Grade: 11 Subject: Guidance
Unit: Career Skills
Time frame for Completion:
2/17/2016
1
Enduring Understandings / Big Ideas:
-I will be able to identify and pursue my career interests.
-Knowing my career interests should help me determine necessary education and job skills.
-Knowing what employers are looking for in potential employees will help me be more successfully employed.
-Understanding that skills are transferrable between careers and trends of employment will help me be more successfully employed.
-I will become self-sufficient by developing independent living skills.
-Understanding post-secondary college and technical training options will help me meet my future career goals.
Essential Questions: What are my strengths/weaknesses? What are my career interests? What’s my future plan? What are employer
expectations? Do my job skills align with my career interests? Can I perform daily living tasks?
Learning Competencies What the students will know
and be able to do upon
completion of the unit
Students should develop
a plan based on their

interests, aptitudes and
motivation level and their
future goals.
Students will evaluate
their progress and make
appropriate changes as
needed to their college
plan.
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Students will align
personal behavior to
enhance prospective
employability.
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Students will explore and
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Supportive Learning
Activities
Assessments
[All activities are
structured to work
within each student’s
“zone of proximal
development*” in
English Language
Acquisition]
Formative:
 Wida Access
Placement Test (WAPT)
 Resume writing
exercise
 Mock interviews
 Job shadowing
 Post-Secondary based
Research project
(college search)
 College essay/personal
statement
Jr. Conference –
classroom and
individual.
PSAT Promotion – via
HR visit, All-call, Backto-School night, Pulse
PSAT score review –
individual
Course Selection
Process
College Counselor
Summative:
 Junior Conference
 Activities Resume
 Junior Survey
Resources
PDE Academic Standards
Supplemental Resources:
Every Teacher Teaches ESL
ELP Standard 1: English
Language Learners
communicate in English for
social and instructional
purposes within the school
setting.
ELP Standard 2: English
Language Learners
communicate information,
ideas, and concepts
necessary for academic
success in the content area of
Language Arts.
C:A1 Develop Career
Awareness
C:A2 Develop Employment
Readiness
C:B1.1 Apply decision-making
skills to career planning,
course selection and career
transition
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ESL staff
Bilingual dictionaries
ELL:
http://www.cal.org/siop:
Fifty Strategies for
Teaching; English
Language Learners, 2nd
edition; Adrienne Herrell,
Michael Jordan;
(Merrill/Prentice Hall, 2003)
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Jr. Conference Packet
Bridges.com
CollegeBoard.com
EducationPlaner.com
bls.gov
College
Grade: 11 Subject: Guidance
Unit: Career Skills
Time frame for Completion:
gain practical experience
to improve their
understanding and grasp
of the necessary skills for
college and subsequent
employment success.
Students will evaluate
their goals and develop
plans for independent
living.
Students will develop a
specific plan of action for
college options.
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
2/17/2016
2
Visits – Jr. English
classes
College Admission
Counselor visits
Junior Survey – post
secondary plans,
needs, questions
College Visitations
Cross Curricular Career
Awareness and
Application
HUB night programs
College Fairs –
Villanova, Philadelphia,
in house.
Jr. Planning Night

