Expanding and Exploring Career Options Module
Grade 6
DRAFT
July, 2012
The Howard County Public School System • Ellicott City, Maryland
Renee A. Foose, Ed.D., Superintendent
Board of Education of Howard County
Sandra H. French
Chairman
Frank J. Aquino, Esq.
Vice Chairman
Allen Dyer, Esq.
Ellen Flynn Giles
Brian J. Meshkin
Janet Siddiqui, M.D.
Cynthia L. Vaillancourt
Cole T. Rosenberg
Student Member
Renee A. Foose, Ed.D.
Superintendent of Schools
Copyright 2012
2
FOREWORD
The project-based innovation and inquiry modules provide opportunities for
students to apply specific disciplinary literacy skills to real-life situations. Students explore
interest areas that are not otherwise addressed within the middle school curriculum. The
myriad of offerings are designed to provide opportunities for students to problem solve,
develop research skills, and extend both critical writing and thinking skills across
curricular content. Module choices include the following areas: literature/humanities,
science, social studies, and technical subjects. Each stand-alone offering is designed to
require students to work both collaboratively and independently.
Renee A. Foose
Superintendent of Schools
Linda Wise
Chief Academic Officer
Zeleana Morris, Coordinator
Secondary Curricular Language Arts Office
Clarissa B. Evans
Executive Director
School Improvement and
Curricular Programs
3
Acknowledgements
The curriculum for each Careers module was prepared under the direction of Zeleana Morris,
Coordinator of Secondary Language Arts, Sharon Stein, Instructional Facilitator for Secondary
Reading, Carol Fritts, Coordinator for Career and Technology Education and Library Media, and Laurie
Collins, Instructional Facilitator for Family and Consumer Sciences.
Special appreciation is extended to the following curriculum writers:
Julie Berla, Wilde Lake Middle School
Brianna Gibson, Elkridge Landing Middle School
Gayle Glade, Wilde Lake High School
Michelle Howard, Homewood Center
Tanya Johnson, Bonnie Branch Middle School
Melissa Mack, Secondary Language Arts Office
Chardonnay Mccord, Mayfield Woods Middle School
Karen McVay, Lime Kiln Middle School
Claire Meitl, Secondary Language Arts Office
Courtnay Moore, Glenwood Middle School
Zenoba Stephens, Dunloggin Middle School
Monica Stevens, Oakland Mills Middle School
4
Career Module Grade 6: Expanding and Exploring Career Options
5
Overview
Middle school is an exciting and challenging time for sixth graders who are making the transition from
childhood to adolescence, discovering their interests, and beginning to establish their identity as
unique individuals. In this nine-week module, sixth graders will prepare for college and careers by
exploring a variety of interests and talents, developing an understanding of current and emerging
career possibilities, and identifying how career choice can be a reflection of self. Students will create,
share, analyze, and reflect on career biographies in order to expand their career aspirations and
connect classroom learning to real-world roles and opportunities.
Essential Questions
 What is the difference between a career and a job?
 How are careers and jobs organized?
 How do people make career choices? What factors influence their decisions?
 Using various assessment tools, which career cluster best matches my interests and abilities?
What are the related careers?
 Within the cluster, which two careers would I be interested in researching?
 Which primary and secondary sources can be used to locate information about my career of
interest?
 How can I determine which primary and secondary sources are both reliable and useful to my
search?
 Which classes and activities are available in middle school, high school, and in the career
academies that would help me obtain my career interest?
 Using a note taking tool, what is the best information I can collect from the sources in order know
how best to pursue these careers?
 How can I best present the results of my career research?
Module Standards
Standards for Reading Informational Text
RI.6.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
RI.6.2Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes).
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
RI.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the
text.
RI.6.7Integrate information presented in different media or formats (e.g., visually, quantitatively) as well
as in words to develop a coherent understanding of a topic or issue.
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
RI.6.9Compare and contrast one author’s presentation of events with that of another (e.g., a memoir
written by and a biography on the same person).
Standards for Writing
6
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1-3.)
W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others.
W.6.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources.
Standards for Speaking and Listening
SL.6.2 Analyze the main ideas and supporting details presented in diverse media and formats and
explain how the ideas clarify a topic, text, or issue under study.
SL.6.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume,
and clear pronunciation.
SL.6.5Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
Standards for Language
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Student Outcomes – Career Biography Project Choices
 Possibilities - Glogster™ reflecting the sights, sounds, symbols, words, and important people
related to the career cluster
 Is This For Me? - Inspiration™ presentation that visually links the student to two career options
 Which Way?: Illustrated timeline with branches with two career options based on the student’s
interests
 Product choices: Brochure, pamphlet, video clip, magazine
Resources:
 The Champion's Ride: Success Skills for Teens From an SUV (on approved list)
 Drive of Your Life (online)
 Job-O
 True Colors
 What Color is Your Parachute?
 Careership (full service)
o http://mappingyourfuture.org/planyourcareer/careership/
 Career Games (full service)
o http://www.careergames.com/
Informational Texts (on approved list and in all schools)
 Career with Character (Mason Crest publisher)
7
 Cool Careers: Adventure Careers (Garth Stevens publisher)
 Cool Careers: Helping Careers
 How To: Career Development Activities (grades 4-6) green book w/blackline masters or orange
binder
 "American Careers" magazine
 CX Online
 Occupational Handbook
o http://www.bls.gov/ooh/
o http://www.bls.gov/k12/
 O*Net
o http://www.onetonline.org/
 Kids.gov
o http://www.kids.gov/
 Careership
o http://mappingyourfuture.org/planyourcareer/careership/
 Resources from the Career Academies (including interviews and visits)
Presentation
 Glogster™ – see Document Repository for directions
 Inspiration™ – see Document Repository for directions
 Time Line – based on lesson from readwritethink.org
o http://www.readwritethink.org/classroom-resources/lesson-plans/timelines-textsmotivating-students-319.html?tab=5#tabs
Expanding and Exploring Career Options Grade 6 Module
8
Scope and Sequence
*Lesson order and length may be changed at the discretion of the teacher
Day
1
Lesson Title
Module Introduction
2
My Pathway to
Success
Evolution of
Employment Trends
and Changes
Evolution of
Employment Trends
and Changes
Job versus Career
3
4
5
Activities
Career Anticipation Guide
View Module Overview
Create “Personal Highway”
Timeline
Job Grown and Decline
Questions
Sources
http://app.discoveryeducation.com/
Day 1 Lesson Plan
Day 2 Lesson Plan
Job Grown and Decline
Questions
www.bls.gov/oco/home.htm
Days 3 and 4 Lesson Plan
Day 5 Lesson Plan
www.bls.gov/oco/home.htm
Days 3 and 4 Lesson Plan
6
Familiar Jobs, Jobs
in our Community
Job versus Career charts
Job versus Career Activity
Sheet
Career Alphabet
Career Sheet
7
Familiar Jobs, Jobs
in our Community
Career Alphabet
Career Sheet
Days 6 and 7 Lesson Plan
http://www.bls.gov/ooh/a-z-index.htm#X
8
Career Paths
Career Path Descriptions
Occupation Card Sort
Career Path Survey
Days 8, 9 and 10 Lesson Plan
9
Career Paths
Career Path Descriptions
Occupation Card Sort
Career Path Survey
Days 8, 9 and 10 Lesson Plan
10
Career Paths
Days 8, 9 and 10 Lesson Plan
11
12
Path to My Career
The Elements of a
Career: Knowledge
and Education
Informational
Interview
Career Path Descriptions
Occupation Card Sort
Career Path Survey
Career Biography
Getting Ready to Work Sheet
Johnny and Sharon Scenario
All About Interviews
Student Listening Document
Day 13 Lesson Plan
www.careerpuppy.com
13
Days 6 and 7 Lesson Plan
http://www.bls.gov/ooh/a-z-index.htm#X
Day 11 Lesson Plan
Day 12 Lesson Plan
14
Informational
Interview Continued
All About Interviews
Student Listening Document
Day 14 Lesson Plan
www.careerpuppy.com
15
Informational
Interview Continued
Day 15 Lesson Plan
www.careerpuppy.com
16
Biography Project
Overview
Character
All About Interviews
Student Listening Document
Peer Interview Questions
Interviewer Guidelines
My Career Biography:
Interview Worksheet
Final Biography Project
Character Description Cards
Day 17 Lesson Plan
17
9
Day 16 Lesson Plan
18
19
20
21
22
Traits/Qualities
Character
Traits/Qualities
Character
Traits/Qualities
Sharing Interviews
and Rubrics
Managing Career
Wars
24
Evaluating
Personal, Ethical,
Academic, and
Work Habits
Evaluating
Personal, Ethical,
Academic, and
Work Habits
My First Resume
25
My First Resume
26
Who Will Get the
Job?
27
Who Will Get the
Job?
28
You’ve Gotta Have
a Plan!
29
You’ve Gotta Have
a Plan!
30
Be What You Want
to Be
31
Be What You Want
to Be
32
Look to the Future
33
Look to the Future
34
You Are Not the
Boss of Me!
35
You Are Not the
Boss of Me!
36
37
38
Project
Project
Project
23
Three Doctors Activity
Days 18 and 19 Lesson Plan
Three Doctors Activity
Days 18 and19 Lesson Plan
Student Listening Document
Day 20 Lesson Plan
“Managing Career Wars”
article
Text Master Groups
Ethical Dilemma Activity
Day 21 Lesson Plan
Ethical Dilemma Activity
Days 22 and 23 Lesson Plan
It’s All About Me!
My First Resume
It’s All About Me!
My First Resume
Review Completed
Applications
Job Interview Transcript
Review Completed
Applications
Job Interview Transcript
“You’ve Gotta Have a Plan!”
Article
Text Master Groups
“You’ve Gotta Have a Plan!”
Article
Text Master Groups
“Be What You Want to Be”
Article
Text Master Groups
Days 24 and 25 Lesson Plan
“Be What You Want to Be”
Article
Text Master Groups
“Look to the Future” Article
Text Master Groups
“Look to the Future” Article
Text Master Groups
“You Are Not the Boss of Me!”
Article
Text Master Groups
“You Are Not the Boss of Me!”
Article
Text Master Groups
Days 30 and 31 Lesson Plan
10
Days 22 and 23 Lesson Plan
Days 24 and 25 Lesson Plan
Days 26 and 27 Lesson Plan
Days 26 and 27 Lesson Plan
Days 28 and 29 Lesson Plan
Days 28 and 29 Lesson Plan
Days 30 and 31 Lesson Plan
Days 32 and 33 Lesson Plan
Days 32 and 33 Lesson Plan
Days 34 and 35 Lesson Plan
Days 34 and 35 Lesson Plan
39
40
41
42
43
44
45
Project
Project
Project
Project
Project
Project
Evaluate Module
11
Lesson Plan--Week One, Day 1
Module:Expanding and Exploring Career Options
Lesson Title:Introduction
Standards:
Writing
 W.6.10: Write routinely over extended time frame (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences
Essential Question(s): What is the Career Module all about?
Materials: Career Anticipation Guide, Career Module Description
Teacher Considerations:
 2-pocket folder with fasteners to keep module materials in for the nine weeks.
Warm-up:
1. Distribute the Career Anticipation Guide.
2. Allow seven to ten minutes for students to complete.
3. Discuss responses with students.
Procedures:
4. Distribute Career Module Description sheet. Read the description.
5. View the video Career Exploration: What will I do with my life from
http://app.discoveryeducation.com/ (25 minutes long but you can show only segments
you choose to.)
Summary/Closure: The next few weeks will help you to explore yourself and your career choices.
Pre Assessment: Anticipation Guide
Formative Assessment: Discussion of Anticipation Guide.
12
Expanding and Exploring Career Options Module Description Handout
Overview:
This project-based Inquiry and Innovation Reading Module provides opportunities for students to
apply specific disciplinary literacy skills to real-life situations. Students explore people and careers that
interest them. The Career Module is designed to provide opportunities for students to problem solve,
develop research skills, and extend both critical writing and thinking skills across curricular content. In
addition, students are required to work both cooperatively and independently.
Module Components:
1. Research
Students will conduct research to address a significant topic, problem, or issue (career choice).
Students are required to gather and synthesize relevant information in their research. Students will
present their findings in a variety of informal and formal explanatory contexts in spoken and written
modes. Projects and presentations will account for 50% of the total module grade.
2. Speaking Component
Opportunities are provided for students to develop oratorical skills as they participate in small and large
discussions by delivering impromptu or practiced speeches.
3. Class work
Students will complete a variety of in-class assignments that will account for 25% of their grade.
4. Assessments
Students will be assessed based upon their achievement using a variety of assessment means.
Student teacher created assessment tools, teacher-generated assessment tools, and studentgenerated assessment tools allow for students to demonstrate their understanding. Assessments will
account for 25% of the total Career Module grade.
13
Anticipation Guide
True/False
(write T or F)
Write why the statement is true or false on the line below each statement.
________
1. It is essential for me to have already decided what I want to be when I grow up.
_______________________________________________________________
________
2. Once I decide on a career, I must remain inthat decision forever.
_______________________________________________________________
________
3. My job right now is to be a student in middle school.
_______________________________________________________________
________
4. Being a student prepares me for getting a job when I am older.
_______________________________________________________________
________
5. People my age should not be working.
_______________________________________________________________
________
6. The only place you learn things is in school.
_______________________________________________________________
________
7. Working in a group is easy because everyone always cooperates with one another.
________________________________________________________________
________
8. People get hired for jobs because they really want to do that kind of work.
________________________________________________________________
________
9. Being informed is important to making good decisions.
________________________________________________________________
________
10. It is important to learn from one’s mistakes.
________________________________________________________________
________
11. Positive thinking helps you to take action while negative thinking causes you to
stop.
_________________________________________________________________
________
12. It is important to have a plan before deciding on a career.
_________________________________________________________________
14
Lesson Plan – Week One, Day 2
Module:Expanding and Exploring Career Options
Lesson Title: My Pathway to Success
Standards:
 W.6.10: Write routinely over extended time frame (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences
Essential Question(s): How did I get here: What steps did I take to have my career?
Materials: Teacher createdPathway Signs (for the various stages of life such as “Under
Construction,” “Yield,” “Change Direction”), teacher created car to use on pathway, My Pathway Exit
Ticket
Teacher Considerations:
 Before the lesson, create your personal timeline (signs) of events from your early years until the
present. Be sure to include your skills, values, and information about your career.
 Use the chalkboard or a piece of black bulletin board paper to create your “personal highway”,
that you can move your car along as you share your timeline.
 Create your desired car that you will use while sharing your timeline.
Warm-up:
1. Ask students the following question: Where do you see yourself in 15 years? Think about what
you will be doing? Where will you be living? What about your family? What steps would you
have taken to get where you are?
2. Allow seven to ten minutes for students to complete and share with a neighbor.
Procedures:
1. Inform students that today you will share your personal biography with them. As they are
listening, they are to write down some facts/information about you.
2. Begin sharing your personal timeline and allow students an opportunity to write down
facts/information that they hear.
3. After you have finished, allow students to talk with the people around them about what they
heard from your timeline and then have volunteers share with the class.
Summary/Closure:
1. Distribute the My Pathway Exit Ticket and have the students to list three things that they
heard that allowed you to have the career that you do.
2. Collect Exit Tickets and grade as entry in class work category.
Formative Assessment: Assess student participation by monitoring conversations and the
completion of the Exit Ticket.
Real world application: People develop a plan in order to reach their career goals.
15
EXIT TICKET – My Pathway
Write three facts that you heard that allowed me to reach my career
goals:
FACTS:
*
*
*
Student Name: _________________________________
EXIT TICKET – My Pathway
Write three facts that you heard that allowed me to reach my career
goals:
FACTS:
*
*
*
Student Name: _________________________________
EXIT TICKET – My Pathway
Write three facts that you heard that allowed me to reach my career
goals;
FACTS:
*
*
*
Student Name: _________________________________
16
Lesson Plan – Week One, Days 3 and 4
Module:Expanding and Exploring Career Options
Lesson Title: Evolution of employment, trends and changes
Standards:
Reading Information:
 RI.6.1: Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Essential Question(s): How do people make career choices?
Materials:
Projected Job Growth and Decline: 2010-2020 worksheet, Teacher copy of Job Growth and Decline:
2004-2014 worksheet
Teacher Considerations:
In preparation teachers should preview the information on job growth and decline:
www.bls.gov/oco/home.htm
Procedures:
1. Warm-up: Ask students for their ideas on which jobs will be growing and declining in the United
States in the next 5 to 10 years. Have each student write one or two specific ideas on a
separate sheet of paper and then set the paper aside.
