent from school for ANY REASON, he/she must telephone his/her practicum co-op
teacher before NOON that day. If the teacher’s phone rings to voicemail, the student should leave the
following information: name, date, time, reason for absence, and phone number.
It is the student’s responsibility to phone his/her employer to report the absence in a timely manner from
work. Practicum students are also required to sign in each day on the Practicum Dependability Log, located in
the classroom.
Failure to phone the teacher in the event of an absence or to sign in when present will result in points being
deducted from the “Dependability Grade” in the following manner:
ABSENT
CALLED IN
FAILED TO CALL or SIGN IN
1 DAY
97%
87%
2 DAYS
93%
78%
3 DAYS***
90%
65%
4 DAYS
87%
37%
5 DAYS
83%
0
0 DAYS = 100%
***If you are absent three or more continuous days and you have a doctor’s note, you will be exempt from
this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
____________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
15
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Policies Governing Unemployed Students
1. If a student is released from a job because he/she has been found guilty of theft/unethical conduct, the
student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft/unethical conduct, even though they go to work at
another job, may receive a NINE-WEEKS/SIX WEEKS (Circle one) grade of no higher than 60 for the grading
period during which they were fired.
3. Students fired from jobs are expected to find their own employment within five school days. Grades will be
reduced from the sixth day forward.
4. Students who are laid off will have 10 days to find a job and the coordinator will assist them in finding a job.
Grades will be reduced from the 11th day forward.
5. If a student quits a job without permission from the coordinator, he/she will receive a NINE-WEEKS / SIX
WEEKS (Circle one) grade of no higher than 60 for the grading period during which he/she quit the job.
6. The second time a student has been fired and/or quits without permission from the coordinator, he/she will
be released from the program with loss of credit.
I understand that any time the practicum student is not employed in an APPROVED training station, he/she
must be under the supervision of the practicum instructor from the end of the class period through the end of
the school day, until a new training station is secured. The student may be exempt from this restriction if
he/she has a scheduled appointment for a job interview. Documented proof of interview is required.
__________________________
Parent/Guardian Signature
___________________________
Student’s Signature
16
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Summary Signature Verification Form
I have reviewed the following forms:
Commercial Photography Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the stated policies.
___________________________
Parent or Guardian’s Signature
__________________________
Student’s Signature
Please return this form to the teacher.
17
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Wage and Hour Report
_________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for 3 Weeks
_________________________
Student Signature
WEEK
9/25-9/29
HOURS
WORKED
MONDAY
To
TOTAL
CLASSES
HOURS
MISSED
1 2 3
REASON FOR ABSENCE
From
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
18
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Mobile Me
Objective: The student will introduce his or herself to the class by creating a mobile that reflects the
individual’s interests and personality.
Materials Needed:
Coat hanger
String, ribbon or yarn
A one-hole punch
Family pictures
Pictures and words cut out from magazines
Directions:
Make a mobile that depicts who you are and be prepared to share it with the class. You must include a
minimum of three pictures of yourself (or family) and at least six of the following items:
Achievements
Car you drive
Pets
Sports
Favorite nursery rhyme
Pet peeve
Favorite food
Favorite color
Favorite music
Quotation
The last book you read
Etc. (Your Choice)
Have fun with this project! We will hang them in the classroom after everyone presents theirs to the class.
19
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Training Station Orientation
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her workplace.
Specific Objectives
 Students will learn or reinforce basic knowledge of their respective training stations.
 Students will demonstrate an understanding of what is expected from their training sponsors.
 Students will compile information and will build a multimedia presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Lesson Plan
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92 (c)
(2) The student applies professional communications strategies. The student is expected to:
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations; and
(E) apply active listening skills to obtain and clarify information.
(4) The student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database applications for commercial photography
projects.
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations in a photography studio and
lab; and
(B) follow emergency procedures.
(9) The student develops employability characteristics. The student is expected to:
(B) demonstrate positive work behaviors and personal qualities needed to be employable; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(10) The student is expected to employ planning and time management skills to complete work tasks,
such as creating quotes and budgeting. The student is expected to:
20
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(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract projects.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handouts, trade journals, or employee
handbooks.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
21
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
Instructional Aids
 Student handouts
 Grading rubric
 Internet access
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner (to scan pictures or materials brought to class)
22
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Outline
MI
OUTLINE
Assignment Outline:
I.
Directions:
a. The packet of information must
be completed by interview,
website, or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
II.
Grading:
a. Completion of packet
b. Multimedia presentation
c. Pictures
d. Professionalism during
presentation
III.
Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s
previous experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3, 2, 1
IV.
Layout format must be followed
***Handout the Portfolio Guidelines (p. 193)
NOTES TO TEACHER
Copy the instructions and grading
rubric and make into a packet.
Tell the class about some of the
things you learned at previous
jobs. Explain how those skills
helped you to become a teacher.
Explain the necessity of learning as
much as possible about a job
because some of the skills learned
will help with future employment.
Explain to the class that customers
see a business much differently
than the employees see it.
Ask the class if they have ever
wanted to work at a place where
they shopped. Have them give
reasons why they wanted to work
there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students
can set it up while working on the
Training Station Orientation
project.
23
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy. Students will be strongly encouraged to take the assignment
packet to their job sites so employers will know about the activity.
Ask students to “map” out their plan, using a Mapping Tool from the appendix of this document.
Give some ideas to students during the brainstorming session before the end of the first class period.
Independent Practice
Employer Project
 Students will work at their own pace to complete this activity.
 All work (except for employer interviews) is to be done in class, so the teacher can check for
understanding.
 Students will conduct interviews with various employers.
 Students will ask employers work-related questions.
 The students will imagine what they would do in given situations.
 Students are strongly encouraged to take ownership of this activity and to establish a workable pace in
order to complete the project on time.
 Students should be prepared to present their projects to the class.
24
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Employer Project
Directions:
You are to complete this packet of information by conducting interviews with employers and co-workers. If
you have an employee training manual, you may use it as a source. You may have to get some information
from your company’s website.
In addition to the packet, you must include a minimum of 12 digital photos in your presentation. You may
bring the pictures to class on a flash drive, a memory card or CD to import into your project.
All information will be compiled to prepare a multimedia presentation, which will be shown to the class when
you present your project.
You will be graded on:
Completion of the packet
Multimedia presentation
Use of pictures (as specified)
Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
Name and logo of company
Floor plan
Policies and procedures
History of the company
Supervisor’s (or owner’s) previous experience
Site of company (including number of employees)
Organizational chart
Miscellaneous supplemental information
Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
Three things you like about the training station
Two things you would change
One thing you have learned that will help you in your career choice
This project is due on: ___________________________
25
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words (typed and turned in separately), state what your first day on the job was
like.
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time manager or owner has been with company
10. What prior training did the manager or owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents (beginning and ending shifts), OR
13. Procedure for accessing or handling client’s files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs/careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
26
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Summary
Review
 Why do customers see a different perspective of a business operation than that of the employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
 Instructor will observe students during guided practice and independent practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
27
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Individual Presentation Rubric
Presentation Title: ___________________________________________________________
Name: ___________________________ Teacher: ___________________________
ID#: _____________________________ Date of Presentation:_________________
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 jumps
around.
Student presents
information in logical
sequence, which the
audience can follow.
Student presents
information in a
logical, interesting
sequence, which the
audience can follow.
Content Knowledge
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals
Student used no
visuals.
Student occasionally
used visuals that
rarely support text
and presentation.
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
Mechanics
Student’s
presentation had
four or more spelling
errors and/or
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Presentation had no
misspellings and/or
grammatical errors.
Delivery
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of the
class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing presentation.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise pronunciation
of terms.
Total:
Teacher Comments:
28
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Photography
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the changes in methods in the
field of photography over the course of the past 200 years.
Specific Objectives
 Students will explain the origin of photography.
 Students will research one famous photographer from the past.
 Students will research one famous camera from the past.
 Students will research one famous photograph from the past.
 Students will define and list what they think are the ten most important events to have happened in
the history of photography.
 Students will compare and contrast a modern photographer or camera to those of the past.
This lesson should take three class days to complete. Add at least two days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active-listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public-relations skills to increase internal and external customer/client satisfaction.
4) The student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database applications for commercial photography
projects.
(5) The student applies knowledge of commercial photography systems. The student is expected to
analyze and summarize the history and evolution of the commercial photography field.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
(10) The student is expected to employ planning and time management skills to complete work tasks,
such as creating quotes and budgets. The student is expected to:
(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract projects.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and context to
recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other words
and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will explain the origin of photography.
 Students will research one famous photographer from the past.
 Students will research one famous camera from the past.
 Students will research one famous photograph from the past.
 Students will define and list what they think are the ten most important events to have happened in
the history of photography.
 Students will compare and contrast modern photographers or cameras to those of the past.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
30
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Preparation
 Copy the handout sheets for the students.
 Have materials ready to go prior to the start of the lesson.
 Secure a computer lab if one is not readily accessible.
Instructional Aids
 Student outline and handouts
 Student activity sheets
Materials Needed
 Cameras (if students do not have their own)
 Students can provide their own materials
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students to describe what has changed in the field of photography from 1826 to now.
 Ask students to name famous or well-known cameras from the past. Ask if they have any at home.
 Ask students if they know of any well-known photographers from the past.
 Explain that great artists take in inspiration from others.
 Ask students to list some examples of photographs that made history.
Lesson Introduction
 Use the multimedia presentation and explain photography concepts from early day to modern day.
31
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
History of Photography
 Photography dates back hundreds of
years.
 There are many dramatic tales in the
history of photography.
Photography is Important
 We see hundreds of photos every single
day.
 In order to understand and appreciate
photography, it is important to look back
and see how cameras have developed
over time.
Events
 Many events over the past several
centuries defined what we call
“photography” today.
 There are several key people and
moments that shaped the future of
photography.
 In this presentation, we will discuss a few
of those moments and people and how
they affected photography.
The First Camera
 One of the first types of cameras in the
world was the “camera obscura.”
NOTES TO TEACHER
Notes are provided on the multimedia
presentation for teacher extension.
Have the Student Notes Outline ready
to hand out at the beginning of class.
Have students fill in the missing blanks
during your presentation.
Do the “Well Known Photographer”
assignment, which involves students
making and presenting their own
research of famous photographers of
the past.
Have the students complete the “Peer
Review” that goes with this assignment.
Do 1b, “Then and Now.” Have student
complete both of these assignments,
which will take at least four days total
for all activities, including student
presentations.
Use the suggested rubrics for grading.
32
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Making Images Permanent
 Eventually, a man named Joseph Niepce
developed a way to take photographs that
stuck around for a while.
 These early permanent photos were named,
“Daguerrotypes.”
Evolution of the Camera
 The “Brownie” camera was introduced in the
1900’s.
 In the 1940s, the public popularized instant
film.
 In the 1980s, disposable cameras were
developed.
Digital Photography
 In the 2000s and more recently, photography
has moved away from film and embraced the
digital world.
Commercial Photography
 Once photographs became reproducible and
capable of excellent quality, photography was
welcomed as not just as an art form, but as a
means of commercialism too.
Social Media
 Social media and the advent of cameras being
built into cell phones made it very easy for
amateurs to gain an interest in photography.
 It has also helped amateur photographers
share their work online.
 This allowed a whole new generation of
photographers to become well-known, based
entirely on the general public following their
social media accounts.
The Future
 Currently, cameras are evolving in new areas,
such as:
o Low-light ability, camera size, shutter
speeds, megapixels, built in internet or
editing capabilities, the ability to
record video
Review
 One of the first types of cameras was the
camera obscura. Daguerrotypes helped to
make photographs permanent.
 Professional equipment and skills allow people
to pursue photography as a career.
33
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will show the multimedia presentation and explain the changes made in photography since
camera obscuras were initially developed. Discuss how photography has changed along with technology.
Encourage students to bring examples of older cameras, if they have some at home.
Students will complete two guided assignments.
Independent Practice
Students will conduct independent research to complete the following activities:
 Research a well-known photographer.
 Develop a multimedia presentation based on their research.
 Write an essay comparing and contrasting two forms of photographic technology.
Summary
Review
 What changes have taken place in photography methods over the years?
 How has photography become more complex?
 What single event or technological advancement do you think has affected photography the most?
 Make a prediction on what you think is in the future of photography.
Application
Informal Assessment
 Daily work on assignments to monitor progress
Formal Assessment
 Rubrics will be used to assess activities.
34
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Commercial Photography
Student Notes Outline
a. History of Photography
i. Photography dates back ___________ of years.
ii. There are many dramatic tales in the history of photography.
b. Photography is Important
i. We see ___________of photos every single day.
ii. In order to understand and ___________photography, it is important to look back and
see how cameras have developed over time.
c. Events
i. Many events over the past several centuries defined what we call ___________today.
ii. There are several key people and moments that shaped the future of photography.
iii. In this presentation, we will discuss a few of those moments and people and how they
affected photography.
d. The First Camera
i. One of the first types of cameras in the world was the “_____________________.”
1. It was a room with a small _________ on one side that allowed an image to be
projected inside.
ii. During the next 50 years, modifications were made on this same basic design to make it
both smaller and more ___________.
e. Making Images Permanent
i. Eventually, a man named __________ ___________developed a way to take
photographs that stuck around for a while.
ii. Niepce worked with ___________ ___________.
iii. Joseph Niepce took the first permanent photograph in ___________.
1. The exposure time of this image was ___________ hours.
iv. These early permanent photos were named “___________.”
f. Different Methods
i. After the daguerrotype was created, several more antique photographic methods were
developed.
1. Each improved upon the previous.
2. Daguerrotype (1840-1855) – Made on ___________ and subject to tarnish.
3. ___________ (1855-1865) – Made on glass. Didn’t tarnish, but was subject to
cracking and flaking.
4. ___________ (1855 - 1900) – Made on tin. Didn’t tarnish or crack away.
g. Bringing Photography to the Masses
i. George Eastman brought photography to the masses.
ii. He created and sold a simple _________ camera that featured a fixed-focus lens and roll
film that fit inside and allowed people to take multiple photos.
35
Copyright © Texas Education Agency, 2015. All Rights Reserved.
1. This was the first time that cameras were cheap enough and easy enough to use
that the public could purchase and use them.
h. Evolution of the Camera
i. The “___________” camera was introduced in the 1900’s.
1. It made photography even cheaper and popularized the “___________.”
ii. In the 1940s, the public popularized ___________film.
iii. In the 1980s, ___________cameras were developed.
i. Digital Photography
i. In the 2000s and more recently, photography has moved away from film and embraced
the ___________ world.
ii. This adjustment made it easier and cheaper for people to take photos without having to
worry about using up ___________ and made it able to immediately view a shot.
iii. Instead of being made to work with film, cameras were outfitted with digital
___________.
j. Commercial Photography
i. Once photographs became reproducible and capable of excellent quality, photography
was welcomed as not just an ___________ form, but as a means of commercialism too.
ii. People with enough money to purchase above average photography equipment and
with professional level skills created careers/jobs such as, fashion photographer,
product photographer, and much more.
k. Social Media
i. Social media and the advent of cameras being built into _______ ___________made it
very easy for amateurs to gain an interest in photography.
ii. It also helped amateur photographers share their work ___________.
iii. This allowed a whole new generation of photographers to become well-known, based
entirely on the general public following their social media accounts.
l. The Future
i. Cameras continue to increase in ability each and every day.
ii. Currently, cameras are evolving in new areas:
1. _______ ___________ability, camera size, ________ speeds, megapixels, built in
internet and editing capabilities, and the ability to record video.
m. Review
i. One of the first types of cameras was the ___________ ___________.
ii. ___________helped to make photographs permanent.
iii. ___________ ___________helped bring photography to the masses.
iv. Digital photography made it easier and ___________ for the public to get involved with
photography.
v. Professional equipment and skills allow people to pursue photography as a
___________.
36
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Commercial Photography
Student Notes Outline Answer Key
a. History of Photography
i. Photography dates back hundreds of years.
ii. There are many dramatic tales in the history of photography.
b. Photography is Important
i. We see hundreds of photos every single day.
ii. In order to understand and appreciate photography, it is important to look back and see
how cameras have developed over time.
c. Events
i. Many events over the past several centuries defined what we call photography today.
ii. There are several key people and moments that shaped the future of photography.
iii. In this presentation, we will discuss a few of those moments and people and how they
affected photography.
d. The First Camera
i. One of the first types of cameras in the world was the “camera obscura.”
1. It was a room with a small hole on one side that allowed an image to be
projected inside.
ii. During the next 50 years, modifications were made on this same basic design to make it
both smaller and more mobile.
e. Making Images Permanent
i. Eventually, a man named Joseph Niepce developed a way to take photographs that
stuck around for a while.
ii. Niepce worked with Louis Daguerre.
iii. Joseph Niepce took the first permanent photograph in 1826.
1. The exposure time of this image was eight hours.
iv. These early permanent photos were named, “daguerrotypes.”
f. Different Methods
i. After the daguerrotype was created, several more antique photographic methods were
developed.
1. Each improved upon the previous.
2. Daguerrotype (1840-1855) – made on silver and subject to tarnish.
3. Ambrotype (1855-1865) – made on glass. Didn’t tarnish, but was subject to
cracking and flaking.
4. Tintype (1855 - 1900) – made on tin. Didn’t tarnish or crack away.
g. Bringing Photography to the Masses
i. George Eastman brought photography to the masses.
37
Copyright © Texas Education Agency, 2015. All Rights Reserved.
ii. He created and sold a simple box camera that featured a fixed-focus lens and roll film
that fit inside and allowed people to take multiple photos.
1. This was the first time that cameras were cheap enough and easy enough to use
that the public could purchase and use them.
h. Evolution of the Camera
i. The “Brownie” camera was introduced in the 1900s.
1. It made photography even cheaper and popularized the “snapshot.”
ii. In the 1940s, the public popularized color film.
iii. In the 1980s, instant film cameras were developed.
i. Digital Photography
i. In the 2000s and more recently, photography has moved away from film and embraced
the digital world.
ii. This adjustment made it easier and cheaper for people to take photos without having to
worry about using up film and made it able to immediately view a shot.
iii. Instead of being made to work with film, cameras were outfitted with digital sensors.
j. Commercial Photography
i. Once photographs became reproducible and capable of excellent quality, photography
was welcomed as not just an art form, but as a means of commercialism too.
ii. People with enough money to purchase above average photography equipment and
with professional level skills created careers/jobs, such as fashion photographer,
product photographer, and much more.
k. Social Media
i. Social media and the advent of cameras being built into cell phones made it very easy
for amateurs to gain an interest in photography.
ii. It also helped amateur photographers share their work online.
iii. This allowed a whole new generation of photographers to become well-known, based
entirely on the general public following their social media accounts.
l. The Future
i. Cameras continue to increase in ability each and every day.
ii. Currently, cameras are evolving in new areas, such as:
1. Low Light ability, camera size, shutter speeds, megapixels, built in Internet and
editing capabilities, and the ability to record video.
m. Review
i. One of the first types of cameras was the camera obscura.
ii. Daguerrotypes helped to make photographs permanent.
iii. George Eastman helped bring photography to the masses.
iv. Digital photography made it easier and cheaper for the public to get involved with
photography.
v. Professional equipment and skills allow people to pursue photography as a career.
38
Copyright © Texas Education Agency, 2015. All Rights Reserved.
“Well Known Photographers"
OBJECTIVE: Students will choose a well-known photographer from the past, research their life and work, and
then create a photo in the style of that photographer. The purpose of this activity is for students to define
their own interest points in the history of photography, encourage individualized research, and for students to
practice their photography skills by analyzing their own photos.
PROCEDURE: You are to choose a photographer from the past, research their life, analyze their body of work,
figure out how to reinterpret their personal style, and take a photo in the style of that photographer.
Attach a brief essay that includes:
 A brief biography of the photographer you have chosen
 A description of the photographer’s photographic style, including type of camera used
 A brief explanation of your design
MATERIALS NEEDED:
Camera, lights (if needed), models, computer
Choose one photographer from the past whose work you admire. Research their life and define their style of
photography. Write five to seven sentences detailing the life of the photographer you chose – include things
such as, what decade they lived in, what type of camera they used, what photographs they took, how their
work was received at the time, etc. Prepare a few sample photos to share. Then, do your best to take a photo
in the style of the photographer you chose. This can be a photo that is inspired by your photographer or your
best attempt at a remake of one of the photographer’s photos.
TIME ALLOTTED: This project should take three to four class periods.
Be prepared to share your research and photos with the rest of class.
39
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Well Known Photographers Report Rubric
Research and Recreate Art Style of Artist: ____________________________________________
Criteria
Points
4
3
2
1
Student(s) properly
created a design that
is an excellent
example of the style
of photography
chosen.
Student(s) properly
created a photo that is
similar in style
Student(s) created a
photo that is only
somewhat similar to the
work of the chosen
photographer.
Student(s) created a
photo, but it is not
similar to the style of
the chosen
photographer
Design is attractive
and shows effort.
Numerous detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are reached
from the evidence
offered.
Some detailed
conclusions are reached
from the evidence
offered.
A conclusion is made
from the evidence
offered.
____
Design shows
originality within
the art style
Student(s) captured
artist’s style, but
created an original
and unique design.
Student(s) captured the
style, but created a
similar design to the
artist’s work.
Student(s) captured the
style, but created a
design very much like the
artist’s work.
Student(s) copied the
exact style and
elements of the
artist’s work with only
slight changes.
____
Essay/Research
Well organized.
Demonstrates logical
sequencing and
sentence structure.
Well researched.
Good grammar and
spelling.
Well organized.
Demonstrates logical
sequencing and sentence
structure. Good
grammar and spelling.
Research is evident.
Well organized, but
demonstrates illogical
sequencing or sentence
structure. Little evidence
of deep researching.
Weakly organized.
Lack of sequencing.
Grammar and spelling
errors. No evidence of
research.
____
Presentation
Integrated a lot of
multimedia. Knew
content. Presented
information in a
professional manner.
Speaks clearly.
Used multimedia. Didn’t
read from notes.
Presented information in
a professional manner.
Used multimedia
sparingly. Read from
slides some. Spoke
somewhat clearly.
Poor attempt at using
multimedia.
Distracted. Does not
appear to know
information. Did not
speak clearly.
____
Total---->
____
Photo
Representation
____
Teacher Comments:
40
Copyright © Texas Education Agency, 2015. All Rights Reserved.
“Then and Now”
OBJECTIVE:
Students will investigate the similarities and differences between selected forms of photography by comparing
past and present concepts.
PROCEDURE:
You are to research one or two forms of photography from the past. Compare and contrast your choice(s) with
one or two current forms of photography from the present. Answer these questions in your response:
How would you rate your selections?
What are your opinions of the two photography methods you selected from the past?
How would you compare the day-to-day activities of the past form of photography with that of the
present form?
Summarize your findings in a 450-500-word essay (typed).
41
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Then and Now Report Rubric
Research Report Title:___________________________________
Criteria
4
3
Points
2
1
Student(s) properly
generated
questions and or
problems around a
topic.
Student(s) generated
questions and or
problems.
Student(s) required
prompts to generate
questions and or
problems.
Conclusions
Reached
Numerous detailed
conclusions were
reached from the
evidence offered.
Several detailed
conclusions were
reached from the
evidence offered.
Some detailed
conclusions were
reached from the
evidence offered.
A conclusion was
made from the
evidence offered.
____
Information
Gathering
Information was
gathered from
multiple electronic
and non-electronic
sources and was
cited properly.
Information was
gathered from
multiple electronic
and non-electronic
sources.
Information was
gathered from limited
electronic and nonelectronic sources.
Information was
gathered from nonelectronic or
electronic sources
only.
____
Essay
Well organized.
Demonstrates
logical sequencing
and sentence
structure. Covers
the topics required.
Well organized, but
demonstrates illogical
sequencing or
sentence structure.
Covers the topics
required.
Well organized, but
demonstrates illogical
sequencing and
sentence structure.
Does not cover all the
topics required.
Weakly organized.
Does not address all
the topics required.
____
Punctuation and
capitalization are
correct.
There is one error in
punctuation and/or
capitalization.
There are two or
three errors in
punctuation and/or
capitalization.
There are four or
more errors in
punctuation and/or
capitalization.
____
Total---->
____
Introduction/ Topic
Punctuation,
Capitalization, &
Spelling
Questions or
problems are
teacher generated.
____
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Leadership
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership trait, and will determine
the characteristics necessary for successful leaders.
Specific Objectives
 Students will demonstrate skills necessary for leadership.
 Students will explain what people look for in a leader.
 Students will evaluate leadership roles.
 Students will determine the type of leader they want to be or want to follow.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) apply English language arts knowledge and skills to a variety of written documents; and
(B) apply mathematics knowledge and skills in accordance with industry standards to solve a
problem.
(3) The student understands and examines problem-solving methods. The student is expected to
employ critical thinking and interpersonal skills independently and in teams to solve problems.
(7) The student applies leadership characteristics to student leadership and professional development activities.
The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of
leaders with organizations, exhibit problem-solving and management traits, describe effective
leadership styles, and participate in civic and community leadership and teamwork
opportunities; and
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive praise and
criticism, demonstrate sensitivity to and value for diversity, and manage stress and control
emotions; and
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(D) conduct and participate in meetings to accomplish work tasks by developing meeting goals,
objectives, and agendas; prepare for and conduct meetings to achieve objectives within
scheduled time; produce meeting minutes, including decisions and next steps; and use
parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will complete all note sheets per the multimedia presentations.
 Students will complete assigned activities.
 Students will participate in group discussions and class activities.
44
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready to go, prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during the lecture.
 Identify a personality test from the Internet, or another source, for students to take before completing
activities.
Instructional Aids
 Student handouts
 Multimedia presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what they look for in a leader.
 Ask what positive skills and negative skills attract or sway them from others.
 Ask students if they have held leadership positions, and if so, which type?
 Hand out Student Notes sheets.
Lesson Introduction
 Have students write a leader’s name that comes to mind on the top of their handout sheet.
 Present multimedia, “How to be a Team Player,” and lead class in discussion. (Take about 15-20 min.)
 Present multimedia, “Leadership Play Book,” and have students take notes. (About 15 min.)
 Show “Leaders in the World.”
 Go around the room and ask students to share the leader’s name they wrote down and tell why they
chose that person. How many students chose the same person?
45
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
NOTES TO TEACHER
How to be a Team Player
Are you sensitive when your friend
has personal problems?
Are you on time when you are
supposed to meet friends?
Do you offer support or offer to find
someone who can help?
Do you accept your friends as they
are?
Are you excited for your friends
when something good happens to
them?
Do you eagerly lend a helping hand?
If you answered, “yes” to the
questions, then you are on your way
to being a great teammate!
The purpose of this activity is to
demonstrate to students that
compassion is a necessary quality
of a great leader. Often, students
choose their school or team
leaders by how popular or smart
they are, without considering that
anyone with the qualities in this
presentation would make a good
leader.
Leadership Play Book
 Together Everyone Achieves More
a. What makes a good team?
i. Knowledge
Every member within the group has
important information or skills to share.
This presentation explains
qualities of leaders. Students
should write down notes from the
slides to keep in their folders for
reference.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
This lesson is to give introspective
thought to each student, in order
to prepare him or her for the rest
of the activities in this unit.
b. Learning is a life-long process.
We grow as we learn
i. Cooperation
1. All team members
must work
together in
harmony.
Everyone has a job
to do to keep the
team operating
smoothly.
ii. Flexibility
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2. It is important for
all team members
to be able to
adjust their ideas
and to be able to
set their opinions
aside in order to
achieve the goal
the team is
pursuing.
Multiple Intelligences Guide
Existentialist
Intrapersonal
Kinesthetic/
Logical/
Bodily
Mathematical
Interpersonal
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations and lead the class in discussion during each one.
Students will take the personality test and will self-grade to get the results. The teacher will lead the class in a
discussion.
There are numerous activities in this unit. Once this test has been done, the order in which the activities are
completed is up to the discretion of the teacher. It is suggested that they be broken up so that they are all
completed within the timeframe. Note: there are a couple of activities that may be used as sponge activities.
It is suggested these forms and the activities be kept in the students’ folders for testing and used in the event
a student should decide to run for club office.





