Pathwise Instruction Plan – (Annotated)
Teacher/Student
Teacher
Grade:
Subject:
Date:
Jennifer Clendaniel
High School
Business Ed
1. Briefly describe the students in this class.
This class is made up of students of different backgrounds and experiences. They are in grades 912 and between the ages of 13-18. These students are in the varied adolescent stages of
development. They have chosen the business pathway in the 8th grade so they chose this class
and should be interested in the topics.
2. What are your goals for the lesson? What do you want the students to learn?
In this lesson, I want the students to learn to clarify their career pathway. They will learn about
themselves, their learning styles, their values, their interests, their personalities and abilities. They
will also learn what occupations best suit their interests and abilities.
3. Why are these goals suitable for this group of students?
The students in the class are working in a business curriculum pathways. This lesson will promote
long range career planning.
4. How do these goals support the district’s curriculum, state frameworks, and/or
content standards?
This lesson relates to the Career Pathway for the 21st Century Standards for the State of Delaware.
It helps to satisfy the 3-credit requirement of a career pathway.
5. How do these goals relate to broader curriculum goals in the discipline as a whole
or in other disciplines?
This lesson will utilize tools that will be useful for the students as they move through the next
courses in their business pathways.
6. How do you plan to engage students in the content? What will you do? What will
the students do? (include time estimates).
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Mindset or “Warm-Up” Activity (5-10 minutes)
o Have the students write down a few careers that interest them and why.
State objective or purpose of the lesson
o Students should be able to choose a career path based upon their answers to the
personality assessments.
o Knowing their interests and job clusters will help them choose their next pathways
courses.
Provide Instructional Input (5-10 minutes)
o I will pass out the assessments and outline the instructions.
o I will use a combination of lecture and interactive discussion.
Model (15-20 minutes)
o I will pass out the assessments: learning styles, skills test, likes & dislikes, work
importance locator, personality type and career cluster.
o I will explain the Power Point format that the students will be presenting.
Check for understanding (1-5 minutes)
o I will ask if the students received the email with the Power Point format. I will ask if
anyone has any questions about the assessments.
o I will know the students are ready to do the assessments when all of their questions
are answered.
Guided Practice (40-45 minutes)
o Students will fill out the assessment packets and fill in the Power Point template with
their results.
Closure Activity (3-5 minutes)
o Ask if there were any surprises in their results.
o Ask a volunteer to share.
7. What difficulties do students typically experience in this area, and how do you
plan to anticipate these difficulties?
A couple of the assessments may raise some questions. I will try to anticipate and avoid this by a
thorough explanation in the modeling step. I will also move around the room to answer any
questions or provide help if needed.
8. What instructional materials or other resources, if any, will you use?
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Delaware Career Compass booklet
Test Handouts
Computers
Pen or pencils
9. How did you plan to assess student achievement of the goals? What procedures
will you use? (Attach any tests or performance tasks, with accompanying scoring
guides or rubrics.)
I will assess achievement by looking at the Power Point presentations that will be handed in. I will
also assess achievement by informal evaluation during the discussion.
10. How do you plan to use the results of the assessment?
The assessments will be used to determine some of the students learning styles. It will also show
the students what career field they are interested in and help them to finish the rest of the Delaware
Career Compass.