Lesson Plan
Course Title: Principles of Business, Marketing, and Finance
Session Title: Career Plan-Analyzing Goals and Interests
Performance Objective:
After completing this lesson, the student will be able to analyze the different career opportunities
suited for them based on goals and interests.
Approximate Time:
If taught the way the lesson is written, it should take 2 days.
Specific Objectives:
 Analyze career opportunities
 Analyze Individual goals and interests
TERMS
 Lifestyle - How a person spends their time, energy, and money
 Values - Beliefs that guide the way we live
 Aptitude - An ability or natural talent, or the potential to learn a new skill
 Occupational Outlook Handbook - Handbook that describes what workers do on the
job
 Career Outlook - Types of jobs available in any field
 Internship - Offers students direct work experience and exposure to various aspects of
a career, either with or without pay.
Preparation
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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.
130.112 (c) (15) The student analyzes career opportunities and formulates a career plan
130.112 (c)(15) (A) Analyze individual goals and interests
Interdisciplinary Correlations:
English:
110.33(b)(1)(A) – Reading/Vocabulary Development
…determine the meaning of grade-level technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek or other linguistic roots and affixes.
110.33(b)(1)(B) – Reading/Vocabulary Development
… analyze textual context (within a sentence and in larger sections of text) to draw
conclusions about the nuance in word meanings.
110.33(b)(1)(C) – Reading/Vocabulary Development
…infer word meaning through the identification and analysis of analogies and other
word relationships.
110.33(b)(9)(C) – Reading/Comprehension of Informational Text/Expository Text
…make and defend subtle inferences and complex conclusions about the ideas in text
and their organizational patterns.
110.33(b)(11)(B) – Reading/Comprehension of Informational Text/Procedural
Text
…translate (from text to graphic or from graphic to text) complex, factual, quantitative,
or technical information presented in maps, charts, illustrations, graphs, timelines,
tables and diagrams.
110.33(b)(12)(A) – Reading/Media Literacy
…evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts.
110.33(b)(12)(B) – Reading/Media Literacy
…evaluate the interactions of different techniques (e.g., layout, pictures, typeface in
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print media, images, text, sound in electronic journalism) used in multi-layered media.
110.33(b)(12)(C) – Reading/Media Literacy
…evaluate the objectivity of coverage of the same event in various types of media.
110.33(b)(12)(D) – Reading/Media Literacy
…evaluate changes in formality and tone across various media for different audiences
and purposes.
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.
Occupational Correlation (O*Net – www.onetonline.org/ )
This is relative to the individuals sitting in the classroom and/or teaching this course.
Career and Technical Education Teacher, Secondary Education 25-2031.00
Similar Job Titles: Business Teacher, Accounting Teacher, Marketing Teacher
Tasks:
Plan and conduct activities for a balanced program of instruction, demonstration,
and work time that provides students with opportunities to observe, question, and
investigate.
Prepare, administer, and grade tests and assignments to evaluate students'
progress.
Establish and enforce rules for behavior and procedures for maintaining order
among students.
Soft Skills:
Instructing, Learning Strategies, Speaking
Introduction
Teacher Preparation:
Teacher will review the terms in the outline, presentation, and handouts to become familiar
with lesson.
References:
Textbooks:
Marketing Essentials, Glencoe –Ch. 37
Multiple Intelligences-What Are Yours? Handout http://literacyworks.org/mi/assessment/findyourstrengths.html
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Instructional Aids:
Projector/PowerPoint
Textbooks and websites that the teacher deems necessary
Materials Needed:
Printer Paper
Assignment handouts
Learner Preparation: Tell the students the main objective of today’s lesson is to formulate a
career plan based on analyzing individual goals and interests. They will look at the factors that
affect and influence their career decisions and plans.
Introduction
Introduction:
ASK: How many of you think about what career you would like to go into after high school?
Does anyone have a current job? Do you like the job you have? Discuss answers with class.
SAY: Working in a career that makes you happy is important. Determining what makes you
happy takes considering your lifestyle and interests, and choosing a field surrounding them.
The average 18 yr. old will have 10 jobs by the age 25. Most people must work 40 years or
more in their lifetime, so it is important to find work that is fulfilling.
ASK: Students to think of reasons that it is important to research careers in more than one field
of interest. What really interests them? What about a hobby? Could you see yourself doing a
hobby as a career?