2. Tell students that they will be doing an activity that will help them get an idea of which jobs will
be growing the most and which ones will be declining the most in the next few years.
3. Distribute the Projected Job Growth and Decline: 2010-2020 worksheets.
4. Give students 10 to 15 minutes to complete questions 1 through 5. When finished, review them
as a class.
5. Discuss Question 6 with the students’ predictions.
6. Give students a few minutes to consider Question 7. Ask volunteers to offer their ideas during a
class discussion.
7. Show students the Job Growth and Decline: 2004-2014 worksheet. Have students compare and
contrast the two graphs. Ask for volunteers to offer their ideas for similarities and differences.
(Example: the numbers of new jobs in 2004-2014 were in the hundred thousands, and the
number of new jobs in 2010-2020 are in the hundreds.) Ask students to share their ideas on why
there are similarities and differences. (Example: the huge difference in the number of jobs
available in 2004 declined because of the job market today.)
Summary/Closure:
Ask students if they see any patterns in any of the 10 Largest Projected growing jobs or 10 largest
projected declining jobs columns. (Example: three of the 10 largest growing jobs relate to health care.)
Formative Assessment:
Students use their skills in addition, subtraction, and positive and negative numbers to solve the math
problems on the Projected Job Growth and Decline 2010-2020 worksheet. Students also offer their
ideas on why high growth jobs are growing and why highly declining jobs are declining.
17
Projected Job Growth and Decline: 2010-2020
The following numbers on job growth and decline in the United States were taken from the United
States Department of Labor, Bureau of Labor Statistics:
10 Largest Projected Growing Jobs, 2010-2020
The occupations that will gain the most jobs between 2010-2020
Occupations
Registered nurses
Retail salespersons
Home health aides
Personal Care aides
Office clerks, general
Food preparation and service workers
Customer service representative
Heavy and Tractor-trailer truck drivers
Laborers and freight, stock and material movers
Postsecondary teachers
Number of new jobs
712
707
706
607
490
398
338
330
319
306
10 Largest Projected Declining Jobs, 2010-2020
The occupations that will lose the most jobs between 2010-2020
Occupations
Farmers, ranchers, agricultural managers
Postal Service mail sorters, processors
Sewing machine operators
Postal service mail carriers
Switchboard operators
Postal service clerks
Cooks, fast food
Miscellaneous agricultural workers
Data entry keyers
Word processors and typists
Number of new jobs
-96
-69
-42
-38
-33
-31
-19
-19
-16
-13
The numbers in the “10 Largest Projected Growing Jobs” column represent job growth. For example,
by 2020, there will be 712 more registered nurse jobs in the United States. The numbers in the “10
Largest Projected Declining Jobs” column represent job decline. For example, by 2020, there will be 96
fewer farmers and ranchers in the United States.
10 Fastest-Growing Jobs, 2010-2020
Occupations
Personal care aides
Home health aides
Brick masons, block masons, stones masons,
Tile and marble setters
Helpers-carpenters
Veterinary technologists and technicians
% of new jobs
70.5
69.4
61.7
60.1
55.7
18
Reinforcing iron and rebar workers
Physical therapist assistants
Pipe layers, plumbers, pipefitters, and steamfitters
Meeting, convention, and event planners
Digital medical sonographers
52.0
48.6
45.7
45.4
43.7
Projected Job Growth and Decline: 2010-2020
Directions: Use the information in these columns, along with your knowledge of addition, subtraction,
and positive and negative numbers, to answer the questions that follow:
1. Look at the numbers in the “Largest Growing Jobs” column. Which job will grow the most between 2010 and
2020, and by how much?
2. Look at the numbers in the “Largest Declining Jobs” column. Which job will decline the most between 2010 and
2020, and by how much?
3. According to the “Largest Growing Jobs” column, the number of Retail Salespersons and Customer Service
representatives will increase between 2010 and 2020. Which occupation- Retail salespersons or Customer
Service representatives will gain the most jobs between 2010 and 2020, and by how much?
4. According to the “Largest Declining Jobs” column, the number of Postal Service mail sorters, processors and
Postal service clerks will decrease between 2010 and 2020. Which occupation- Postal Service mail sorters,
processors or Postal service clerks will lose the most jobs between 2010 and 2020, and by how much?
5. According to the “Largest Growing Jobs” column, the number of Postsecondary teachers will increase by 306
between 2010 and 2020. According to the “Largest Declining Jobs”, the number of Sewing machine operators
will decrease by 42 between 2010 and 2020. Suppose that in 2010 there were exactly as many postsecondary
teachers in the United States as there were sewing machine operators. In 2010, how many more Postsecondary
teachers will there be than sewing machine operators?
6. How do the occupations you recorded at the beginning of this activity compare with the occupations on each of
the lists you’ve seen? How close were you in your predictions?
7. Look at some of the occupations you’re familiar with in the “Largest Growing Jobs” and “Largest declining Jobs”
columns. Try to think some reasons why the “Largest Growing Jobs” will grow and why the “Largest declining
jobs” will decline between 2010 and 2020. Be prepared to offer your ideas in a class discussion.
19
Lesson Plan – Week One, Day 5
Module:Expanding and Exploring Career Options
Lesson Title:Job versus Career
Standards:
Reading Information:
 RI.6.1: Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Essential Question(s): What is the difference between a job and a career?
Materials:
List of jobs and careers cut apart before class
Job and Career on board
Chart paper
Procedures:
 Give each student a card with a job or career. Write the word Job on a writing surface and the
word Career on another.
 Ask students what they think the difference is between a job and a career. Discuss with
students and then share the distinctions.
 (Work is an activity in which effort is exerted to accomplish a task. A job is a task performed
regularly for which you may receive pay. A career is an occupation or profession, especially one
requiring special training, followed as one's lifework.)
 Have students place their card under the Career heading or the Job heading. Have students
return to their seats. Have them participate in a Think-Pair-Share highlighting why they placed
their card under the heading.
 Distribute the Job vs. Career Sheet and Job vs. Career article. Have students look at the career
and job charts and use the article in order to complete their sheets.
Summary/Closure:
Wrap-up discussion:

What have you discovered about Jobs and Careers?
20
Mow Neighbor’s lawn
Landscaper
Cashier at McDonalds on
weekends
Fast Food Restaurant Manager
Custodian
Teacher
Farmer
Car Salesman
Babysitter
Day care provider
Waiter
Chef
Agricultural Engineer
Pharmacist
Walk Neighbor’s dogs after school
Rancher
21
Salesperson
Florist
Asphalt Grader
Dentist
Veterinarian
Camp Counselor
Loan Officer
Receptionist
Pilot
Personal Assistant
Cook
Part time stock clerk at Target
Children’s Party Clown
Scrap Metal Collector
Shovel Driveways
Cashier
22
Jobs vs. Careers
Directions: Use the Jobs and Careers charts to fill in the information in the spaces below.
JOB
CAREER
TIME/DURATION
FULL/PART TIME
TRAINING
SALARY RANGE
What is the dictionary definition of a job?
What are some other words (synonyms) that can be used in place of the word job?
What is my own definition of the word job?
What is the dictionary definition of a career?
What are some other words (synonyms) that can be used in place of the word career?
What is my own definition of a career?
23
Generally speaking, a JOB is considered short term. For
example we might be willing to be a cashier on weekends while
we are completing an unpaid internship or going to school.
Generally speaking, a CAREER is considered long term. For
example we may work numerous jobs – babysitting, mowing
lawns, cashiering, and shoveling driveways on our way to
becoming an engineer.
A JOB may or may not require training. Some training may be
required. For example, if we are going to babysit for the
neighbors, they probably want to know if we are trained or have
experience in taking care of children.
A CAREER usually requires special training or education. For
example, let’s say you decide to turn your babysitting into a
daycare center with employees, education, and many children. At
this point you will be required to pass state inspections, get a
license that says you are an authorized daycare provider, and
market your daycare to the community.
A JOB salary range may change drastically with age and
experience and the task you are completing. The range will likely
include minimum wage earners working short term with little to no
chance of making it into a career.
A CAREER salary range will vary drastically also but will likely not
start at the minimum wage end of the pay scale unless it is an
entry-level position. It will likely have opportunities to increase
wages, responsibilities, and advancement opportunities.
24
Lesson Plan – Week Two, Days 6 and 7
Module:Expanding and Exploring Career Options
Lesson Title: Familiar Jobs, Jobs in our community
Standards:
Reading Information:
 RI.6.7 Integrate information presented in different media or formats (e.g., visually, or
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Essential Question(s): What kinds of careers are in my community?
Materials: Chart paper and Markers, Career Alphabet Worksheet, Newspapers, Computers
and/or SDS Career Booklet. Optional materials: VCR/DVD player and television, Video/DVD of
popular movie with long credits
Teacher Considerations: The career alphabet worksheet could be completed in stations.
Teacher should consult http://www.bls.gov/ooh/a-z-index.htm#X to complete the alphabet
worksheet.
Procedures:
1. Warm-up- Ask students to think about their day so far, from the moment they woke up that
morning until the present moment. Students will list all the different jobs they encountered during
this time period (for example, woke up to radio tuned to a favorite station = radio DJ/Announcer).
2. Distribute Career Alphabet worksheet to each student. Using ideas from the class, write a career
that starts with a few of the letters of the alphabet on a piece of chart paper, while students fill in
their worksheet.
3. Transition to the newspaper portion by dividing the class into groups and giving each group a
daily newspaper and asking students to raise their hand if they regularly read the newspaper. Ask
those who do why they read the paper and those who don’t why they don’t.
4. Tell the class that the newspaper is a good source not only for news but also for learning about
different topics. One can, for example, become more aware of the many different occupations that
exist simply by reading the newspaper.
5. Ask students to scan the newspaper, identifying careers described or pictured in the paper.
Have students add careers to their career alphabet worksheet with careers they find from the
newspaper.
6. If newspapers are notavailable or if they are still in need of careers for the group
portion,continue by having students think of all the careers held by characters on popular TV
shows, recent movies, or favorite books to fill in the group portion of their worksheet. Teacher may
want to do a class example first by having the class suggest a Movie, identify a character and
name his/her career (e.g. Spiderman - Peter Parker -Photographer).
7. Students can also answer the questions from “There are thousands of jobs” handout to identify
three jobs for each of the categories (i.e., jobs that require education, involve danger.)
8. Transition to the next activity by asking students how most people search for careers. Tell the
class that the computer is another great way for one to become familiar with various careers. To
demonstrate this point, have each student log onto Bridges with the user name and password that
are appropriate for each school.
25
9. Once logged in have students click on the blue work tab at the top of the screen and click on a
career cluster of choice to identify careers for the “me” column of their Career Alphabet worksheet.
*If computers are notavailable, transition to the next activity, by informing students that there are
booklets available for people to access to explore careers. Distribute the SDS Career Explorer
Careers Booklet to each student. Have students browse through to complete the “me” column of
their Career Alphabet worksheet.
Summary/Closure: Choose three students to share their “Me” column of careers of interest.
Formative Assessment: Exit ticket: Identify 3 different ways to search for/explore careers. Identify
3 careers of interest to you.
26
CAREER ALPHABET
Directions: Write one job that starts with each of the following letters (i.e., A = astronaut).
A
____________________
B
____________________
C
____________________
D
____________________
E
____________________
F
____________________
G
____________________
H
____________________
I
____________________
J
____________________
K
____________________
L
____________________
M
____________________
N
____________________
O
____________________
P
____________________
Q
____________________
R
____________________
S
____________________
T
____________________
U
____________________
V
____________________
W
____________________
X
____________________
Y
____________________
Z
____________________
“Me” Column – Three jobs from this list that interest me are and why are:
____________________
_______________________________________
____________________
_______________________________________
____________________
______________________________________
27
There are thousands of careers out there….which is the one for me?
1. List three jobs that require a great deal of education.
______________________________________________________________
2. List three jobs that require only a high school education.
_____________________________________________________________
3. List three jobs that require physical strength.
_____________________________________________________________
4. List three jobs that require working in an office.
_____________________________________________________________
5. List three jobs that require working with people.
_____________________________________________________________
6. List three jobs that require working alone.
_____________________________________________________________
7. Listthree jobs that are respected by the public.
_____________________________________________________________
8. Listthree jobs where the employees are overpaid.
_____________________________________________________________
28
9. List three jobs that require taking risks.
_____________________________________________________________
10. List three jobs that require thinking fast on your feet.
_____________________________________________________________
29
Lesson Plan – Week Two, Days 8, 9 and 10
Module:Expanding and Exploring Career Options
Lesson Title:Career Paths
Standards:
Reading Information:
 RI.6.7Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Essential Question(s): How are careers and jobs organized?
Materials:
Handouts, Tootsie Roll package
Teacher Considerations:
A package of Tootsie Rolls
Procedures:
1. Warm-up: Ask students to think of something that they have to do, but do notlike. Then, they
will be asked to think of doing that activity8 hours a day, 40 hours a week for 40 years.
Although they would be paid well, they would be locked into that task. Next, ask students to
imagine something that they enjoy doing. Then ask them to imagine doing that task 8 hours
a day, 40 hours a week for 40 years. Discuss that if they are going into a career, it will be a
good idea to choose something based on their personality and their interests. Today’s
lesson will be on career paths. Career Paths are groupings of occupations by the tasks/roles
of workers. People working in a specific career path typically share interests, abilities, and
talents. Career paths help you identify a career focus without being locked into a specific
occupation. Brainstorm some possible career paths.
2. Review Career Path handout. Discuss headings and occupations.
3. Students complete activity with matching occupations and career paths.
4. Further reinforce with Tootsie Roll demonstration by holding up the back of the Tootsie Roll
bag and then asking the following questions:
a. “What do you think is in this package?” “How do you know what is inside without
seeing the name of the candy?” “Someone had to design the package so that when
you see it, you would know what was inside. Which Career Path would this be?” (Arts
and Communication)
b. Read from the package ingredient list, i.e., sugar, partially hydrogenated soybean oil,
milk, etc. “Which Career Path is responsible for these?” (Natural Resources)
c.
“Let’s pretend you are a farmer, and you want to transport your soybeans from your
field to the place where they make partially hydrogenated soybean oil. Which Career
Path would that be?” (Human Services)
30
d. “Now, imagine that you are working in the Tootsie Roll factory. Suddenly, the Tootsie
Roll machine breaks down. Which Career Path are you going to call for help?”
(Industrial and Engineering Technology)
e. “When is the best time to ship extra Tootsie Rolls to the store—before or after
Halloween? This is called marketing. Someone in an office needs to figure out where
and when to send out extra candy. Which Career Path is this?” (Business,
Management, and Technology)
f. “Your mom has bought a bag of Tootsie Rolls. You ask her if you can have one
serving. One serving is… (Read from the nutritional information on the package). Who
determines serving size, calories, and other nutritional information?” (Health Services)
5. Using Discovery/ United Streaming at http://app.discoveryeducation.com/ choose several
career videos to show students to highlight the fields available to them (i.e., 21st Century
Jobs in Engineering, STEM jobs, 21st Century Building Trades.)
6. Students then take inventory to determine which career path they are most suited for.
7. Give them the headings after they have completed the inventory:
 Career Path # 1 = Health Services
 Career Path # 2 = Natural Resources/Agriculture
 Career Path # 3 = Arts & Communication
 Career Path # 4 = Industrial and Engineering Technology
 Career Path # 5 = Business, Management, and Technology
 Career Path # 6 = Human Services
Summary/Closure: This is just one instrument or assessment, but it does give you an indication of
areas of interest. It does point you towards one path!!
Formative Assessment: Inventory
Summative Assessment: Matching of occupations
Real World: Inventories help individuals choose a career path.
31
Career Path Descriptions
Arts and Communication
Occupations in this path are related to humanities and performing, visual, literary, and media arts. These include
architecture; graphic, interior, and fashion design; writing; film; fine arts; journalism; languages; media;
advertising; and public relations.
Business, Management, and Technology
Occupations in this path are related to the business environment. These include entrepreneurship, sales,
marketing, computer/information systems, finance, accounting, personnel, economics, and management.
Health Services
Occupations in this path are related to the promotion of health and treatment of disease. These include
research, prevention, treatment, and related health technologies.
Human Services
Occupations in this path are related to economic, political, and social systems. These include education,
government, law and law enforcement, leisure and recreation, military, religion, childcare, social services, and
personal services.
