Lesson Plan
Course Title: Principles of Business, Marketing, and Finance
Session Title: Developing an Individual Career Plan
Performance:
Upon completion of this lesson, the student will be able to develop an individual career plan.
Approximate Time:
If taught the way the lesson is written, it should take 3 days.
Specific Objectives:
The student will develop an individual career plan by completing a portfolio including the
following:
 Written goals
 A resume’
 A cover letter
 Completed self-assessments
TERMS
 Action Plan- Steps you need to follow to reach your ultimate goal
 Measureable Goal - A goal with a quantitative value associated with it so you can
determine when it has been reached
 Specific Goal - A goal that is stated in exact terms and includes some details
 Realistic Goal - A goal that you have a reasonable chance of achieving
 Portfolio - A collection of relevant knowledge and learning experiences for evaluation,
decision-making, or work- obtaining purposes
 Networking - The process of connecting with other people, often for the purpose of
information exchange and support when searching for work
 Occupation - Similar work for which people usually have similar responsibilities and
develop a common set of skills and knowledge
 Resume - A written document that lists your work/volunteer experience, skills, and
educational background
 Cover Letter - A document sent with your resume to a potential employer to provide
additional information on your skills and experience
 Job Application - A form used by employers to enable to a job candidate to supply
information about his or her qualifications and skills
 Volunteer - A person who performs unpaid work
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) (C) Develop an individual career plan.
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.
Occupational Correlation (O*Net – www.onetonline.org/ )
Job Title: Training and Development Specialists
O*Net Number: 13-1151.00
Reported Job Titles: Training Specialist, E-Learning Developer, Management
Development Specialist
Tasks: Offer specific training programs to help workers maintain or improve job skills.
Present information using a variety of instructional techniques or formats, such as role
playing, simulations, team exercises, group discussions, videos, or lectures. Design, plan,
organize and direct orientation and training for employees or customers of industrial or
commercial establishment.
Soft Skills: Adjusting actions in relation to others' actions. Selecting and using
training/instructional methods and procedures appropriate for the situation when learning
or teaching new things. Teaching others how to do something.
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.
Introduction
Teacher Preparation:
Teacher will review the terms in the outline, Presentation, and handouts to become familiar
with lesson.
References:
Textbooks:
Marketing Essentials, Glencoe – Chapter 37
Handouts- Getting Ready for Work
(2008) Toronto District School Board Credit Recover: Career Studies (GLC20) Module 1
Websites:
owl.english.purdue.edu/owl/resource/719/1/ (resume and cover letter)
http://drscavanaugh.org/workshops/assessment/sample.htm (rubric)
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Instructional Aids:
Presentation
Textbooks
Websites
Materials Needed:
1.Printer Paper
2. Assignment Handout
Equipment Needed:
 Computers for teacher and students
 Projector
 Printer
Learner Preparation:
Tell the students that this is the final segment of the Career Plan.
They will be preparing a portfolio which will include a variety of documents which will include
written goals.
Introduction
Introduction:
ASK: Students if they currently have a goal they are working toward. How would they measure
this goal? Is it short term or long term? When was the last time a goal was accomplished?
Discuss with class.
EXPLAIN: The small steps you take to get from where you are now to where you want to be are
planning goals. They give your life a sense of direction and move you toward your ultimate
career goal. Accomplishing goals gives you a sense of confidence to move on to the next one.
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Outline
Outline:
Instructors can use the Presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
I. Introduction
Questions on Goals
II. Guided Practice-PowerPoint
A. Key Terms
B. Goals
1. Measurable
2. Specific
3. Realistic
C. Portfolio
D. Resume’
E. Cover Letter
III. Independent Practice
A. Writing a Resume’
B. Writing a Cover Letter
IV. Formal Assessment
A. Creating a Portfolio
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Notes to Instructor
Introduction: Ask
Students if they
currently have a goal
they are working
toward. How would
they measure this
goal? Is it short term
or long term? When
was the last time a
goal was
accomplished?
Discuss with class.