Word Search
Who Did It?
Marooned
Take Me to Your Leader
Product in a Bag – Truth in Advertising
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Independent Practice
 Influential Leaders Report
Research a leader in photography and write a 500-word paper. Alternative: Research any leader for the
report.

Character Traits of a leader in photography
List the positive and negative character traits of a good graphic artist leader with a partner.
Summary
Review
 There are different personality categories and everyone fits into at least one of them.
 It is helpful to know what type of personality a person has, in order for them to work with others on a
team.
 Personality surveys are helpful for use in clubs and other organizations.
 Leaders play a dual role when faced with responsibility.
 Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
 Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grades on class participation, completed activities, presentation, and essay.
48
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Name: ____________________________ Date: ______________________ Class: ____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
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Name:
DIRECTIONS: Make as many words as you can from the word, “LEADERSHIP” below. You may use a letter more
than once ONLY IF it appears more than once.
LEADERSHIP
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
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IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just suggestions, by all
means feel free to add your own “spin” to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to their current
age. (Answers will vary, but here are a few to get you started: played a team sport, played an
individual sport, travelled to another country, planted a tree, rode an elephant, rode on a hot
air balloon, etc.) The number of opportunities should match the number of students in your
class. Give each student a copy of this list and have him or her go around the room getting
signatures on each activity, as it applies to members of the class. Allow about 10 minutes, and
then see if anyone was able to get all the blanks filled.
b. DISCUSSION: Explain that many people share similar likes and dislikes. This is how groups are
established. Ask if anyone found out something about a classmate they did not know before
taking part in this activity. Also ask the group if they had trouble getting their list filled out in
10 minutes. Discuss how this could be changed if a team effort were to be used when getting
signatures.
c. MATERIALS NEEDED: Pre-determined list designed by teacher, paper and pencil.
NOTES:
51
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2. “Marooned” Intended to be used after the multimedia presentations in the Leadership unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.).
b. Students are marooned on a deserted island. Depending on how many students are on each
team, have team members list an item they would bring with them if they knew there was a
chance they would be stranded. They must then discuss the items and select ONE ITEM per
team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at the ONE
ITEM.
e. EXTENSION: Have students hypothesize how life would be different with only the items the
entire group brought with them to the island. Point out that the key to a successful operation
is COMMUNICATION! If all groups were allowed to communicate with each other, the items
could have been coordinated in a more efficient manner.
f. MATERIALS NEEDED: Paper, pencil, whiteboard or poster board, and markers.
NOTES:
52
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3. “Take Me to Your Leader” This activity helps students to recall, brainstorm, and identify various
leaders in business and industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group will
need. (DO NOT disclose the objective of this lesson yet.) The leaders will need to get the
amount they think they will need and take the candies to their groups. DO NOT LET
THEM EAT THE CANDY! When all teams are ready, decide how much time you want to
allow, and then give them the Student directions.
b. MATERIALS NEEDED: Paper and pencil, Internet, assorted candy (miniature bars, individual
packages, etc.).
DIRECTIONS TO STUDENTS: The objective of this lesson is to identify as many leaders in
business and industry as possible. Your team will need to brainstorm and identify one
leader in business or industry for each piece of candy at your table. You will need to list
the company and leader associated with it. At the end of the allotted time, your team
will have to forfeit any candy that does not correspond to a name on your list.
c. After the time allotted has expired (15-20 min.), have each team share their answers with the
class. Discuss. Then, eat the candy as a reward.
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and he or she must still be alive. (This
makes it a little tougher.)
ii. Divide the requirements into categories, such as: retail, sports, technology,
entertainment, food, and transportation. (You may want to allow more time, but it is
your option.)
NOTES:
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4. “Product in a Bag – Truth in Advertising ” This product always allows for an interesting discussion!
Truth in Advertising
All Business Dictionary of Marketing Terms for: Truth in Advertising requirement by the Federal Trade
Commission, as well as various state and local government agencies, that advertisements not make misleading,
false, or deceptive claims. An advertisement can be deceptive without being an outright lie, depending upon the
perception it creates in the mind of the consumer. For example, a product that calls itself “light” may be nothing
more than a slightly lower calorie version of its regular formula but will be perceived to be a low-calorie product.
Or a beverage called an “orange juice drink” may contain primarily sugar and water with a minuscule juice
content. Deceptive advertising can be accomplished with pictures as well as with words. In one famous case, a
soup manufacturer placed marbles in the bottom of the bowl so that the contents of the soup rose to the
surface in a photograph taken for their advertisements. An advertisement can also be considered deceptive if it
makes a claim that is true but also leads the consumer to believe falsely that the same claim could not be made
by competitive brands. For example, using “fat free” claims on a bottle of maple syrup might lead consumers to
believe that other syrups contain fat.
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a product from the items in their paper bag within
the allotted time period. (This may take the better part of a class period, but allow time to
discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. Include in the bag an index card folded with the letter G or the letter B for good or bad
leadership skills. Tell the groups to keep this item a secret.
f. Students will photograph the product for potential advertising and for product design on the
box.
g. MATERIALS NEEDED: 11x17 Tabloid size paper (one per team). Paper bags (one per team). The
following items are suggestions, but are not limited to: small paper plates, paper cups,
balloons, pipe cleaners, Q Tips, paper clips, tape, sequins, cotton balls, scissors, a couple of
markers, string or yarn, drinking straws, construction paper, paper strips, etc.
DIRECTIONS TO STUDENTS: Your team will take the contents of this paper bag and will
make a product that could be sold to customers. You will need to use all of the
materials in the bag and may not add anything that is not supplied. You are
responsible for naming the product and determining how it would be used in the
marketplace. Students will photograph the final product for use in advertisements.
h. Have students give their product a name and a slogan, and create or draw an advertisement
for it. Extra credit: Have the students write a jingle about their product or personalize the
product to your school.
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Product in a Bag: Continued
DIRECTIONS: Students will demonstrate good leadership qualities not only by
teamwork, but in the way they work together to advertise their product. If they
received a G in their bag they will be honest and ethical in their information. If they
received a B in their bag, they can exaggerate, make false claims, and leave out
important information.
i.
DISCUSSION: Have each team present their “product.” Present the advertisement and tell the
name and purpose of the product. Ask students to explain what steps they took, problems
they encountered, etc.
j. Using the truth in advertising definition, have the class discuss whether the group exhibited
good leadership skills or whether any exaggeration or misleading information was used, and if
the ad was considerate of things, such as demographics or diversity.
k. End the discussion with why it is important to be able to trust advertisements, and why it may
be necessary to question them when they make shocking claims. Follow this discussion with
how good leadership in advertising firms will ensure truth in advertising, even when it may be
difficult to do so.
l. Note the number of groups who use the bags as part of their product!
NOTES:
55
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Influential Leaders of Photography Report
ASSIGNMENT: Research a leader from the field of photography that you admire. Type a report with a
minimum of 500 words, and include or consider the following:






Accomplishments this person has made
Major or well-known artistic works
Influence on society
Contributions he or she has made to society on the local, national or international level
Background
Personal triumphs
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Character Traits of a Good Graphic Arts Leader
DIRECTIONS: Brainstorm with your partner and develop a list of traits. Then, be ready to share with the class.
Graphic artists can influence entire societies. They can create new norms. All of this can be accomplished by
their approach or designs they create. Be sure and think about it from the point of view of a leader in the
graphics world. Consider things like ethics/unethical behavior, persuasion/manipulation,
exploiting/respecting, and diversity/stereotyping.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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Suggested Club Activities
This list is compiled from various teachers across Texas.



































Organize an alumni chapter.
Show movies, films, videos, etc. during lunch.
Present awards to students who deserve recognition at an assembly on campus.
Be responsible for an entire assembly at school.
Set up a student ethics committee.
Work for improved school attendance.
Hold an Achievement Day.
Present a Teacher of the Month award.
Recognize teachers on their birthdays.
Build a student lounge out of unused space.
Improve the school library.
Paint the hall.
Serve on principal’s advisory committee.
Clean trophy cases and polish trophies.
Conduct tours of the school for incoming freshmen.
Plan activities for Crime Prevention Week.
Host an awards breakfast or luncheon each quarter/semester during the year.
Host a birthday breakfast for teachers once a month.
Plan an activity to welcome new teachers in the fall.
Plan a Yearbook Signing Party.
Host a father and daughter or mother and son lunch, tea, brunch, etc.
Host a senior breakfast.
Host a pizza party.
Plan a chili cooking contest.
Plan a Progressive Dinner.
Plan a scavenger hunt; include food for a local pantry on the list and donate what is collected.
Sponsor a Career Day.
Invite a guest speaker each month to talk about careers during lunch.
Sponsor tours of local college campuses.
Arrange tours of major businesses in the area.
Plant a tree to honor a community leader, veteran, or distinguished citizen.
Participate in a Toys for Tots campaign.
Spend time with children at a shelter or orphanage.
Entertain children while parents vote.
Entertain children during open house at your school.
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