Industrial and Engineering Technology
Occupations in this path are related to technologies necessary to design develop, install, and maintain physical
systems. These include engineering, manufacturing, construction, service, and related technologies.
Natural Resources/Agriculture
Occupations in this path are related to agriculture, the environment, and natural resources. These include
agriculture sciences, earth sciences, environmental sciences, fisheries, forestry, horticulture, and wildlife.
(http://www.missouricareereducation.org/project/guidelsn/cd2 Missouri Department of Elementary and Secondary
Education grants permission for the use of this material for non-commercial purposes only)
32
Resource: Occupation Cards
Hotel/Motel Clerk
Computer Programmer
Legal Secretary
Loan Officer
Travel Agent
Retail Sales Person
Chiropractor
Dentist
Dental Assistant
Physical Therapy
Assistant
Speech Pathologist
Nurse Aide/Orderly
Lawyer
Pastor/Priest/Rabbi
33
Firefighter
Teacher
Barber
Recreation Worker
Computer Repair
Technician
Architect
Printing Press
Operator
Locksmith
Floral
Designer/Florist
Photographer
Welder
Painter/Paperhanger
Pest Control Worker
Zoologist
34
Fish Hatchery
Worker
Meteorologist
Forester/Conservation
Scientist
Farmer
Actor
Cable TV installer
Composer
Reporter
(http://www.missouricareereducation.org/project/guidelsn/cd2 Missouri Department of Elementary and Secondary
Education grants permission for the use of this material for non-commercial purposes only)
35
Resource: Occupation Card Sort Answers
Business, Management, and Technology
Arts and Communication
Health Services
Hotel/Motel Clerk
Photographer
Chiropractor
Legal Secretary
Actor
Dentist
Loan Officer
Composer
Dental Assistant
Computer Programmer
Reporter
Physical Therapy Assistant
Travel Agent
Floral Designer/Florist
Speech Pathologist
Retail Sales Person
Cable TV Installer
Nurse Aide/Orderly
Industrial and Engineering Technology
Human Services
Natural Resources/Agriculture
Computer Repair Technician
Lawyer
Fish Hatchery Worker
Printing Press Operator
Firefighter
Meteorologist
Locksmith
Teacher
Zoologist
Welder `
Barber
Pest Control Worker
Painter/Paperhanger
Pastor/Priest/Rabbi
Farmer
Architect
Recreation Worker
Forester/Conservation Scientist
36
Color in the circle for each activity that you enjoy in the following survey. Then tally the number you choose
in each column in the box.
Career Path # 1 is
Career Path # 2 is
Career Path # 3 is
Activities That Interest Me
o Preparing medicines in a pharmacy
o Helping sick people
o Working with animals
o Helping with sports injuries
o Studying anatomy and disease
o Performing surgery
Personal Qualities That Describe
Me
o Compassionate and caring
o Good listener
o Good at following directions
carefully
o Conscientious and careful
o Patient
In My Free Time I Would Enjoy
o Volunteering in a hospital
o Taking care of pets
o Exercising and taking care of myself
Activities That Interest Me
o Predicting weather
o Predicting or measuring
earthquakes
o Growing flowers/trees or gardening
o Studying rocks and minerals
o Raising fish or other animals
o Working in a chemistry lab
Personal Qualities That Describe
Me
o Helping with problems
o Nature lover
o Physically active
o Problem solver
o Observant
In My Free Time I Would Enjoy
o Hiking
o Participating in FFA or 4H
o Experimenting with a chemistry set
Activities That Interest Me
o Reading or writing stories or
articles
o Designing and building scenery for
plays
o Gardening
o Taking photographs
o Acting in a play or movie
o Listening to or playing music
Personal Qualities That Describe
Me
o Imaginative
o Creative
o Outgoing
o Using my hands to create things
o Performer
In My Free Time I Would Enjoy
o Math
o Science
o Physical Education
How Many Did I Select?
o Math
o Social Studies
o Science
How Many Did I Select?
School Subjects/Activities That I Enjoy
or Do Well
School Subjects/Activities That I Enjoy
or Do Well
School Subjects/Activities That I Enjoy
or Do Well
37
o Working on a school newspaper or
yearbook
o Acting in a play
o Painting pictures or drawing
o Music/Choir/Band
o Language
o Art
How Many Did I Select?
Career Path # 4 is
Career Path # 5 is
Career Path # 6 is
Activities That Interest Me
o Putting things together
o Designing buildings
o Working on cars or mechanical
things
o Using math to solve problems
o Gardening
o Using tools
Personal Qualities That Describe
Me
o Practical
o Like using my hands
o Logical
o Good at following instructions
o Observant
In My Free Time I Would Enjoy
o Building stage sets for a school play
Activities That Interest Me
o Interviewing people
o Using computer programs to do
math
o Typing letters, forms, banners, etc.
o Keeping records, taking notes at
meetings
o Working with numbers
o Organizing files and paperwork
Personal Qualities That Describe
Me
o Practical
o Independent
o Organized
o Like to use machines
o Like to be around people
In My Free Time I Would Enjoy
o Being in a speech contest or debate
o Using a computer
o Volunteering in a local hospital
office
Activities That Interest Me
o Helping people solve problems
o Working with kids
o Working with elderly people
o Preparing food
o Being involved in politics
o Solving a mystery
Personal Qualities That Describe
Me
o Friendly
o Open
o Outgoing
o Good at making decisions
o Good listener
In My Free Time I Would Enjoy
o Tutoring young children
o Helping with a community project
o Coaching kids in a sport
o Drawing sketches of cars or mechanical
things
o Working on cars
School Subjects/Activities That I Enjoy
or Do Well
o Math
o Science
o Shop
How Many Did I Select?
School Subjects/Activities That I Enjoy
or Do Well
o Speech
o Language
o Math
How Many Did I Select?
School Subjects/Activities That I Enjoy
or Do Well
o Language
o Social Studies
o Speech
How Many Did I Select?
(http://www.missouricareereducation.org/project/guidelsn/cd2 Missouri Department of Elementary and Secondary
Education grants permission for the use of this material for non-commercial purposes only)
38
Lesson Plan -- Week Three, Day 11
Module: Expanding and Exploring Career Options
Lesson Title: Path to My Career
Standards:
Reading Information:
 RI.6.7: Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Writing:
 W.6.7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on a subject, demonstrating understanding
of the subject under investigation.
Essential Question(s): Which factors influence the career that a person chooses?
Materials: Career Biography worksheet, Famous People Brainstorm worksheet, Chart Paper or
Document Camera, Biographies on Famous People (varied media), Just the Facts exit ticket
Teacher Considerations:
1. Plan to have access to a Mobile Lab or Computer Lab, as well as, varied books and
encyclopedias in your school’s Media Center.
2. Contact your Media Specialist to schedule additional support or assistance during this
lesson if needed.
3. Use teacher discretion when allowing students to select their famous person to research.
4. Students may need part of the next lesson to finish the research.
Warm-up:
5. Distribute the Famous People Brainstorm worksheet, read the directions to students and
then have them to work with the people around them to list as many famous people as
possible for each career. Allow a few minutes for the students to complete the task.
Procedures:
6. After five minutes or so, either display a blank Famous People Brainstorm worksheet to be
displayed on the document camera, or write the various careers on chart paper (one career
per chart paper).
7. Have volunteers to name famous people for each career and record their responses either
on the document camera worksheet, or on the chart paper.
8. Distribute the Career Biography worksheet and go over the directions (front andback) and
establish/review guidelines for research.
9. Have students to select the famous person they will research (refer to Teacher
Considerations) and write the name on their Career Biography worksheet.
10. Once students begin their research, provide support and assistance where needed.
39
Summary/Closure:
11. Five minutes before class ends, have students to finish up with their research for the day
and ask them what was one thing that they learned about their famous person?
12. Distribute the Just the Facts exit ticket and have students to complete. Collect the tickets as
students leave the room.
Formative Assessment: Teachers will monitor student progress as they research to find specific
information about their famous person, as well as, students ability to locate source information.
Real world application: (where possible)
People take into consideration many personal factors before choosing a career. By doing so,
people find a career that they are passionate about and love.
40
Career Biography
Directions:
1. Think of a famous adult who has a career you respect and might consider for yourself. Use the
Internet, your school media center, and other appropriate resources to find the following
information about the person’s career journey.
2. Record general citation information on the back of this worksheet for each source from which
you get information on a topic.
Famous Person: __________________________________Career: _____________________
Topic
Notes
Reason this person is famous in
his/her career
Childhood or youth experiences
that formed this person’s career
choice
Course of study: where did this
person attend school or receive
training? Who were some of this
person’s teachers and/or biggest
influences?
Goals: What goals did this person
set for him/herself? How did those
goals change along the way?
How did this person successfully
reach these goals?
What influence has this person
had on the community, the
country, and/or the world?
Adapted from Career Puppy, Inc * PO Box 356 * North Beach, MD 20174 * Phone 443/550/3258 * Fax
88/275/1184 * www.CareerPuppy.com
41
General Citation Information to include: Title of Source, Author (if available),
PageNumber(s), and Copyright Date
Focus
Name of Person, Career Choice
General Citation Information
1.
2.
3.
Reason this person is famous in
his/her career
1.
2.
3.
Childhood or youth experiences
that formed this person’s career
choice
1.
2.
3.
Course of study: where did this
person attend school or receive
training? Who were some of this
person’s teachers and/or biggest
influences?
1.
Goals: What goals did this
person set for him/herself? How
did those goals change along the
way? How did this person
successfully reach these goals?
1.
What influence has this person
had on the community, the
country, and/or the world?
1.
2.
3.
2.
3.
2.
3.
Adapted from Career Puppy, Inc * PO Box 356 * North Beach, MD 20174 * Phone 443/550/3258 * Fax
88/275/1184 * www.CareerPuppy.com
42
Who Do You Know?
Famous People and Their Careers
Directions: Working with your group, brainstorm as many famous people
as you can think of for the categories below.
Olympic Athletes
Scientists
Actors
Actresses
Doctors
Fashion Designers
43
Inventors
Chefs
Professional Athletes
Business Women or Men
Television Reporter
Movie Producer
44
EXIT TICKET – Just the Facts
Write one fact that you found today while researching
your famous person. Don’t forget to write the person’s
name and your name at the bottom!
FACT:
Famous Person: ________________________________
Student Name: _________________________________
EXIT TICKET – Just the Facts
Write one fact that you found today while researching
your famous person. Don’t forget to write the person’s
name and your name at the bottom!
FACT:
Famous Person: ________________________________
Student Name: _________________________________
45
EXIT TICKET – Just the Facts
Write one fact that you found today while researching
your famous person. Don’t forget to write their name
and your name at the bottom!
FACT:
Famous Person: ________________________________
Student Name: _________________________________
46
Lesson Plan – Week Three, Day 12
Module: Expanding and Exploring Career Options
Lesson Title: Elements of a Career: Knowledge and Education
Standards:
Writing:
 W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant content.
Essential Question(s): How do people prepare for a career?
Materials: Getting Ready to Work worksheet, Johnny and Sharon scenario, Store Manager Job
Description
Teacher Considerations:
Procedures:
1. Warm-up: Give students Getting Ready to Work worksheet. Have them determine if each
statement is true or false. Discuss answers as a class.
2. Tell students the teacher owns a specialty store (clothing/athletic/music) and the teacher
has two people named Johnny and Sharon that are applying to be the manager at the
specialty store.
3. As you distribute Johnny and Sharon scenario worksheet (to each student/group), tell
students they will be looking at each applicant’s knowledge and education. Have students
decide which person they would hire to manage the specialty store based on their
knowledge and education? Have students be prepared to explain why?
4. Have students share their decisions and explanations. Facilitate a class discussion
reminding students there is no wrong or right answer.
5. Share the Store Manager Job Description with the students via laptop and document
camera or print. Have students focus on the Knowledge and Education portion by reading
aloud. Ask students to share their thoughts on if they feel Johnny and Sharon’s Knowledge
and Education align with this Store Manager Job Description.
6. Transition by asking students to assemble with their groups from the establishing a
community activity. Ask students to think as they move about what knowledge and
education is needed for their role.
7. Have students share aloud.
8. Have students act in their roles from the last class/establishing a community. Have students
think about the knowledge and education needed for the job they selected last class. Have
students write a short paragraph explaining the knowledge and education needed.
Summary/Closure: Ask students why knowledge and education is so important. Ask students how
knowledge and education can impact their career/life. *If time is left, teacher can ask students to
answer the T or F questions from earlier knowing what they know now.
Formative Assessment: Paragraph on Knowledge and Education
47
Getting Ready to Work
Directions: Read each statement, and determine if the statement is true or false.
T
F
Classes I am taking in middle school now are important to my future.
T
F
I should plan for adult life when I graduate from High School.
T
F
If you leave school early, you can get the best jobs ahead of your classmates.
T
F
Once you begin working in your real job, your education is done.
T
F
How well you do in school doesn’t affect your career choices when you’re an adult.
Johnny and Sharon Scenario
Johnny and Sharon are applying to be the manager at your clothing/athletic/music store. Decide
which person you would hire to manage your specialty store based on their knowledge and
education? Explain why?
Johnny’s Knowledge and Education
Johnny graduated from HS with a 3.0, Johnny took a lot of math classes and did well in them. He
also participated in the Business Management & Financing Career Academy. During the summers
Johnny helped his mother at her pet shop.
Johnny graduated from college with a 3.0 and received a business degree.
Johnny worked at his mothers Pet shop as a cashier; he would also order supplies, etc. He worked
there for 2 years. He is currently applying to graduate school to obtain a masters degree in
Business Administration.
Sharon’s Knowledge and Education
Sharon graduated from HS with a 2.0. Sharon took a lot of PE and music classes and did well in
them. She played a sport each season in high school. She took music lessons during the
summers.
Sharon began working at The Sports Authority right after she graduated from High School. She
started working as a sales clerk and then moved to working in the various clothing and shoe
departments.
Writing Prompt: Acting in your roles from the last class/community lesson, select a job from the
list you created, and think about the knowledge and education needed. Write a short paragraph
explaining the knowledge and education needed.
48
Lesson Plan – Week Three, Day 13
Module: Expanding and Exploring Career Options
Lesson Title: Informational Interview
Standards:
Speaking and Listening:
 SL.6.1c: Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
 SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Writing:
 W.6.2a: Introduce a topic; organize ideas, concepts, and information using strategies such
as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
 W.6.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
Essential Question(s): How do you conduct an effective interview?
Materials: Notebook paper, All About Interviews worksheet, Student Listening Document,
Teacher Considerations:
Students may need part of this lesson to finish the research from the previous lesson.
1. Arrange in advance a person that you will interview.
2. Also, in advance come up with interview questions that relate to the following topics:
 Description of the career
 Knowledge and Education required
 Skills and Experience required
 Responsibilities
 Daily Routine
 Personal Qualities
 Values
 Extra Information
Arrange the room so that students have a clear view of the interview as it is taking place.
Warm-up:
3. Write on the board, the following questions:
- What does it mean to interview someone?
- If you had to interview the famous person you researched yesterday, what would be
three career related questions that you would ask them?
4. Allow five minutes for students to respond to the questions on a sheet of notebook paper.
5. After five minutes have volunteers to share.
49
Procedures:
6. If need be, continue with the research from the previous lesson. Allow some time for
students to finish, then transition to the warm-up for today.
7. Distribute the All About Interviews worksheet. Allow students five to seven minutes to read
silently.
8. After the five to seven minutes, have volunteers read each section and stop and discuss
where appropriate.
9. Inform students that today, you will be conducting an interview and while they are watching
you, they will complete the Student Listening Document worksheet.
10. Review the Student Listening Document and inform students that they are only completing
the first part of the worksheet.
11. Have two chairs placed in the front of your room, one for you and one for the person you will
interview.
12. In order to hold the students’ attention, try to limit your interview to fifteen minutes.
13. After the interview, be sure to thank the interviewee.
14. Allow students to complete the second part of the Student Listening Document.
Summary/Closure:
15. Five minutes before class ends, have students share their responses to the
Praise/Question/Polish (second part) of the Student Listening Document.
16. Collect the Student Learning Document to grade for a class-work grade.
Formative Assessment: Teachers will monitor student progress by checking the completion and
quality of the Student Listening Document.
Real world application: (where possible)
Not only will you find that you may have to interview someone once you are in your career, but you
will also be interviewed at various stages of your pathway to your career, for various reasons.
50
All About Interviews
Setting a Purpose
An interview cannot be done well if the questions being asked are inappropriate or uninformed. It
is essential that the interviewer have a good understanding of the reasoning for the interview
before he/she begins the interview.
