Lesson Plan
Course Title: Principles of Business, Marketing, and Finance
Session Title: Career Plan-Determining Individual Talents, Abilities, and Skills
Performance Objective:
After completing this lesson, the student will be able to determine individual talents, abilities, and
skills necessary for a career
Approximate Time:
If taught the way the lesson is written, it should take 1 day.
Specific Objectives:
 Determine individual talents, abilities and skills necessary for a career
 Research different careers
 Understand and apply the terminology for this lesson
TERMS
 Self-Assessment - The way you assess, appraise, or evaluate yourself and your
needs
 Basic Skills - Developed capacities that facilitate learning or more rapid
acquisitions of knowledge
 Active Learning - Understanding the implication of new information for both
current and future problem-solving decision-making
 Active Listening - Giving full attention to what other people are saying, taking time
to understand the points being made
 Complex Problem Solving Skills - Developed capacities used to solve novel, illdefined problems in complex, real-world settings
 Resource Management Skills - Developed capacities used to allocate resources
efficiently
 Learning Style - The preferred way in which an individual gains knowledge
 Visual - The learner gains knowledge by seeing
 Auditory - The learner gains knowledge by hearing
 Tactile/Kinesthetic - The learner gains knowledge by touching or moving
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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.
130.112 (c)(15)(B) Career Plan–Determine individual talents, abilities, and skills;
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.
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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
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/ )
Job Title: Training and Development Specialists
O*Net Number: 13-1151.00
Similar Job Titles: Corporate Trainer, Computer Training Specialist, Job Training Specialist
Tasks: Monitor, evaluate, or record training activities or program effectiveness. Offer
specific training programs to help workers maintain or improve job skills. Assess training
needs through surveys, interviews with employees, focus groups, or consultation with
managers, instructors, or customer representatives.
Soft Skills: Talking to others to convey information effectively. Monitoring/Assessing
performance of yourself, other individuals, or organizations to make improvements or take
corrective action.
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint, and website to become
familiar with lesson.
References:
Textbooks:
Marketing Essentials, Glencoe –
Online:
www.onetonline.org/skills/
parks.sandi.net/Pages/Lesson%20Plans/Summary_Rubric.html (SUMMARY
RUBRIC)
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Handout 1.2 Learning Styles
2008 Toronto District School Board- Credit Recover Systems: Career Studies (GLC20)
Module 1
Instructional Aids: Projector/PowerPoint
Textbooks and Websites the instructor feels necessary
Materials Needed:
Equipment Needed:
1.Computers for teacher/students with PowerPoint and Internet access
2. Projector
Learner Preparation: Tell students the objective for today will determine what kind of learning
style they prefer and conduct an online skill search on what careers might be right for them.
Introduction
Introduction:
ASK: Students to think about their own talents, abilities, and skills when it came to a career.
What type of skills do you possess for what type of jobs? Discuss with class.
SHOW: Students Skill Search Slide.
SAY: One of the first steps to take when embarking on a job search is identifying the skills you
have that employers need. Knowing what you have to offer gives you the ability to sell yourself to
employers and convince them to hire you. You have so many skills! Now you need to identify
them.
Outline
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Outline:
Instructors can use the presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
I. Introduction
A. Question on talents, abilities and skills
II. Guided Practice
A. Discuss terms in Skill Search
B. Basic Skills
C. Active Learning
D. Active Listening
E. Complex Problem Solving Skills
F. Resource Management Skills
III. Learning Styles
A. Auditory
B. Visual
C. Tactile/Kinesthetic
IV. Independent Practice
A. Learning Styles
B. Skill Search
V. Formal Assessment
A. Occupational choices
Notes to Instructor
(1 day lesson)
Introduction
Use Presentation as
visual aid.
Ask question on
talents, abilities and
skills. Show slide 1.
One of the first steps
to take when
embarking on a job
search is identifying
the skills you have that
employers need.
Knowing what you
have to offer gives you
the ability to sell
yourself to employers
and convince them to
hire you. You have so
many skills! Now you
need to identify them.
Guided Practice:
Tell them Explain to
class they will be
conducting a skill
search and determine
their learning styles.
You are going to go
over terms of both the
skill search and
learning styles so as
they may answer the
questions as
accurately as possible.
Continue with
Presentation: Notes on
slides:
Have students name
some of the basic
skills an employer
would want.
Ask students to give
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an example of actively
learning on the job and
why it is important.