Maintain a community bulletin board.
Visit senior citizens in their homes or nursing homes.
Clean up roadsides and parks.
Collect books, magazines, etc. for a senior citizens home.
Set up a clothing drive for the less fortunate.
Plan a food drive at Thanksgiving, Christmas, or Easter.
Walk dogs for the animal shelter.
Sponsor a baby picture contest at your school (great for football or basketball team). Have students
enter the contest to guess the baby picture match up.
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Management and Interpersonal Skills
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates to an efficient
operation of a business. Students will discuss the relationship of interpersonal and team building skills and
how managers use them effectively.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team building skills are vital to an employee, management,
and customer interaction.
 Students will demonstrate effective interpersonal and team building skills.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active-listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relation skills to increase internal and external customer/client satisfaction.
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(3) The student understands and examines problem-solving methods. The student is expected to
employ critical thinking and interpersonal skills independently and in teams to solve problems.
(4) The student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database applications for commercial photography
projects.
(7) The student applies leadership characteristics to student leadership and professional development
activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of
leaders with organizations, exhibit problem-solving and management traits, describe effective
leadership styles, and participate in civic and community leadership and teamwork
opportunities; and
(B) employ teamwork and conflict management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive praise and
criticism, demonstrate sensitivity to and value for diversity, and manage stress and control
emotions; and
(D) conduct and participate in meetings to accomplish work tasks by developing meeting goals,
objectives, and agendas; prepare for and conduct meetings to achieve objectives within
scheduled time; produce meeting minutes, including decisions and next steps; and use
parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
(8) The student applies ethical decision-making and complies with laws regarding the use of technology
in commercial photography. The student is expected to:
(A) exhibit ethical conduct related to interacting with others, such as client confidentiality,
privacy of sensitive content, and providing proper credit for ideas;
(B) discuss and apply copyright laws in relation to fair use and duplication of images;
(D) demonstrate proper etiquette and knowledge of acceptable use policies, including creative
common laws and licensing.
(9) The student develops employability characteristics. The student is expected to:
(B) demonstrate positive work behaviors and personal qualities needed to be employable;
(E) demonstrate skills in evaluating and comparing employment opportunities.
(10) The student is expected to employ planning and time-management skills to complete work tasks
such as creating quotes and budgeting. The student is expected to:
(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract projects.
(11) The student develops an increased understanding of commercial photography. The student is
expected to:
(C) demonstrate the principles of commercial photography, such as working with clients,
interpreting client instructions, developing production schedules, and delivering products in a
competitive market;
(F) demonstrate appropriate digital black and white and color photography; and
(G) apply effective photographic lighting techniques including 3 Point, studio, portraiture, and
product.
(H) Produce professional quality photographs.
(I) Use the most appropriate types of photographic paper for projects.
(J) Use the most appropriate solutions for mounting, matting, or framing photographs.
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(L) evaluate photographs using principles of art, commercial photography standards, and
critical-thinking skills; and
(M) demonstrate use of appropriate resolution and digital file formats.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure a computer lab, if none is readily available in the classroom
 Copy the handouts and assignments
Instructional Aids
 Student handouts and multimedia presentations
Materials Needed
 Copies of assignments
 Empty CD cases
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to manage other people.
 Explain how effective interpersonal skills are necessary for managers to function in business.
 Tell students the information they will learn in this lesson will be important to them as they complete
the assigned project.
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another piece of the
puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager
Interpersonal Skills
I.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative, Responsibility
Attitude
Self-control/Orderliness
Self-awareness & Willingness to
Change
Self esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out Student
Notes sheets and go over the
material, using the multimedia
presentation.
Teacher will lead the discussion of
material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually, in
pairs, or groups at the discretion
of the teacher.
This unit will easily take 25 class
days, due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
It is recommended that all
students present their findings to
the class.
Option: The teacher may want to
set up a competition among the
students and offer a small prize.
Counselors or school
administrators could serve as
judges. Reach out to connect with
local small businesses and
organizations.
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Multiple Intelligence Guide
Existentialist
Intrapersonal
Kinesthetic/
Logical/
Bodily
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Interpersonal
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal skills)
and will have the students complete the included assignments. It is up to the teacher’s discretion whether to
assign some of the larger projects to pairs or small groups instead of to individual students.
Independent Practice
 Students will research and plan an “Exhibition of _______ County Photography” program for their
community.
 Students will develop their own personal brand and create a CD cover.
 Students will work within groups to select and incorporate different photographers into their
exhibition.
 Students will figure out the best possible way to print, frame and mount various digital photographs so
that they are represented in the best way possible.
Summary
Review
 We all possess personal traits that make us unique.
 Everyone has a set of personal ethics. However, the degree to which we use them is an individual
choice.
 Developing and using effective interpersonal skills is necessary for successful managers.
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Evaluation
Informal Evaluation: it is up to the teacher’s discretion how to grade the daily and desk
assignments. The teacher will monitor the students’ work to check for understanding.
Management: Another Piece of the Puzzle
Formal Evaluation: Students will complete extensive projects to demonstrate knowledge of
Student Notes
material covered in this unit. Rubrics have been provided.
TERMINOLOGY:
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TERMINOLOGY:
VERTICAL INTEGRATION: ______ to __________ management structure of an organization (consists of
____________, ____________, and __________________levels).
TOP MANAGEMENT: Makes __________________ affecting _______________; decisions have
_________________ effect on the company.
MIDDLE MANAGEMENT: _________________ the _________________ of ________ management; plans ways
to implement ___________; communicates with __________________ level management.
SUPERVISORY LEVEL MANAGEMENT: _________________ the activities of employees;
_________________the instructions of middle and top management; _____________
tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION: _______________________teams set their own _________ & make their own
______________. Organized by _____________ instead of ______________.
EMPOWERMENT: __________________ team members’ _____________________ and willingness to take
________________________.
MANAGING: ______________________ the___________ of an organization through its __________ and
_________________.
ORGANIZING: Bringing people, activities, and resources together for the _____________ of the company.
STAFFING: ______________ _______________ with the __________ to be done.
CONTROLLING: __________________ performance; ___________________performance with company
____________________ and goals for effective outcome.
LONG-RANGE PLANNING: Information is __________________ and _________________, serving goals ranging
from one to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year or _______.
Usually evaluated on ________________ or _________________ basis.
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
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B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards, areas of improvement
D. Staffing
1. _____________ and ________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A.
__________________:
Makes decisions with virtually no input
“_________________________________”
B.
__________________:
Allows employees to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts when necessary
Can be slow; ________________________ can be helpful
D. ______________________:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees ________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “_______ _______”
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AN EFFECTIVE MANAGER





Shows a __________ __________
o It’s ok to smile! It’s contagious!
Cares about ___________
o Encourages and looks for the _______ in others
o Says “________________”
Is considerate
o Takes ___________
o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.
Listens
o _______ questions
o __________ information
Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION: Top to bottom management structure of an organization (consists of Top, Middle,
and Supervisory levels).
TOP MANAGEMENT: Makes decisions affecting entire company; decisions have broadest effect on the
company.
MIDDLE MANAGEMENT: Implements the decisions of Top management; plans ways to implement goals;
communicates with Supervisory level management.
SUPERVISORY LEVEL MANAGEMENT: Supervises the activities of employees; carries out the instructions of
Middle and Top management; assigns tasks and evaluates performance of employees.
HORIZONTAL ORGANIZATION: Self-managing teams set their own goals & make their own decisions.
Organized by process instead of function.
EMPOWERMENT: Encourages team members’ contributions and willingness to take responsibility.
MANAGING: Completing the work of an organization through its people and resources.
ORGANIZING: Bringing people, activities, and resources together for the benefit of the company.
STAFFING: Matching workers with the tasks to be done.
CONTROLLING: Measuring performance; comparing performance with company objectives and goals for
effective outcome.
LONG-RANGE PLANNING: Information is gathered and analyzed, serving goals ranging from one to five years;
or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or less. Usually
evaluated on quarterly or semi-annual basis.
MANAGEMENT STRUCTURES:
C. Vertical Organization
5. Manager performs particular department function well.
6. Top management
7. Middle management
8. Supervisory level
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D. Horizontal Organization
5. Became popular due to downsizing in the 1980s and 1990s.
Self-managing teams set their own goals and make their own decisions.
6. Customer oriented
7. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
F. Planning
3. Long-range
4. Short-range
G. Organizing
3. Arrange staff to accomplish goals
4. Organizational chart
H. Controlling
3. Performance is measured and compared with goals
4. Setting standards, areas of improvement
I. Staffing
1. Recruit and hire; evaluate performance
J. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
G. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
H. Chaotic:
Allows employees to make all decisions
Can be a “circus”
I. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
J. Democratic:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
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K. Laissez-faire:
Manager acts as a mentor; allows employees some control;
Focus on results, not how work gets done
L. Persuasive:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “buy in”
AN EFFECTIVE MANAGER…
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
AN EFFECTIVE MANAGER also:
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent, fair, and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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An “Exhibition of ________ County Photography”
OBJECTIVE: Students will use management and decision-making skills to complete all the necessary tasks of
staging a photography show or exhibition.
MATERIALS NEEDED: Computers, projector, Internet access, paper, printer, matting or framing supplies, tools
and material for hanging or displaying photos
PROCEDURE:
You are the Chairperson of the “Exhibition of ________ County Photography.” You supply the name of
your county committee. Your goal is to ensure 100% occupancy of photographers working within YOUR
county. You want photographers from your community to be present. The event will take place on
PICK A DATE. Your duties are as follows:
1.
2.
3.
4.
5.
6.
Determine your target audience (the people who you would like to attend your show)
Select the photographers whose work will be displayed and choose the photos that will be displayed
Decide on admission charges, auction prices, etc.
Plan the arrangement of the floor plan for the event
Secure the site (must be in YOUR county)
Decide how you will promote the event. Think about things, such as:
a. One direct mail (postcard or flyer)
b. One press release (story that tells who, what, where, when, why) and you must include at least
two quotes from someone participating
c. Create a social media campaign (hashtag, etc.) that will encourage people to share and want to
attend
d. Create an ad to be displayed online and find websites or social media sites that should display it
7. Design a layout and floor plan and list the participating photographers and their booth locations
8. Decide how you will ensure that attendees and participants of the event will have a good time
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Group Presentation Rubric
Presentation Title: _______________________________________________
Name: ________________________
Teacher: _________________________
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content Knowledge
2
3
4
Student presents
information in logical
sequence, which
audience can follow.
Student presents
information in logical,
interesting sequence,
which audience can
follow.
____
Student is uncomfortable
Student is at ease with
with information and is
content, but fails to
able to answer only
elaborate.
rudimentary questions.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
____
Audience has difficulty
Audience cannot understand
following presentation
presentation because there is
because student jumps
no sequence of information.
around.
Student does not have a
grasp of the information;
student cannot answer
questions about subject.
Visuals
Student used no visuals.
Student occasionally
used visuals that rarely
supported text and
presentation.
Mechanics
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Presentation had three
misspellings and/or
grammatical errors.
Delivery
Points
Visuals related to text
and presentation.
Student used visuals to
reinforce screen text
and presentation.
____
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has no
misspellings and/or
grammatical errors.
____
Student mumbles, incorrectly
Student incorrectly
Student used a clear
pronounces terms, and
pronounces terms.
Student's voice is clear.
voice and correct,
speaks too quietly for
Audience members have Student pronounces
precise pronunciation
students in the back of class
difficulty hearing
most words correctly.
of terms.
to hear.
presentation.
Total---->
____
____
Teacher’s Comments:
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Group Progress Rubric
Name: _____________________
Teacher: __________________
Date: ______________________
Title of Work: ______________
Skills
Criteria
0
10
Points
15
20
Helping:
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
The teacher observed the students
offering assistance to each other.
Listening:
The teacher observed students working
from each other's ideas.
Participating:
The teacher observed each student
contributing to the project.
Persuading:
The teacher observed the students
exchanging, defending, and rethinking
ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
Total Points
____
Teacher Comments:
75
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Who I am Self-Portrait
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to take a self-portrait and use a digital
image editing program to fill your body with things that represent you.
MATERIALS NEEDED:
Computer, Internet access, digital image editing program, computer, cameras, studio lights, personal pictures,
blank CD cases, good quality glossy or matte paper, printer







Take a self-portrait against a solid colored background.
Take photos of various people, places, or things in your life that you feel represent you. Choose at
least five different things.
When choosing things to photograph, think about the following things as possible subjects:
 A photo that tells where you feel most comfortable
 A photo that tells what you would like to accomplish
 A photo that tells what you do well
 A photo that tells what makes you feel good
 A photo of another person
 A photo of a hobby you do
 A photo of a talent you have
 A place you would like to go.
Use a digital image editing program to overlap the subjects you have photographed onto your body
in your self-portrait. Try to keep your face visible.
Try to accurately size the objects you have selected in terms of how much they represent you.
You may utilize a photo that you haven’t taken yourself if you are able to do so without violating
copyright laws.
When finished editing, save your project twice. Once for the web and once to print out onto photo
paper later.
WRITTEN REPORT:
How will you describe yourself? Type a summary on the following (one page minimum):




Purpose: Tell why these descriptors are a real representation of you and why you selected them.
Explain your choice of person of influence.
Plans: What would you like the results to be in the future?
Place: Where you would like to be located?
Promotion: How will you promote yourself?
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Name: _____________________
Date: ___________________
Who I Am Self Portrait Project Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Excellent
1. Has clear vision of final infographic and
directions were followed
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to present complete
and cohesive representation
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (in infographics form)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity in presentation
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge of descriptors
and identifiers
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Acquired needed knowledge base with
examples ready for choices
5. Communicated efforts with teacher
Product (Project)
Total Score: ____________________________
Teacher’s Comments:
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Interpersonal Skills
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self-Esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity Initiative and Responsibility



_________________________________________
_________________________________________
_________________________________________
Attitude

_________________________________________
o __________________________________
o __________________________________
Self-Control/Orderliness


_________________________________________
_________________________________________
Self-Awareness & Willingness to Change




_________________________________________
_________________________________________
_________________________________________
_________________________________________
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Self-Esteem



_________________________________________
_________________________________________
_________________________________________
o ___________________________________
o ___________________________________
Empathy


II.
_________________________________________
_________________________________________
Personal Skills
Assertiveness:
 _________________________________________
 _________________________________________
 _________________________________________
Time Management:



_________________________________________
_________________________________________
_________________________________________
Goal Setting:




_________________________________________
_________________________________________
__________________________________________
__________________________________________
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Interpersonal Skills KEY
Student Notes
III.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:



Honesty
Integrity
Play Fair
Creativity Initiative and Responsibility



Find new ways to do your job (cuts boredom)
Doing what needs to be done without being told
Be accountable for your actions
Attitude

Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness


Tactfulness…what does it mean?
A must when dealing with difficult customers
Self-Awareness & Willingness to Change




Make a list of strengths and weaknesses
You may think you know everything!
The first 100 years are the hardest!
Adaptable employees are valuable
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Self-Esteem



The way you see yourself – your value
Demonstrate self-esteem on the job by showing confidence in your work
Build customers’ self-esteem too
o Call them by name
o Smile and greet them


Understand another’s situation or frame of mind
Putting oneself in another’s place
Empathy
IV.
Personal Skills
Assertiveness:



Stand up for yourself, but don’t be pushy
Don’t boss others
Make sure you know what you’re talking about
Time Management:



Budget your time
Don’t over commit yourself or you will regret it
Sometimes “no” is okay
Goal Setting:


What do you want out of:
o Life?
o Career?
o Personal Relationships?
Where do you plan to be in ______ years?
o Continue to ask yourself this question
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“Personal Photography Bucket List”
30 Things You Want to Do Before Age 65
Think about these carefully before beginning! In your “50 Things,” you will need to use a word-processing
program to devise a list of 50 things to do, complete, photograph, etc. before you reach the age of 80. Include
a brief (one or two sentence) explanation on why you would do each task/activity. You may not repeat or
combine any! Your list must include:
10 things you want to take a photo of
5 Artistic goals
1 education goal
1 fitness goal
2 sites in the world you would like to see (each counts as one thing)
2 career goals (can be a job you want to get)
2 personal goals (each counts as one thing)
3 friend and family goals (example: get to know your grandparents)
2 things you would do for someone else
2 activities you would do for your community
Add more if you feel like it!
Date Due:
82
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Photography Company Development
OBJECTIVE:
Students will use management and leadership skills learned in order to successfully complete all assigned tasks
in the Photography Company Project.
MATERIALS NEEDED:
Computers, Internet access, projector for presentations, printer, and paper for sketching and printing
Business cards and websites are both invaluable parts of a photographer’s branding. In this project, your team,
as part of the Department for Design and Development team for AlphaGenX Photography Co, is vying for
your branding and marketing idea to be the one chosen as the new business that people in your area will go to
for their photography needs.
First rule of thumb: Be sure to read the through the whole project before beginning.
Part 1: Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your Math or English class. The survey is to find out what
your peers would like in a photography company. The survey must include at least 10 QUALITY
questions. Type the questions, turn them in, and include the number of copies you will need.
C. After your surveys have been completed, you are to write a final analysis of "A New Photography
Company for Your Generation," based on your ideas and the survey results.
Part 2: Research and Development
A. Research two different photography companies that are similar to yours in both scope and location.
For each of the two companies, you will need to find the following information:
1. Name of the company
2. Location
3. Number of photographers
4. Type of work they produce (wedding, portrait, product photography, etc.)
5. How much they charge
6. Their advertising methods
7. Who their clientele is
8. If they have a brick and mortar space
9. How long have they been in business
10. Critique their work or style
11. Surrounding cities
12. Any other pertinent information you discover (be sure you have some pertinent
information)
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Part 3: Your Proposed Photography Studio Outline
A. This is the section where the design of YOUR photography studio comes to life.
1- Overall Company Theme
2- Type of work you will produce
3- Location (brick and mortar?)
4- Number of photographers
5- Pricing tier (will you include prints?)
6- Advertising methods
7- Business card design
8- Website
Considerations
- Define your target market, its location and population of the area.
- Be prepared to defend your reasoning.
- What is the name, the type of photo studio or company it will be, and what is the overall theme?
- Include a logo design.
- What is the type of work you will be trying to produce?
- How will you market or advertise your company?
- What will your pricing structure be?
- What will your website look like?
- How will you advertise or market your company?
- What will be your days and hours of operation?
You must include the following:
- A typed proposal for the studio (limited to seven pages)
- A website for the studio or company
- A business card for the studio or company
The project needs to be neat and look professional.
All written information must be typed or word-processed.
Prepare a multimedia presentation or video to use as you present your project to the Board of Directors.
Use sample branding and images in your presentation.
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Photography Studio/Company Rubric
Presentation Title: _______________________________________________
Name: ________________________
Teacher: __________________________
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content Knowledge
3
4
Student presents
information in logical
sequence, which
audience can follow.
Student presents
information in logical,
interesting sequence,
which audience can
follow.
____
Student does not have grasp Student is uncomfortable
Student is at ease with
of information; student
with information and is
content, but fails to
cannot answer questions
able to answer only
elaborate.
about subject.
rudimentary questions.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
____
Student occasionally used
visuals that rarely
Visuals related to text
supported text and
and presentation.
presentation.
Student used visuals to
reinforce screen text
and presentation.
____
Presentation has no
misspellings and/or
grammatical errors.
____
Audience has difficulty
Audience cannot understand
following presentation
presentation because there is
because student jumps
no sequence of information.
around.
Visuals
Student used no visuals.
Mechanics
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Delivery
2
Points
Presentation had three
misspellings and/or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Student mumbles, incorrectly
Student incorrectly
Student used a clear
pronounces terms, and
pronounces terms.
Student's voice is clear.
voice and correct,
speaks too quietly for
Audience members have Student pronounces
precise pronunciation of
students in the back of class
difficulty hearing
most words correctly.
terms.
to hear.
presentation.
____
Total---->
____
Teacher’s Comments:
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Goin’ Global
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will evaluate and conclude why international trade is vital to a
nation’s economy.
Specific Objectives
 Students will discover the interdependence among nations.
 Students will assess the benefits of international trade.
 Students will examine the requirements of a balance of trade and its barriers.
 Students will interpret the standard business practices involved in importing and exporting.
 Students will determine the cultural, economic, and political factors that should be considered when
deciding whether to do business abroad.
This lesson should take five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) apply English language arts knowledge and skills to a variety of written documents; and
(B) apply mathematics knowledge and skills in accordance with industry standards to solve a
problem.
(2) The student applies professional communication strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active-listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
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(G) exhibit public-relations skills to increase internal and external customer/client satisfaction.
(3) The student understands and examines problem-solving methods. The student is expected to
employ critical thinking and interpersonal skills independently and in teams to solve problems.
(4) The student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database applications for commercial photography
projects.
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations in a photography studio and
lab; and
(B) follow emergency procedures.
(7) The student applies leadership characteristics to student leadership and professional development
activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of
leaders with organizations, exhibiting problem-solving and management traits, describing
effective leadership styles, and participating in civic and community leadership and teamwork
opportunities;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive praise and
criticism, demonstrate sensitivity to and value for diversity, and manage stress and control
emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing meeting goals,
objectives, and agendas; prepare for and conduct meetings to achieve objectives within
scheduled time; produce meeting minutes, including decisions and next steps; and use
parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
(8) The student applies ethical decision-making and complies with laws regarding use of technology in
commercial photography. The student is expected to:
(A) exhibit ethical conduct related to interacting with others, such as client confidentiality,
privacy of sensitive content, and providing proper credit for ideas;
(B) discuss and apply copyright laws in relation to fair use and duplication of images;
(C) model respect for intellectual property when manipulating, morphing, and editing digital
images; and
(D) demonstrate proper etiquette and knowledge of acceptable use policies, including creative
common laws and licensing.
(10) The student is expected to employ planning and time-management skills to complete work tasks
such as creating quotes and budgeting. The student is expected to:
(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract projects.
(11) The student develops an increased understanding of commercial photography. The student is
expected to:
(A) create photographs for defined purposes;
(B) apply the elements and principles of art to a variety of commercial photography projects;
(C) demonstrate the principles of commercial photography such as working with clients,
interpreting client instructions, developing production schedules, and delivering products in a
competitive market;
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(D) demonstrate the use of appropriate cameras and lenses;
(E) apply appropriate photographic composition and layout principles;
(F) demonstrate appropriate digital black and white and color photography;
(G) apply effective photographic lighting techniques including 3 Point, studio, portraiture, and
product;
(H) produce professional quality photographs;
(K) demonstrate use of appropriate, current, and industry standard production processes to
produce photographs;
(L) evaluate photographs using principles of art, commercial photography standards, and
critical-thinking skills; and
(M) demonstrate use of appropriate resolution and digital file formats.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will take notes and keep them in their notebook.
 Students will complete all assignments in a timely manner.
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Make copies of all handouts for this unit.
 Secure a computer lab, if one is not readily available to your class.
Instructional Aids
 Student handouts
Materials Needed
 Copies of assigned activities
 Internet access
Equipment Needed
 Computer lab
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation



Ask why it is necessary to get goods from other countries.
Ask why our government puts trade restrictions on imports.
How do emerging nations become involved in international trade?
Lesson Introduction



Show the multimedia presentation and lead the class in a discussion.
Explain how all leading nations are interdependent.
Discuss the impact of cultural and social environments on global trade.
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Outline
MI
OUTLINE
Terminology

Students will fill in blanks from the
multimedia presentation
Business Cycle: (diagram in presentation)

Prosperity

Inflation

Recession

Depression
U.S. and International Trade

Approximately 1/3 of worldwide
production is sold outside of the
“home” country

Raw materials

Manufactured goods

Services as popular exchanges

Data is transferred
Businesses are Going Global

Changing markets

Foreign markets draw attention

Competition

Demand

Government support
Importance of International Trade

Over 250,000 U.S. businesses export
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multimedia
presentation. Explain to the class
that the vocabulary will be on an
exam, so it is important they fill in
all blanks.
Have students take notes to keep
in notebook.
Notes Extension Activity: Hand
out the assignment sheet and
complete in class. You may want
the group to partner up or just
have each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
Assign “Cultural Differences”
project. This project will take
approximately three to four class
periods to complete and one to
two class periods to present to the
class.
*Note: prior to the onset of this
activity, the teacher will need to
go to the website and pre-select
the countries to use.
products
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
11% of GNP
95% are small to med. Sized

95% are small to med. Sized

Export over $500 billion in products

Wholesalers export over $100 billion

U.S.is 2nd largest exporter

U.S. is 1st in imports

U.S. trade deficit in 1971
Try to get countries that are not
popular and those that are not in
the news as much, in order for the
students to really learn something
when researching.
This activity allows for great class
discussion, especially when the
students present the final section.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentation while students take notes using their handout.
Students will work in class to complete the Notes Completion Activity to ensure understanding of the material.
The projects are student-driven; therefore, the teacher will take on the role of a facilitator after students
begin working on them.
Independent Practice
Students will work together to create a blog post or brochure for their city’s local tourism board.


