3/16-3/20 Career Clusters Bridge Act

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CMS Lesson Plan Template
Week of March 16-20
Standard
Teacher: Elder/Little Course/Level: 7th Grade Computers and Careers
Bridge Act Requirements
Monday
Career Standards:
MSCD7-2: Students will
investigate Georgia’s
Career Program
Concentrations that align
with their personal
assessments and identify
possible career pathways.
a) Identify and analyze
Georgia’s career/program
concentrations:
(1)Agriculture;
(2)Architecture,
Construction,
Communications &
Transportation: (3) Arts &
Humanities; (4) Business &
Computer Science; (5)
Engineering & Technology;
(6) Family & Consumer
Sciences; (7) Healthcare
Science; (8) Government &
Public
Safety; (9) Marketing, Sales
& Services, (10) Education
& Teaching, and (11)
Culinary Arts.
Business and Computer
Science Standards:
MSBCS-BCSII-3: The
student will examine
educational requirements,
job responsibilities,
employment trends, and
opportunities in the
different career pathways
in Business and Computer
Science.
a) Investigate the 21st
Century career
opportunities.
b) Evaluate several
occupational interests,
based on various criteria
(educational requirements,
Tuesday
Career Standards:
MSCD7-2: Students
will investigate
Georgia’s Career
Program
Concentrations that
align with their
personal assessments
and identify possible
career pathways.
a) Identify and analyze
Georgia’s
career/program
concentrations:
(1)Agriculture;
(2)Architecture,
Construction,
Communications &
Transportation: (3) Arts
& Humanities; (4)
Business & Computer
Science; (5) Engineering
& Technology; (6)
Family & Consumer
Sciences; (7) Healthcare
Science; (8) Government
& Public
Safety; (9) Marketing,
Sales & Services, (10)
Education & Teaching,
and (11) Culinary Arts.
Wednesday
Career Standards:
MSCD7-2: Students
will investigate
Georgia’s Career
Program
Concentrations that
align with their
personal assessments
and identify possible
career pathways.
a) Identify and analyze
Georgia’s
career/program
concentrations:
(1)Agriculture;
(2)Architecture,
Construction,
Communications &
Transportation: (3) Arts
& Humanities; (4)
Business & Computer
Science; (5) Engineering
& Technology; (6)
Family & Consumer
Sciences; (7) Healthcare
Science; (8) Government
& Public
Safety; (9) Marketing,
Sales & Services, (10)
Education & Teaching,
and (11) Culinary Arts.
Thursday
Career Standards:
MSCD7-2: Students
will investigate
Georgia’s Career
Program
Concentrations that
align with their
personal assessments
and identify possible
career pathways.
a) Identify and analyze
Georgia’s
career/program
concentrations:
(1)Agriculture;
(2)Architecture,
Construction,
Communications &
Transportation: (3) Arts
& Humanities; (4)
Business & Computer
Science; (5) Engineering
& Technology; (6)
Family & Consumer
Sciences; (7) Healthcare
Science; (8) Government
& Public
Safety; (9) Marketing,
Sales & Services, (10)
Education & Teaching,
and (11) Culinary Arts.
Business and Computer
Science Standards:
MSBCS-BCSII-3: The
student will examine
educational
requirements, job
responsibilities,
employment trends,
and opportunities in
Business and Computer
Science Standards:
MSBCS-BCSII-3: The
student will examine
educational
requirements, job
responsibilities,
employment trends,
and opportunities in
Business and Computer
Science Standards:
MSBCS-BCSII-3: The
student will examine
educational
requirements, job
responsibilities,
employment trends,
and opportunities in
Friday
Career Standards:
MSCD7-2:
Students will
investigate
Georgia’s Career
Program
Concentrations
that align with
their personal
assessments and
identify possible
career pathways.
a) Identify and
analyze Georgia’s
career/program
concentrations:
(1)Agriculture;
(2)Architecture,
Construction,
Communications &
Transportation: (3)
Arts & Humanities;
(4) Business &
Computer Science;
(5) Engineering &
Technology; (6)
Family & Consumer
Sciences; (7)
Healthcare Science;
(8) Government &
Public
Safety; (9)
Marketing, Sales &
Services, (10)
Education &
Teaching, and (11)
Culinary Arts.