Planning the Interview
Once the purpose is established a detailed plan must be prepared. This involves:
- Deciding on the type of interview you want to conduct.
- Prepare a list of questions to be asked. It is critical that important questions are not
overlooked.
- Arrange the order of questions. Interviews need to follow a logical progression (general
to specific).
- Schedule the interview at a time that is convenient for the interviewee.
- Allocate time. How much time will be given to each question and the entire interview.
- Recording. How will you record the answers to the questions? Will you tape record,
videotape or write answers?
- Give a heads up. Some people like to receive the questions in advance before they are
interviewed.
Types of Interviews
1. Informal Conversations – These are spontaneous and take place in passing.
2. Semi-structured Interview - These interviews use a general guide of predetermined
questions.
3. Standard-structured Interview – These are VERY well constructed and involve setting
precise questions.
Preparing Questions
In a good interview, the person being interviewed talks and the interviewer listens. It is important
that questions are designed to allow for this to occur. There are two main types of questions:
1. Closed questions and 2. Open-ended questions.
A. Closed Questions: Questions that have either a “yes” or “no” response.
Open-ended Questions: Questions that cannot be answered with a simple “yes” or “no” response
and encourage the interviewee to provide more information.
B. How many questions?
An interview that is too long will not be successful. Ensure that you are asking for information that
will be used in your project and do not waste time asking for information that is merely for interest.
C. Appropriate Words and Phrases
Be sure that the wording of your questions will allow you to get the information that you need and
want.
Starting and Finishing the Interview
Always ensure your interviewee is clear about your purpose and objectives and ease any
concerns. Inform him or her that your purpose is to find out about issues and processes and not
51
necessarily about personal information. See the possible steps below that can act as a guideline
for an effective interview:
 Introduce yourself.
 Thank the person for allowing you to interview him or her.
 State the purpose of the interview.
 Explain how the interview will be recorded (tape, video, etc…).
 Ask the questions that you have prepared.
 If need be, repeat or summarize answers.
 Once all questions are answered, thank the interviewee.
 Ask if there is any additional information that he or she wants to tell you, that you didn’t
ask during the interview,
 Write a Thank You note to the person and send or give to them a few days after the
Interview.
Things to remember during the Interview
In conducting the interview, you want to make sure the interviewee is at ease and comfortable, that
the interview proceeds smoothly in a structured way, and that there is an efficient way of recording
the information collected. In order for this to take place consider the following…
1. Body language
2. Posture
3. Eye contact
4. Facial expression
5. Tone of voice
6. Active listening
52
6th Grade Career Module: Final Biography Project Part I
Student Listening Document
Student presenter’s name:
Interviewee’s name:
Career/Title:
List 3 things you learned about this career.
1.
2.
3.
Praise – Something I liked!
Question – Something I wasn’t sure about.
Polish – A suggestion for improvement.
6th Grade Career Module: Final Biography Project
Student Listening Document
Student presenter’s name:
Interviewee’s name:
Career/Title:
List 3 things you learned about this career.
1.
2.
3.
Praise – Something I liked!
Question – Something I wasn’t sure about.
Polish – A suggestion for improvement.
53
Lesson Plan – Week Three, Day 14
Module: Expanding and Exploring Career Options
Lesson Title: Informational Interview Continued
Standards:
Speaking and Listening
 SL.6.1c: Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
 SL6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Writing:
 W.6.2a: Introduce a topic; organize ideas, concepts, and information using strategies such
as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
 W.6.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
Essential Question(s): How do you conduct an effective interview?
Materials: Notebook paper, All About Interviews worksheet, Peer Interview worksheet, Interview
Task Cards, My Career Biography: Interview Worksheet
Teacher Considerations:
 Copy and possibly laminate Interview Task Cards that have been cut out before the lesson.
 Allow students to self select a peer to interview OR predetermine peer sets.
 Have in mind people that can be interviewed by students if they cannot think of anyone to
interview (e.g.: yourself, or other staff members or personal friends)
Warm-up:
1. Review All About Interviews worksheet.
Procedures:
2. Inform students that today they will conduct interviews with people in the classroom and
review the interview questions that they will use to interview someone in their community or
family that has an interesting/exciting career.
3. Display and distribute the Peer Interview worksheet. Review the directions and questions
with students.
4. Next, distribute the Interview Task Cards. Students will either receive the “Interviewer” card
or the “Interviewee” card. Students are to either find or be assigned to match up with a peer.
There should be an interviewer and an interviewee in each peer group.
5. Review the task card directions with students and allow five to ten minutes for the interview.
After five to ten minutes, have peers switch roles.
6. Once students have participated in both roles, have them return to their seats, and on a
sheet of notebook paper, use the answers from the interview to write a description of the peer
that they interviewed. The description should be in paragraph form and have a beginning,
54
middle, and end. Allow students to star their paragraph, but inform them that they will have
time the next class to finish.
Summary/Closure:
o Ten minutes before class ends distribute the My Career Biography: Interview Worksheet
and go over the directions with students.
o Allow students three to four days to have the interview completed.
Formative Assessment: Teachers will monitor student progress listening to interviews as the
students interview one another and record answers to predetermined questions.
Real world application:
Not only will you find that you may have to interview someone once you are in your career, but you
will also be interviewed at various stages of your pathway to your career, for various reasons.
55
All About Interviews
Setting a Purpose
An interview cannot be done well if the questions being asked are inappropriate or uninformed. It
is essential that the interviewer have a good understanding of the reasoning for the interview
before he/she begins the interview.
Planning the Interview
Once the purpose is established, a detailed plan must be prepared. This involves:
- Deciding on the type of interview you want to conduct.
- Prepare a list of questions to be asked. It is critical that important questions are not
overlooked.
- Arrange the order of questions. Interviews need to follow a logical progression (general
to specific).
- Schedule the interview at a time that is convenient for the interviewee.
- Allocate time. How much time will be given to each question and the entire interview?
- Recording. How will you record the answers to the questions? Will you tape record,
videotape, or write answers?
- Give a heads up. Some people like to receive the questions in advance before they are
interviewed.
Types of Interviews
1. Informal Conversations – These are spontaneous and take place in passing.
2. Semi-structured Interview - These interviews use a general guide of predetermined
questions.
3. Standard-structured Interview – These are VERY well constructed and involve setting
precise questions.
Preparing Questions
In a good interview, the person being interviewed talks and the interviewer listens. It is important
that questions are designed to allow for this to occur. There are two main types of questions:
1. Closed questions and 2. Open-ended questions.
A. Closed Questions: Questions that have either a “yes” or “no” response.
Open-ended Questions: Questions that cannot be answered with a simple “yes” or “no” response
and encourage the interviewee to provide more information.
B. How many questions?
An interview that is too ling will not be successful. Ensure that you are asking for information that
will be used in your project, and do not waste time asking for information that is merely for interest.
C. Appropriate Words and Phrases
Be sure that the wording of your questions will allow you to get the information that you need and
want.
Starting and Finishing the Interview
Always ensure your interviewee is clear about your purpose and objectives and ease any
concerns. Inform them that your purpose is to find out about issues and processes and not
necessarily about personal information. See the possible steps below that can act as a guideline
for an effective interview:
 Introduce yourself.
56
 Thank the person for allowing you to interview them.
 State the purpose of the interview.
 Explain how the interview will be recorded (tape, video, etc…).
 Ask the questions that you have prepared.
 If need be, repeat or summarize answers.
 Once all questions are answered, thank the interviewee.
 Ask if there is any additional information that he or she wants to tell you, that you didn’t
ask during the interview
 Write a Thank You note to the person and send or give to them a few days after the
interview
Things to Remember during the Interview
In conducting the interview, you want to make sure the interviewee is at ease and comfortable, that
the interview proceeds smoothly in a structured way, and that there is an efficient way of recording
the information collected. In order for this to take place consider the following…
 Body language
 Posture
 Eye contact
 Facial expression
 Tone of voice
 Active listening
57
6th Grade Career Module: Final Biography Project Part I
Student Listening Document
Name:
Teacher:
Period:
Student presenter’s name:
Interviewee’s name:
Career/Title:
List 3 things you learned about this career.
1.
2.
3.
Praise – Something I liked!
Question – Something I wasn’t sure about.
Polish – A suggestion for improvement.
6th Grade Career Module: Final Biography Project
Student Listening Document
Name:
Teacher:
Period:
Student presenter’s name:
Interviewee’s name:
Career/Title:
List 3 things you learned about this career.
1.
2.
3.
Praise – Something I liked!
Question – Something I wasn’t sure about.
Polish – A suggestion for improvement.
58
Lesson Plan, Week Three, Day 15
Module: Expanding and Exploring Career Options
Lesson Title: Informational Interview Continued
Standards:
Speaking and Listening:
 SL.6.1c: Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
 SL6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Writing:
 W.6.2a: Introduce a topic; organize ideas, concepts, and information using strategies such
as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
 W.6.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
Essential Question(s): How do you conduct an effective interview?
Materials: Notebook paper, All About Interviews worksheet, Peer Interview worksheet, Interview
Task Cards, My Career Biography: Interview Worksheet
Teacher Considerations:
 Copy and possibly laminate Interview Task Cards and have cut out before the lesson.
 Allow students to self select a peer to interview OR predetermine peer sets.
 Have in mind people that can be interviewed by students if they cannot think of anyone to
interview (e.g. yourself, or other staff members or personal friends)
Warm-up:
1. Review All About Interviews worksheet.
Procedures:
1. Inform students that today they will conduct interviews with people in the classroom and
review the interview questions that they will use to interview someone in their
community or family that has an interesting/exciting career.
2. Display and distribute the Peer Interview worksheet. Review the directions and
questions with students.
3. Next, distribute the Interview Task Cards. Students will either receive the “Interviewer”
card or the “Interviewee” card. Students are to either find, or be assigned to match up
with a peer. There should be an interviewer and an interviewee in each peer group.
4. Review the task card directions with students and allow five to ten minutes for the
interview. After five to ten minutes, have peers switch roles.
5. Once students have participated in both roles, have them return to their seats, and on a
sheet of notebook paper, use the answers from the interview to write a description of
59
the peer that they interviewed. The description should be in paragraph form and have a
beginning, middle, and end.
6. Allow students to starttheir paragraph, but inform them that they will have time the next
class to finish.
Summary/Closure:
1. Ten minutes before class ends, distribute the My Career Biography: Interview Worksheet
and review the directions with students.
2. Allow students three to four days to have the interview completed.
Formative Assessment: Teachers will monitor student progress by listening to interviews as the
students interview one another and record answers to predetermined questions.
Real world application: (where possible)
Not only will you find that you may have to interview someone once you are in your career, but you
will also be interviewed at various stages of your pathway to your career, for various reasons.
60
All About Interviews
Setting a Purpose
An interview cannot be done well if the questions being asked are inappropriate or uninformed. It
is essential that the interviewer have a good understanding of the reasoning for the interview
before he/she begins the interview.
Planning the Interview
Once the purpose is established a detailed plan must be prepared. This involves:
- Deciding on the type of interview you want to conduct.
- Preparing a list of questions to be asked. It is critical that important questions are not
overlooked.
- Arranging the order of questions. Interviews need to follow a logical progression
(general to specific).
- Scheduling the interview at a time that is convenient for the interviewee.
- Allocating time. How much time will be given to each question and the entire interview?
- Recording. How will you record the answers to the questions? Will you tape record,
videotape, or write answers?
- Warning--Give a heads up. Some people like to receive the questions in advance before
they are interviewed.
Types of Interviews
1. Informal Conversations – These are spontaneous and take place in passing.
2. Semi-structured Interview - These interviews use a general guide of predetermined
questions.
3. Standard-structured Interview – These are VERY well constructed and involve setting
precise questions.
Preparing Questions
In a good interview, the person being interviewed talks and the interviewer listens. It is important
that questions are designed to allow for this to occur. There are two main types of questions:
1. Closed questions and 2. Open-ended questions.
A. Closed Questions: Questions that have either a “yes” or “no” response.
Open-ended Questions: Questions that cannot be answered with a simple “yes” or “no” response
and encourage the interviewee to provide more information.
B. How many questions?
An interview that is too ling will not be successful. Ensure that you are asking for information that
will be used in your project and do not waste time asking for information that is merely for interest.
C. Appropriate Words and Phrases
Be sure that the wording of your questions will allow you to get the information that you need and
want.
Starting and Finishing the Interview
Always ensure your interviewee is clear about your purpose and objectives and ease any
concerns. Inform him or her that your purpose is to find out about issues and processes and not
61
necessarily about personal information. See the possible steps below that can act as a guideline
for an effective interview:
 Introduce yourself.
 Thank the person for allowing you to interview him or her.
 State the purpose of the interview.
 Explain how the interview will be recorded (tape, video, etc…).
 Ask the questions that you have prepared.
 If need be, repeat or summarize answers.
 Once all questions are answered, thank the interviewee.
 Ask if there is any additional information that he or she wants to tell you, that you didn’t
ask during the interview.
 Write a Thank You note to the person, and send or give it to him or her a few days after
the interview.
Things to Remember during the Interview
In conducting the interview, you want to make sure the interviewee is at ease and comfortable, that
the interview proceeds smoothly in a structured way, and that there is an efficient way of recording
the information collected. In order for this to take place consider the following…
 Body language
 Posture
 Eye contact
 Facial expression
 Tone of voice
 Active listening
62
Peer Interview Questions
Directions:
Read the interview questions first to become familiar.
Read each one carefully and slowly. Record answers as accurately as possible.
Interviewer’s Name: __________________________________________
Interviewee’s Name: __________________________________________
Questions:
1. What are two to three things you do well? For example: football, good listener, good computer
skills, etc…
*
*
*
2. What awards or trophies have you received? For example: Honor Roll, Perfect Attendance,
Scouts, etc…
*
*
*
*
3. What are things that you do to earn money right now? For example: dog walker, lawn mower,
babysitter, cleaning, etc…
*
*
*
4. What is your favorite subject in school?
*
5. What careers interest you and why?
*
*
*
6. Any additional information you would like to share?
*
*
*
63
Interviewer Guidelines
* Remember body language,
posture, eye contact, facial
expressions, tone of voice, and
active listening
Interviewee Guidelines
* Remember body language, posture,
eye contact, facial expressions, tone
of voice, and active listening
 Introduce yourself.
 Listen carefully to each question
and if need be repeat the
question to be sure you
understand what’s being asked.
 Answer the questions as
accurately and honestly as
possible.
 Introduce yourself.
 Thank the person for allowing
you to interview them.
 State your purpose for the
interview.
 Explain how you will record
their responses to the
questions.
 Record answers as accurately
as possible and ask for clarity if
need be.
 At the end of the interview,
thank the person again.
Interviewer Guidelines
Interviewee Guidelines
* Remember body language,
* Remember body language, posture,
posture, eye contact, facial
eye contact, facial expressions, tone
expressions, tone of voice, and
of voice, and active listening
active listening
 Introduce yourself.
 Introduce yourself.
 Thank the person for allowing
 Listen carefully to each question
you to interview them.
and if need be repeat the
question to be sure you
 State your purpose for the
understand what’s being asked.
interview.
 Answer the questions as
 Explain how you will record
accurately and honestly as
their responses to the
possible.
questions.
 Record answers as accurately
as possible and ask for clarity if
need be.
 At the end of the interview,
thank the person again.
64
My Career Biography: Interview Worksheet
Directions:
1. Think of an adult in your life who has a career you respect and might consider for yourself.
Arrange to interview this person, and find out more information about his or her pathway to the
career.
2. Refer to the All About Interviews worksheet to help make the most out of your interview.
3. Remember to create a citation for the interview. Refer to our citation sources.
Interviewee’s Name: _______________________________________
Career:____________________
Questions
Recorded Answers
What is a general description of
your career?
What knowledge or education did
you need for your career?
Whichskills and experience did
you need for your career?
65
What responsibilities are
associated with your career?
What are your daily routines?
Which personal qualities do you
possess that help you with your
career?
Whichvalues do you possess that
help you with your career?
What is your yearly salary and is
there room for advancement in
your career?
Is there any additional information
that you would like to share?
Citation Information:
Adapted from Career Puppy, Inc * PO Box 356 * North Beach, MD 20174 * Phone 443/550/3258 * Fax 88/275/1184 *
www.CareerPuppy.com
66
Lesson Plan – Week Four, Day 16
Module: Expanding and Exploring Career Options
Lesson Title: Biography Project Overview
Standards:
Speaking and Listening
 SL.6.1c: Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
 SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Writing:
 W.6.2a: Introduce a topic; organize ideas, concepts, and information using strategies such
as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
 W.6.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
Essential Question(s): How will I create my Personal Career Biography?