Students will research their target market and decide how to best reach them.
Students will research their city and what aspects relate to tourism as a whole.
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Summary
Review
 Why do countries trade with each other?
 Why do governments put trade restrictions on businesses?
 Why is it important to an economy to maintain a balance of trade?
 How do target audiences affect advertising and photography?
Evaluation
Informal Evaluation:
Daily assessment of projects: The teacher will become the facilitator because the Cultural Differences and
Foreign Business activities are student-driven.
As a suggestion, the teacher may want to have students evaluate their peers as well. If so, copy extra rubrics
ahead of time.
Formal Evaluation:
Rubrics will be used to assess projects.
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Global Economy
Student Notes
Fill in the blanks as we discuss the multimedia presentation. Keep this as a study guide.
TERMINOLOGY:
________: North American Free Trade Agreement
________: World Trade Organization
________: European Union
International Trade: The _____ of products/services to people in _______ countries
Imports: Products/services _______________ from another _____________
Exports: Products/services _______ to _____________ country
Indirect Exporting: Marketers with ______________ experience __________ the ____________ company;
____________ for the _________ of products in other countries
Direct Exporting: Company handles ____ responsibilities to market products in other ___________
Balance of Trade: The ________________ between a country’s _________ and __________
Foreign Production: A company ______ and __________ production ___________ in another country.
Joint Venture: ____ or_____ companies in ____________ countries with _____________ interests develop a
_______________ to join in ____________ __________________activities
Multinational Companies: Businesses that have_________________ all over the ___________ and conduct
planning for _________________ markets
Pre-industrial Economy: Based on _________________ and ______ _____________development; _____
standard of living
Post-industrial Economy: Based on____ of business & consumer _____________________ produced &
marketed in the__________ marketplace
Gross Domestic Product: The ________ $ value of all ______________________ produced within a country
in____ year
Gross National Product: The total___________ of all goods/services (_____________ _____________)
produced within a country in one year
Quota: _________ on the numbers of ___________ _________ of products ____________
_________________ can ______ in a country
Tariffs: _________ placed on imported products to increase the ____________ ______________
Subsidy: ___________ provided to a business to _______ in the development and sale of products
Standard of Living: A ______________ of the quality of life for the citizens of a country
Productivity: The____________ output by workers for a ______________ period of time
Purchasing Power: The ___________ of goods/services that can be bought with a ______________ amount of
money
Consumer Price Index: The _____________ in the ________ of a specified set of goods over _______
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____________ _________: Consists of four stages: Prosperity, Recession, Depression and Inflation
U.S. and International Trade
World Interdependence
Approximately _____ of worldwide production is sold _________ of the _______ country.
The bulk of products that Americans use daily are_______________.
U.S. __________music, movies, cars, airplanes and food items
International Trade is Changing:
Raw materials once were an _____________ commodity; today makes up less than ____ of the world’s
exports
__________________ goods/services are most popular
_____________ (communications, travel, education, and financial) are most popular exchanges between
_______________
_______ is transferred via phone, fiber optics, or satellite on a daily basis.
Businesses are Going Global
_____________ are changing.
____________ markets are enticing to ________________ businesses that experience dropping sales & profit.
Foreign markets are another way to expand ________________and increase worldwide ___________for
products.
Benefit of international marketing: __________________ support is available.
Importance of International Trade
U.S. economy: over ___________ businesses _________ products.
Accounts for over _____ of GNP
_____ of U.S. exporting businesses are small to medium sized.
Manufactures ________ over $500 billion of products/
Wholesalers export over $____ billion worth of products.
U.S. is __________ largest exporter.
_____________ is #1 exporter.
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U.S. is #1 ___________ of products.
Germany is _____ importer.
_____ had 1st_________ deficit of the 20th Century in ______ (imports exceeded exports by over $1 billion
that year).
How does this concern Commercial Photography?
Designers must know about the ______________ of ____________________________ audience. Just imagine
the difference between a target audience in______________vs. ______________. Or designing a t-shirt for a
three-year old vs. a__________year old. Or even a male vs. a female. Or if they are in a wealthy area
or______________? All these things make a difference in how a designer______________them.
Continued – Demographics
This includes WHERE they live.
Types of______________, skills, jobs.
Their level of ______________.
Their ______________ income.
Their living conditions.
The ______________ environment with regards to______________, temperature, landscape, coastal, inland,
etc.
Percent in ______________ vs. ______________.
Average ______________of population.
______________married.
Average______________size, number of children.
Typical health and______________of citizens.
Bottom Line
Knowing your target audience’s ______________ will help with the success of your
______________campaign.
Advertising ______________ ______________to Floridians may not result in too many sales!
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Goin’ Global
Student Notes
Knowing the demographics of any culture equips a designer to approach a design or advertisement according
to the norms of that country or its culture.
Fill in the blanks as we discuss the multimedia presentation. Keep this as a study guide.
TERMINOLOGY:
NAFTA: North American Free Trade Agreement
WTO: World Trade Organization
EU: European Union
International Trade: The sale of products/services to people in other countries
Imports: Products/services purchased from another country
Exports: Products/services sold to another country
Indirect Exporting: Marketers with exporting experience represent the exporting company; arranges for the
sale of products in other countries
Direct Exporting: Company handles all responsibilities to market products in other countries
Balance of Trade: The difference between a country’s imports and exports
Foreign Production: A company owns and operates production facilities in another country
Joint Venture: Two or more companies in different countries with common interests develop a relationship to
join in common business activities
Multinational Companies: Businesses that have operations all over the world and conduct planning for worldwide markets
Pre-industrial Economy: Based on agriculture and raw material development; low standard of living
Post-industrial Economy: Based on mix of business & consumer products/services produced & marketed in the
global marketplace
Gross Domestic Product: The total $ value of all goods/services produced within a country in one year
Gross National Product: The total $ value of all goods/services (including imports) produced within a country
in one year
Quota: Limits on the numbers of certain types of products foreign companies can sell in a country
Tariffs: Taxes placed on imported products to increase the selling price
Subsidy: Money provided to a business to help in the development and sale of products
Standard of Living: A measure of the quality of life for the citizens of a country
Productivity: The average output by workers for a specified period of time
Purchasing Power: The amount of goods/services that can be bought with a specific $ amount of money
Consumer Price Index: The variance in the cost of a specified set of goods over time
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Business Cycle: Consists of four stages: Prosperity, Recession, Depression and Inflation
Prosperity
Prosperity
Recovery
Recession
U.S. and International Trade
Depression
The bulk of products that Americans use daily are imported.
U.S. exports music, movies, cars, airplanes and food items.
International Trade is changing:
Raw materials once were an abundant commodity; today makes up less than 1/3 of world’s exports.
Manufactured good/services are most popular.
Services (communications, travel, education, and financial) are most popular exchanges between countries.
Data is transferred via phone, fiber optics, or satellite on a daily basis.
Businesses are Going Global
Markets are changing.
Foreign markets are enticing to domestic businesses that experience dropping sales and profit.
Foreign markets are another way to expand competition and increase worldwide demand for products.
Benefit of international Graphic Design and Illustration Practicum: Government support is available.
Importance of International Trade
U.S. economy: over 250,000 businesses export products.
Accounts for over 11% of GNP
95% of U.S. exporting businesses are small to medium sized.
Manufacturers export over $500 billion of products.
Wholesalers export over $100 billion worth of products.
U.S. is second largest exporter.
Germany is #1 exporter.
U.S. is #1 importer of products.
Germany is #2 importer.
U.S. had 1st trade deficit of the 20th Century in 1971 (imports exceeded exports by over $1 billion that year).
How does this concern Commercial Photography?
Photographers must know about the demographics of targeted audience. Just imagine the difference
between a target audience in Florida vs. Alaska. Or designing a t-shirt for a three-year old vs. a 35-year old. Or
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even a male vs. a female. Or if they are in a wealthy area or impoverished? All these things make a difference
in how a designer approaches them.
Continued – Demographics
This includes WHERE they live.
Types of professions, skills, jobs.
Their level of education.
Their average income.
Their living conditions.
The geographic environment with regards to weather, temperature, landscape, coastal, inland, etc.
Percent in urban vs. rural.
Average age of population.
Percent married.
Average family size, number of children.
Typical health and welfare of citizens.
Bottom Line
Knowing your target audience’s demographics will help with the success of your advertising campaign.
Advertising snow plows to Floridians may not result in too many sales!
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Cultural Differences
Global Union
OBJECTIVE: Students will research an assigned country to obtain required information about that country,
their customs, and their shopping. The final product will be a multimedia presentation of information;
ultimately including a product that the students recommend to be sold in their respective country and an
advertisement for said product.
PROCEDURE:
You have been assigned a country to research using the website below. You are to read over the following
categories and take notes. Compare your country’s information with the United States.
www.cia.gov/library/publications/the-world-factbook/
Country: _______________________________________________
Language: ______________________________________________
Religion: ________________________________________________
General Attitudes:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Personal Appearance:
__________________________________________________________________________________________
__________________________________________________________________________________________
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CUSTOMS AND COURTESIES
1. Greetings
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Gestures
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Visiting
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Eating
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
LIFESTLYE
1. Family
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Dating/Marriage
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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3. Diet
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Recreation
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. Commerce
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
SOCIETY
1. Government
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Economy
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Transportation/communication
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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4. Education
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Literacy Rate:______________________
5. Health
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Life Expectancy:____________________
6. Describe the Product you are creating an advertisement for.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Who is the target audience of this product?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Culture Grams Project
Design a multi-media presentation about the country you have chosen, which includes information you
discovered in Part 1. Choose three potential U.S. products and then select one product that you think you
could market to the people in your country. You are to create an advertisement, including photos of the
product that you will take. Be mindful that the photos must be appropriate in your assigned country, based on
your research. Prepare a multimedia presentation documenting what you learned about your assigned
country, the advertisement you created for your product, and an explanation of why you think this product
will be marketable in your country. BE CREATIVE and be prepared to present your project and findings to the
class.
POSSIBLE U.S. PRODUCTS TO MARKET TO ______________________
Type in your answers below and save this in a word-processed file.
Product #1: _____________________________
Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
Product #2: ______________________________
Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
Product #3: _____________________________
Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
Now, compare your three products to the research that you have already conducted about your country. Pick
one of the three above products that you think would sell the best in your country. Fill in below:
PRODUCT THAT WOULD SELL THE BEST IN ____________________: __________________________
__________________________________________________________________________________________
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Now, let’s do a little research on the people in your country who will possibly be buying this product.
US Product to Advertise in Your Country
Product Name: _____________________________
Describe this product:
__________________________________________________________________________________________
__________________________________________________________________________________________
Why do you think this product would sell in your country?
__________________________________________________________________________________________
__________________________________________________________________________________________
What target audience do you think would purchase your product? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
What can you do in your advertisement to make sure that you reach your target audience?
__________________________________________________________________________________________
__________________________________________________________________________________________
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Cultural Differences Presentation Rubric
Country: _________________________
Name: ________________________
Teacher: ________________
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
3
4
Student presents
information in logical
sequence which
audience can follow.
Student presents
information in logical,
interesting sequence,
which audience can
follow.
____
Student is at ease with
Student does not have grasp
Student is uncomfortable content, but fails to
of information; student
with information and is
elaborate.
Content Knowledge
cannot answer questions
able to answer only
Advertisement and
about subject. Advertisement
rudimentary questions.
target audience are
is not good.
harmonious.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
Advertisement and
target audience work
great.
____
Organization
Audience has difficulty
Audience cannot understand
following presentation
presentation because there is
because student jumps
no sequence of information.
around.
Visuals
Student used no visuals.
Mechanics
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Delivery
2
Points
Student occasionally
Student used visuals to
used visuals that rarely Visuals related to text
reinforce screen text
supported text and
and presentation.
and presentation.
presentation. Photograph
Photograph in
Photograph in
used in advertisement advertisement is done
advertisement follows
does not follow the
well.
the principles of design.
principles of design.
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.
Student mumbles, incorrectly
Student incorrectly
Student used a clear
pronounces terms, and
pronounces terms.
Student's voice is clear.
voice and correct,
speaks too quietly for
Audience members have Student pronounces
precise pronunciation
students in the back of class
difficulty hearing
most words correctly.
of terms.
to hear.
presentation.
Total---->
____
____
____
____
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Teacher Comments:
Foreign Business Project Country Selection
Teacher’s Directions:
You will need two copies of this list (or add your own selections). One is to be cut in strips so the students can
draw to see which country (and partner) they will get and the other is to be used to write the students’ names
beside the country so you will have record of which students are assigned to which country.
Finland
Finland
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
Uruguay
Uruguay
Nigeria
Nigeria
Turkey
Turkey
Poland
Poland
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New Zealand
New Zealand
Algeria
Algeria
Austria
Austria
Norway
Norway
India
India
Columbia
Columbia
Greenland
Greenland
Korea
Korea
Switzerland
Switzerland
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Tourism Project: Tourism Blog Post
You are in charge of planning a blog post for your town’s tourism department that showcases the best your
city has to offer to increase tourism to your hometown. Keep in mind that the purpose of this post will be to
attract possible tourists and businesses to your hometown. Incorporate photos of sports and entertainment
activities as well as lodging, transportation, shopping, sightseeing, interesting people, and especially dining.
Keep in mind that these are activities people will be doing while they are visiting or vacationing in your city.
Try to promote local businesses and things that your town has to offer that makes it unique. Use photos to
document at least 15 different events, places, people, or things in your community and give them all captions.
Remember the following when researching and planning:
1.
2.
3.
4.
5.
You must promote your hometown in a positive manner.
What things does your hometown offer that no other area does?
You may decide the time of year or month.
How will you “sell” your hometown?
What key places and events will you include?
a. Your presentation must include a mixture of:
i. Sporting Events
ii. Entertainment Events
iii. Cultural Events
iv. Shopping areas
v. Food and dining areas
vi. Sightseeing spots
6. What type of people are you trying to attract? Keep your target audience in mind.
7. How will you photograph these different things or events to best promote them?
8. How will you edit these photos?
9. What types of captions will you include with these photos?
10. What types of photos does the city tourism board want?
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Project Pointers:
You will be graded on the following:
1. Participation with your group
2. Daily work
3. Appropriateness of your photos
4. Multimedia presentation to the class (oral)
5. Appearance of multimedia presentation (minimum of 14 slides)
6. Clearness of subject in photos
7. Documentation of subject
8. Caption descriptions
9. Metadata editing of photos for search engine optimization
10. Editing of the photos – does each photo look professional?
11. Selection of locations to highlight
12. Showcasing your locations in the best light – did you find the best-looking part of each location?
13. Quality of research completed about your hometown
14. Does your work make people want to visit your city?
15. Presentation
16. Consider any cultural food restrictions people may have
17. Consider transportation – will walkability be an issue?
18. Remember: No activity may be repeated!
19. Analytics: How many hits would make this blog post valuable to your city? How soon do you want
to reach this amount of hits?
20. How will you promote your blog post?
Be as detailed as possible. Be as creative as possible.
Think outside the box.
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Detail Sheet:
Record each person’s responsibilities for this project. Check off the tasks as they are completed. This will be a graded
portion of your project.
Assigned Task
Name
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name: _____________________
Teacher: __________________
Date: ______________________
Title of Work: ______________
Skills
Criteria
0
10
Points
15
20
Helping:
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
Total Points
____
The teacher observed the students
offering assistance to each other.
Listening:
The teacher observed students
working from each other's ideas.
Participating:
The teacher observed each student
contributing to the project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
Teacher Comments:
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Name: _____________________
Date: ___________________
Tourism Blog Post Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Excellent
Directions were followed. Professionalism
of photos.
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to complete project
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (required # of slides present)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
1. Has clear vision of final product
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
Total Score:____________________________
Teacher’s Comments:
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Math
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will be able to calculate the true focal length of a lens on
cameras with different sensor sizes.
Specific Objectives
 Students will explain the concepts of focal lengths, aspect ratios, sensor sizes and how they relate to
one another.
 Students will calculate equivalent focal lengths of various lenses on cameras with different sensors.
 Students will explain the different types of sensors.
 Students will solve various equivalent focal length problems.
 Students will take photos, using various lenses and sensors and identify the equivalent focal length.
This lesson should take 10-12 class days to complete, unless the teacher decides to teach the discount
material separately from mark-up.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) apply English language arts knowledge and skills to a variety of written documents; and
(B) apply mathematics knowledge and skills in accordance with industry standards to solve a
problem.
(3) The student understands and examines problem-solving methods. The student is expected to
employ critical thinking and interpersonal skills independently and in teams to solve problems.
(10) The student is expected to employ planning and time-management skills to complete work tasks,
such as creating quotes and budgeting. The student is expected to:
(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract projects.
(11) The student develops an increased understanding of commercial photography. The student is
expected to:
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(A) create photographs for defined purposes;
(B) apply the elements and principles of art to a variety of commercial photography projects;
(C) demonstrate the principles of commercial photography such as working with clients,
interpreting client instructions, developing production schedules, and delivering products in a
competitive market;
(D) demonstrate the use of appropriate cameras and lenses;
(E) apply appropriate photographic composition and layout principles;
(G) apply effective photographic lighting techniques including 3 Point, studio, portraiture, and
product;
(H) produce professional quality photographs;
(K) demonstrate use of appropriate, current, and industry-standard production processes to
produce photographs; and
(L) evaluate photographs using principles of art, commercial photography standards, and
critical-thinking skills.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
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Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Copy the handouts.
 Have multimedia presentations ready to show.
Instructional Aids
 Student Notes sheet
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
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Introduction
Learner Preparation
 How do camera lenses work?
 What is the difference between a wide-angle lens and a telephoto lens?
 What is different about digital camera sensors from old film?
 Explain that focal length can change depending upon sensor size.
Lesson Introduction
 Ask the class if they get the same photo on a DSLR that they do on their camera phone?
 Have students use a 50mm lens on both a cropped sensor camera and a full-frame sensor camera.
Compare the results. How are they different?
 Explain how equivalent focal length affects what a camera sees.
 Explain that in order to really know what to expect from a lens, a consumer must know the sensor size
of their camera, the focal length of their desired lens, and the crop factor of the camera (if it is a
cropped sensor camera).
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Outline
NOTES TO TEACHER
OUTLINE
MI
III.
The teacher has the discretion to teach
these two lessons back to back or
separately.
I.
II.
III.
IV.
V.
Math in photography
Focal Length
Sensors
Different Sensor Sizes
Equivalent Focal Length
I.
II.
III.
IV.
V.
Math in Photography
ISO
Aperture
Shutter Speed
Using Aperture, ISO and Shutter
Speed together
The teacher will use the multimedia
presentation to explain the concept of
equivalent focal lengths. Students will take
notes using the Student Notes outline and
then will complete the worksheets.
These concepts may be somewhat difficult
for the students to grasp. It may be
necessary for the teacher to make up
additional problems.
One suggestion is to put students into
groups or pairs and have them craft five or
10 problems (and work the answer keys)
that could be compiled and shared with the
entire class.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor students’
guided and independent work.
Independent Practice
Students will complete the math worksheets independently. The teacher has the option to go over these in
class, hold a debriefing to discuss and work through problem issues, etc. Answer keys are provided.
Summary
Review
 Why are lens measurements not always accurate?
 What are a few ways that sensors can differ from one another?
 What are the terms for the different types of sensors?
 What is a crop factor?
 What size film are all digital sensors compared to?
Evaluation
Informal Evaluation:
 Teacher will check for understanding
 Very small work group option (students help each other)
Formal Evaluation:
 Tests over the material
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Math: Equivalent Focal Lengths – Student Notes Outline
A.
Math in Photography
B.
You use math a lot in photography.
C.
D.
1.
ISO, apertures and ___________ ___________ all deal with math.
2.
___________ ___________ also deals with math.
What Focal Length isn’t
1.
You’ve probably discussed focal length before.
2.
Focal length is not how “____________ ________” you are.
3.
The higher the ___________ of a lens, the more telephoto it is.
What is Focal Length?
1.
Focal length is the distance in millimeters from the optical center of a lens to a camera’s
___________.
E.
35mm Equivalent
1.
film.
The term ___________ ___________ is based upon old film cameras that used 35mm
2.
The term describes the field of view with a lens through cameras that have different
___________ ___________.
F.
Example
1.
In the past, a 28mm lens gave the same field of view on all cameras because they all
used ___________ ___________.
2.
With digital cameras, there is _______ ___________ ___________ between the focal
length of a lens and the angle of view that is received.
3.
A 28mm lens on a film camera would not produce the same field of view on a small
digital camera.
G.
Different Sensor Sizes
1.
Sensors come in all shapes and ___________.
2.
The size and shape of a camera’s sensor determines the “___________ ___________.”
3.
Most medium or large format cameras produce images with a square aspect ratio
because they have a ___________ shaped sensor.
H.
Cropped vs. Full Frame
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1.
I.
Most modern day cameras fall into _________ categories:
a)
Full frame cameras
b)
Cropped sensor cameras
Full Frame Sensors
1.
_________ ___________ sensors are the size and shape as 35mm film.
2.
A lens with a focal length of 50mm would look the ___________ on an old film camera
and a modern day DSLR with a full frame sensor.
J.
Cropped Sensors
1.
A ___________ sensor produces images that are of a different size and shape than
35mm film.
2.
Most of the time their “___________ ______ ___________” is smaller than a full frame
camera sensor.
K.
Field of View
1.
A DSLR with a full frame sensor sees a ___________ field of view than a cropped sensor
camera.
L.
Buying a Lens
1.
Most lenses are named according to their focal length when attached to a ___________
___________ camera.
2.
For example, a 50mm lens would ___________ have the same field of view on a
cropped sensor camera that it would on a full frame camera.
3.
M.
Keep what type of sensor you have on your camera in mind when purchasing a lens.
Crop Factor
1.
___________ ___________ measures how far a cropped sensor is from a full frame
sensor.
2.
Most cropped sensors have a crop factor of either ___________ _____ _______.
3.
___________ cameras have a crop factor of two.
a)
This means that a 40mm lens would actually have a focal length of ___________
on a mirrorless camera.
N.
Other Ways Photography Deals with Math
1.
Equivalent focal length isn’t the only way photography deals with math.
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2.
Photographers adjust aperture, ISO and shutter speed all while keeping in mind the
inverse relationship that exists between them.
3.
The seasoned photographer will also keep in mind their ___________ ______
___________ and how their aperture, focal length and distance from the subject all affect it.
O.
Review
1.
Focal length is often different depending upon the size and shape of your camera’s
___________.
2.
Sensors that are the size and shape of 35mm film are called _________ ___________
sensors.
3.
Sensors that are of a different size and shape than 35mm film are called ___________
___________.
4.
Different sensors have different ___________ ___________.
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Math: Focal Lengths – Student Notes Answer Key
A.
Math in Photography
B.
You use math a lot in photography.
C.
D.
1.
ISO, apertures and shutter speeds all deal with math.
2.
Focal length also deals with math.
What Focal Length isn’t
1.
You’ve probably discussed focal length before.
2.
Focal length is not how “zoomed in” you are.
3.
The higher the millimeters of a lens, the more telephoto it is.
What is Focal Length?
1.
Focal length is the distance in millimeters from the optical center of a lens to a camera’s
sensor.
E.
35mm Equivalent
1.
The term 35mm equivalent is based upon old film cameras that used 35mm film.
2.
The term describes the field of view with a lens through cameras that have different
sensor sizes.
F.
Example
1.
In the past, a 28mm lens gave the same field of view on all cameras because they all
used 35mm film.
2.
With digital cameras, there is no universal relationship between the focal length of a
lens and the angle of view that is received.
3.
A 28mm lens on a film camera would not produce the same field of view on a small
digital camera.
G.
Different Sensor Sizes
1.
Sensors come in all shapes and sizes.
2.
The size and shape of a camera’s sensor determines the “aspect ratio.”
3.
Most medium or large format cameras produce images with a square aspect ratio
because they have a square shaped sensor.
H.
Cropped vs. Full Frame
1.
Most modern day cameras fall into two categories:
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I.
a)
Full frame cameras
b)
Cropped sensor cameras
Full Frame Sensors
1.
Full frame sensors are the size and shape as 35mm film.
2.
A lens with a focal length of 50mm would look the same on an old film camera and a
modern day DSLR with a full frame sensor.
J.
K.
Cropped Sensors
1.
film.
A cropped sensor produces images that are of a different size and shape than 35mm
2.
Most of the time their “field of view” is smaller than a full frame camera sensor.
Field of View
1.
L.
A DSLR with a full frame sensor sees a wider field of view than a cropped sensor camera.
Buying a Lens
1.
Most lenses are named according to their focal length when attached to a full frame
camera.
2.
For example, a 50mm lens would not have the same field of view on a cropped sensor
camera that it would on a full frame camera.
3.
M.
Keep what type of sensor you have on your camera in mind when purchasing a lens.
Crop Factor
1.
Crop factor measures how far a cropped sensor is from a full frame sensor.
2.
Most cropped sensors have a crop factor of either 1.6 or 1.5.
3.
Mirrorless cameras have a crop factor of two.
a)
This means that a 40mm lens would actually have a focal length of 80mm on a
mirrorless camera.
N.
Other Ways Photography Deals with Math
1.
Equivalent focal length isn’t the only way photography deals with math.
2.
Photographers adjust aperture, ISO and shutter speed all while keeping in mind the
inverse relationship that exists between them.
3.
The seasoned photographer will also keep in mind their depth of field and how their
aperture, focal length and distance from the subject all affect it.
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O.
Review
1.
Focal length is often different depending upon the size and shape of your camera’s
sensor.
2.
Sensors that are the size and shape of 35mm film are called full frame sensors.
3.
Sensors that are of a different size and shape than 35mm film are called cropped
sensors.
4.
Different sensors have different crop factors.
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Equivalent Focal Lengths Math Problems
Use your knowledge of equivalent focal lengths and their relationship to crop factor and full frame camera
sensors to figure out the following problems.
1. What is the 35mm equivalent of a 50mm lens on a camera with a crop factor of 1.6?
2. What is the 35mm equivalent of a 200mm lens on a camera with a crop factor of 1.5?
3. What is the 35mm equivalent of a 24mm lens on a micro 4/3rds camera with a crop factor of two?
4. What is the 35mm equivalent of a 85mm lens on a full frame camera?
5. What is the 35mm equivalent of a 35mm lens on a camera with a crop factor of 1.6?
6. What is the 35mm equivalent of an 18-55mm lens on a camera with a crop factor of 1.5?
7. What is the 35mm equivalent of a 8mm lens on a micro 4/3rds camera with a crop factor of two?
8. What is the 35mm equivalent of a 24-70mm lens on a full frame camera?
9. Full frame sensors are modeled after what size film?
10. Which has a larger sensor size: a full frame or cropped sensor camera?
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Math KEY
Equivalent Focal Lengths
Use your knowledge of equivalent focal lengths and their relationship to crop factor and full frame camera
sensors to figure out the following problems.
1. What is the 35mm equivalent of a 50mm lens on a camera with a crop factor of 1.6?
80mm
2. What is the 35mm equivalent of a 200mm lens on a camera with a crop factor of 1.5?
300mm
3. What is the 35mm equivalent of a 24mm lens on a micro 4/3rds camera with a crop factor of two?
48mm
4. What is the 35mm equivalent of a 85mm lens on a full frame camera?
85mm
5. What is the 35mm equivalent of a 35mm lens on a camera with a crop factor of 1.6?
56mm
6. What is the 35mm equivalent of a 18 - 55mm lens on a camera with a crop factor of 1.5?
27-82.5mm
7. What is the 35mm equivalent of a 8mm lens on a micro 4/3rds camera with a crop factor of two?
70mm
8. What is the 35mm equivalent of a 24 - 70mm lens on a full frame camera?
24-70mm
9. Full frame sensors are modeled after what size film?
35mm film
10. Which has a larger sensor size; a full frame or cropped sensor camera?
Full frame
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Math:
Mix and Match Cameras and Lenses
DIRECTIONS: Utilize your knowledge of sensor sizes, focal lengths, and how the two relate to one another to
figure out what the equivalent focal length would be with the following lenses attached to the front of the
following sensors.
A 50mm lens
Mirrorless Camera –
DSLR with a 1.5 crop factor –
DSLR with a 1.6 crop factor –
Full Frame DSLR –
An 18-55mm lens
Mirrorless Camera –
DSLR with a 1.5 crop factor –
DSLR with a 1.6 crop factor –
Full Frame DSLR –
A 100mm lens
Mirrorless Camera –
DSLR with a 1.5 crop factor –
DSLR with a 1.6 crop factor –
Full Frame DSLR –
A 35mm lens
Mirrorless Camera –
DSLR with a 1.5 crop factor –
DSLR with a 1.6 crop factor –
Full Frame DSLR –
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Math:
Mix and Match Cameras and Lenses KEY
DIRECTIONS: Utilize your knowledge of sensor sizes, focal lengths and how the two relate to one another to
figure out what the equivalent focal length would be with the following lenses attached to the front of the
following sensors.
A 50mm lens
Mirrorless Camera – 100mm
DSLR with a 1.5 crop factor – 75mm
DSLR with a 1.6 crop factor – 80mm
Full Frame DSLR – 50mm
An 18-55mm lens
Mirrorless Camera – 36-110mm
DSLR with a 1.5 crop factor – 27-82.5mm or 83mm
DSLR with a 1.6 crop factor – 30-88mm OR 31-88mm
Full Frame DSLR – 18-55mm
A 100mm lens
Mirrorless Camera – 200mm
DSLR with a 1.5 crop factor – 150mm
DSLR with a 1.6 crop factor – 160mm
Full Frame DSLR – 100mm
A 35mm lens
Mirrorless Camera – 70mm
DSLR with a 1.5 crop factor – 52.5mm (or 53mm)
DSLR with a 1.6 crop factor – 57.6mm (or 58mm)
Full Frame DSLR – 70mm
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O*NET
Career Exploration
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will investigate O*NET to prepare for a future career.
Specific Objectives
 Students will identify the criteria necessary for a resume.
 Students will prepare a cover letter, resume, and letter of resignation.
 Students will evaluate their career readiness by using the O*NET web site.
Terms
 O*NET: a free website that contains hundreds of occupation specific careers. It helps to evaluate or
investigate career options.
 Resume: a document that is used to “sell” applicant’s abilities to prospective employers.
 Cover Letter: serves as an “introduction” of the applicant and gives an overview of qualifications.
 Letter of Resignation: formal advance notice of intent to leave current position.
 Basic Skills: entry level; basic math and writing knowledge; little or no experience.
 Advanced Skills: more direct knowledge; complex math and writing abilities; experience handling
complex situations; analytical skills; a track record of successes; leadership skills; may have advanced
computer knowledge of software applications.
Time
This lesson should take seven to nine days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) apply English language arts knowledge and skills to a variety of written documents; and
129
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(B) apply mathematics knowledge and skills in accordance with industry standards to solve a
problem.
(2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active-listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public-relations skills to increase internal and external customer/client satisfaction.
(3) The student understands and examines problem-solving methods. The student is expected to
employ critical thinking and interpersonal skills independently and in teams to solve problems.
(4) The student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database applications for commercial photography
projects.
(9) The student develops employability characteristics. The student is expected to:
(A) participate in training, education, or certification for employment;
(B) demonstrate positive work behaviors and personal qualities needed to be employable;
(C) demonstrate skills related to seeking and applying for employment to find and obtain a
desired job, including identifying job opportunities, developing a résumé and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) maintain and update portfolio to document work experiences, licenses, certifications, and
work samples; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(10) The student is expected to employ planning and time management skills to complete work tasks,
such as creating quotes and budgeting. The student is expected to:
(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract projects.
Interdisciplinary Correlations
English
110.42(b)
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B)rely on context to determine meanings of words and phrases, such as figurative language,
idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
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Communication Applications
110.58(b)
(4) Presentations. The student makes and evaluates formal and informal professional presentations.
The student is expected to:
(C) research topics using primary and secondary sources, including electronic technology;
(G) prepare and use visual or auditory aids, including technology, to enhance presentations;
(H) use appropriate techniques to manage communication apprehension, build self-confidence,
and gain command of the information; and
(K) make individual presentations to inform, persuade, or motivate an audience.
Practical Writing Skills
110.54(b)
(1) The student uses the conventions and mechanics of written English to communicate clearly. The
student is expected to:
(A) employ written conventions appropriately such as capitalizing and punctuating for various
forms;
(B) use correct spelling;
(C) produce error free writing by demonstrating control over grammatical elements, such as
subject-verb agreement, pronoun-antecedent agreement, and appropriate verb forms;
(D) use varied sentence structures to express meanings and achieve desired effect; and
(E) use appropriate vocabulary.
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college applications,
operation manuals).
Occupational Correlation (O*Net – www.onetonline.org/)
Job Zone Three: Medium Preparation Needed; most occupations require training in vocational school, related
on-the-job experience, or an associate’s degree. Previous work-related skill, knowledge, or experience is
required for these occupations.
Job Zone Four: Considerable Preparation Needed; most of these occupations require a four-year bachelor’s
degree, but some do not. A considerable amount of work-related skill, knowledge, or experience is needed.
Job Zone Five: Extensive Preparation Needed; most occupations require graduate school. For example, they
may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law degree).
O*Net Number: Varies, according to each student’s career choice.
Reported Job Titles: Varies, according to each student’s career choice.
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Soft Skills:
 Time management
 Flexibility
 Active learning
 Personal effectiveness
 Decision making
 Honesty
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website http://www.cte.unt.edu
Preparation
 Review and familiarize yourself with the terminology, website links, elements of a resume, cover letter
writing, and social media.
 Review and familiarize yourself with the functions of O*NET and the links listed in the presentation.
 Have materials and websites ready to go prior to the start of the lesson.
References
 O*NET (http://www.onetonline.org)
 Social media sites
 Job search sites
Instructional Aids
 Portfolio
 “Would YOU Hire YOU?” Digital Presentation
 “Would YOU Hire YOU?” Student Outline Fill-in Notes
 O*NET Scavenger Hunt
 O*NET Scavenger Hunt Answer Key
 O*NET, Part II Activity
 Career Project
 Rubric for Career Project (Resume, Cover Letter, Letter of Resignation)
 Rubric for Career Project (overall project)
 140 Words! Activity
 Internet acctss
Materials Needed
 Printer paper
 Notebook paper
 Flash drive (optional for students to save their work)
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Equipment Needed
 Computers (for students to complete projects)
 Projector (for digital presentation)
 Internet Access
Instruction
Learner Preparation
 Ask students to raise their hand if they currently have a job. Ask them if they intend to keep that job
until they retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit a resume?
 Explain that high school students are often required to submit a resume when seeking employment.
 Ask students what they think should be on a resume. List their answers on the board.
 Ask students what qualifies as Social Media. Ask for a show of hands if they have any social media
accounts.
 Ask them if they have ever deleted questionable material from their accounts.
o Explain the importance of maintaining a professional image on all social media when applying
for a job (and college too).
Lesson Introduction
 Ask students to list their strengths and weaknesses on a sheet of notebook paper. Tell them to be
honest!
 Now break the class into pairs. Have them examine the strengths and weaknesses of each other. Tell
them to look at their lists, compare it to the list their partners made and put a check mark beside the
trait if they agree. Are the lists similar or different? Tell them to save these papers for future use. (Take
about 10 minutes for this activity.)
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Outline
MI
OUTLINE
I. OBJECTIVES
Upon completing this unit, the
student learner will be able to:
a. Investigate the O*NET website
b. Assess necessary skills for
employment
c. Select a prospective career
d. Compare one’s skills with job
requirements
e. Probe techniques that
prospective employers use in the
hiring process
f. Scrutinize possible questions
interviewers may ask on an
interview
II. O*NET
a. What is O*NET and how can I use
it?
1. Free; contains hundreds of
occupation specific careers
2. Helps to evaluate or investigate
career options
NOTES TO TEACHER
DO: Read these objectives
out loud and have students
copy them onto their
Student Notes Handout.
O*NET is the nation’s
primary FREE source of
occupational information,
which contains hundreds of
occupation specific career
descriptions. This site may
be used throughout your
life in the event you decide
to change jobs later on.
There are surveys, which
will lead to career options
so students can investigate
career options and evaluate
career expectations.
Have students write the
website on their Student
Note Sheet under the
proper section.
Click on the links so the
students can see what you
are referring to. Explain that
there will be an opportunity
later during this unit to
further investigate O*NET.
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III. QUESTIONS:
a. How many times does the
average person change jobs
in a lifetime?
b. What is the difference
between entry-level and
advanced-level skills?
c. What purpose does the
resume serve?
d. Why is a cover letter
important?
e. How is social media used in
the job search process?