Outline
Outline:
Instructors can use the presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
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Notes to Instructor
I. Careers
A. Questions about career thoughts
B. Hobby as a career
II. P.P.-Choosing A Career
A. The Six Step Process
1. Define your lifestyle goals
2. Conduct a self-assessment
3. Identify possible career choices
4. Evaluate your choices
5. Make your decisions
6. Plan how you will reach your goal
B. Lifestyle
1. What type of lifestyle do you live?
2. What type of lifestyle would you like
To have?
3. What changes have to be made?
C. Lifestyle Influences
1. Where you live
2. Your cultural environment
3. Your mode of transportation
4. Your relationships with your family
and friends
5. The work you do to earn a living
D. Values
E. Aptitude
III. Multiple Intelligences-What are Yours?
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
(2 day lesson)Guided
PracticeAfter Introduction,
have students write a
paragraph on how they
could use their favorite
hobby in their career.
Using the presentation
as visual aid, go
through the six step
process that helps to
identify career choices.
Independent Practice:
Hand out the Multiple
Intelligences
evaluation. (Go to
literacyworks.org
Explain that Dr.
Gardner researched
human intelligence
and came up with the
theory of multiple
intelligences.
He believed that
intelligence was not
just I.Q. There are
various ways people
demonstrate how
smart they are. Have
students fill out and
then discuss results as
a class.
Continue with Formal
Assessment-(see
below)
Interpersonal
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Naturalist
Existentialist
Application
Guided Practice:
The presentation and lesson on the six step process to help identify career choices.
Independent Practice:
1. Paragraph on incorporating a hobby into a career.
2. Multiple Intelligences-What Are Yours?
Summary
Review:
What are the six steps to help identify career choices?
What are the different multiple intelligences?
Evaluation
Informal Assessment:
Instructor will be observant with students during all assignments. Instructor will move about the
classroom setting, providing feedback and making sure that students are participating and
engaged with lesson.
Formal Assessment:
Multiple Intelligence Assignment:
Have students identify the 3 parts that have the highest scores. Research jobs on the Internet
that fit with these multiple intelligences. Write a paper listing the jobs and explain why their
reasoning why the job fits.
Grade with written paper rubric.
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Extension
Extension/Enrichment:
Have students research online classified ads, select one job, and create a poster or
advertisement for this job.
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Handout 1.1: Multiple Intelligences – What Are Yours?
Student: _____________________ Date: _____________________
Teacher: ____________________
Howard Gardner, an educational psychologist, researched human intelligence and came up with
the theory of Multiple Intelligences. Gardner believed that intelligence was not just IQ; in fact,
he discovered that there are various ways people demonstrate how smart they are. We just
needed to look closer. To date he has come up with eight Intelligences, or “smarts,” as some
people call them. They are:
• Verbal/Linguistic (Word Smart)
• Logical/Mathematical (Logic Smart)
• Visual/Spatial (Image Smart)
• Interpersonal (People Smart)
• Intrapersonal (Self Smart)
• Bodily/Kinesthetic (Body Smart)
• Musical (Music Smart)
• Naturalist (Nature Smart)
1. Read all of the statements below in the eight-part Multiple Intelligences quiz to discover your
top three ways of being smart.
2. Use the following guidelines to select which number best describes you for each statement.
4 really like me 3 a lot like me 2 a little like me 1 not like me at all
3. Write the appropriate number in the blank after each statement.
4. Add up your scores, as instructed at the end of this handout (“Identifying Your Top Three
Intelligences”).