Materials: Final Biography Project Overview worksheet, Biography Project Options Packet
Student Agenda/Planner, Calendar
Teacher Considerations:
 Establish due dates for the parts of the project before the lesson.
 Assign options for student groups to read and then have them creatively share what their
choice of biography option.
Warm-up:
1. On a sheet of notebook paper, have students write their definition of a biography.
a. After three to five minutes, have students share their definition with a neighbor, and
then ask for volunteers to share with the class.
b. Provide students with the definition of biography as: a detailed description of
someone’s life told by someone else. The details include personal experiences and
reactions to their life’s events.
Procedures:
2. Inform students that today they will receive the overview and options for their Personal
Career Biography.
3. Distribute the Final Biography Project Overview worksheet to students and go over the parts
of the project.
4. Have students complete information for Part I and Part II.
67
5. Review due dates for the parts of the assignment with students, and have them write them
in their Students Planner or Agenda book.
6. Next, distribute the Biography Project Options packet, and review the six options with
students. Inform students that they will have time in school to work on their project, but they
may need to also do some work at home.
Summary/Closure: Five minutes before class ends, have students write their top three project
options that they are interested in creating.
6th Grade Career Module: Final Biography Project Overview
As a final project for this Career Module, each student will be creating a presentation outlining a
person/career. Each student will be required to interview someone he or she knows about his/her
job. The person interviewed should be someone who is satisfied with his or her job.
In order to complete this final project, you will work on understanding aspects of careers through
different approaches.
Part I: Famous Person Career Biography
You will research a famous person by using Gale Student Resource Junior and the additional print
and Internet resources available to you. The information that you will research and record about
the famous person is on the Career Biography worksheet (adapted from Career Puppy)
My chosen “famous” person is:
___________________________________________________________
Teacher initials ______________________________ Date
________________________________________
(Attach Career Biography worksheetfor this person as a part of your final project.)
Part II: Personal Career Biography
You will choose a person you know personally (a relative, a friend’s relative, a business owner,
etc.) who is passionate about his/her job. You should choose someone who really loves going to
work – almost every day! It does not matter what the job is; what matters is that the person really
likes the work he or she does. The Personal Biography worksheet will provide the questions you
will ask, as well as a place for you to record your answers.
My chosen “career-passionate” person is
________________________________________________
whose job is
______________________________________________________________________________.
Teacher initials __________________________________ Date
___________________________________
(After your interview, use the Thank You Three Times worksheet to write a Thank You note to the
person you interviewed.)
68
Part III: Skills and Qualifications
The third step before creating and presenting your final project will be to do some research about
the job of the “career-passionate” person, using the Career Puppy Skills and Qualifications
worksheet and the additional print and Internet resources available to you.
Part IV: Final Project Options
Select one of the options below and refer to the Project Overview chart to see the requirements for
each option. The final project and written component are due:
_______________________________.
1.
2.
3.
4.
5.
Dramatization
Brochure
Enhanced Podcast presentation
Collage
PowerPoint Presentation
Par V: Written Component
All final projects will also have a written component that outlines the following:
Paragraph 1: What is the career? Who is the person you interviewed? How did you know he/she
was “career-passionate?” Where and when did you interview him/her? How did you choose your
interview questions?
Paragraph 2: Describe the interview process. (Were you nervous? How long did it take? Did you
use all of your questions? Did you have to change any of your questions, based upon the
answers?)
Paragraph 3: What did you learn about this person? What did you learn about his/her passion for
his/her career? What did you learn about yourself?
69
Biography Project Options
70
Brochure
Requirements
Picture Book
Enhanced Podcast
* Tri-fold brochure on 8 ½
* 8 – 10 plain sheets of
* Create a detailed script that will
x11 inch paper
white computer paper, 8
accompany the images that will
* Use graphics, color, and
½ x 11
be used in your Podcast
letter sizes to make the
* Use graphics
brochure attractive and
(photos/original art/clip
interesting to read
art, and appropriate
letter size to make the
book attractive and
interesting to
71
Steps to
Complete
1) Refer to information
1) Refer to information
1) Refer to information gathered
gathered in your Career
gathered in your Career
in your Career Biography Folder.
Biography Folder.
Biography Folder.
2) Create initial image.
2) Design a rough
3) Create script about
2) Create a Title Panel
sketch of what the layout
information that you want to get
3) Create the Middle
of your book will include
across in your podcast
Panels.
(text/pictures).
(answering the five career
4) Create the Back Panel
3) Create the Cover of
questions).
5) Select graphics, color,
the Book.
4) Create citation images.
and font sizes.
4) Create the Title Page.
4) Find or create sound
6) Check
5) Create pages 1- 20 or
effect/music to accompany
spelling/grammar and
25, to include details
images.
make changes.
about the career.
5) Check spelling/grammar and
7) If printing brochure,
6) Select pictures/create
make changes.
print in color if available.
illustrations, color, and
font sizes.
* For additional assistance refer to
7) Create the last page.
the Medic Center wiki for step-by-
8) Check
step instructions on creating an
spelling/grammar and
Enhanced Podcast
make changes.
9) Assemble the book.
Biography Project Options
72
Requirements
* Dress in the attire that is
* 1 Poster board
* Ceate detailed slides that explain
worn for the career
sheet
ALL about the person and their
* Have props that represent
* Use pictures from
career
the tools used for the career
magazines to create
* Slides should not be too crowded
or items that represent the
a collage that
and the format used should be
career
represents the
pleasing to the eye
* Act is if you are a person in
person and their
* Include transitions and graphics to
the career and in a creative
career.
enhance your presentation.
way, inform your audience
* Pictures should vary
ALL about your career
in size and the entire
sheet of poster board
MUST be covered.
Biography
73
Lesson Plan– Week Four, Day 17
Module: Expanding and Exploring Career Options
Lesson Title: Character Traits/Qualities
Standards:
Writing:
 W.6.10: Write routinely over extended time frame (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences
Essential Question(s): What are your character traits/qualities?
Materials: Character Description Cards, Character Traits Inventory, Character Traits Worksheet,
and Notebook Paper
Teacher Considerations:
 Copy and cut apart the Character Description Cards (there are three).
Warm-up:
1. Distribute a Character Description Card to student pairs, and have them read the description
on the card.
2. Allow students five minutes to identify three words that describe the character on the card.
Procedures:
3. Ask students how character traits or qualities are different from physical traits.
4. Allow volunteers to share.
5. Inform students that they will explore their character traits/personal qualities.
6. Distribute the Character Traits Inventory. Review the directions and either allow the
students to read the set of statements independently, or read them to the students.
7. After responding to all statements, distribute or display the Character Traits sheet, and have
students select four traits from the list that describe them.
8.Using a sheet of notebook paper, have students write each trait and a brief description as to
how and why it describes them.
Summary/Closure:
9. Have students share one character trait and explanation with a neighbor.
10. Have volunteers share with the class.
Formative Assessment: Teacher will monitor student progress by identifying and explaining the
character traits.
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Character Descriptions
Character Description: KatnissEverdeen from the Hunger
Games by Suzanne Collins
“Sixteen-year-old KatnissEverdeen regards it as a death sentence when she steps
forward to take her sister’s place in the Games. But Katniss has been close to dead
before- and survival, for her, is second nature. Without really meaning to, she
becomes a contender. But if she is to win, she will have to start making choices
that weigh survival against humanity and life against love.”
Character Description: Harry Potter from Harry Potter and the
Deathly Hollows by J.K. Rowling
“A true Gryffindor, Harry responds to every crisis and is determined to solve it. It
would simply never occur to Harry to abandon his quest or to choose some other
life. Not that he has any viable alternatives. He has no home and no family to go
to, he’s wanted by the Ministry, and he can’t go back to Hogwarts. But more
important than these considerations, his destiny—to be the boy who defeats
Voldemort—is so ingrained in his identity that he can’t imagine trying to avoid it.
However, Harry is not the most focused or relentless hero, at least not until later
in the book. At these moments, Harry tends to lose focus and drift, following his
emotions.”
Character Description: Iron Man – Tony Stark
“A billionaire industrialist and ingenious engineer, Anthony Edward "Tony"
Stark suffers a severe chest injury during a kidnapping in which his captors
attempt to force him to build a weapon of mass destruction. He instead creates a
powered suit of armor to save his life and escape captivity. He later uses the suit to
protect the world as Iron Man. Through his corporation ―Stark Industries― Tony
has created many military weapons, some of which, along with other technological
devices of his making, have been integrated into his suit, helping him fight crime.
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Sample Character Traits
able
active
adventurous
affectionate
afraid
alert
ambitious
angry
annoyed
anxious
apologetic
arrogant
attentive
average
bad
blue
bold
bored
bossy
brainy
brave
bright
brilliant
busy
calm
careful
careless
cautious
charming
cheerful
childish
clever
clumsy
coarse
concerned
confident
confused
considerate
cooperative
courageous
cowardly
cross
cruel
curious
dangerous
daring
dark
decisive
demanding
dependable
depressed
determined
discouraged
dishonest
disrespectful
doubtful
dull
dutiful
eager
easygoing
efficient
embarrassed
encouraging
energetic
evil
excited
expert
fair
faithful
fearless
fierce
foolish
fortunate
foul
fresh
friendly
frustrated
funny
gentle
giving
glamorous
gloomy
good
graceful
grateful
greedy
grouchy
grumpy
guilty
happy
harsh
hateful
healthy
helpful
honest
hopeful
hopeless
humorous
ignorant
imaginative
impatient
impolite
inconsiderate
independent
industrious
innocent
intelligent
jealous
kindly
lazy
leader
lively
lonely
loving
loyal
lucky
mature
mean
messy
miserable
mysterious
naughty
nervous
nice
noisy
obedient
obnoxious
old
peaceful
picky
pleasant
polite
poor
popular
positive
precise
proper
proud
quick
quiet
rational
reliable
religious
responsible
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restless
rich
rough
rowdy
rude
sad
safe
satisfied
scared
secretive
selfish
serious
sharp
short
shy
silly
skillful
sly
smart
sneaky
sorry
spoiled
stingy
strange
strict
stubborn
sweet
talented
tall
thankful
thoughtful
thoughtless
tired
tolerant
touchy
trusting
trustworthy
unfriendly
unhappy
upset
useful
warm
weak
wicked
wise
worried
wrong
young
Lesson Plan – Week Four, Days 18 and 19
Module: Expanding and Exploring Career Options
Lesson Title: Character Traits/Qualities and Careers
Standards:
Reading Information:
 RI.6.1: Cite textual evidence to support analysis of what the text says explicitly
as well as inferences from the text.
Essential Question(s): Which character traits/qualities are needed for certain careers?
Materials: Three Doctors Worksheets, Character Trait Web Worksheet, Teacher
Character Trait Web Worksheet, Notebook Paper, and Document Camera
Teacher Considerations:
 In advance, create student groups of no more than four students
 Copy the Three Doctors Worksheets as a Class Set and based upon the number of
student groups you have.
 To extend the lesson, use the Three Doctors Worksheets to create text dependent
questions for students to answer.
Warm-up:
1. Have students answer the following question on a sheet of notebook paper:
“How can your character traits affect the career you choose?”
2. Allow students five minutes to answer and share their responses.
Procedures:
3. Review the definition of character traits.
4. Have students get into groups no bigger than four students per group.
5. Distribute “The Three Doctors” worksheets. Each group will receive Sampson
Davis, Rameck Hunt, or George Jenkins.
6. Have students read the descriptions of the doctors silently to themselves. After
they are finished, have them work with their group in order to complete the
Character Web worksheet. Allow fifteen minutes to complete.
7. Display the Teacher Character Web worksheet and have students assist in
completing the webs by referring to what they did with their group. As students
share character traits, have them provide support from the text.
8. Ask students if the three doctors have similar character traits? If they do, what
inference can be made?
Summary/Closure:
9. Have students answer the following question on a sheet of notebook paper:
“Why should you think about your character traits when selecting a career?”
10. Have volunteers share.
77
Formative Assessment: Teacher will monitor student progress as they work with their
groups in identifying and explaining character traits of the three doctors, and by student
responses to critical reading questions.
Real world application: (where possible)
People’s character traits/qualities influence the career that they choose.
78
Three Doctors
George Jenkins
Born February 6, 1973, in SC; son of George, Sr.
Education: Attended Seton Hall University; University of Medicine and Dentistry, D.D.S.
Addresses: Office: The Three Doctors Foundation, Inc., 65 Hazelwood Ave.,Newark, NJ
07106.
E-mail: drjenkins@threedoctorsfoundation.org.
"Sidelights"
A successful dentist, as well as motivational writer, George Jenkins grew up on the
tough streets of Newark, New Jersey. He was born in South Carolina, but after his
parents divorced his mother took him to live in Newark. Here, he could have easily
gone the route of many young men from poor, single parent homes and joined a gang.
Instead, he found inspiration in two areas that helped put him on the right path. One
was, amazingly, a trip to the dentist when he was thirteen years old. As a biographer on
the Three Doctors Foundation Web site related: "Always an inquisitive child, he was
fascinated by the tools in his dentist's office.Sensing Dr. Jenkins' curiosity, that dentist
spent a little extra time with him, explaining each tool and what itwas used for. These
few minutes became the catalyst for the young boy's ambition."
Jenkins decided to focus on schooling, and, with strong grades, he was admitted to
University High School, a New Jersey magnet school. Here he met two other teens that
would share his dreams: Sampson Davis and Rameck Hunt. Davis had been born in
Newark and his father had abandoned the family, while Hunt was the son of drugaddicted parents. The boys resolved to support each other like brothers in their goal to
break the cycle of poverty and become doctors. They all worked hard in school, taking
summer courses so that they could get up to speed with college expectations, and
appreciating the considerable help from a programrecruiter named Carla Dickson, who
initially recognized Jenkins's talent and then the potential of his twofriends. They applied
for financial aid, took on jobs to fill in the gaps not covered by financial assistance,
andattended the same colleges, often sharing living quarters. By supporting each other,
they all managed tograduate in 1999 from the University of Medicine and Dentistry of
New Jersey.
Today, Davis and Hunt are physicians, while Jenkins made his dream come true of
becoming a dentist; he also became a clinical professor of dentistry. Continuing with
their partnership, they formed the Three DoctorsFoundation to support and inspire
children who come from similar backgrounds with scholarship funds. Toappeal to kids,
too, they have created the "Pact Power Kids," cartoon characters who help serve as
79
rolemodels to whom young children can relate. Jenkins, with Hunt and Davis, is the
author of several inspirationalbooks, as well, including The Pact: Three Young Men Make a
Promise and Fulfill a Dream, We Beat theStreet: How a Friendship Pact Helped Us Succeed,
and The Bond: Three Young Men Learn to Forgive andReconnect with Their Fathers.
80
Three Doctors
Sampson Davis
Contemporary Authors Online , 2008
Updated: December 29, 2008
Born: January 19, 1973
Nationality: American
Occupation: Physician
"Sidelights"
Now an emergency care physician, Sampson Davis began his life as an African American
boy growing up in an impoverished inner-city neighborhood. The school he attended,
while better than many near his Newark,New Jersey, home, was not as good as those in
the more affluent white neighborhoods. He was lucky to have a father, who was at
home for the first twelve years of his life, but his father was emotionally distant, and
Davishad to try to learn about girls and being a man from his friends on the street.
Fortunately, he had two friends,George Jenkins and Rameck Hunt, for support. The
three boys vowed not to let themselves be dragged intogangs and drugs but instead to
get a good education and work in the medical field. Together, they havewritten about
their roads to success in the books The Pact: Three Young Men Make a Promise and Fulfill
aDream, We Beat the Street: How a Friendship Pact Helped Us Succeed, and The Bond: Three
Young MenLearn to Forgive and Reconnect with Their Fathers. The Pact has been filmed as a
documentary, and thefriends have created the Three Doctors Foundation to support
and inspire children who come from similarbackgrounds with scholarship funds. To
appeal to kids, they also created the "Pact Power Kids" cartoon characters that serve as
role models for young children.