Ask students to give
an example of the
ramifications of not
actively listening when
following instructions
in the workplace.
Ask class to give
examples of resource
management skills in
the workplace.
When we learn, we
take information
differently. There are
three main types of
learning styles.
Auditory-The way we
learn by hearing.
Visual-The way we
learn by seeing.
Tactile/Kinesthetic-The
way we learn by
touching or moving.
Independent Practice:
Students will complete
the Learning Styles
handout.
Students will complete
the Skill Search online.
.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Application
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Naturalist
Existentialist
Guided Practice:
Show Presentation as visual aid
Discuss terms that will be used in skill search.
Ask students questions about the different types of skills. Discuss.
Independent Practice:
Handout 1.2-Learning styles
Students will complete the Skill Search. Go to:
www.onetonline.org/skills/
Summary
Review:
Why is it important to know your own talents, abilities and skills?
What are the three learning styles?
Evaluation
Informal Assessment:
Instructor will be observant with students during assignment. Instructor will move about the
classroom setting, providing feedback and making sure that students are focused and staying on
task.
Formal Assessment:
After students finish the online Skill Search, they will recieve different occupations to choose from.
Have them chose one occupation (that green or bright) and write a brief summary on why this
chose this particular occupation and what skills they would use.
Write a 1 -2 paragraph summary.
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Extension
Extension/Enrichment:
Have students select a career about which they know very little. They will find two job postings in
this field. Print out the postings. Have students write a one page summary of the career, the
education necessary, and the type of person who would traditionally find this career appealing.
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Handout 1.2: Learning Styles
Student: ______________________ Date: ____________________
When we learn, we take information in differently. We learn through our eyes, our ears, and our
bodies. These ways of learning are called learning styles. The three main types are: visual,
auditory, and tactile/kinesthetic.
Task
Read the following examples of ways to learn. When you see an example that reflects the way
you prefer to learn, put a check mark in the right column next to the example.
When you have read through all 15 examples, look again at Parts A, B, and C and see which has
the most check marks. That is your preferred learning style. If you have a tie, then you have a
combination of two styles.
PART A
1. You prefer the written copy of an assignment from your teacher.
2. Although you don’t mind working in groups, you prefer to take notes and then
go on your own to complete the work in a written format.
3. You like essays and written reports rather than building assignments.
4. When you are in a classroom, you read the writing on the wall posters, as well
as look at the pictures.
5. In addition to your textbooks, you read labels, magazines, and articles on the
Internet as part of your typical day.
PART B
1. You remember better if someone tells you something or reads it to you.
2. You learn languages easily and prefer speaking rather than writing.
3. You love classroom discussions and you easily follow the main ideas
discussed.
4. Using an audiotape version of information you need to learn makes it easier
for you to remember the details.
5. You would prefer to do your tests by telling your teacher the answers rather
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than writing them down.
PART C
1. If the classroom has an area for art supplies, you feel comfortable and eager to
get to work.
2. You like constructing or building a project as your class work.
3. If the work has a part that is written and a part where you design or construct
something, you usually begin the designing and constructing part first.
4. In science or math class, you enjoy getting up and walking around to do
measurements and calculations and then build a construct from them.
5. In class, you like to have materials or information you can manipulate into
some arrangement first and then begin to write about it.
Total Check Marks
PART A __________
PART B __________
PART C __________
(Your preferred Learning Style is:
PART A – Visual ,
PART B – Auditory,
PART C – Tactile/Kinesthetic, or a combination of PARTS A, B, or C.)
Research your preferred Learning Style.
See other examples of how you learn best!
You can also find out what ways you can strengthen your non-preferred Learning Style.
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Formal Assessment:
Summary Writing Rubric
4. Excellent summary that includes the following:
o
o
o
o
o
Clear main idea in the first sentence
All important details are included
Details are in a logical order
Ideas are connected to make the writing flow
Author restates the main idea again as a conclusion without writing
it the same as in the first sentence
3.Good summary includes the following:
Clear main idea in the first sentence
o Important details are included but some might be missing
o Ideas are in logical order
o Restated main idea doesn’t differ from the first sentence
o
2.Below average summary includes:
Main idea is unclear — not specifically stated in the writing
o Some critical information is missing
o Ideas are in a random order and not logical
o Restated main idea is not in this piece of writing
o
1.Ineffective summary includes:
The main idea is not present in the 1st sentence of the writing
o Contains only some details
o Ideas are not in logical order
o Missing a concluding sentence with the restated main idea
o
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