Network with others
and join their
networks to
enhance
opportunities
Have an “apply
now” button for
immediate resume
upload; sends it
directly!
Some recruiters use
online process
because it is brief
ASK: these questions one at a time.
Then, tell the class this lesson will
uncover the answers. They will need
to record their answers on their
Student Notes sheet.
You may want to check out videos
that help with job searches. There are
several titles posted. Be careful about
watching independent videos because
some of them are satires and give
erroneous tips.
There are professional forms of social
media that allow people to form
connections for networking purposes
to aid in the job search. Also those in
your network can “recommend” you,
as their comments stay in your profile.
People in your network can also send
your resume and profile information
to others, which enhances your
chance to land that interview.
Always keep your professional social
media accounts updated. You never
know who is reviewing your
information! You may even get a job
offer when you aren’t even looking!
Be sure any comments you make,
especially on professional social
media websites are positive!
f. Link your social media
accounts to your personal web
page so recruiters can see
more details of your skills
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IV. PERSONAL WEB PAGE
a. Increasingly popular
b. Can be linked to your
resume, etc.
c. Display qualifications in
detail, including video,
pictures, samples of your
work, etc.
V. SUMMARY
a. What is O*NET?
b. What is the difference
between entry-level and
advanced level skills?
SAY: It costs an average of $3,400 to
hire a new employee. For that reason,
many companies are using “Screening
Systems” to extract names of likely
candidates. Once an applicant makes
it past the screening system, a
recruiter reviews the applicant’s data
and then has him or her complete a
questionnaire about their skills. If the
applicant’s skills are compatible with
the job, then the recruiter schedules
either a live, in-person, or automated
phone interview.
BIG TIP: Make sure you use key words
from the job description in your
resume when you can. Post the dates
of employment or education on the
right margin of your resume because
most screen systems cannot read
numbers on the left margin.
QUESTION: Does anyone have a
personal webpage?
QUESTION: What sort of categories or
postings should you have on your
personal webpage? (List on the board,
if possible.)
Possible answers may include:
interests, hobbies, videos,
pictures, personal philosophy,
samples of work,
recommendations, etc.
SAY: O*NET is the nation’s primary
FREE source of occupational
information which contains hundreds
of occupation-specific career
descriptions.
SAY: Entry-level skills are very basic,
such as simple math, basic reading
and writing skills, and possibly basic
computer skills.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will explain the procedure for career exploration and resume
preparation using O*NET. The teacher will give students the Student Notes Outline to fill in while the teacher
presents the material.
Introductory Sponge Activity: The teacher will divide the class into partners and instruct them to develop a list
of strengths and weaknesses of each other. Then, students will draw up a list of what they consider to be their
own strengths and weaknesses. Then, they will compare findings and discuss (approximately 10-15 min.).
Independent Practice
 “Would You Hire YOU?” Students’ Notes Handout
This is to be used in conjunction with the digital presentation. Students will be given opportunities to
fill in the blanks as the instructor presents the material. The instructor has the discretion to use this as
a daily grade or a completion grade.