Business and
Computer Science
Standards:
starting salaries, trends,
opportunities, and career
ladders).
c) Describe and
demonstrate effective
communication skills
(reading, writing, speaking,
and listening) in a business
environment.
d) Explain why people need
to work (e.g., social
contacts, make purchases
for necessities) expand
knowledge, develop skills
to meet basic needs and for
personal satisfaction and
enjoyment.
e) Construct and/or update
a Career Plan as a tool to
explore self-knowledge and
academic aptitude and
understand that career paths
should relate to your
individual traits.
English Language
Proficiency Standard 1:
English language learners
communicate in English for
Social and Instructional
purposes within the school
setting.English Language
Proficiency Standard 1:
English language learners
communicate in English for
Social and Instructional
purposes within the school
setting.
the different career
pathways in Business
and Computer Science.
a) Investigate the 21st
Century career
opportunities.
b) Evaluate several
occupational interests,
based on various criteria
(educational
requirements, starting
salaries, trends,
opportunities, and career
ladders).
c) Describe and
demonstrate effective
communication skills
(reading, writing,
speaking,
and listening) in a
business environment.
d) Explain why people
need to work (e.g., social
contacts, make purchases
for necessities) expand
knowledge, develop
skills to meet basic needs
and for personal
satisfaction and
enjoyment.
e) Construct and/or
update a Career Plan as a
tool to explore selfknowledge and academic
aptitude and understand
that career paths should
relate to your individual
traits.
English Language
Proficiency Standard 1:
English language
learners communicate in
English for Social and
Instructional purposes
within the school setting.
the different career
pathways in Business
and Computer Science.
a) Investigate the 21st
Century career
opportunities.
b) Evaluate several
occupational interests,
based on various criteria
(educational
requirements, starting
salaries, trends,
opportunities, and career
ladders).
c) Describe and
demonstrate effective
communication skills
(reading, writing,
speaking,
and listening) in a
business environment.
d) Explain why people
need to work (e.g., social
contacts, make purchases
for necessities) expand
knowledge, develop
skills to meet basic needs
and for personal
satisfaction and
enjoyment.
e) Construct and/or
update a Career Plan as a
tool to explore selfknowledge and academic
aptitude and understand
that career paths should
relate to your individual
traits.
English Language
Proficiency Standard 1:
English language
learners communicate in
English for Social and
Instructional purposes
within the school setting.
the different career
pathways in Business
and Computer Science.
a) Investigate the 21st
Century career
opportunities.
b) Evaluate several
occupational interests,
based on various criteria
(educational
requirements, starting
salaries, trends,
opportunities, and career
ladders).
c) Describe and
demonstrate effective
communication skills
(reading, writing,
speaking,
and listening) in a
business environment.
d) Explain why people
need to work (e.g., social
contacts, make purchases
for necessities) expand
knowledge, develop
skills to meet basic needs
and for personal
satisfaction and
enjoyment.
e) Construct and/or
update a Career Plan as a
tool to explore selfknowledge and academic
aptitude and understand
that career paths should
relate to your individual
traits.
English Language
Proficiency Standard 1:
English language
learners communicate in
English for Social and
Instructional purposes
within the school setting.
MSBCS-BCSII-3:
The student will
examine
educational
requirements, job
responsibilities,
employment
trends, and
opportunities in the
different career
pathways in
Business and
Computer Science.
a) Investigate the
21st Century career
opportunities.
b) Evaluate several
occupational
interests, based on
various criteria
(educational
requirements,
starting salaries,
trends,
opportunities, and
career ladders).
c) Describe and
demonstrate
effective
communication
skills (reading,
writing, speaking,
and listening) in a
business
environment.
d) Explain why
people need to work
(e.g., social contacts,
make purchases for
necessities) expand
knowledge, develop
skills to meet basic
needs and for
personal satisfaction
and enjoyment.
e) Construct and/or
Essential Question
1. What is the purpose of
a Career Interest
Inventory?