Part 1
1. I like words and language in general. _____
2. I remember exact phrases and words people have said to me. _____
3. I enjoy writing for myself and sometimes reading my writing to others. _____
4. I like telling stories and discussing movies or TV shows I’ve seen. _____
5. I like to write short-answer or essay tests more than multiple-choice tests. _____
_____________________________________________________________________________________________
© 2008 Toronto District School Board - 29 - Credit Recovery: Career Studies (GLC2O)
Module 1
Part 2
1. I like math and math problems. _____
2. I prefer planning out my work before actually doing it. _____
3. I’m very interested in science and experiments. _____
4. I like to ask questions and I enjoy reasoning out the answers. _____
5. I like doing research and solving complex problems. _____
Part 3
1. I like colour and design. _____
2. I have a good sense of direction and can read maps and charts well. _____
3. I remember things I have seen well more than things I have heard. _____
4. I enjoy drawing, building, and visualizing. _____
5. Art is a favourite class of mine, as I understand form, shape, texture, and colour well. _____
Part 4
1. I get along well with others and enjoy spending time talking. _____
2. I enjoy team sports more than individual sports. _____
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3. I enjoy listening to other people’s stories and empathizing with their feelings. _____
4. I like being the leader of a group who listens to other members’ ideas. _____
5. People are energizing for me; parties, visiting, and making new friends is fun. _____
Part 5
1. I am relaxed and am able to re-energize when I’m alone. _____
2. I prefer a small group of friends, not big crowds of people. _____
3. I know who I am and how I feel about things most of the time. _____
4. I enjoy thinking on my own about values and beliefs. _____
5. I understand my areas of strength and weakness. _____
_____________________________________________________________________________________________
© 2008 Toronto District School Board - 30 - Credit Recovery: Career Studies (GLC2O)
Module 1
Part 6
1. I enjoy moving around instead of sitting. _____
2. I tend to tap and move my feet or hands when I’m in class. _____
3. I learn best when it is a hands-on project, such as building or creating something. _____
4. I am good at sports, as I have good coordination. _____
5. I like to get up and take an active part in most activities. _____
Part 7
1. I would listen to my music all day if I could. _____
2. I often hear songs and melodies in my head. _____
3. I can follow the rhythm in music easily and I like dancing. _____
4. I play or would like to play a musical instrument. _____
5. I listen well and can distinguish which instrument is playing in a band or an orchestra. _____
Part 8
1. One of my favourite things to do is be outside. ______
2. I like hiking in parks and observing plants, insects, and animals. _____
3. I learn a lot when I go on a field trip and explore nature. _____
4. I recycle always and read up on environmental issues. _____
5. I’m interested in taking care of animals or marine life. _____
Identifying Your Top Three Intelligences
1. Add up your score for each of the above eight parts, and write it down in the space provided
below.
2. Identify the three parts that have the highest scores. These are your top three Intelligences.
Are you surprised? Write them down below, in the last line of this handout.
3. Do some additional research to find out more about what possible jobs might fit best with
your top three Intelligences, then complete the following chart.
_____________________________________________________________________________________________
© 2008 Toronto District School Board - 31 - Credit Recovery: Career Studies (GLC2O)
Module 1
TOTAL SCORES
1. Verbal/Linguistic (Word Smart) __________
2. Logical/Mathematical (Logic Smart) __________
3. Visual/Spatial (Image Smart) __________
4. Interpersonal (People Smart) __________
5. Intrapersonal (Self Smart) __________
6. Bodily/Kinesthetic (Body Smart) __________
7. Musical (Music Smart) __________
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8. Naturalist (Nature Smart) __________
My top three Intelligences are ____________________, ____________________,
____________________.
Possible jobs to best fit my top three Intelligences:
Type of Intelligence Best Job Fits for This Intelligence Copyright © Texas Education Agency, 2012. All rights reserved.
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Multiple Intelligences Rubric
CATEGORY
20
15
10
Organization
Information is
very organized
with wellconstructed
paragraphs and
subheadings.
Information is
organized with
wellconstructed
paragraphs.
Information is The information
organized, but appears to be
paragraphs are disorganized.
not wellconstructed.
Quality of
Information
Information
clearly relates
to the main
topic. It
includes
several
supporting
details and/or
examples.
Information
clearly relates
to the main
topic. It
provides 1-2
supporting
details and/or
examples.
Information
clearly relates
to the main
topic. No
details and/or
examples are
given.
Information has
little or nothing
to do with the
main topic.
Quality of
Writing
Complete
sentences with
good variety,
proper
grammar, and
correct spelling.
Complete
sentences,
correct spelling
and proper
grammar. Need
more variety in
sentence
structure.
Complete
sentences with
some improper
grammar.
Some
incomplete
sentences and
fragments,
some
misspelled
words and poor
grammar.
Paragraph
Construction
All paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Most
paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Paragraphs
included
related
information but
were typically
not constructed
well.
Paragraphing
structure was
not clear and
sentences were
not typically
related within
the paragraphs.
Amount of
Information
All topics are
addressed and
all questions
answered with
at least 2
sentences
about each.
All topics are
addressed and
most questions
answered with
at least 2
sentences
about each.
All topics are
One or more
addressed, and topics were not
most questions addressed.
answered with
1 sentence
about each.
Total Points Earned ________
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