O*NET Scavenger Hunt
Students will be given a worksheet to complete while searching for required information using the
O*NET website. The purpose of this activity is to help students to familiarize themselves with O*NET.
An answer key is provided. The teacher should go over the answers and discuss the material. The
teacher is encouraged to refer to O*NET often during the digital presentation.

O*NET Part II
Students will answer questions pertaining to personal interests. No key or rubric is required. This is
intended as a completion grade.
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
Career Project
This is a very in-depth assignment. Students will use O*NET to research at least three careers. Then,
write a paper reflecting their research and career choices. Upon completion of part 1, students will
type a resume, cover letter, and letter of resignation using examples found on the Internet. Students
will also prepare a multimedia presentation, which includes things such as, what to wear on a job
interview. Rubrics are provided for this activity. A summary sheet is provided as a checklist to make
sure students have met all requirements for the activity. This sheet may be turned in to the instructor
for grading purposes, if desired.
Summary
Review
Q. What is O*NET?
A. O*NET is the nation’s primary FREE source of occupational information, which contains hundreds of
occupation-specific career descriptions.
Q. What is the difference between entry-level and advanced level skills?
A. Entry-level skills are very basic skills, such as basic math, reading and writing skills, and basic
computer skills. Advanced skills require more training. Examples are: difficult math calculations,
interpersonal skills, specific software applications, leadership skills, managerial experience, etc.
Q. What purpose does the resume serve?
A. The resume is basically your life on paper or when submitted on a computer, your professional
profile.
Q. Why is a cover letter important?
A. The cover letter is used to “introduce you and give an overview of your skills.”
Q. How is social media used in the job search process?
A. Social media is becoming a valuable tool for both recruiters and job seekers. It’s more economical
and direct than using classified ads or personnel agencies.
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Evaluation
Informal Assessment
 Instructor will observe students during guided practice and independent practice.
 Instructor will assist students as needed.
Formal Assessment
Answer Keys have been provided for the following independent practice assignments:
 “Would You Hire YOU?” Student Notes Handout
 O*NET Scavenger Hunt
**O*NET Search: Part II is a completion grade; therefore, no rubric or key is provided.
Use the rubrics included to evaluate the following independent practice assignment:
 Career Project (two rubrics; one for resume, cover letter, and letter of resignation and one for project
presentation)
Enrichment
Extension
 Students will present their career projects to the class.
 A rubric is provided for this activity
 “What a Character!”
o Students will write their resume in a social media format, using only 140 characters. Hint: They
can do a word count, using the Review Tab in the word processing software, then select “word
count.” Have the students send their resume to their classmates using some form of social
media.
 A rubric is provided for this activity.
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Student Portfolio
TASK: Compile a working electronic portfolio and keep it up to date.
OBJECTIVE: To prepare and collect documents necessary for college and employment applications.
MATERIALS NEEDED:
 Computer
 Scanner or cell phone with a scanner app (to add documents to portfolio)
 Paper
 Flash drive or Cloud service (to save portfolio)
TIME ALLOCATED: This is an ongoing activity, with deadlines established by the instructor.
DIRECTIONS: As part of this class, you will be responsible for the compilation of your personal portfolio. From
time to time, you will be expected to add documents to your portfolio, which you will then use when applying
for employment for college. Note: Some documents may need to be scanned into your electronic file.
REQUIRED DOCUMENTS:
 Teacher recommendations (at least five)
 Recommendations from clergy, counselors, family friends
 Employer recommendations
 Documented awards and honors (including academic, sports, and extracurricular activities)
 Transcripts (unofficial)
 ACT or SAT scores
 Community service record
 Samples of student-created work
 Resume
 Generic cover letter
Pointers regarding recommendation requests:
1. Keep your request simple and put it in writing (typed). State why you are requesting the person’s
assistance. In this case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has been awhile since
you were in that teacher’s class, or since you have seen this person.
3. State the date you need it by. DO NOT wait until the last minute. Make your request at least one week
prior to the due date. Be sure to return to the teacher on that date (or the day before) to pick it up.
4. Provide a self-addressed, stamped envelope for those outside of school. For teachers, provide an
envelope with your name on the front. You may want to include the room number of your practicum
teacher, in the event the recipient chooses to hand deliver the material.
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Would YOU Hire YOU?
Student NOTES
I.
OBJECTIVES:
1.
2.
3.
4.
5.
II. O*NET:
6. O*NET is
and contains
of
– specific
.
7. It helps to
or
career
.
8. The Main Web site is:
9. The on-line survey link is: ________________________________________
10. If you already have a career in mind, use this link: _______________________________
11. The average person changes jobs _____ times in a lifetime.
12. The average _________________ age is _______ years.
13. _______________________ doesn’t end with ________ ____________ or ___________
________________________.
14. ___________ – level skills: __________ skills.
15. ________________ skills: require ___________ knowledge pertaining to the job or could be previous
________ experience.
16. A ____________ is used to “________” abilities to ______________ _______________.
17. A ____________ letter is used to “_________________” the applicant and give an overview of one’s
_____________________.
18. Resumes may be ______ _______________, _______________, or sent via _________.
19. Some sites allow for ___________________ _____________________.
20. Keep the resume to ______ page.
21. Use ________ phrases; no complete _________________.
22. No more than _____ to ______ words per statement.
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23. Make sure to have a professional ___________ address.
24. Use _________ __________ where applicable.
25. _______________ or use ______ font on section headings.
26. __________ space within sections; ___________ space between sections.
27. Be ______________.
28. Stress your ______________________.
29. If printing, use good, quality _________ _____________.
30. Do not include ____________________ on the resume.
31. ______% of companies research candidates via _______ ____________.
32. Delete ____________________ pictures.
33. Re-evaluate your _____________ on social media.
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Would YOU Hire YOU?
Student NOTES
ANSWER KEY
NOTE: It is the instructor’s option to use this activity as a daily grade or a completion grade.
I.
OBJECTIVES:
1. Investigate the O*NET Website
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
II.
O*NET:
6. O*NET is free and contains hundreds of occupation-specific careers.
7. It helps to evaluate or investigate career options.
8. The Main Web site is: http://www.onetonline.org
9. The on-line survey link is: http://www.mynextmove.org/explore/ip
10. If you already have a career in mind, use this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or college graduation!
14. Entry-level skills: basic skills.
15. Advanced skills: require direct knowledge pertaining to the job or could be possible work
experience.
16. A resume is used to “sell” abilities to prospective employers.
17. A Cover Letter is used to “introduce” the applicant and give an overview of one’s qualifications.
18. Resumes may be hand delivered, mailed, or sent via e-mail .
19. Some sites allow for immediate uploading.
20. Keep the resume to one page.
21. Use brief phrases; no complete sentences.
22. No more than 10 to 12 words per statement.
23. Make sure to have a professional email address.
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24. Use bullet points where applicable.
25. Capitalize or use bold font on section headings.
26. Single space within sections; Double space between sections.
27. Be honest.
28. Stress your achievements.
29. If printing, use good, quality bond paper.
30. Do not include references on the resume.
31. 37% of companies research candidates via social media.
32. Delete questionable pictures.
33. Re-evaluate your “friends” on Social Media.
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be prepared to discuss
your answers.
1. What is the definition of O*NET?
2. List THREE occupations that fall into the “Rapid Growth” Sector:
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages and the skills
that are necessary for each:
Occupation
Median $$$
Skills
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5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________ employment
demand.
8. Green Occupations are linked to ___________________ _____________________
________________________.
9. List the NINE categories one could research using the Advance Search feature:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
______________________
______________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section):
____________________________
____________________________
____________________________
___________________________
___________________________
___________________________
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
Answer Key
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be prepared to discuss
your answers.
1. What is the definition of O*NET? Answers will vary; however, it is a free website that contains
hundreds of occupation specific careers. It helps to evaluate or investigate career options.
2. List THREE occupations that fall into the “Rapid Growth” Sector: Answers will vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector? 69
4. Looking back at the three occupations you listed in Question #1, list the median wages and the skills that
are necessary for each:
Occupation
Answers will vary based
Median $$$
On answers in question 1
Skills
Answers will vary
5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations? 147
6. How many STEM Disciplinary categories are there? 8
7. The GREEN ECONOMY will cause a change in OCCUPATION’S employment demand.
8. Green Occupations are linked to GREEN ECONOMY SECTORS.
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9. List the NINE categories one could research using the Advance Search feature:
(Answers Will Vary)
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
(Answers Will Vary)
______________________ ______________________ ________________________
______________________ ______________________ ________________________
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O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search.” Next, click “Go to Skills Search,” which is right under “Skills Search.” Check the
boxes that you think apply to you in each category. Then, click “GO.”
Note the assortment of occupation titles that represent your skills interests. Are any titles tagged “Bright
Outlook” or “Green?” _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career. Another way to search is to
browse under “Find Occupations.” If you select this method, you will notice a wide variety of choices,
which will assist you in your career search.
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Career Project
Instruction Sheet
PART I
Use word processing to compose a report, using the research material you gather from the O*NET website.
(www.onetonline.org)
FORMAT FOR PAPER:
Use word processing to prepare the report. Begin the report, with the main title centered on the first line,
double space, and then type your name. After your name, triple space. Double space the entire report and
indent paragraphs.
OUTLINE OF PAPER:
 Paragraph 1 – Introduce the three careers you researched.
 Paragraph 2 – Career 1 (with explanation)
 Paragraph 3 – Career 2 (with explanation)
 Paragraph 4 – Career 3 (with explanation)
 Paragraph 5 –Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:
 Definition or nature of work
 Requirements for employment
 Opportunities for experience and/or exploration
 Related occupations (at least four)
 Methods of entering the field
 Advancement
 Employment outlook
 Earnings (wages) and prospective pay increases
 Conditions of work
 Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if approved by your
instructor. Remember: all work must be cited at the end of this project, so keep track of your sources!
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PART II
Once you have completed the essay, you will select one of the careers you explored to complete the next
assignments. You may assume you are a college graduate in order to meet the qualifications. Use the Internet
to find samples of a resume, cover letter, and letter of resignation. Make sure you print the samples!
Follow these next directions:
1. Type a Cover Letter to introduce yourself to your prospective employer.
2. Type a Resume that reflects skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a Letter of Resignation to your current
employer.
PART III
Multimedia Presentation:
Prepare a presentation with illustrations and a minimum of FIVE slides. (You will probably have more than five
slides.)
Include the following:
1. What to wear or what not to wear (male and female)
2. How to prepare for the interview
3. Five interview tips you have researched
4. How to know when it is time to change jobs
5. How to change jobs
6. Compile a list of 15 questions that one could be asked on a job interview
7. Compile a list of at least five questions, which are considered illegal and cannot be asked on an
interview
8. Compile a list of five questions one might ask the person conducting the interview.
9. Works cited slide (does not count toward the five slide minimum).
**If you prefer, you may make a video; however, you must address the same requirements for the slide
presentation.
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Career Project Checklist
Use the checklist below to make sure you have completed all the requirements for this project.
SUMMARY CHECKLIST:
_____All documents are typed in a word processer
_____Career essay typed in proper format (did you check your spacing?)
_____Resume completed for career selected
_____Cover letter completed for career selected (goes on top of resume)
_____Letter of resignation completed
_____Sample of resume from your research (print it and include it)
_____Sample of cover letter from your research (print it and include it)
_____Was the cover letter customized to the qualifications for the career?
_____Sample letter of resignation (for your “current job”)
_____Media presentation (or video)
_____At least five slides
_____What to wear or not to wear (male or female)
_____How to prepare for the interview
_____Five Interview tips
_____When to know to change jobs
_____How to change jobs
_____15 questions that could be asked on an interview
_____Five questions, which are considered illegal
_____Five questions an applicant might ask
_____Works cited (include all research for this project.)
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Career Project Rubric
Resume, Cover Letter, and Resignation Letter
Name:
Date Submitted:
Criteria
0-5
Teacher:
Title of Work:
Criteria/Point Scale
6-12
13-17
Organization
Sequence of
information is
difficult to
follow.
Reader has
difficulty
following work
because student
jumps around.
Content
Knowledge
Student does
not have grasp
of information;
student work
does not
demonstrate
completion.
Student is
uncomfortable
with content
and is able to
demonstrate
basic concepts.
Grammar and
Spelling
Work has four or
more spelling
errors and/or
grammatical
errors.
Neatness
Work is illegible
or incomplete.
Attachments
Required
samples were
not submitted
with completed
work.
Presentation has
three
misspellings
and/or
grammatical
errors.
Work has three
or four areas
that are sloppy.
Work does not
have the
appropriate
number of
required
attachments
included with
completed work.
Student
presents
information in
logical
sequence, which
reader can
follow.
Student is at
ease with
content, but fails
to elaborate and
one to two
elements are
missing.
Presentation has
no more than
two misspellings
and/or
grammatical
errors.
Work has one or
two areas that
are sloppy.
Required
samples were
present, but
were attached
out of order.
18-20
Points Earned
Information is
logical,
interesting;
spacing and
format
directions were
followed.
Student
demonstrates
full knowledge
of topic;
required
paragraphs were
present.
Presentation has
no misspellings
or grammatical
errors.
Work is neatly
typed in
Microsoft Word.
Required
samples were
attached and
entire packet
was submitted
in proper order.
Total Points
Teacher Notes:
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Career Project Rubric
Name:
Date:
Presentation
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format (Correct # of slides)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product;
Followed directions
2. Properly organized to complete;
Presentation was easy to follow
3. Managed time wisely
4. Acquired needed knowledge base
**Works Cited was included
5. Communicated efforts with teacher
Product (Project)
Total:
Total Score:
Teacher Comments:
154
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WHAT A CHARACTER!
Enrichment Activity
By now you should be an expert in what it takes to pursue a career! Test your savvy resume writing skills!
DIRECTIONS: Send an abbreviation of your resume in social media language, using 140 characters or less. It’s
that simple…or is it?
Use either a word processor software or media presentation software to count your characters, include your
picture, and then type in your resume.
155
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Enhancement Rubric
Name:
Date:
Project Title
“What a Character!”
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
4. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge of lesson
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format: 140 characters or less
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity in presentation
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product;
Followed directions
2. Properly organized to complete;
Presentation was easy to follow
3. Managed time wisely
Product (Project)
Total:
Total Score:
Teacher Comments:
156
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PROGRAM FORMS
157
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(Date)
Dear Parent(s):
Your son/daughter is enrolled in the Commercial Photography Practicum (co-op) program for this school year.
This unique course, which runs the entire 36 weeks, enables students to take core courses and work within
the community for (fill in this blank) credits toward graduation.
It is my job as Commercial Photography Practicum Coordinator to ensure that students are working in jobs
that are related to their interests, and that employers are training them adequately and treating them fairly.
There are specific rules and guidelines, which must be met by employers when hiring a co-op student. I serve
as the liaison between students and employers. If problems arise on the job, students are to inform me
immediately so we can determine the best way to handle the situation. By the same token, students are
expected to behave ethically and professionally while at work. Students MAY NOT quit a job arbitrarily without
the risk of failing the Commercial Photography Practicum and losing credit for the course.
Because your child is enrolled in this program, he/she has the opportunity to join DECA, an Association of
Commercial Photography Practicum Students. As members of DECA, students will be given various
opportunities to participate in co-curricular activities, such as leadership training, community service, and
local, state, and international competition. These activities make the co-op experience unique and add fun to
learning.
Membership in (INSERT YOUR YOUTH ORGANIZATION HERE) is $____, which is due by_???_. (This includes the
$_____ fee for state and national DECA dues. I urge you to encourage your child to participate in all DECA
activities —even encourage him/her to run for chapter office! The benefits and opportunities are invaluable.
The goal of this course is simple: to guide and direct students toward becoming responsible, productive young
adults who can succeed in the “real world.”
It’s going to be a great year! If you should have any questions or concerns, please feel free to call me anytime
at school at (phone number). If you prefer, you may email me at: (email address)
Regards,
(Your Name)
Commercial Photography Practicum Coordinator and DECA Sponsor
158
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Commercial Photography Practicum (Co-op) Application
NAME ____________________________
SCHOOL I.D. # ____________________
Date of Birth: ___________
Grade Level: _______
Address: _____________________________
Cell Phone #:
_____________________________
Dad’s Name: __________________________
Present Age: ______
____________________
Home Phone #: ____________________
Mom’s Name:
____________________
Dad’s Work: ___________________________ Mom’s Work:
____________________
Phone #: ____________________
Will you have transportation to/from job?
Phone#___________________
What discipline problems have you had?
______________________________________ ___________________________________
# of days absent this year ____ fall ____ spring (Practicum students: limit is three per nine weeks)
List your school activities: _____________________________________________________________________________
What promoted your interest? _____________________________________________
Ask three teachers to sign below as a reference for you:
Name
Course
1.________________________________
____________________________________
2.________________________________
____________________________________
3.________________________________
____________________________________
List your current schedule:
159
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TEACHER
COURSE
RM. #
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
EMPLOYMENT HISTORY (Leave blank if you have never worked)
COMPANY
SUPERVISOR
REASON FOR LEAVING
Parent(s) signature: ____________________________________________________
(Required before application may be processed.)
160
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EMPLOYMENT INFORMATION
(To be used to complete the student’s Training Plan)
GRADE:
AGE:
STUDENT NAME:
SCHOOL I.D. NUMBER:
CELL #:
COMPANY NAME:
DESCRIBE YOUR DUTIES:
SUPERVISOR’S NAME:
WORK PHONE NUMBER:
WAGE PER HOUR:
DAYS AND HOURS YOU WORK (if you work various hours/days, then specify as such):
DIRECTIONS TO YOUR TRAINING STATION (you may draw a map):
161
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COMMERCIAL PHOTOGRAPHY PRACTICUM SYLLABUS
Welcome to the dynamic world of Commercial Photography Practicum! You have been selected from many
applicants to experience a fun and rewarding year. It is my intent for you to learn a great deal about the world of
work as you learn about yourself.
This course consists of the following topics:











Economics
International Business
Commercial Photography Practicum Mathematics
Human Relations
Management
Promotion
Sales
Visual Merchandising/Advertising
Business Etiquette
Entrepreneurship
Commercial Photography Practicum Research
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously: READ THE
TEXTBOOK! There will be a lot of information given and discussed in class that is not in the text; however, you are
still accountable for reading assigned chapters. Students entered in DECA competition are more successful due to
reading the material in the text.
GRADING:
Your grade will consist of the following: weekly work reports; dependability grades (see Dependability
sheet); individual and group assignments; daily work, tests, and your employer evaluation.
(INSERT YOUR YOUTH ORGAZINATION HERE):
All Commercial Photography Practicum co-op students are expected to join (INSERT YOUR YOUTH
ORGANIZATION HERE) and to participate in DECA competitive events. Dues are $______ for the school year.
_____________________________
___________________________
Parent’s Signature
Student’s Signature
162
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STUDENT RESPONSIBILITIES IN COMMERCIAL PHOTOGRAPHY PRACTICUM TRAINING PROGRAM
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program for (insert
name of school or school district), it is essential that the student, the parents, the training sponsor, the
coordinator, and school administrators agree to these basic principles:
 It is the responsibility of the coordinator to provide appropriate interview opportunities for student
job placement. The coordinator must grant final approval of all job placements.
 It is the responsibility of the student to remain at the same training station throughout the training
period. A change may be made only when approved by the coordinator.
 A student will be removed from the Cooperative Training Program and lose state credits for any of the
following reasons:
o If the student is dismissed from the training station and the coordinator determines that the
dismissal was for sufficient reasons. Example: theft or unethical conduct.
o The second time a student has been fired and/or quits without the permission of the
coordinator, he/she is released from the program without credit.
o If a student’s attendance drops below 90%, the student may be removed from the Cooperative
Education Program. Removal from the class would result in loss of credit for the term.
 The student is under school supervision at school and during the work schedule at the training station.
School credit is given for four hours spent on the job, as well as in the classroom. The student must
work a minimum of 15 hours a week, 10 of which must be Monday through Friday.
 If the student is to be absent from school on any particular day for any reason, the student is required
to notify the teacher-coordinator no later than 12:00pm (noon) on the day of the absence
 He/she may not report to the training station without having first received permission from the
coordinator. Failure to observe this rule will result in unexcused absences in all classes missed.
 A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the grading
period during which he/she was fired. The student is expected to find his/her own employment within
five days. Grades will be reduced from the sixth day forward.
 Students enrolled in Cooperative Education are expected to belong to the youth organization, as
activities are related.
It is with the above understanding that we enter into this agreement to provide the best training for the
individual student.
_________________________________
STUDENT
______________________________
PARENT OR GUARDIAN
_________________________________
COORDINATOR
*** If you wish to communicate via e-mail, please list your address:
______________________________
PRINCIPAL
_________________________________________________________________
163
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CLASSROOM RULES

You must be in class on time, failure to do so may result in an after class detention on the day you are
late! Class is from INSERT TIME.

Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR TEXTBOOK.

Sleeping is NOT allowed in class. We will cut your work hours, if you are too tired.

No work from other classes is to be done in our class. You are earning credit for this course, so you
must devote your attention to our subject material.

Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us —we like you as
you are.

Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.

RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else has the
floor.

NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.

You are responsible for your conduct in your other classes. If you are a behavior problem in another
class, it will be brought to my attention. You will be subject to removal from the co-op program due to
behavioral problems.

Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot.
________________________________
Parent’s Signature
_________________________________
Student’s Signature
164
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Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student realizes the
importance of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY GRADE”
has been created. It is treated as a MAJOR TEST GRADE and is averaged in with the other major test scores.
When a student is absent from school for ANY REASON, he/she must telephone his/her practicum (co-op)
teacher before NOON that day. If the teacher’s phone rings to voicemail, the student should leave the
following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone his/her employer to report the absence in a timely manner from
work. Practicum students are also required to sign in each day on the Practicum Dependability Log, located in
the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in points being
deducted from the “Dependability Grade” in the following manner:
PRESENT EVERY DAY……………………………………………………………………………..…………100%
ABSENT
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
CALLED IN
FAILED TO CALL or SIGN IN
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
***If you are absent three or more continuous days, and you have a doctor’s note, you will be exempt from
this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult
Parent/Guardian signature ___________________
Student’s Signature _________________________
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
165
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POLICIES GOVERNING UNEMPLOYED STUDENTS
1. If a student is released from a job because he/she has been found guilty of theft/unethical conduct, the
student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft/unethical conduct, even though they go to work at
another job, may receive a NINE WEEKS/ SIX WEEKS (circle one) grade of no higher than 60 for the grading
period during which they were fired.
3. Students fired from jobs are expected to find their own employment within five school days. Grades will be
reduced from the sixth day forward.
4. Students who are laid off will have 10 days to find a job and the coordinator will assist them in finding a job.
Grades will be reduced from the 11th day forward.
5. If a student quits a job without permission from the coordinator, he/she will receive a NINE WEEKS/SIX
WEEKS (circle one) grade of no higher than 60 for the grading period during which he/she quit the job.
6. The second time a student has been fired and/or quits without permission from the coordinator, he/she
will be released from the program with loss of credit.
I understand that any time the practicum student is not employed in an APPROVED training station, he/she
must be under the supervision of the practicum instructor from the end of the class period through the end of
the school day, until a new training station is secured. The student may be exempt from this restriction if
he/she has a scheduled appointment for a job interview. (Documented proof of interview is required.)
Parent/Guardian Signature _________________
Student’s Signature ________________
166
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SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:
Commercial Photography Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the stated policies.
____________________
Parent’s Signature
_____________________
Student’s Signature
Please return this form to the teacher
167
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(Fill in the Blank) INDEPENDENT SCHOOL DISTRICT
(Fill in the Blank) High School
Evaluation of Student’s Performance at the Training Station
Student Trainee: ________________
Job Classification: ________________
RETURN BY _________________________
TRAINING STATION: ____________________
FACTOR
WORK VOLUME
DEPENDABILITY
QUALITY OF WORK
DONE ON ROUTINE
TASKS
ATTITUDE &
ENTHUSIASM FOR JOB
SUPERVISION REQUIRED
ON ROUTINE TASKS
JUDGMENT SHOWN ON
THE JOB
USE OF HUMAN
RELATIONS SKILLS
APPEARANCE AND
GROOMING
RESPONSE TO
SUGGESTIONS MADE BY
SUPERVISOR
RESULTS OF
SUGGESTIONS
10
Exceptionally fast;
output high
Always on time;
always present
Always neat and
accurate
9-8
Usually does more
than expected
Usually on time;
seldom absent
Usually neat and
accurate
7-6
Adequate volume
Very enthusiastic;
very cooperative
Finishes assignments
and takes initiative
Clearly outstanding
for level of training
Above average;
always tactful, poised
Interested in job;
cooperative
Finishes assignments
with little supervision
Usually correct and
with confidence
Average; often
tactful, poised
Dislikes job; poor
cooperation
Needs constant
supervision
Poor
Professional for
jobsite
Appropriate for
jobsite
Welcomes
suggestions
Accepts suggestions
Indifferent to job;
some cooperation
Needs some
supervision
Usually correct but
lacks confidence
Needs
improvement; tries
to be tactful
Usually
appropriate for
jobsite
Indifferent to
suggestions
Steady improvement
with minimum
supervision
Steady improvement
with supervision
Slow improvement
with supervision
No improvement
Usually on time;
frequently absent
Sometimes neat
and/or accurate
5
Does less than
required
Seldom on time;
excessively absent
Never neat and/or
accurate
RATING
Poor; seldom
tactful or poised
Needs
improvement
Rejects suggestions
TOTAL POINTS
COMMENTS__________________________________________________________________________________________________
____________________________________________________________________________________________________________
______________________________________________________________________
DAYS ABSENT AT JOBSITE: _____________________
DAYS LATE TO JOBSITE: ___________
EMPLOYER/SUPERVISOR: _______________________
DATE: ____________________________
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #__________________
Phone # __________________________
168
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______________________High School Commercial Photography Practicum
II.
Student Disciplinary Action
Student Name:
ID#:
Grade:
1.
Infraction
Date
Time
Location
2.
Description
3.
Disciplinary Action Taken
Teacher
Date
Student
Date
Parent
Date
Counselor
Date
Assistant Principal
Date
169
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WAGE AND HOUR REPORT
NAME/ID#
HOURLY WAGE $
______________________________________________________
__________________________________
TRAINING STATION
TOTAL HOURS FOR THREE WEEKS
______________________________________________________
___________________________________
STUDENT SIGNATURE ____________
Your signature verifies the information on this report is accurate and honest.
WEEK
9/25-9/29
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
170
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Additional
Activities
171
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Activity Evaluation
CRITERIA:
A. Intellectually or Academically
Challenging
10
9
8
7
Not Challenging
6
5
4
3
B. Adequate Time Allowed
10
9
8
9
8
7
6
5
4
3
7
6
5
4
3
1
2
1
Boring
9
8
7
6
5
4
3
E. Repeat Assignment Next Year
10
2
Unclear
D. Interesting
10
1
Inadequate Time
C. Assignment Very Clear
10
2
9
8
7
2
1
Do Not Repeat
6
5
4
3
2
1
Rate the following activities using the criteria above on a scale of one to 10. List the name of the activity in the space
allocated. Put total responses below.
A.
B.
ACTIVITY 1
_____ _____
ACTIVITY 2
C.
D.
E.
TOTAL
_____ _____ _____
______
_____
_____ _____ _____ _____
______
ACTIVITY 3
_____
_____ _____ _____ _____
______
ACTIVITY 4
_____
_____ _____ _____ _____
______
ACTIVITY 5
_____
_____ _____ _____ _____
______
172
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COLLEGE INVESTIGATION PROJECT
OBJECTIVE: The student will research a prospective college/university and prepare informative documents. The purpose
of this activity is to introduce students to various college websites, which will serve as tools for creating an application.
PROCEDURE:
Pick any college or university that interests you, but consider your planned major to be certain it is offered. After
completing your investigation, you will be responsible for the following activities:
1. In typed format, gather the following information, which MUST include:
a. Date school was founded and its location
b. Size of Campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. You are going to prepare a newsletter of information regarding your chosen college/university. Use your
own creativity; therefore, delete any preloaded artwork in the newsletter and insert your own pictures, etc.
3.
Your newsletter will be minimum of two pages in length. When you print, only print the two pages. (Print Current Page
Only for each one)
You must include information from the following categories:







Admission information, including deadlines
Student Life
New Student Orientation
Sports (limit to 2 or 3 different sports and include information on each)
Clubs and Activities
Housing information (dormitories/apartments on campus)
Financial Aid
Three other areas of your choice not listed above
**DO NOT COPY AND PASTE! THAT IS CONSIDERED PLAGIARISM! You must use your own words!
MATERIALS NEEDED: Computer, paper, Internet, projector and screen (for presenting)
173
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EMERGING LEADERS
OBJECTIVE:
Student groups will work cooperatively to invent a product, using the directions provided. The purpose of this lesson is
to determine the leaders in the classroom. Discussion about types of political societies may also take place.
MATERIALS NEEDED:
LEGOS, Tinker Toys, or building blocks (enough for an entire class)
These items should be secured well in advance of the activity to be certain you have enough materials.
Prepared slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED: One class period. (Make sure time is allowed for discussion and take away. Suggested discussion time:
20 minutes.)
DIRECTIONS:
***Each group will invent a product using the materials provided. Groups must follow directions, interpreting and
determining how to execute the instructions, as given by the teacher. (See Group A-E below.)
Teacher’s Directions:
1. Divide the class into groups of three or four by handing out numbers, colors, etc.
2. Secure the materials in the front of the room, near your desk.
3. Designate the youngest (or oldest, or whatever category you choose) as the leader of the group.
**The youngest (oldest, or the one with the most brothers/sisters, etc.) is in charge of procuring materials for the group.
The procurers are the only ones who may approach the materials area. They are to take back to their groups only what
they can carry in two hands. (It is up to the teacher to decide when to call the procurers back to the materials area to
secure more materials.)
4. Make sure each member has a responsibility. Depending on the size of the group,
more than one job.
someone may have
5. The spokesperson in each group will have the largest (or smallest hand or foot). You decide.
6. Once the groups have been established and relocated within the classroom, give each group their instructions
for completing the task. Due to variations in class size, some products or decision making processes may be repeated.
7. After about 10 minutes, instruct the groups they must barter at least one of their materials with another group.
This is the job of the procurer.
8. Walk around the room, listen and observe. You will see leaders emerge.
174
Copyright © Texas Education Agency, 2015. All rights reserved.
***Suggestions:
Group A: Design and name a skyscraper that doubles as an aircraft. All members may provide input.
Group B: Design and name a futuristic retail establishment. Group leader makes all
decisions.
Group C: Design and name a new tech product. All members must vote on all decisions.
Group D: Design and name a new educational product. No talking is allowed while building the product.
Group E: Design and name a new means of transportation. Each member will have tasks assigned by the group
leader.
** Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKE AWAY:
Each group’s spokesperson will present their group’s product to the class, stating their directions as well as explaining
their invention. Have the members discuss the decision making process and how they felt during the process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask the class
what type of leader or manager they work better with. Discuss.
175
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CURRENT EVENT SUMMARY
Title of Article: __________________________________________________________
Source of Article: ________________________________________________________
State the key point of the article: ___________________________________________
____________________________________________________________________
Summarize the supporting facts of the article: ________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What information did you learn? ___________________________________________
____________________________________________________________________
____________________________________________________________________
Definitions to NEW WORDS: (You cannot leave this blank)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
***Attach a copy (or the original) article to this sheet.
176
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(Name of Assignment or Activity)
OBJECTIVE:
PROCEDURE:
MATERIALS REQIRED:
APPROXIMATE TIME REQUIRED:
177
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PRODUCT DEVELOPMENT STRATEGY
1. People are drinking all types of cold beverages today: soft drinks, bottled waters, fruit juices, and sports
drinks, to name a few. Evaluate the positioning of three brands on the market. For example, compare the
positioning of several different iced tea products on the market. You may have to look on the Internet to help
you determine the product development strategies.
2. The challenge for yogurt makers is how to increase that percentage. Some yogurt makers are catering to
children as well as adults. Develop a yogurt of your own (complete with name) and devise your appeal to the
age bracket of your customers. What would make them want to eat your product over the competitors’?
3. List an assortment of business establishments (by name) you would like to have in your city or town. Also
list where you would have them located. What would this do to our current economic situation? What would
happen to the existing businesses?
178
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THINKING DEMOGRAPHICALLY
OBJECTIVES:
Learn the importance of demographics used in business decisions.
MATERIALS NEEDED:
Library for research
Internet for research
TIME ALLOCATED: One class period
DIRECTIONS:
You will log into the computer to prepare for research.
You will research three different cities or towns in one state:
1. Write down the name of the city you choose and write down ALL of the demographic information for each
town or city. (Ex. Age, income, gender, etc.)
2. After you have researched the three cities, you are to assume the role of a product development manager
of a major car company. Decide what product would be a good candidate for this specific area.
179
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City
Demographic Information
You work for a major corporation and want to corner the market for computers used by college students. Based on
research you conducted, where would you spend your advertising dollars and why?
GRADING CRITERIA:
The report will be evaluated on thoroughness, spelling, and grammar. This report must be typed. This entire complete
report is due at the end of class.
180
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Should You Become an Entrepreneur?
1.
How are entrepreneurs different from employees?
2.
Describe different types of entrepreneurial businesses.
3.
Name one historical entrepreneur and describe what he or she did.
4.
Why are small businesses so important to our economy?
5.
What are the reasons for wanting to become an entrepreneur?
6.
Do you think the reasons are common to all entrepreneurs, or are some of your reasons unique?
7.
What other entrepreneurs in the 19th or 20th century have changed the American economy? How?
8.
Clarence Birdseye developed the first packaged frozen foods. He greatly influenced eating habits in the
United States and throughout the world. What do you think a typical family’s daily eating habits were like at
the end of the nineteenth century? Write a short scenario describing them.
181
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BUSINESS PROJECT
Instructions: Read the case problem below and execute your plan. When you are finished, you will print your
responses and SUBMIT your work.
PERFORMANCE INDICATORS:

Explain the nature of your promotional plan.

Coordinate activities in the promotional mix.

Explain the nature and scope of the selling function.

Determine customer wants and needs.