2. What is your highest
Career Cluster Area
based on your Career
Interest Inventory.
3. What Pathways are
associated with your
Career Cluster?
4. What is the purpose of
the Reality Check
Assessment?
1. What is the purpose of
a Career Interest
Inventory?
2. What is your highest
Career Cluster Area
based on your Career
Interest Inventory.
3. What Pathways are
associated with your
Career Cluster?
4. What is the purpose of
the Reality Check
Assessment?
1. What is the purpose of
a Career Interest
Inventory?
2. What is your highest
Career Cluster Area
based on your Career
Interest Inventory.
3. What Pathways are
associated with your
Career Cluster?
4. What is the purpose of
the Reality Check
Assessment?
1. What is the purpose of
a Career Interest
Inventory?
2. What is your highest
Career Cluster Area
based on your Career
Interest Inventory.
3. What Pathways are
associated with your
Career Cluster?
4. What is the purpose of
the Reality Check
Assessment?
Opening (5-10 min)
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week.
Monday, students have a
“research topic” to
discover the content of
the current topic. If a
student finishes before
guided instruction, they
work on Micro-type
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week. If
a student finishes before
guided instruction, they
work on Micro-type
lessons and practice for
weekly tests.
(Writing Initiative)
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week. If
a student finishes before
guided instruction, they
work on Micro-type
lessons and practice for
weekly tests
After reading the article
“How to Build a Good
Work Ethic”,
Purpose-What is the
purpose of this article, and
who is the intended
audience?
Inference-Why is having
good work ethics important
to employees?
General UnderstandingWhat step in the article
“How to Build a Good
Work Ethics” means being
update a Career Plan
as a tool to explore
self-knowledge and
academic aptitude
and understand that
career paths should
relate to your
individual traits.
English Language
Proficiency
Standard 1:
English language
learners
communicate in
English for Social
and Instructional
purposes within the
school setting.
1. What is the
purpose of a Career
Interest Inventory?
2. What is your
highest Career
Cluster Area based
on your Career
Interest Inventory.
3. What Pathways
are associated with
your Career Cluster?
4. What is the
purpose of the
Reality Check
Assessment?
Students have an
instructional warmup each day. They
have journal topics
related to the content
that they are
learning for the
week. If a student
finishes before
guided instruction,
they work on Microtype lessons and
practice for weekly
on time?
Make sure you support your
claim using 2 or more
examples from the article,
and elaborate on those
examples to fully support
your claim.
lessons and practice for
weekly tests.
Work-time Activities
(40 min)
Students will create a
power point presentation
on the Georgia Career
Clusters and pathways.
Students will use
www.gacollege411.org
to research the clusters
and pathways. In the
content area, students
will list each pathway for
the cluster area and
choose 1 pathway to
learn more about. After
researching the clusters
and pathways, students
will choose a career of
their choice to learn
about. Power point slides
will include the
following information
about their career:
Working Conditions,
Skills, Wages and
Employment Outlook,
and Summary
Students will create a
power point presentation
on the Georgia Career
Clusters and pathways.
Students will use
www.gacollege411.org
to research the clusters
and pathways. In the
content area, students
will list each pathway for
the cluster area and
choose 1 pathway to
learn more about. After
researching the clusters
and pathways, students
will choose a career of
their choice to learn
about. Power point slides
will include the
following information
about their career:
Working Conditions,
Skills, Wages and
Employment Outlook,
and Summary
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week. If
a student finishes before
guided instruction, they
work on Micro-type
lessons and practice for
weekly tests.
