Career Exploration
Through the activities in this unit, the students
will learn more about planning for the future, and
develop a career presentation.
Plan future
timeline
considering
career goals
Career Plans
Presentation
Presentation on
Career Interest
based on
Holland Profile
Ashley Haken & Marty Olsen- Worthington ABE 2012
Career Interest
Area Flyer
Page 1
Career Exploration
Culminating Activity Description: Students will create a career plans presentation that will incorporate a flyer made
using Microsoft Word and a timeline for their career goals.
Section Product:
 Learners will produce…
Reading/Writing
Skills
Strategies
Students will…
Presentation on Career Interest based on - Read a chart to assess
their New Holland
Holland Profile
Interest profile.
- Read an overview of an
several job descriptions
and answer questions
Career Interest Area Flyer
Career Plan and Future Timeline
-Follow an instruction
chart on the basics of
Microsoft Word.
Speaking/Listening Grammar:
Skills
Basic Literacy:
Strategies
Students will…
Students will…
-Present their New
Holland Interest Profile
results to classmates.
Ashley Haken & Marty Olsen- Worthington ABE 2012
-Present a career interest - Add columns of checks
using accepted English
to determine their total in
language sytax.
that category.
-Work in small groups to - Identify grammatical
identify important
errors using Microsoft
information on various
Word tools.
flyers.
-Describe their flyer to
the class.
-Read a timeline and
-Discuss how gender
place dates in the
roles may affect career
appropriate spot.
choice.
-Read a story and answer
questions appropriately
Numeracy:
Technology:
Students will…
-Use a computer to create
a flyer using Microsoft
Word.
-Future tense with “going -Compare training
to”
options and costs
Page 2
Career Exploration
Timeline
Section
Product 1
Benchmarks
6 to 12
hours
Presentation
on Career
Interest based
on Holland
Profile
 Complete a
SelfEvaluation
 Complete a
career interest
assessment
 Read and
respond to
statements
about job
preferences
 Ask questions
about career
preference
 Scan
documents for
specific
information
Materials
AP-1: Student Self-Evaluation
AP-2: ESL-Library.com – “Dream Jobs”
AP-2: Dream Jobs - Mixer
AP-3: (online or printable)
http://www.iseek.org/careers/interestassessment.html
AP-4: Career Interest Assessment Area Summaries
(handout)
AP-5: Job Descriptions (handouts or online)
AP-5: Career Exploration (handout)
AP-6.1: Training options reading (handouts)
AP-6.2: Training options (handout)
AP-7: Career Profile Presentation organizer (handout)
Activity
Product 1
Activity
Product 2
Activity
Product 3
Student selfevaluation –
Unit Goals
Dream Jobs –
Reading and
Discussion
Evaluation of
MN Careers
Interest
Assessment
Activity
Product 4
Activity
Product 5
Activity
Product 6
Career
exploration
within
personal
interest profile
Scan for Key
information –
Various
Careers
Awareness of
training
options and
their costs
(advanced
class option)
Activity
Product 7
Career
Presentation
Skills and
Planning
Ashley Haken & Marty Olsen- Worthington ABE 2012
Page 3
Career Exploration
Teacher’s Notes: (Intermediate ESL)
AP-1: Prior to beginning the unit, have students complete the self-evaluation. It can be administered again at the end of the unit to
ascertain student perceptions of their learning.
AP-2: esl-library.com is an online lesson plan bank. Access to the lesson plans requires a paid subscription.
AP-3: The MN Careers Interest Assessment can be completed online or printed for use. There is a lot of information about the profile
use on the website.
AP-4: Once students have completed their assessments and have an idea of their personal interest profile, spend time with the entire
group discussing the various profiles, the types of jobs each might be most interested in, and why.
AP-5: The www.iseek.org website has simple and more in-depth information about jobs/careers. You can help students access them
online, or print them out for use in the classroom. For more in-depth and guided study, explore http://www.iseek.org/mncareers/.
AP-7: This is a great opportunity for students to practice their speaking skills.
Teacher’s Notes: (Advanced)
Follow teacher notes above for AP-1, AP-2, AP-3, AP-4, AP-5.
AP-6: This is an optional page for advanced ESL students to use.
Follow teacher notes above for AP-7.