Explain key factors in building a clientele.
THE PROBLEM:
You are to assume the role of sales manager for HOLLYWOOD THEATRE. Your manager, Brian Miller, has asked
you to provide strategies to increase business for the movie theatre during the hot summer months.
HOLLYWOOD THEATRE, located in a city with a variable climate, has eight movie screens that can each
accommodate 600 people. Business at HOLLYWOOD THEATRE is very strong during the cold winter months;
however, in the summer months, the movie theatre’s revenue declines 40 percent. Tickets at HOLLYWOOD
THEATRE cost $8.00 for adults.
Recently, several drive-in theatres in the area have captured the interest of many movie enthusiasts. The new
outdoor theatres not only allow customers to watch movies from their cars, they also offer comfortable picnic
settings where customers bring an outdoor meal to eat while lounging in comfortable chairs to watch the
movie under the stars. Drive-in theatres charge $8.00 per person or a maximum of $30 per any four-door
vehicle. The carload rate has been very popular.
HOLLYWOOD THEATRE was built four years ago and recently received a significant facelift that included new,
more comfortable seats, a better sound system and a great heating/cooling system. The spacious lobby gives
customers plenty of room to wait for the next movie and to purchase their favorite snacks from the snack bar.
The theatre manager has asked you to present a plan to increase business significantly during the hot summer
months and to intercept business from the popular outdoor drive-in movie theatres. You are also to define a
pricing strategy to increase business. The manager also wants the plan to attract group sales. You must include
a strategy to develop relationships with other businesses in the community and special promotions to increase
business for HOLLYWOOD THEATRE.
182
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You will complete your task in the following format, making sure you use facts stated in the above case
problem in your response.
TASKS IDENTIFIED: (EACH TASK AND PLAN OF ITS EXECUTION/JUSTIFICATION IS WORTH 20 PTS)
1.
2.
3.
4.
5.
PLAN OF EXECUTION AND JUSTIFICATION FOR __________________ (EACH TASK):
(EACH TASK WILL HAVE ITS OWN EXECUTION/JUSTIFICATION PLAN.)
Career Pathways
Practicum in Commercial Photography
183
Copyright © Texas Education Agency, 2015. All rights reserved.
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career
Pathways adopted by the federal government, explore a career of interest, research a college of choice,
choose companies of interest to work for after graduating from college, and match the criteria in the three
presentation rubrics.
Specific Objectives
 Define what Career Pathways are.
 Identify the 16 Career Pathways – Programs of Study.
 Research Income and Job Growth Projections 2011 – 2020.
 Determine individual Career Pathway.
 Determine Career Pathways Resources.
 Develop Career Pathway Research Presentation.
 Determine College or University of Choice.
 Develop College or University of Choice Research Presentation.
 Determine Companies of Interest.
 Develop Companies of Interest Research Presentation.
Terms
 Career Pathways - a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
 Programs of Study - an academic and career plan developed by your school to help move you towards
a college and career path.
 Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
 Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
 O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
 Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
 Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
 Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
184
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92 (c)
(2) The student applies professional communication strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
Interdisciplinary Correlations
English Language Arts and Reading, English I
110.31 (b)
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
185
Copyright © Texas Education Agency, 2015. All rights reserved.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Career Pathways slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Career Pathways Terms and Definitions
o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
 Supplies listed in each activity
 Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
•
Say
o During this lesson you will learn about Career Pathways. You will explore the various Career
Pathways adopted by the federal government, choose a Career Pathway of interest, research a
college of choice, and choose companies of interest to work for after graduating from college.
•
Say
o To achieve your Career Pathway success, you must choose the best career, college, and
company paths and make a commitment to them, while remaining flexible enough to deal with
changes and new opportunities.
 Ask
o Why do you think it is necessary to understand what Career Pathways are?
 Say
o You will research and create presentations for your Career Pathway, College or University of
Choice, and Companies of Interest, which will guide you into establishing a solid career
foundation.
• Show
o Career Pathways slide presentation
186
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-2
2.
3.
Introduce Career Pathways
a. Objectives
b. What are Career Pathways?
c. Programs of Study
d. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
4.
5.
Career Pathways Resources
a. Bureau of Labor Statistics
b. Department of Labor
c. O*NET Online
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
187
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Career Pathway slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
 Students will determine their Career Pathways.
 Students will design a Career Pathway Research Presentation.
 Students will determine their college or university of choice.
 Students will design a College or University of Choice Research Presentation.
 Students will determine their companies of interest.
 Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students
are able to determine in high school. It is important for students to begin researching their Career Pathways
and other methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Career Pathways, college or university choices, and companies of interest in high school.
188
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you
towards a college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
189
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
190
Copyright © Texas Education Agency, 2015. All rights reserved.
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
191
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you would
like to live.
List your interests.
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
192
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Activity 1 – My Career Pathway
1. Which is the most important, salary or working environment? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Visit the websites below to learn more about the 16 Career Clusters.
 http://cte.unt.edu/other-clusters/
 http://www.texascaresonline.com/clusters/clusters.asp
3. Now that you have thought about career choices, select a Career Pathway – Program of Study
that matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
193
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
9-10 Responses
Total Points
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
194
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Career
Nature of the Work
Working Conditions
Educational Requirements
Training and Other Qualifications
Experience/Required Skills
Salary/Income
Job Market Outlook – Is this a career field with good future job prospects?
Upside – What are the benefits of working in this career field?
Downside – What are the detriments to this career?
Related Occupation(s)
Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of
your information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and
interesting. Include at least one website hyperlink to use during the presentation for
demonstration.
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Reflection
How important do you think it is to research career choices? What are some of the
benefits that you can obtain from this research?
195
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
196
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
Deliverables You will prepare a presentation of your college or university research that includes all of
the information listed above, along with anything else that you find interesting, and respond to the
reflection question.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
197
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
198
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
Deliverables
Presentation of 14 slides based on research and reflection
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
199
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
200
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Management
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
 Understand what goal-setting is and its importance in Personal Management.
 Identify the benefits of goal-setting.
 Determine short-term goals and long-term goals.
 Develop S.M.A.R.T. Goals Planner.
 Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
 Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
 Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
 Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
 Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
 Mentee - a person who is guided by a mentor.
 Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
 Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
 S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
 Days one through three: What is Personal Management? (135 minutes)
 Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
 Day five: Mentor and Mentee Partnership (45 minutes)
201
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92 (c)
(7) The student applies leadership characteristics to student leadership and professional development
activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of
leaders with organizations, exhibiting problem-solving and management traits, describing
effective leadership styles, and participating in civic and community leadership and teamwork
opportunities;
Interdisciplinary Correlations
English Language Arts and Reading, English I
110.31 (b)
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
202
Copyright © Texas Education Agency, 2015. All rights reserved.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Personal Management slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
 Supplies listed in each activity
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
• Say
o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.
• Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
 Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
 Say
o You will create your short-term goals and long-term goals for the current academic school year.
• Show
o Personal Management slide presentation
203
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-3
6.
Introduce Personal Management
a. What is Personal Management?
b. What is Goal Setting?
c. Benefits of Goals
d. S.M.A.R.T. Goals
e. Short-Term Goals
f. Long-Term Goals
g. Activities
i. Activity 1 - Short-Term
Goals
ii. Activity 2 - Long-Term
Goals
iii. Activity 3 - Life Goals
Collage
NOTES TO TEACHER
Begin the Personal Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Days 1-3 - refer to slides 1-15
Day 4
7.
8.
Weekly S.M.A.R.T. Goals Planner
a. How do you use your planner?
b. Planner Expectations
Day 4 - refer to slides 16-23
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 5
VIII.
Mentor and Mentee Partnership
C. What is a mentor?
D. What is a mentee?
IX. Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
B. Activity 3 – Life Goals Collage
Presentation
VI.
Day 5 - refer to slides 24-29
Each student will present his/her
Life Goals Collage to the class.
Assessment = Daily Activities
204
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Personal Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Personal Management they will begin to work on the activities.
Independent Practice
 Students will determine their short-term goals and long-term goals.
 Students will design their Life Goals Collage.
 Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
 Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
 Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
205
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Management Terms and Definitions
1. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
2. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
3. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
4. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
5. Mentee - a person who is guided by a mentor.
6. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
7. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
8. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
206
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
207
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
208
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Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
209
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
210
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Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
Actions to Take to Achieve My Short-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
211
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Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable
Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
212
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Determine your five long-term goals and list in the space provided below.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
213
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Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
214
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Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
215
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Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable
An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
216
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Monday
Tuesday
Wednesday
Thursday
Friday
Week
1
2
3
4
5
6
SIX WEEKS PRIORITIES
217
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
218
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
219
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
220
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
221
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
222
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
223
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
224
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MENTEE FINAL EVALUATION
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
225
Copyright © Texas Education Agency, 2015. All rights reserved.
MENTOR FINAL EVALUATION
Mentor _________________________________ Email Address _________________________________
School __________________________________ Subject Taught ________________________________
Number of Mentor Contacts with Mentee _____ Type of Contacts _______________________________
Mentee_______________________________ Email Address ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and longterm goals growth.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
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226
Portfolios
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate how to create a portfolio and their
benefit.
Specific Objectives




Define a career portfolio
Identify the types of information employers want to see in a candidate’s career portfolio
Prepare for post-secondary education, and/or a career, by developing a career portfolio
Learn how to use a portfolio to their benefit, how to maintain a portfolio, and what
important components should be included in a portfolio
This lesson should take three class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(9) The student develops employability characteristics. The student is expected to:
(C) demonstrate skills related to seeking and applying for employment to find and obtain
a desired job, including identifying job opportunities, developing a resume’ and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) maintain and update portfolio to document work experiences, licenses, certifications
and work samples; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
Reading I, II, III
110.47(b)
(1) The student uses a variety of word recognition strategies. The student is expected to:
(A) apply knowledge of letter-sound correspondences, language structure, and context to
recognize words; and
(B) use reference guides such as dictionaries, glossaries, and available technology to
Copyright © Texas Education Agency, 2015. All rights reserved.
227
determine pronunciations of unfamiliar words.
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(A) use prior knowledge and experience to comprehend;
(B) determine and adjust purpose for reading;
(C) self-monitor reading and adjust when confusion occurs by using appropriate
strategies;
(D) summarize texts by identifying main ideas and relevant details;
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations;
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
2. Use study habits necessary to manage academic pursuits and requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
Tasks
 Students will create a career portfolio.
Activities
Have students create a portfolio using the Portfolio Guidelines. They will choose a sample of their
current work to add to the portfolio and evaluate each entry by completing the Student Reflection Sheet
before adding the document to the folder. Inform the students that it is expected they keep the
portfolio for the following year.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Copyright © Texas Education Agency, 2015. All rights reserved.
228
Preparation
 If possible, display each form on projector screen
 Copy the handout sheets and rubric for the students
 Have materials ready prior to the start of the lesson.
Instructional Aids
 Student handouts
Materials Needed
 Portfolio computer-based presentation
 Portfolio Guidelines
 Student Reflection Sheet
 Three-Ring Notebook Paper protectors
 Dividers
Resources
Office of Research, Office of Educational Research and Improvement
(OERI) of the U.S. Department
of Education, http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Do an Internet search for “Kimeldorf, Martin, Portfolio Library and Selected Works”
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation


Ask students what the benefits of using portfolios are.
Ask students what employers are looking for in job applicants.
Lesson Introduction

Explain each form in detail and check for understanding.
Copyright © Texas Education Agency, 2015. All rights reserved.
229
Outline
MI
OUTLINE
I. Portfolio definition
A. Reflects a student's interests and
achievements
B. Exhibits a sample of a student’s work
that purposefully represents his or her
efforts, progress, and achievements in
one or more areas
C. Includes a student’s participation in
selecting the contents, the criteria for
selection, the criteria for judging merit,
and evidence of the student’s selfreflection
II. Student portfolio components
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the
student
D. Application – practical exercise that
displays "real world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas
showcasing growth in content and real
world skills, with a reflection sheet for
every item
G. Transcript – provides the official record
of a student's coursework and testing
H. Letters of recommendation – show how
others view a student
I. Special interests and awards – special
interests and awards achieved in or
outside of school; a vital part of a
student's total package
NOTES TO TEACHER
Have students brainstorm and
list attributes they think
employers look at or look for
in prospective employees.
Discuss how the images they
post to social networking
websites and the email
address names they choose
can affect their ability to get a
job. Show examples, real or
created, of social networking
websites and/or email
addresses that might cause a
potential employer to
disregard an application. Use
the Discussion Rubric for
assessment.
Copyright © Texas Education Agency, 2015. All rights reserved.
230
III. Benefits of the portfolio process
A. Students will benefit from tangible proof
of their abilities and achievements
B. Intangible benefits come from closer selfassessment
C. Students develop a sense of pride and
ownership from collecting their best
work
D. A portfolio provides future employers,
scholarship committees, or entrance
committees additional evaluation tools
IV. Maintaining the portfolio
A. Appearance – neat and clean
B. Update – insert best work
C. Evaluate – reflect on work collected in
the portfolio
D. Replacement – insert new work,
displaying a greater mastery of skills
V. Teachers are encouraged to be a mentor or
wise advisor to the student during the
preparation of the portfolio
Copyright © Texas Education Agency, 2015. All rights reserved.
231
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will go over each form individually and thoroughly. It is extremely important that all
students understand what is required of them in order to complete the assignment.
Summary
Review
 Why is it important to develop a career portfolio?
 What important components should be included in a career portfolio?
Evaluation
Informal Assessment
 Discussion rubric
 Individual work rubric
Formal Assessment
 Portfolio rubric
Copyright © Texas Education Agency, 2015. All rights reserved.
232
Student Portfolio Guidelines
Student portfolios should include:
A.
B.
C.
D.
E.
F.
Cover sheet – identifies the student
Table of contents – listing of entries
Letter of Introduction – introduces the student
Application – practical exercise that displays "real-world skills"
Résumé – student qualifications
Academic skills – an entry from areas showcasing growth in content and real-world skills,
with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside of school;
a vital part of a student's total package
Copyright © Texas Education Agency, 2015. All rights reserved.
233
Portfolio Reflection Sheet
Name_____________
_____
Date_____________
_______
Describe the portfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
Copyright © Texas Education Agency, 2015. All rights reserved.
234
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing to
achieve goals
Shares thoughts actively while offering
helpful recommendations to others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions or
requesting input
Expresses thoughts and ideas clearly
and effectively
Total Points (32 pts.)
Comments:
235
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
236
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Portfolio Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Visual Appeal
Cover Page
Table of Contents
Letter of Introduction
Application
Letters of Recommendation
Résumé
Work Sample 1 + Reflection
Work Sample 2 + Reflection
Work Sample 3 + Reflection
Work Sample 4 + Reflection
Certificates & Awards
Total Points (48 pts.)
Comments:
237
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
 Define what Project Management is.
 Apply the seven Project Management Techniques.
 Describe the Project Management Planning Process.
 Use the most common Project Management Organizational Tools.
 Complete Project Management Team Projects.
Terms
 Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
 Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
 Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
 Day one – Project Management slide presentation (45 minutes)
 Day two – Activity 1 - Project Management Team Project (45 minutes)
 Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
238
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(7) The student applies leadership characteristics to student leadership and professional development
activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of
leaders with organizations, exhibiting problem-solving and management traits, describing
effective leadership styles, and participating in civic and community leadership and teamwork
opportunities;
(B) employ teamwork and conflict-management skills to achieve collective goals;
Interdisciplinary Correlations
English Language Arts and Reading, English I
110.31 (b)
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
 Project Management slide presentation
 Note Taking Form
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Materials Needed
 Handouts for each student
o Project Management Terms and Definitions
o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
• Say
o During this lesson you will learn about Project Management in school and the workplace. You
will explore the various Project Management Techniques and will apply them to two separate
team activities.
• Say
o To learn about Project Management you will need to explore the various techniques used and
organizational tools.
 Ask
o Why do you think it is necessary to understand how to use Project Management in the school
environment?
 Say
o Project Management involves planning, monitoring, and coordinating all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
• Show
o Project Management slide presentation
240
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Outline
MI
OUTLINE
Day 1
1.
Introduce Project Management
a. Objectives
b. What is Project Management?
c. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv. Working on the Project
v. Group Work
vi. Time
vii. Time Management
d. Summary
e. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
f. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Day 2
2.
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
3.
Activity 2 – Team Project Task List
and Schedule
4.
Assessment = Daily Activities
241
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Project Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
 Student teams will analyze and identify Project Management careers.
 Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
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Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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Name ___________________________________Date ____________________ Class ____________________
Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the salary ranges for these jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What additional skills are identified in these ads?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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4. From these examples, what do you think Project Managers do?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
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Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
Project Team Members:
Tasks
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Activity 2 - Team Project - Task List and Schedule
PROJECT
MANAGEMENT
PROJECT MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
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Project Management Organizational Tool
Gantt Chart
254
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Scholarships for Post-Secondary Options
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files
needed to apply to multiple scholarships.
Specific Objectives






Students will locate five scholarships that they meet the requirements for.
Students will create an organized file system for the documents required by the
scholarship.
Students will write three essays appropriate to submit with scholarship applications.
Students will request and collect at least three references to be submitted with
scholarship applications.
Students will write thank you letters to anyone who writes references.
Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(2) The student applies professional communication strategies. The student is expected to:
(F) adapt language for audience, purpose, situation, and intent;
(G) organize oral and written information;
(H) interpret and communicate information, data, and observations;
(I) present formal and informal presentations;
(J) apply active listening skills to obtain and clarify information;
110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School
Year 2009- 2010
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(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work- related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the
topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems
and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or
actions of a specific audience on specific issues. Students are expected to write an
argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes:
(A) a clear thesis or position based on logical reasons with various forms of support
(e.g., hard evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's own
words and not out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and
secondary sources used;
(F) language attentively crafted to move a disinterested or opposed audience, using
specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical
beliefs); and
(G) an awareness and anticipation of audience response that is reflected in different
levels of formality, style, and tone.
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students
write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to correctly and consistently use conventions of
punctuation and capitalization.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct spellings.
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Tasks
Day 1: Scholarship & Funding Opportunities


Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized




Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but
not limited to, transcripts, resumes, essays, photographs, and letters of
recommendation.
Day 3: Keeping Track of Time



Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and
submit the materials.
Day 4: Resumes



Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
Day 5: References



Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays




Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
Day 9: Collecting Transcripts
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





Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
Day 10: Finalize Project



Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Find scholarships that would be appropriate for your cluster area.
 Find scholarship listings for your local community.
 Pull example resumes.
 Each year, ask students for samples to share with other students.
Instructional Aids
 Scholarship websites
 Grading rubric
 Internet
Materials Needed
 USB flash drives or collaborative drives
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan recommendation letters
258
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Outline
MI
I.
II.
III.
IV.
V.
VI.
Outline
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
e. Community information
f. Essay
g. References
h. Transcripts
i. Due dates
Organization
a. File types
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
Instructor Notes
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
find out what collaborative
drives are available.
Show different types of calendar
templates. Allow students to
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
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VII.
VIII.
IX.
X.
XI.
c. Documentation of enrollment
/ grades
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c. Submit
Essays may take more or less
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the
end of this lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to
have fake checks that can be put up on the board. You can also track how much total funding
each class receives.
Summary
Review
 What do you think scholarship committees are looking for when they review resumes,
essays, and letters of recommendations?
 Where are the best places to find scholarships?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Scholarship Planning Rubric to evaluate.
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Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships.
Here are a few to get you started.


Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx




College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:




Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarshi
p_senior.pdf


Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the
scholarships, but we recommend that you use it only as a directory and submit directly to the
organization instead of through the aggregator site. There are many scams where you have to
pay to get scholarships. You should never have to pay anything to receive a scholarship.
262
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Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet
the requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your
teachers and parents. You can share documents and get help with reviewing
documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing,
then a USB flash drive is a good way to bring the documents back and forth to school
and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name
that folder to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of
those requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay
or for a class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending
school in Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been
able to collect. These are best if they have been signed, scanned, and can be
reprinted or sent digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require
different lengths. Therefore, if you create a new version, keep any copies in this
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
folder and save with the name of the file relevant to the type of resume that it is
(For example, “One-Paged Resume” or “Two-Paged Resume).
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
a. If you are using a collaborative drive with a calendar app, you can make this in a
shared Calendar that you can share with your family.
b. If you are using digital file share site or a USB flash drive, you can make a
calendar in a table in a document, spreadsheet, or a calendar template for a
slide.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Scholarship Planning Rubric
0
Poor/Not Evident
Scholarships were
identified, however,
they were not an
appropriate match for
the qualifications of
the student.
The drive is not
organized.
1
Needs Improvement
Four scholarships were
identified that match the
qualifications of the
student.
2
Exemplary
Five scholarships were identified
that match the qualifications of
the student.
The drive includes a folder
for each scholarship.
Requirements
The requirement
listing is not included.
Essay 1
The first essay is
missing or is too short
to be considered for a
scholarship.
Essay 2
The second essay is
missing or is too short
to be considered for a
scholarship.
Essay 3
The third essay is
missing or is too short
to be considered for a
scholarship.
Recommendations
Zero to one
recommendation
letters are included.
A resume is not
included in a folder.
Some requirements for
scholarships are missing in
the folder structure.
The first essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The second essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The third essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
Two recommendation
letters are included.
The drive includes a wellorganized structure with a folder
for each scholarship.
Requirements for each
scholarship are listed in each
folder.
The first essay aligns well with the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Scholarship
Identification
Folders Created
Resumes
Calendar
A calendar is not
included.
Writing
The writing needs
significant revisions
with many errors in
grammar or
mechanics.
A resume is included in a
folder that needs revisions
to be able to appropriately
highlight the student’s
academic career for
scholarship consideration.
A calendar is created to
document due dates for
each of the scholarships
identified, but the
formatting is not clean and
professional.
The writing needs revisions
with some errors in
grammar or mechanics.
The second essay aligns well to
the prompt and would be an
appropriate essay to submit for
scholarship consideration.
The third essay aligns well to the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Three recommendation letters are
included.
A resume is included in a folder
that appropriately highlights the
student’s academic career for
scholarship consideration.
A professional, well-formatted
calendar is created to document
due dates for each of the
scholarships identified.
The writing is exemplary with no
errors in grammar or mechanics.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Peer Review for Essay
Writer: ____________________________________________________________________________
Peer Reviewer: _____________________________________________________________________
Essay Prompt: ______________________________________________________________________
Scholarship Organization: _____________________________________________________________
Yes/No
Notes
Does the essay meet the
prompt?
Does the essay meet the goals
of the scholarship
organization?
Does the essay convey a
personal tone and voice?
Does the essay maintain good
organization, structure, and
flow?
Does the essay maintain
correct writing grammar and
mechanics?
Is the essay unique and
memorable?
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