Students will create a
power point presentation
on the Georgia Career
Clusters and pathways.
Students will use
www.gacollege411.org
to research the clusters
and pathways. In the
content area, students
will list each pathway for
the cluster area and
choose 1 pathway to
learn more about. After
researching the clusters
and pathways, students
will choose a career of
their choice to learn
about. Power point slides
will include the
following information
about their career:
Working Conditions,
Skills, Wages and
Employment Outlook,
and Summary
Students will take the
Career Cluster Inventory
using GCIS. They will
Students will save their
top 3 career clusters in
their portfolio.
Students will log in
GCIS using their
username and password.
tests
Students will create a
power point presentation
on the Georgia Career
Clusters and pathways.
Students will use
www.gacollege411.org
to research the clusters
and pathways. In the
content area, students
will list each pathway for
the cluster area and
choose 1 pathway to
learn more about. After
researching the clusters
and pathways, students
will choose a career of
their choice to learn
about. Power point slides
will include the
following information
about their career:
Working Conditions,
Skills, Wages and
Employment Outlook,
and Summary
Keyboarding/Hard
Skills Assessment
Students will create
a power point
presentation on the
Georgia Career
Clusters and
pathways. Students
will use
www.gacollege411.
org to research the
clusters and
pathways. In the
content area,
students will list
each pathway for the
cluster area and
choose 1 pathway to
learn more about.
After researching the
clusters and
pathways, students
will choose a career
of their choice to
learn about. Power
point slides will
include the
following
rate the 80 activities on
how much they think
they would enjoy doing
them. At the end of the
assessment they will
click “Get Results”.
They will view their top
career clusters. They will
save their results and
type a paragraph in
GCIS about their top
career cluster.
Prior to students taking
the assessment, they will
open a new word
document and title it
"Passwords". Students
will key their username
and password
information for GCIS.
Students will save the
file "Passwords".
Students will save their
top 3 career clusters in
their portfolio.
Prior to students taking
the assessment, they will
open a new word
document and title it
"Passwords". Students
will key their username
and password
information for GCIS.
Students will save the
file "Passwords".
Closing Activity (5-10
min)
Discussion of topics
covered in class.
Demonstration of
learned keyboarding and
computer skills.
Discussion will include
the students answering
Discussion of topics
covered in class.
Demonstration of
learned keyboarding and
computer skills.
Discussion will include
the students answering
Students will watch a
short video about "Dave
and what he believes
about his future
lifestyle". To meet the
2nd part of the Bridge
Act, students will take
the Reality Check.
information about
their career:
Working Conditions,
Skills, Wages and
Employment
Outlook, and
Summary
Students will use the
GCIS website to take
“The Reality Check”
which is one of their
requirements in The
Bridge Act. The Reality
Check is a tool for
students to use to help
them see how much it
costs to live. When
students get the results of
their Reality Check, they
will find a career that
pays them enough to
cover their expenses.
They will select the type
of education they plan to
obtain, and their career
cluster area. Students
may need to change their
education criteria several
times in order to find a
job that provides them
the type of money they
want to earn. For
example, it might be
hard for a person to earn
$100,000 a year with
little or no education.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding and
computer skills.
Discussion will include
the students answering
Discussion of topics
covered in class.
Demonstration of
learned keyboarding and
computer skills.
Discussion will include
the students answering
Discussion of topics
covered in class.
Demonstration of
learned keyboarding
and computer skills.
Discussion will
include the students
essential questions.
essential questions.
essential questions.
essential questions.
Assessment/Evaluation
Rubric attached to
worksheets and projected
on screen. Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and projected
on screen. Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and projected
on screen. Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and projected
on screen. Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Differentiation
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for all
learning styles:
kinesthetic, auditory, and
visual
Preferential Seating
Modified keyboarding
techniques for students
with physical
disabilities.
Students with vision
problems will use the
magnification tool on the
computer as well as have
enlarged worksheets and
a keyboard with enlarged
keys.