EXPLAIN: The small
steps you take to get
from where you are
now to where you want
to be are planning
goals. They give your
life a sense of direction
and move you toward
your ultimate career
goal. Accomplishing
goals gives you a
sense of confidence to
move on to the next
one.
Guided Practice
Use Presentation as
visual aid. Goals:
You must be able to
measure your goals.
Some measurable
goals are easy such as
weight loss. Some
goals are more difficult
to measure. No matter
what the goal, it needs
to be something that
you personally see as
a measure of progress
– This can include
having a beginning
and end to the goal.
Goals must be
specific. If you were to
say, “I want to become
rich” would not be
specific goal. If you
said “I want to finish
college in four years”
that would be a
specific goal.
A resume is a brief
document that
summarizes your
education,
employment history,
and experiences that
are relevant to your
qualifications for a
particular job for which
you are applying. The
purpose of a resume
(along with your cover
letter) is to get an
interview.
Cover letters are just
as important as
resumes. One thing a
cover letter should
never be is generic.
Your cover letter
should reflect the
research you have
done about the
company you are
applying to, and
should mention
specific instances in
which your experience
and talents can
enhance the
organization.
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Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice:
Give Presentation and make sure notes are included. (See Instructor notes)
Go to: www.owl.english.purdue.edu/owl/resource/719/1/
Guide students through the steps for writing a resume and writing a cover letter.
Independent Practice:
1. Students are to create their own one page resume.
2. Students are to create their own one page cover letter to a specific company of their
choice.
Summary
Review:
What types of goals are there?
Why is it important to have goals?
Evaluation
Informal Assessment:
Instructor will be observant with students during project. Instructor will move about the
classroom setting, providing feedback and making sure that students are clear with directions
and staying on task.
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Formal Assessment:
The Career Portfolio- See below.
Extension
Extension/Enrichment:
Have students write 10 tips for resume writing.
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Formal Assessment:
The Career Portfolio
The Career Portfolio is a collection of your work and accomplishments that
illustrates your values, skills, abilities, and interests. Your portfolio should reflect
experiences you have had both in and out of school, and be a reflection of the
“best” of you.
This portfolio should include:








Cover Page- Name
Table of Contents
Goals- Minimum of three short term goals. They must be specific,
measurable, and realistic
Resume’
Cover Letter
Completed Self assessments including:
Multiple Intelligences
Learning Styles
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Portfolio Rubric
Student Portfolio Rubric
Points
Required
items
Concepts
Reflection/Critique
Overall
Presentation
90100
All
required
items are
included,
with a
significant
number of
additions.
Items clearly
demonstrate that the
desired learning
outcomes for the term
have been achieved.
The student has gained
a significant
understanding of the
concepts and
applications.
Reflections
illustrate the ability
to effectively
critique work, and
to suggest
constructive
practical
alternatives.
Items are
clearly
introduced,
well
organized,
and
creatively
displayed,
showing
connection
between
items.
75-89
All
required
items are
included,
with a few
additions.
Items clearly
demonstrate most of
the desired learning
outcomes for the term.
The student has gained
a general
understanding of the
concepts and
applications.
Reflections
illustrate the ability
to critique work,
and to suggest
constructive
practical
alternatives.
Items are
introduced
and well
organized,
showing
connection
between
items.
60-75
All
required
items are
included.
Items demonstrate
some of the desired
learning outcomes for
the term. The student
has gained some
understanding of the
concepts and attempts
to apply them.
Reflections
illustrate an attempt
to critique work,
and to suggest
alternatives.
Items are
introduced
and
somewhat
organized,
showing
some
connection
between
items.
40-59
A
significant
number of
required
items are
missing.
Items do not
demonstrate basic
learning outcomes for
the term. The student
has limited
understanding of the
concepts.
Reflections
illustrate a minimal
ability to critique
work.
Items are not
introduced
and lack
organization.
0
No work
submitted
Based on Pierette Pheeney, in The Science Teacher, October 1998.
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