Davis was born in Newark after his parents moved there from South Carolina. He was
raised in a small house in a less-than-ideal neighborhood because that is what they could
afford. The neighborhood steadily declined,and by the time Davis was in junior high
school in the 1980s, the area was crime ridden and his father had leftthe family. Davis
tried to survive by becoming street savvy, and this got him into occasional trouble with
thepolice. Nevertheless, with support from his mother and his school, he was able to
attend a good magnetschool, University High School. Here he met George Jenkins, a
bright kid who, by the age of eleven, alreadyknew he wanted to become a dentist. The
two became friends and later met Rameck Hunt, the son ofdrug-addicted parents. But
Hunt was smart, and with the support of the also-bright Jenkins and Davis, thethree
made a pact to emerge from the ghetto as successful doctors. They all worked hard in
school, takingsummer courses so that they could get up to speed with college
expectations, and they received considerablehelp from a program recruiter named Carla
Dickson, who initially recognized Jenkins's talent and then the potential of his two
81
friends. They applied for financial aid, took on jobs to fill in the gaps not covered by
financial assistance, and attended the same colleges, often sharingliving quarters. By
supporting each other,they all managed to graduate in 1999 from the University of
Medicine and Dentistry of New Jersey.
Three Doctors
Rameck Hunt
Contemporary Authors Online , 2008
Updated: December 3, 2008
Born: 1973 in Newark, United States, New Jersey
Nationality: American
Occupation: Physician
"Sidelights"
Growing up in Newark, New Jersey, Rameck Hunt was a bright young man who tended
to get into trouble in his poor neighborhood. His father was a drug addict and
abandoned his responsibilities to his family. Likemany boys growing up in such a
situation, Hunt sought male role models on the street. He started to hang outwith the
wrong crowd and got into fights and other trouble. Hunt was a bright student who was
doing well inschool, but in 1989, at the age of sixteen, he almost threw his life away.
Partying with friends, Hunt had beendrinking beer when he decided to follow the other
teenagers' lead and beat up a crack addict they had foundby a school dumpster. The man
was hurt badly, and police, who found a knife in his pocket, tracked down Hunt. He was
arrested and would likely have gone to prison except that the victim disappeared.
Withouthim, there was no case, and Hunt was released. Coming so close to spending
years in prison may have beena mixed blessing, because Hunt started to turn his life
around.
Keeping up his grades, he attended University High School, a New Jersey magnet school.
Here he met two other teens that would share his dreams: Sampson Davis and George
Jenkins. Davis had been born inNewark and his father had abandoned the family, while
Jenkins also had a troubled childhood but was drivenby a dream to become a dentist. It
was Jenkins that drew the other two into his goal of getting a medicaldegree, and he
convinced Hunt that he was smart enough to become a doctor, too. The boys formed a
pact,resolving to support each other like brothers in their mission to break the cycle of
poverty and becomedoctors. They all worked hard in school, taking summer courses so
that they could get up to speed withcollege expectations, and appreciating the
considerable help from a program recruiter named Carla Dickson,who initially
82
recognized Jenkins's talent and then the potential of his two friends. They applied for
financialaid, took on jobs to fill in the gaps not covered by financial assistance, and
attended the same colleges, oftensharing living quarters. By supporting each other, they
all managed to graduate in 1999 from the University ofMedicine and Dentistry of New
Jersey.
Today, Hunt is board certified to practice internal medicine. He began practicing in 2002
and has specialized in women's health and the treatment of hypertension and diabetes.
Continuing his partnership with Jenkinsand Davis, he is the cofounder of the Three
Doctors Foundation, which grants scholarship funds to childrenwho come from
impoverished backgrounds so they can pursue their dreams of getting advanced
educations.To appeal to kids, too, the doctors have created the "Pact Power Kids,"
cartoon characters who help serve asrole models to whom young children can relate.
Along with Jenkins and Davis, Hunt is the author of severalinspirational books, as well,
including The Pact: Three Young Men Make a Promise and Fulfill a Dream, We Beat the
Street: How a Friendship Pact Helped Us Succeed, and The Bond: Three Young Men Learn
ToForgive and Reconnect with Their Fathers.
83
Character Trait
Directions:
1. Write the name of the doctor in the middle of the web.
2. Complete the web by writing character traits of the doctor around the
center of the web.
84
Character Traits/Qualities of Doctors
 Confident: "The doctor's confidence gives me confidence."
 Empathetic: "The doctor tries to understand what I am
feeling and experiencing, physically and emotionally, and
communicates that understanding to me."
 Humane: "The doctor is caring, compassionate, and kind."
 Personal: "The doctor is interested in me more than just as a
patient, interacts with me, and remembers me as an
individual."
 Forthright: "The doctor tells me what I need to know in plain
language and in a forthright manner."
 Respectful: "The doctor takes my input seriously and works
with me."
 Thorough: "The doctor is conscientious and persistent."
85
Lesson Plan – Week Four, Day 20
Module: Expanding and Exploring Career Options
Lesson Title: Sharing Interviews and Rubrics
Standards:
Reading Information:
 RI.6.1: Cite textual evidence to support analysis of what the text says explicitly
as well as inferences from the text.
Essential Question(s): What did you learn about the person you interviewed and their
career?
How will I be grade for the Personal Biography Project?
Materials: Student Listening Worksheet, Notebook Paper, Teacher Created Rubrics
for the Personal Biography Project, and Student Planner/Agenda Book
Teacher Considerations:
 In advance, create a rubric or rubrics to be used for the Personal Biography Project
 Copy the Student Listening Worksheet (front to back) so that all students have one.
After that, students can recreate the sheet on notebook paper.
 For Day 4, repeat Procedures 1 – 4, and use the remaining time in class to tie-up
any loose ends.
Warm-up:
1. Have students answer the following question on a sheet of notebook paper:
“What was one fact I learned about the person that I interviewed?’
2. Allow students five minutes to answer and share their responses.
Procedures:
3. Distribute the Student Listening worksheet and inform students that after the
sheet is completed (front and back), they can continue their notes on notebook
paper.
4. Review the worksheet with students.
5. Have half of the class present their interviews, and allow students to take notes
as they listen.
6. Collect Listening Guides, additional notes, and the student interviews.
7. Distribute teacher created rubrics or rubrics for the Personal Biography
Project(s), and go over with students.
8. Have students review their Student Planner/Agenda Book again to see their
responsibilities and project due dates.
86
Summary/Closure:
9. Have students answer the following question on a sheet of notebook paper:
“What was one thing that I learned today from listening to the responses to the
interviews?
10. Have volunteers share.
Formative Assessment: Teacher will monitor student progress by evaluating student
notes and interview questions and responses
87
6th Grade Career Module: Final Biography Project Part I
Student Listening Document
Name:
Teacher:
Period:
Student presenter’s name:
Interviewee’s name:
Career/Title:
List 3 things you learned about this career.
1.
2.
3.
Praise – Something I liked!
Question – Something I wasn’t sure about.
Polish – A suggestion for improvement.
6th Grade Career Module: Final Biography Project
Student Listening Document
Name:
Teacher:
Period:
Student presenter’s name:
Interviewee’s name:
Career/Title:
List 3 things you learned about this career.
1.
2.
3.
Praise – Something I liked!
Question – Something I wasn’t sure about.
Polish – A suggestion for improvement.
88
Lesson Plan – Week Five, Day 21
Module: Expanding and Exploring Career Options
Lesson Title: Managing Career Wars
Standards:
Reading Information:
 RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
 RI.6.10 By the end of the year, read and comprehend literary nonfiction in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Speaking and Listening:
 SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a.
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b.
Follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Writing:
 W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Essential Questions: How can parents and students agree on the best career
path?
Teacher Considerations:Students will read the article using the Text Master role
sheets. Have students switch roles and allow time for reading and discussion. Students
may read individually, in pairs or in Text Master groups.
Procedures:
1. Assign roles for Text Master groups.
2. Have students read the article using the assigned roles.
3. After reading have students meet in Text Master groups.
4. After concluding the group work have students complete the Text Master selfreflection.
89
Summary/Closure:Discuss Text Master procedure
Formative Assessment:Text Master Role Sheets
Summative Assessment:Write a summary of the article
90
CAREER WORLD
April/May 2003, pp. 8+
Special Permission granted by WEEKLY READER ®, published by Weekly Reader
Corporation. Copyright © 2003, by Weekly Reader Corporation. All Rights Reserved.
Managing Career Wars
By Mark Rowh
• Disagreements with parents over the choice of a career may be troublesome, but they
can be worked out.
As a high school student just beginning to make plans for college, Dave found
himself with a problem. His mother, a legal secretary and single parent, was obviously
excited about the prospect of her son becoming the first attorney in the family. She had
held that dream for a number of years, and the fact that Dave had strong study habits
and earned good grades reinforced her hopes. But as college drew closer, Dave
realized he wasn't really interested in a legal career.
At first, he avoided saying anything. But then one day, in a conversation about
choosing a college, he told his mother that he did not want to become a lawyer.
She was clearly disappointed, and even seemed a little angry. As time passed, they
argued about the matter more than once. Finally, Dave took the advice of a counselor
and tried a new approach. Instead of explaining why he didn't want to become a lawyer,
he adopted a more positive stance. This meant revealing what he had been considering
for some time: He would love to become a teacher.
Dave gathered information on the teaching profession, including statistics about the
predicted teacher shortage and the bright prospects for newcomers to the field. He also
wrote an essay on just how much a few favorite teachers had affected his own life and
his desire to follow in their footsteps. He then sat down with his mother and shared the
information he had put together. The two had a long talk about his career goals. As
Dave's mother began to realize how strongly he felt about this choice, her opposition
faded. Today, Dave is a college sophomore well on his way toward a teaching career,
and his mother is supportive of his plans.
A Familiar Story
Stories like Dave's are not unusual. In fact, it's common for students to find that their
ideas about careers conflict with those of their parents. After all, older adults realize that
when you choose a career path, you are actually making a whole set of decisions. How
much money will you be able to earn? Where will you be able to live? What kind of
social status can you expect to have? As you select a career and then start pursuing it,
91
you're shaping the answers to such questions. And once you start moving toward one
occupation, you may be ruling out other career possibilities, at least for a while.
The problem is, parents often have strong ideas about the right career for their sons
or daughters. It's all part of the familiar saying: We want what's best for you. When you
were a toddler, that may have meant something as simple as seeing that you ate your
vegetables. But the stakes are higher as you approach adulthood.
"Parents often want their children to choose careers that are consistent with family
values," says Eileen C. Buecher, director of career services at Chatham College in
Pittsburgh, Pennsylvania. "That's true whether it's related to prestige, money, service, or
creativity. Many parents want their children to find jobs that will provide a stable and
secure life."
In some families, parents hope that the children will follow in their footsteps. A
physician may want her daughter to pursue a medical career, or a small-business owner
may foresee his son earning a business degree and eventually taking over the family
business.
In other families, parents may dream of greater opportunities for their offspring than
were ever possible for them. A father who never attended college may dream that his
son will become an engineer or other college-educated professional. Or a mother who
grew up when career options for women were limited may be convinced her daughter
should aspire to become a business executive.
Such goals are not necessarily a problem, as long as they are shared by both young
people and their parents. But what happens if you don't buy into the plan developed by
a parent? Too often, the result is conflict. This is especially likely if a parent feels
surprised by a change in direction, or fears that a student is planning for a career that
offers limited opportunities.
In such instances, parents may get more involved than students would prefer.
Thinking that their child's future is at stake, some parents tend to go off the deep end
about career choices.
"I have been surprised--even at the college level--at how involved parents are with
their students' career choices," says Rebecca Emery, Ed.D., director of career services
at Salisbury University in Salisbury, Maryland. She notes that mothers and fathers often
pressure students to take certain courses or major in specific fields in preparation for a
career the parent thinks will be best for the child. Unfortunately, this does not always
match up with what the student actually wants.
This kind of involvement may be well intentioned, but it can also be both stressful
and counterproductive. To avoid problems, consider some basic measures to keep your
parents informed while you pursue your own career interests.
92
Open Up Lines of Communication
Talking openly with your parents about your thoughts and feelings is important. This
is true when first discussing your career goals, and especially important if those goals
begin to shift.
Donald S. Williams, director of counseling services at Michigan Tech University, says
that upfront communication can help avoid problems later. "Keep parents informed as
things are happening," he says. For example, imagine that you had long planned to
become a nurse. But after working as a hospital volunteer, you began to doubt if that
was really the career for you. Instead of waiting to voice that thought when it's time to
enroll in college, speak up now. Even if you're afraid that it will lead to disappointment,
it's much better to have an open discussion now than to be forced to make a surprise
announcement later.
Another strategy is to arm yourself with as much information as possible before
talking with your parents about a potential career. A good starting point is to write down
the pros and cons of any field you are interested in. Then sit down with your parents
and go over them together. Keep in mind that all careers have both advantages and
disadvantages. If you focus just on the positive points, neither you nor your parents will
be taking a truly realistic approach.
Fortunately, plenty of resources are available to help you study the strengths and
weaknesses of any given career field. While in high school, you can obtain this
information from guidance counselors, library research guides, and Web searches. An
especially helpful resource is the Occupational Outlook Handbook, published annually
by the U.S. Department of Labor and available on-line at www.bls.gov/oco. It provides a
wealth of information, including the qualifications for a variety of careers, average
salaries, growth trends, and so forth. Such facts can be a real help in convincing a
parent that your career choice is workable.
Once in college, you can take advantage of the services and information provided by
the career centers offered by most schools. "Be sure to work with your career services
office," Buecher says, "and to participate in the career and self-assessment testing
provided by your college." She also suggests spending some time exploring different
career options. This can include conducting informational interviews, attending career
information and networking events, researching careers through print and on-line
resources, and participating in internships.
"Take the initiative to obtain current and accurate information that will help you make
informed decisions," says Buecher. "And be sure to communicate with parents the
process and outcomes of your search."
93
Consider the Reasons for Conflict
When students and parents disagree, resolving the conflict can get complicated. If
this happens to you, try to step back and analyze the situation. If you can consider
things without being overly emotional, you may be more likely to think of ways to resolve
the problem.
For example, try to think from a parent's perspective. If you were the parent of a
teenager, what would you want for your daughter or son?
"Parents generally want their children to select careers in which the children will be
happy and successful," says Susan C. Whiston, a professor at Indiana University.
"When there is conflict, parents are often worried that the child has made a rash
decision. Students can help the situation by showing they have researched the career
area and have made a reasoned decision." In some cases, a solution can be as simple
as demonstrating that you've thought things through and that you have a reasonable
career plan.
"In my experience, there can be friction within a family when the child selects a
career that is extremely competitive and where many individuals make little or no
money," Whiston says, citing examples such as dancers, musicians, and actors.
"Students can improve the situation by making specific plans related to pursuing these
careers and supporting themselves and then sharing those plans with their parents."
For example, if you're interested in music, you might agree to take some classes in
child development or teacher education. That way, you could prepare to give music
lessons or teach music as a backup to plans for becoming a performer.
"Try to get parents to understand why you want to choose a certain career," says
Scott Hildebrand, a California college student who hopes to pursue a music career.
"Maybe even talk about pursuing simultaneous degrees in order to fulfill your desires
and appease your parent."
Sometimes disagreements with parents stem from basic family psychology. "There
are some instances where the conflict over career choice is a reflection of the child's
desire for autonomy and the parent's desire for control and influence," says Whiston.
Taking the time to have in-depth conversations about your career goals may help
change attitudes.
In some cases, family counseling may be in order. "If there is ongoing tension, the
career decision-making process may just be one symptom of another problem,"
Buecher points out. "There are probably some other issues within the family or the
relationship that need to be healed before confronting the career decision-making
process and any related conflict."
94
Even if you have serious disagreements with your parents, be respectful. Take time
to communicate, and try to do it calmly and rationally. Remember that parents really do
have good intentions.
Web designer, actor, and model Monique Capelta says, "Try to see [your parents']
side of the situation and come to an agreement together. However you handle the
problem, make sure your parents know that you appreciate all that they have done. Let
them know how much it would mean for them to understand where you see your future."
At the same time, stay focused on your own goals. You owe it to yourself to consider
the options that seem best to you. "In the end, if you cannot find a way to do something
you enjoy or love, then you'll likely be miserable," Hildebrand says. "It's much more fun
to be happy."
How to Avoid Big Mistakes
By taking a few precautions, you can avoid some of the bigger mistakes people
make when deciding on a career. You'll improve communication at home too.
1. Before you choose a career path, check it out thoroughly. Read books on careers
and visit the Web sites of national associations covering specific professions (such as
the American Bar Association for lawyers at www.abanet.org, the Accreditation Board
for Engineering and Technology at www.abet.org, the National League for Nursing at
www.nln.org, or the National Association of Broadcasters at www.nab.org).