Ashley Haken & Marty Olsen- Worthington ABE 2012
Page 4
Career Exploration
Timeline
Section
Product 2
Benchmarks
12 hours
Career
Interest Area
Flyer
 Identify
important
information
on flyers
 Become
familiar with
Microsoft
Word Basics
 Complete
Microsoft
Basics mini
lessons
Materials
Activity
Product 1
Activity
Product 2
Activity
Product 3
AP-1: Various Community and School Flyers
AP-2: MIRC module 5 http://www.mydigitalliteracy.us
AP-2: GCFLearnFree - http://www.gcflearnfree.org/office
AP-2: Microsoft Office Handouts
http://www.calstatela.edu/its/docs/office.php
AP-3: Microsoft Word Basics – Fonts, Sizes, Colors
(Handouts)
AP-4: Microsoft Word Basics – Borders and Clipart
(Handout)
AP-5: Microsoft Word Basics – Auto Shapes, Fill Color
(Handout)
AP-6: Microsoft Word Basics - Tables
Information
Flyer basics
Microsoft
Word
Overview
Microsoft
Word Basics –
Fonts, Sizes,
Colors
Activity
Product 4
Activity
Product 5
Activity
Product 6
Microsoft
Word Basics –
Borders and
Clipart
Microsoft
Word Basics
– Auto
Shapes, Fill
Color
Microsoft
Word Basics Tables
Teacher’s Notes: (Intermediate ESL)
AP-1: Collect various flyers for the students to look at. Try to find flyers that focus on an event, sales and career opportunities. Divide
students into groups so that they can work together to understand the flyers and answer the questions on the worksheets. Ask if any of
them have ever created a flyer for an event or to sell something. As a class, discuss the flyers, their uses, which ones are best and why.
AP-2: Explain that they will be using the computer to create their own flyer for an event. Prior to using the computer, they should fill
out the information on “My Event Flyer”, and think about what they want their flyer to look like. Introduce Microsoft Word. If you
have access to a projector, it is fun to show them Word, and create a simple flyer as they watch. Then you can begin to view the MIRC
module 5 at http://www.mydigitalliteracy.us. The videos move very quickly, so for most students, it is good to use the extra worksheets
to highlight the parts of the windows, and give them time to locate them on the graphic.
AP-3: Have students practice “Fonts, Sizes, and Colors following the examples, using their own names.
AP-4: Allow students time to explore the “Borders and Clipart” features of Word. Have them follow the instructions on the
“Independence Day” or the “Be a Teacher’s Aide” flyers to try to recreate them, using the Word features discussed.
AP-5: Allow students time to explore the “Shapes, Fill Color” features of Word.
AP-6: “Tables” is a Word feature that you may want to save for a later project for Intermediate learners.
Teacher’s Notes: (Advanced ESL)
Follow above teacher notes for all activity products. Some of the Microsoft Office handouts (AP-2) may be omitted depending on
computer skill levels for your students.
Ashley Haken & Marty Olsen- Worthington ABE 2012
Page 5
Career Exploration
Timeline
Section
Product 3
Benchmarks
6 hours
Plan future
timeline
considering
career goals.
 Identify
different
gender
stereotypes
and why they
effect career
and goal
decisions.
 Identify long
term vs. short
term goals.
 Create a
timeline using
accepted
formatting.
Materials
AP-1:Esl-library.com – “Gender Roles”
AP-1: Chores (handout)
AP-2: Class timeline (handouts – tape multiple pages of
timeline together to make a long class timeline)
AP-3: Timeline PowerPoint
AP-3: Creating a Personal Timeline (handout)
AP-4: Long term vs. Short term reading (handout)
AP-4: Long term vs. Short term goals (cut out activity)
AP-5: Goals timeline and story (handout)
Activity
Product 1
Activity
Product 2
Activity
Product 3
Define gender
roles
Intro to
Timelines –
Class
Timeline
Personal
timeline of
past history to
now
Activity
Product 4
Activity
Product 5
Understand the
difference
between shortterm and longterm goals
Personal
timeline
incorporating
past, present
and future
goals
Teacher’s Notes: (Intermediate ESL)
AP-1: www.esl-library is an online lesson plan bank. Access to the lesson plans requires a paid subscription.
AP-2: Have students complete AP-2 worksheets to identify basic personal historical dates. Then, tape multiple pages of page 53
together and add the date strips to create a class timeline.
AP-3: Use PowerPoint to introduce idea of historical timelines. This activity involves students dialoging to find out each other’s
history and help one another plot it on a personal timeline.
AP-4: Begin to identify goals in general, and more specifically, the difference between short-term and long-term goals. After
discussion, students should sort out long term vs. short term goals into appropriate columns. It’s a good way to quickly assess
understanding.
AP-5: Use this activity to discuss planning for the future, with the understanding the “life happens” and sometimes it will take a long
time to reach some goals.
Teacher’s Notes: (Advanced ESL)
AP-1 through 4: Follow the notes above. AP-5: May be omitted.
Ashley Haken & Marty Olsen- Worthington ABE 2012
Page 6