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
Representatives
PACAC
NACAC
Financial Aid
Representatives
C:B1.2 Identify personal skills,
interests and abilities and
relate them to current career
choice
C:B1.3 Demonstrate
knowledge of the careerplanning process
C:B1.5
C:B1.6 Learn to use the
Internet to access careerplanning information
C:B1.7 Describe traditional
and nontraditional career
choices and how they relate to
career choice
C:B1.8 Understand how
changing economic and
societal needs influence
employment trends and future
training
C:B2.1 Demonstrate
awareness of the education
and training needed
to achieve career goals
C:B2.2 Assess and modify
their educational plan to
support career
C:B2.4 Select course work
that is related to career
interests
C:C1 Acquire knowledge to
Achieve Career Goals
C:C2.1 Demonstrate how
interests, abilities and
achievement relate to
achieving personal, social,
educational and career goals
C:C2.2 Learn how to use
Grade: 11 Subject: Guidance
Unit: Career Skills
Time frame for Completion:
2/17/2016
3
conflict management skills
with peers and adults
C:C2.3 Apply academic and
employment readiness skills in
workbased learning situations
such as internships,
shadowing and/or mentoring
experiences
CEW PDE Standards
13.1.11
A. Relate careers to individual
interests, abilities, and
aptitudes.
B. Analyze career options
based on personal
interests, abilities,
aptitudes, achievements
and goals.
C. Analyze how the changing
roles of individuals in the
workplace relate to new
opportunities within career
choices.
D. Evaluate school-based
opportunities for career
awareness/preparation,
such as, but not limited to:
 Career days
 Career portfolio
 Community service
 Cooperative education
 Graduation/senior
project
 Internship
 Job shadowing
 Part-time employment
 Registered
apprenticeship
Grade: 11 Subject: Guidance
Unit: Career Skills
Time frame for Completion:
2/17/2016
4
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School-based
enterprise
E. Justify the selection of a
career.
F. Analyze the relationship
between career choices
and career preparation
opportunities, such as, but
not limited to:
 Associate degree
 Baccalaureate degree
 Certificate/licensure
 Entrepreneurship
 Immediate part/full
time employment
 Industry training
 Military training
 Professional degree
 Registered
apprenticeship
 Tech Prep
 Vocational
Rehabilitation Centers
G. Assess the implementation
of the individualized career
plan through the ongoing
development of the career
portfolio.
13.2.11
A. Apply effective speaking
and listening skills used in
a job interview.
B. Apply research skills in
searching for a job.
 CareerLinks
 Internet (i.e. O-NET)
 Networking
 Newspapers
Grade: 11 Subject: Guidance
Unit: Career Skills
Time frame for Completion:
2/17/2016
5

Professional
associations
 Resource books (that
is Occupational
Outlook Handbook,
PA Career Guide)
C. Develop and assemble, for
career portfolio placement,
career acquisition
documents, such as, but
not limited to:
 Job application
 Letter of appreciation
following an interview
 Letter of introduction
 Postsecondary
education/training
applications
 Request for letter of
recommendation
 Resume
D. Analyze, revise, and apply
an individualized career
portfolio to chosen career
path.
13.3.11
A. Evaluate personal attitudes
and work habits that
support career retention
and advancement.
E. Evaluate time
management strategies
and their application to
both personal and work
situations.
F. Evaluate strategies for
career retention and
advancement in response
Grade: 11 Subject: Guidance
Unit: Career Skills
Time frame for Completion:
2/17/2016
6
to the changing global
workplace.
G. Evaluate the impact of
lifelong learning on career
retention and
advancement.
H. Demonstrate, in the
career acquisition
process, the application of
essential workplace
skills/knowledge, such as,
but not limited to:
 Commitment
 Communication
 Dependability
 Health/safety
 Laws and regulations
(that is Americans
with Disabilities Act,
Child Labor Law, Fair
Labor Standards Act,
OSHA, Material
Safety Data Sheets)
 Personal initiative
 Self-advocacy
 Scheduling/time
management
 Team building
 Technical literacy
 Technology
I. Review personal high
school plan against
current personal career
goals and select
postsecondary
opportunities based upon
personal career interests.
Grade: 11 Subject: Guidance
Unit: Career Skills
Time frame for Completion:
2/17/2016
7
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*Zone of Proximal Development: That area between what the student is capable of at the moment and the point you want the student to
reach next (Vygotsky, 1978)
Stages of Second Language Acquisition: (Hill, J., Flynn, K., 2006)
Stage
Characteristics
Approximate Time Frame
Teacher Prompts
Preproduction
PDE: Entering
The student
 Has minimal comprehension
 Does not verbalize
 Nods “yes” and “no”
 Draws and points
0-6 months
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Show me…
Circle the…
Where is…?
Who has…?
Early Production
PDE: Beginning
The student
 Has limited comprehension
 Produces one- or two-word
responses
 Participates using key words
and familiar phrases
 Uses present-tense verbs
The student
 Has good comprehension
 Can produce simple sentences
 Makes grammar and
pronunciation errors
 Frequently misunderstands
jokes
The Student
 Has excellent comprehension
 Makes few grammatical
errors
The student has a near native level
of speech.
6 months to 1 year
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Yes/no questions
Either/or questions
One-or two-word answers
Lists
Labels
1-3 years
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Why…?
How…?
Explain…
Phrase or short-sentence answers
3-5 years
 What would happen if…?
 Why do you think…?
5-7 years
 Decide if…
 Retell…
Speech Emergence
PDE: Developing
Intermediate Fluency
PDE: Expanding
Advanced Fluency:
PDE: Bridging