2. Keep talking. As you learn more about a potential career, share that information
with your parents. Include not just facts and figures (such as potential salaries or hiring
trends), but also your feelings and opinions--especially if they change. If you decide to
pursue a career but then begin to have doubts that it's right for you, either while in
school or once you start working in the field, key in parents early. Otherwise, they may
be surprised or even shocked to learn that you're thinking of making a career change.
3. Choose a career for the right reasons. Your choice should be based on your own
goals and aspirations, taking into account your specific interests and abilities. Don't go
for any occupation just because you think you can earn a lot of money or it seems
glamorous. If you don't have sound reasons for your choice, it will be difficult to
convince your parents that your plans make sense.
95
Questions to Ask Yourself
In considering ways to head off conflict over the choice of a career, ask yourself the
following questions. For each of the questions, check either yes or no. If a question
does not apply to your situation, leave it blank.
__Yes__No 1. Do I have a good idea about what career I will pursue?
__Yes__No 2. Have I carefully studied my options for possible careers?
__Yes__No 3. Have I discussed tentative career plans with my parents?
__Yes__No 4. Have I researched the educational requirements needed for the
career(s) I'm interested in?
__Yes__No 5. If I have decided to delay choosing a career until I'm further along in
school, or have spent some time in the workforce, have I discussed this plan with my
parents?
__Yes__No 6. Have I consulted a counselor about career options?
__Yes__No 7. Have I read books or magazine articles about career options?
__Yes__No 8. If a parent has doubts about a career I'm interested in, have I
gathered positive information about the paths I might follow once I start working in that
field?
__Yes__No 9. Have I checked out employers who might have openings in my field of
interest?
__Yes__No 10. Am I willing to talk openly with my parents about my career choices?
Am I able to disagree without losing my cool?
Now count up the number of yes answers. There is no set formula for success, but in
general, the more positive responses you have, the better your chances of avoiding
career conflict.
96
Career Clash
Directions: Complete the following self-inventory, answering questions about the
career in your future. Then ask a parent to answer the same questions. Compare and
discuss your answers.
1. What values are important to you in a career?
2. What level of education do you want to achieve?
3. What career traditions in your family interest you?
4. Which of your talents, interests, and strengths can you capitalize on in a career?
5. What interests lead you to a specific career?
6. What careers do you prefer?
7. How important is salary to you?
8. How important is job status?
9. How important is security?
10. How important is creativity?
11. How important is service?
12. Where would you like to live?
13. What kinds of careers would you definitely not be interested in?
97
Career Case Studies
Directions: For each of the following case studies, a) explain the source of the conflict,
b) identify strategies for students taking on more adult roles, and c) suggest how the
conflict can be resolved.
1. Jenn says she wants to be a rock musician after college, but her parents object.
a)_________________________________________________
b)_________________________________________________
c)_________________________________________________
2. Valen opts for working as an electrician despite his parents' insistence that he
attend college.
a)_________________________________________________
b)_________________________________________________
c)_________________________________________________
3. Tim's dad wants him to join the family insurance business, but Tim is resisting.
a)_________________________________________________
b)_________________________________________________
c)_________________________________________________
4. Tanya's parents expect her to work after high school, but she wants to be an
astronaut.
a)_________________________________________________
b)_________________________________________________
c)_________________________________________________
5. Danielle's parents have always thought she would make a good nurse.
a)_________________________________________________
b)_________________________________________________
c)_________________________________________________
Review/Discuss
• Why might parents disagree with their children about a career choice?
• Parents often realize the implications of young people's decisions, and family
values influence their ideas about careers. Parents usually hope for security and
stability for their children and may be influenced by tradition.
98

How can students help to avoid conflicts with their parents over careers?
• Talk openly; share information; explore options; consider the reasons for
conflict; and get counseling if necessary.
Rowh, Mark. "Managing Career Wars." Career World. April/May 2003: 8+. SIRS
Discoverer. Web. 15 Aug 2012.
99
Text Masters Role Sheet—Discussion Director
Meeting Date: ________________ Assignment Pages: __________
Discussion Director: Develop a list of questions that your group might want
to discuss about this part of the book. Don’t worry about the small details;
your task is to help people talk over the big ideas in the reading and share
their reactions. Usually the best discussion questions come from your own
thoughts, feelings, and concerns as you read. You can list them below
during or after your reading. You may also use some of the general
questions below to develop topics for your group.
Possible Discussion Questions or Topics:
1.
____________________________________________________________
____________________________________________________________
2.
____________________________________________________________
____________________________________________________________
3.
____________________________________________________________
____________________________________________________________
4.
____________________________________________________________
____________________________________________________________
Sample questions
• Did today’s reading remind you of any real-life experiences?
• What questions did you have when you finished this section?
• Did anything in this section of the book surprise you?
• What are some things you think will be talked about next?
Connections:
Text to Text: ___________________________________________
Text to Self: ____________________________________________
Text to World: __________________________________________
100
Name: _________________________________________________
Text Masters Role Sheet—Vocabulary Enricher
Meeting Date: ____________________
Assignment Pages: _______
Vocabulary Enricher:Be aware of important words in today’s reading. If you find words
that are puzzling or unfamiliar, mark them while you are reading and then later jot down
their definition, either from a dictionary or from some other source. You may also
encounter familiar words that are repeated a lot, and those words are used in an
unusual way, or provide a key to the meaning of the text. Mark these special words, and
be ready to share with the group. When your group meets, help members locate and
discuss these words.
Page #
Word
Meaning
101
Example
Sketch
Name: _________________________________________________
Text Masters Role Sheet—Webmaster
Meeting Date: _________________ Assignment Pages: ________
Webmaster:Take all the information that you have read and make a
graphic organizer to show your understanding. Use key words, phrases,
and examples from your reading to make your organizer. You can use any
type of graphic organizer you would like—e.g., web, pyramid, chart.
102
Name: _________________________________________________
Text Masters Role Sheet—Summarizer
Meeting Date: ____________________
Assignment Pages: __________
Summarizer:Prepare a brief summary of today’s reading. Your group discussion will
start with your 1–2 minute statement that covers the key points, main highlights, and
general idea of today’s reading assignment.
Key Points:
1.
______________________________________________________________________
______________________________________________________________________
2.
______________________________________________________________________
______________________________________________________________________
3.
______________________________________________________________________
______________________________________________________________________
4.
______________________________________________________________________
______________________________________________________________________
Summary:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
103
Name: _________________________________________________
Text Masters—Self-Reflection Sheet
Meeting Date: ____________________
Self-Reflection:Read through each statement below and rate yourself on how you
participated in today’s group discussion. Please mark an X in the column that you think
best describes how you did today.
Type of Contribution:
Very Good
Satisfactory
I shared my ideas and offered
suggestions.
I spoke clearly and slowly
enough to be understood.
I answered others’ questions.
I remained on topic and helped
the group stay focused.
I encouraged others to
participate if needed.
I disagreed without hurting
others’ feelings.
I summarized or repeated my
ideas when necessary.
I gave evidence for my
opinions.
I listened courteously and
effectively.
I tried to understand and
extend the suggestions of
others.
My most important contribution to the discussion today was:
One thing I can improve for next time is:
104
Needs
Improvement
Lesson Plan – Week Five, Days 22 and 23
Module: Expanding and Exploring Career Options
Lesson Title: Evaluating Personal, Ethical, Academic, and Work Habits
Standards:
Reading Information:
 RI.6.1Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
 RI.6.10 By the end of the year, read and comprehend literary nonfiction in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Speaking and Listening:
 SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a.
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b.
Follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Writing:
 W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Essential Questions: What are ethics? What if people didn’t respect others? Why is
honesty important? Or courage? Or responsibility? Or self-discipline? Or self-respect?
Materials:
Markers
Chart Paper
Ethical Dilemma Scenarios Activity Sheet
Procedures:
1. Present the following scenario to the students: Pete did not do his math homework.
He takes Shondra’s homework, erases her name, and puts his name on her paper.
You watch Pete make the change. What do you do? Discuss with students what
they would do in this situation.
105
2. Present the following terms to the students:
 Ethics – moral principles that govern a person’s or group’s behavior.
 Morals – the principles of right and wrong behavior
 Self –respect – pride and confidence in oneself
 Self-discipline – the ability to pursue what one this is right despite temptations to
abandon it
 Honest – sincere and free from deceit
3. Discuss with students the relationship between the terms and the scenario.
4. Divide class into small discussion groups. Give each group markers and a large
piece of chart paper on which to write their ideas. Pose the following questions: “What
are ethics?” “What if people didn’t respect others?” “Why is honesty important?” “What
about courage?” “Or responsibility?” “Or self-discipline?” “Or self-respect?”
5. Have the students brainstorm, writing their ideas on the butcher paper and
discussing their ideas with the group. Once the groups have discussed the questions,
present their responses to the class for discussion. As the groups present their ideas to
the class, list their responses on the board.
6. Ask students: “Why would ethics be important to employers?” Give the students
another piece of chart paper on which to write their ideas during the brainstorming.
7. Provide Activity Sheet “Ethical Dilemma Scenarios “. Students will discuss the
dilemmas by assuming the role and point-of-view of each individual (including those not
present) involved in the scenario.
Summary/Closure:Ask for 3-4 volunteers to share the response of their choice with the
class. Provide opportunities for students to have a small-group (3-4 students)
conversation about their thoughts and questions they still have re: ethical decisionmaking.
Pre Assessment:Ethical Dilemma Scenario
Formative Assessment:Answer essential questions on wrap it up ticket
Summative Assessment:Students will participate in question and answer sessions.
106
Wrap it Up:
What are ethics? Why is honesty important in the work place?
107
Activity Sheet: Ethical Dilemma Scenarios
Scenario #1:
As an employer, one of your employees arrives at work 10 minutes late everyday. It’s
just 10 minutes, right (the employee does not have a car and must rely on public
transportation to get to and from work—and this is her second job)?
People Involved:
Points of View:
Possible Solutions
Scenario #2:
Martin works at the movie theater. He allows his friends to sneak in without paying for
tickets. What’s the big deal?
People Involved:
Points of View:
Possible Solutions
Scenario #3:
A customer drops a $10 bill as she pays Cindy for her groceries and doesn’t realize it.
What should Cindy do (it’s the 21st of the month, Cindy is a single mom – and has no
money to buy groceries)?
People Involved:
Points of View:
Possible Solutions
Scenario #4:
You are with a group of employees in the stockroom. A package of CDs is open. You
watch as a couple of the employees take copies of the CDs for themselves. They ask
you not to tell the manager. What do you do? What are the consequences of your
choices (the other employees are individuals with whom you want be friends)?
People Involved:
Points of View:
Possible Solutions
108
Scenario #5:
Devon gets a job at the local fast-food restaurant. He has to wear a uniform everyday
that the manager says must be clean and pressed. He is tired when he gets home from
work and doesn’t want to do laundry. He has school tomorrow and is scheduled to work
after school. What does he do? What are his choices?
People Involved:
Points of View:
Possible Solutions
Scenario #6:
An employer asks Juanita to complete a job assignment by 11:00 a.m. She is almost
finished at 10:30, when her friend, Rhonda, comes by. Rhonda wants Juanita to take
her break now, so that they can eat a snack together. What should Juanita do (Rhonda
is the sister of the person Juanita wants to date)?
People Involved:
Points of View:
Possible Solutions
As we were talking about these dilemmas, I thought about a time when:
Ethical Dilemmas are:
The most difficult part of ethical decision-making for me is:
Ethical Dilemmas in the workplace remind me of (school/classroom experiences):
To be an ethical decision-maker, I have to:
I wonder:
109
Lesson Plan – Week Five, Days 24 and 25
Module: Expanding and Exploring Career Options
Lesson Title: My First Resume
Standards:
Reading Information:
 RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
 RI.6.10 By the end of the year, read and comprehend literary nonfiction in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Speaking and Listening:
 SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a.
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b.
Follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Writing:
 W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Essential Questions: What is a resume and what is its purpose? Why are personal,
ethical, and work habits important to career decision making? How do these
components relate to job-seeking skills?
Procedures:
1. Discuss with students: How will employers know who you are and what your
capabilities may be before they have seen you? What is a resume? What skills and
experiences have you had that would be valuable to employers and to employability in
general?
2. Review the prior lesson on the importance of Personal Characteristics and Work
Habits in the workplace.
3. Explain to students, “A resume is a short story of our life experiences, interests, and
abilities. Today, we will start that process. Today, you will be completing an Activity
110
Sheet that will give you a chance to ‘talk in writing’ about yourself. You will be reviewing
and reflecting what you have said about yourself from the point of view of an employer.”
Provide students with “It’s All about Me” Activity Sheet.
5. Have students work to complete their resume. When they have finished, have
students pair up and share their completed resumes.
4. Once the students have completed their resumes and shared with a partner, ask
students to take the role of a prospective employer. Does the resume reflect who the
student is and his or her capabilities? How is the information in the resume presented?
Based on what’s presented, how will the individual’s academic skills and abilities be
viewed? What about personal skills and work habits?
Summary/Closure:
Discuss: Would you be hired?
Pre Assessment:
Resume Background Knowledge Information
Formative Assessment:
Completed Resume
111
Activity Sheet: It’s All About Me!
Your life experiences can lead to opportunities in the future. When you are applying for
a job, a resume is a way to introduce yourself and to tell about your experiences.
Name:____________________________________________________
Address:__________________________________________________
Telephone Number: __________________________________________
Wellness and Self-Care: (You must be healthy and fit to be your most successful self):
How do you maintain your mental and physical wellness? (handling stress, personal
hygiene, getting the rest you need for learning and working each day, eating foods that
contribute to your energy, well-being and success.. )
______________________________________________________________________
______________________________________________________________________
How would others rate your care for yourself?
Great
Good
Poor
How do you rate yourself in the area of “Wellness”?
Great
Good
Poor
At Home: How do you help at home? (Help with laundry, cooking, cleaning, taking care
of animals, mowing, raking leaves, etc.)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
How would your parents/guardians rate your work?
Great
Good
Poor
Do you finish your jobs?
Always
Sometimes
Once in a While
At School: How do you help at school? (Tutoring other students, classroom jobs, etc.)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
112
How would school people rate your work?
Great
Good
Poor
Do you finish your jobs?
Always
Sometimes
Once in a While
Social Responsibility—Service to Others: How do you help in the community? (E.g.,
Helping someone in your neighborhood, working on a scout project, or participating in a
community project—such as a walkathon, community clean-up project, food drive)
___________________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
How would people in the community rate your work?
Great
Good
Poor
Do you finish your jobs?
Always
Sometimes
Once in a While
113
Resume
Your name
A resume is a short
Summary of a person’s
Work experience and
Talents. Think about the
chores you do at home, and
the things you are good at in
school and out of school. You
can create your first resume
by filling in the blanks!
Address
_______________, _________ ________
City
State Zip Code
Phone number
Position ___________________________
(A job you might want to have)
Abilities and Talents: (List positive things about yourself and things you do well.For
example, great speller, good friend, good reader, etc.)






Achievements and Awards: (List awards you have received. For example, Honor
Roll, Perfect Attendance, Boy or Girl Scout Badges, Sports Participation awards, etc.)






114
Experience: (List jobs you have now and in the past, for example, walking the dog,
cleaning your room, helping with the dishes, setting the table, watering the plants,
mowing the grass, etc.)






Education: _________________________ ___________________________
Grade
Name of School
References: (List people who will say nice things about you.)
 ____________________________________________
 ____________________________________________
 ____________________________________________
115
Lesson Plan – Week Six, Days 26 and 27
Module: Expanding and Exploring Career Options
Lesson Title: Who Will Get the Job?
Standards:
Reading Information:
 RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
 RI.6.10 By the end of the year, read and comprehend literary nonfiction in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Speaking and Listening:
 SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a.
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b.
Follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Writing:
 W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Essential Questions: What is a “good” worker?
Have you ever applied for a job? Have you ever had a job interview? Why are personal,
ethical and work habit skills important to an employer?
Materials:
Activity Sheets: “Job Application: Happy Hamburger House” (Raven Stone and Marvin
Smith) It is suggested that one of the applications be handwritten and the other typed.
Make copies of each for all students
Activity Sheets: “Interview Scenarios” (Raven Stone and Marvin Smith)
Make copies of each for all students)
2 highlighters per group (1 yellow and 1 green), paper and pencil.
Copies of job applications from two community employers.