Peer Teaching: Students
are encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Kids Typing Skills and
MicroType are selfpaced and students work
at their own speed and
ability level.
Guided Notes: Students
will have worksheets
with detailed instructions
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for all
learning styles:
kinesthetic, auditory, and
visual
Modified keyboarding
techniques for students
with physical
disabilities.
Students with vision
problems will use the
magnification tool on the
computer as well as have
enlarged worksheets and
a keyboard with enlarged
keys.
Peer Teaching: Students
are encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Kids Typing Skills and
MicroType are selfpaced and students work
at their own speed and
ability level.
Guided Notes: Students
will have worksheets
with detailed instructions
and screen
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for all
learning styles:
kinesthetic, auditory, and
visual
Modified keyboarding
techniques for students
with physical
disabilities.
Students with vision
problems will use the
magnification tool on the
computer as well as have
enlarged worksheets and
a keyboard with enlarged
keys.
Peer Teaching: Students
are encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Kids Typing Skills and
MicroType are selfpaced and students work
at their own speed and
ability level.
Guided Notes: Students
will have worksheets
with detailed instructions
and screen
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for all
learning styles:
kinesthetic, auditory, and
visual
Modified keyboarding
techniques for students
with physical
disabilities.
Students with vision
problems will use the
magnification tool on the
computer as well as have
enlarged worksheets and
a keyboard with enlarged
keys.
Peer Teaching: Students
are encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Kids Typing Skills and
MicroType are selfpaced and students work
at their own speed and
ability level.
Guided Notes: Students
will have worksheets
with detailed instructions
and screen
answering essential
questions.
Rubric attached to
worksheets and
projected on screen.
Performance
Assessment while
monitoring student’s
progress.
Portfolio
Assessment
Refer to
IEP/Extended
time/buddy
helpers/On Your
Own
Projects/Exploration
of Computer Skills
Projects designed for
all learning styles:
kinesthetic, auditory,
and visual
Modified
keyboarding
techniques for
students with
physical disabilities.
Students with vision
problems will use
the magnification
tool on the computer
as well as have
enlarged worksheets
and a keyboard with
enlarged keys.
Peer Teaching:
Students are
encouraged to help
other students when
learning computer
skills and career
content.
Keyboarding lessons
in Kids Typing
Skills and
MicroType are self-
and screen
shots/pictures.
Projects are divided into
small manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility features:
speak selection, invert
colors, etc.
Materials Needed
How is this rigorous
Common Core lesson?
shots/pictures.
Projects are divided into
small manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility features:
speak selection, invert
colors, etc.
shots/pictures.
Projects are divided into
small manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility features:
speak selection, invert
colors, etc.
shots/pictures.
Projects are divided into
small manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility features:
speak selection, invert
colors, etc.
paced and students
work at their own
speed and ability
level.
Guided Notes:
Students will have
worksheets with
detailed instructions
and screen
shots/pictures.
Projects are divided
into small
manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility
features: speak
selection, invert
colors, etc.
Computers, Worksheets, Computers, Worksheets, Computers, Worksheets, Computers, Worksheets, Computers,
Projector, Laptop, OLC
Projector, Laptop, OLC
Projector, Laptop, OLC
Projector, Laptop, OLC
Worksheets,
Projector, Laptop,
OLC
Students use appropriate technology such as computers and I-pads to create projects and to show their understanding of the material
and technology skills. When teaching a new concept, we do an example together in class, they produce the required assignment, and
they have an “On Your Own” Project. The “On Your Own” Project allows students to demonstrate acquired technology skills,
critical thinking skills and apply the concept to real life situations. Not only does this allow students to be creative, but it gives
students a choice in how they want to demonstrate what they learned. Our lessons constantly build upon students’ prior knowledge
and skills. All activities are student centered and hands-on from the beginning of the lesson to the end. This allows students to be
actively involved in all parts of the lesson.
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