116
Procedures:
1. Ask the following question and seek responses from 4 or 5 volunteers: “How can
you lose a job in less than five minutes?” Write the essence of each response on the
board. Ask students what they notice about the responses … are ‘job-task” skills listed?
2. Ask a follow-up question: “How can you lose a job before you have the job?”
Record the essence of students’ responses on the board.
3. Remind the students that a job application was a way to “sell themselves” as a
qualified candidate for their preferred job.
4. Ask students for ideas on the correct way to complete a job application.
5. Divide the class into groups of 4. Explain that they will to be given two completed job
applications to review and evaluate as a group. They will indicate what is done
incorrectly (highlight in yellow) and what is done correctly (highlight in green).
6. Ask each group to choose a spokesperson to give an example of an incorrect item
and a correct item on one of the two applications. The instructor asks students whether
or not they agree with each group’s choices.
7. Say the following to the students: “Good News, Students! You have just found out –
your application sold you as a potential candidate! However -- You still have an
opportunity to LOSE the job before you begin – How??” Write 4 or 5 responses on the
board. Link responses to poor interviewing skills. Ask the students for ideas about how
to make a job interview successful.
8. Each group is given the Activity Sheet: “Interview Scenarios” (interviews with Marvin
and Raven). They are instructed to review, evaluate and highlight the “Interview
Scenarios” in the same way they did the job applications, problem areas (incorrect
areas) in yellow and effective interview skills (correct areas) in green.
9. Ask each group’s spokesperson to give an example of a problem area and an
effective interview skill from one of the two interviews. Ask other students whether or
not they agree with each group’s choices.
Summary/Closure
10. Review the pros and cons of each application and each interview with the students
and ask, “Who will get the job?” “Could either applicant have lost the job before they
had it?” Students will support responses with evidence from the examples provided.
Pre Assessment:
How can you lose a job in less than five minutes?
Summative Assessment:
Writing Prompt: Write a letter to advise one of the applicants on strategies to improve
their next interview.
117
Instructions for Review of Completed Applications
These instructions are for the review and evaluation of Raven Stone’s and Marvin
Smith’s applications: Read each application and highlight in yellow the incorrect parts
of each application and highlight in green the correct parts of each application. Write a
summary of the strengths and weaknesses of each interview and compare how Raven
and Marvin completed their applications. Use this page to make your comparisons and
to write the summary of your evaluation of the applications.
118
Happy Hamburger House Job Application
Please print (use blue or black ink) or type.
Name
Last
Stone
Address
Number
State MO
307
Phone
Daytime phone
Position
____Full-time
Education
Elementary
Middle/Jr. High
High School
First
Street
RavenMI M
Maple Avenue
555-1234
__X__Evenings
Name/Address
456 E. 11th
Anytown, MO
456 E. 11th
Anytown, MO
456 E 11th
Anytown, MO
City
Anytown
Evening phone
_____Days
_____Any
Course/Major
Date Graduated
May 2005
Post Secondary
Other
Are you planning any more schooling? If yes, explain. Yes, going to college in the fall.
Previous Employment (from most recent)
Company Name
From
To Supervisor
Job/
mo/yr
Responsibility
Mr. and Mrs.
6/03
Babysat/Take care of their son
Conner
Why did you leave your last job? _________________________________
May we contact your previous supervisors?________
Additional Comments: (May include job-related skills, work skills, volunteer activities, extracurricular activities, etc.)
I have babysat and can fix food for the child I sit with. I want to major in restaurant and hotel
management someday.
____Raven M. Stone_________________
Signature
___4-15-2007__
Date
119
Happy Hamburger House Job Application
Please print (use blue or black ink) or type.
Name
Last
Smith
First Marvin
Address
Number 703Street Birch Lane
Phone
Daytime phone
123-4321
Position
__X__Full-time
Education
Elementary
Middle/Jr. High
High School
Post Secondary
MI L
City Anytown
State MO
555-123-4321
Evening phone
____Evenings
Name/Address
456 11th
Anytown, MO
456 11th
Anytown, MO
456 11th
Anytown, MO
Not applicable
_____Days
_____Any
Course/Major
Not applicable
Date Graduated
Not applicable
Not applicable
Not applicable
Not applicable
Expected May 2005
Not applicable
Not applicable
Other
Are you planning any more schooling? If yes, explain _At this time I am not sure.
Previous Employment (from most recent)
Company Name
From
To
Supervisor
mo/yr
mo/yr
None
Job/
Responsibility
Why did you leave your last job? __Not applicable________________________________
May we contact your previous supervisors?________
Additional Comments: (May include job-related skills, work skills, volunteer activities, extracurricular activities, etc.)
I am very involved in school and I like to have good grades. I’ve never worked anywhere before.
______Marvin
Signature
Smith_________________
555-
___4-15-205_______
Date
120
Activity Sheet: “Interview Scenario” for Raven Stone
Seeking Employment with Happy Hamburger House
Instructions for Raven Stone’s and Marvin Smith’s interviews: Read each interview and
highlight in yellow the incorrect parts of each interview and highlight in green the correct parts
of each interview. Write a summary of the strengths and weaknesses of each interview and
compare how Raven and Marvin performed in their interviews.
Raven wanted a job at Happy Hamburger House. She had decided she needed to work during
the summer in order to earn some spending money for college in the fall. Raven was dreaming
of going to college and having a career in restaurant and hotel management. She had never
worked except for the occasional babysitting job and was excited to be interviewing for a
“regular” job doing something in the area she was considering as a career.
Raven had never interviewed for a job and asked some of her friends who worked at Happy
Hamburger House what to expect during the interview. She felt confident about the interview
after talking with her friend, Marcus, who had been the “Employee of the Month” recently.
Raven had an interview appointment after school at 4:00 and she went home after school to
shower and change clothes before going to the interview. Raven put on a nice pair of slacks, a
blouse tucked in with a belt and pulled her hair up into a ponytail.
Raven arrived 10 minutes late for the interview because of the time she had taken to go home
and change. Mr. Langley, the manager, was waiting for her when she arrived and she greeted
him with a smile and a handshake. Mr. Langley invited her to his office. Raven sat slouched
down in the chair offered to her.
Mr. Langley: “Raven, I could not help but notice that you are 10 minutes late for the interview.
Could you explain why you are late?”
Raven: “Well I went home to change after school and it took me longer than I thought it would.”
Mr. Langley: “Being to work on time will be important; are you going to be able to get to work
on time?
Raven: “I should be able to.”
Mr. Langley: “Raven, why do you want to work here at Happy Hamburger House?”
Raven: “Well Mr. Langley, I am going to go to school in the fall where I plan to major in the
restaurant and hotel management program. I think that working here will give me some
experience to help me in my future career.”
Mr. Langley: “It sounds like you have future plans. Let’s talk about what you are doing now.
What is your school attendance and grades like?”
121
Raven: “I get to school when I can, I have a lot of sinus infections and just don’t feel like going
to school. I have been on the honor roll 1 out of 3 quarters. I really don’t do much extra at
school.”
Mr. Langley: “Do you think this job will create problems for you getting your academic work
done?”
Raven: “I know that I will have to reorganize my schedule and have good time management and
organizational skills to get everything done, but I believe I will be able to do it.”
Mr. Langley: “Do you have any experience or knowledge to share with me concerning the fast
food business?”
Raven: “I haven’t ever had a job in fast food; my only experience is in eating at fast food
restaurants. I have talked with Marcus about his work experience here and feel that I know
what the job would be like and could do it.”
Mr. Langley: “When would you be able to work?”
Raven: “I have discussed it with my parents and I can work after school 3 days a week and on
Saturdays.”
Mr. Langley: “Who is Mr. & Mrs. Conner on your reference list?”
Raven: “I have babysat their little boy on several occasions.”
Mr. Langley: “I will probably contact them, will that be a problem?
Raven: “I don’t think so. It’s just that I haven’t sat for them since their son broke his arm when I
babysat for them last time. He was jumping out of a tree while I was on the phone talking
to a friend.”
Mr. Langley: “Oh, I see. Do you have any questions for me?”
Raven: “I was wondering how much money I would be making?”
Mr. Langley: “It will be minimum wage. Do you have any other questions?”
Raven: “No, I don’t think so.”
Mr. Langley: “Thank you for coming in.”
Raven: “You’re welcome.”
122
Activity Sheet:” Interview Scenario” for Marvin Smith
Seeking Employment with Happy Hamburger House
Instructions for Raven Stone’s and Marvin Smith’s interviews: Read each interview and
highlight in yellow the incorrect parts of each interview and highlight in green the
correct parts of each interview. Write a summary of the strengths and weaknesses of
each interview and compare how Raven and Marvin performed in their interviews.
Marvin wanted a job at Happy Hamburger House. He had decided he needed to work in
order to earn some spending money. He was looking at Happy Hamburger House
because several of his friends worked there.
Marvin had never interviewed for a job before and asked some of his friends who worked
at Happy Hamburger House what to expect during the interview. He got a lot of different
answers. Most of his friends said the pay was good and that they did as little as they
could when Mr. Langley the manager wasn’t there to supervise. Marvin liked the sound
of that because he was looking to make some money without having to do much or give
up his weekend time. He wasn’t going to have a lot of time to study outside of school if
he worked every night and he didn’t really want to have to work hard for the money.
Marvin had an interview appointment after school at 3:30 so he wore what he wore to
school that day to the interview. Marvin was dressed in jeans with holes in the knees, a
faded t-shirt and his favorite pair of sneakers.
Marvin arrived 5 minutes early for the interview and waited for Mr. Langley, the
manager, to come get him for the interview. When Mr. Langley came to get him Marvin
stood up and greeted him with a smile and a handshake. Mr. Langley invited him to his
office. Marvin slouched down in the chair offered to him at first, but soon sat straight up.
Mr. Langley: “Marvin, why do you want to work here at Happy Hamburger House?”
Marvin: “Well Mr. Langley I am looking to make a little money to spend.”
Mr. Langley: “Let’s talk about what you are doing now. What is your school attendance
and grades like?”
Marvin: “I have missed 5 days of school this year and I have been on the honor roll 2 out
of 3 quarters. I’ve got Chemistry and it’s been kind of difficult this semester. I
really enjoy school because I am involved in three organizations and hold an office
in one of them.”
Mr. Langley: “Do you think this job will create problems for you getting your academic
work done or hinder you from being involved in your organizations?”
123
Marvin: “I know that I will have to reorganize my schedule and have good time
management and organizational skills to get everything done, but I believe I will be
able to do it.”
Mr. Langley: “Do you have any experience or knowledge to share with me concerning
the fast food business?”
Marvin: “I haven’t ever had a job in fast food, my only experience is in eating at fast
food restaurants. I have talked with several of my friends and they say it’s an okay
place to work.”
Mr. Langley: “Who are your friends that you talked to?”
Marvin: “I’d rather not say.”
Mr. Langley: “Okay. When would you be able to work?”
Marvin: “I can work after school 5 days a week, but I prefer not to work weekends at
all.”
Mr. Langley: “Do you have any references?”
Marvin: “References? No, I don’t have any except my friends that work here.”
Mr. Langley: “Okay. Do you have any questions for me?”
Marvin: “When will I know if I’ve been hired?”
Mr. Langley: “I am hoping to hire someone in the next 3 days. I will call you one way or
the other. Thank you for coming in.”
Marvin: “Thank you for your time and consideration.”
124
Lesson Plan – Week Six, Days 28 and 29
Module: Expanding and Exploring Career Options
Lesson Title: You’ve Gotta Have a Plan!
Standards:
Reading Information:
 RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 RI.6.10 By the end of the year, read and comprehend literary nonfiction in
the grades 6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Speaking and Listening:
 SL.6.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own
clearly.
a.
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b.
Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail
by making comments that contribute to the topic, text, or issue under
discussion.
d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
Writing:
 W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Essential Questions: What is the best way to develop a career plan?
Teacher Considerations:Students will read the article using the Text Master
role sheets. Have students switch roles and allow time for reading and
discussion. Students may read individually, in pairs or in Text Master groups.
Procedures:
1. Assign roles for Text Master groups.
2. Have students read the article using the assigned roles.
3. After reading have students meet in Text Master groups.
4. After concluding the group work have students complete the Text Master self-reflection.
Summary/Closure:Discuss Text Master procedure
Formative Assessment:Completed Text Master Role Sheets
Summative Assessment:Write a summary of the article
125
CAREER WORLD
Jan. 2003, pp. 6+
Special Permission granted by WEEKLY READER ®, published by Weekly
Reader Corporation. Copyright © 2003, by Weekly Reader Corporation. All
Rights Reserved.
You've Gotta Have a Plan
By P. Gregory Smith
• Jamika was on the road to nowhere until she received some unexpected
direction from an even more unexpected guide.
Jamika couldn't believe she was sitting in front of the principal's office in one of
the chairs usually reserved for people in very big trouble.
"All I said was, 'I really don't care about what I'm going to do after high school.'
Then Mrs. Perez told me to go to the office," Jamika said to no one in particular
as she hung her head and stared at her hands.
Suddenly the office door opened, and Mr. Barney, the principal, stood over
Jamika with his hands on his hips. "I asked Mrs. Perez to send you down here
today, because we need to get a few things straight."
Jamika followed Mr. Barney into the office and prepared herself for the worst.
Mr. Barney studied Jamika for a moment and settled back in his chair.
"Jamika, you're not in any classroom kind of trouble, but unless you begin to
understand a few things, you may be in deeper trouble than you think."
Jamika looked up at the principal with a strange combination of relief and
concern.
"You're one of the most creative, talented people in this school," Mr. Barney
continued, "but you don't seem to care what happens next week, next year, or for
the rest of your life."
"It's not that I don't care," Jamika responded in a voice barely louder than a
whisper. "It's just that I don't know what I want to do...or even what I can do."
Mr. Barney smiled. "Believe it or not, that's perfectly normal for somebody
your age, but unless you start to figure out where you're going soon, you'll end up
nowhere." The principal sat up in his chair. "Do you really want to end up
nowhere, Jamika?"
"No, Mr. Barney, but I don't even know where to begin," Jamika responded.
126
"There's an old saying: 'If you fail to plan, you plan to fail,'" Mr. Barney said.
"What you need, Jamika, is a plan. I can help you create one if you'll work with
me."
Jamika looked up and smiled for the first time. "You're the principal. Do I really
have a choice?"
"No, I guess you don't," Mr. Barney replied. "I'll see you tomorrow afternoon
during your study hall."
What Interests You?
Jamika would rather have been listening to her CD player in the courtyard that
afternoon, but she knew Mr. Barney well enough to realize that he would track
her down if she didn't show up for their appointment. The principal waved Jamika
into the office as soon as she came through the door.
"Today, Jamika, we're going to start building your career plan," Mr. Barney
said. "The first step is to figure out what interests you."
"Lots of things interest me, Mr. Barney, like skating, good tunes, and
magazines," Jamika replied, "but I don't think they have anything to do with
careers."
"That's where you might be wrong," explained the principal. "The things you
enjoy doing in your spare time can sometimes give you an idea about what
careers you might like. But I suggest that you find out about your interests by
taking a quick, painless test called a career interest inventory."
Jamika jumped a little in her chair. "Oh no, I can't take a test today. I'm really
busy, and I didn't even have a chance to study."
Mr. Barney laughed as he motioned for Jamika to settle down. "Relax. This
kind of test has no right or wrong answers. You couldn't fail even if you wanted
to."
The principal handed Jamika a slim booklet and said, "Come on, give it a try."
Jamika quickly answered the test items that asked her to decide whether or not
she liked the activity described in each item. She didn't want to admit it to Mr.
Barney, but the test was actually kind of fun.
Mr. Barney told Jamika to stop by tomorrow to discuss the results.
Suggestions, Not Predictions
"OK, professor, what am I going to be in the future?" Jamika asked when she
came back for the results.
127
"Not so fast," replied Mr. Barney with a chuckle. "A career interest inventory
doesn't predict your future. It also doesn't predict whether or not you'll be
successful at a specific career. Instead, it suggests groups of careers, or
clusters, that match your interests," he continued. "Basically the results point you
toward careers that you might find satisfying and should explore further."
"All right, I get it," Jamika said impatiently. "Now can you tell me what the test
said about me?"
"The results suggest that Ms. Jamika A. Brown has high levels of interest in
communications, the arts, and technology," Mr. Barney announced with mock
seriousness. Then he showed Jamika a bar graph that represented her interests.
Jamika watched with interest and then settled back in her chair. "I agree with the
test results, Mr. Barney, but I still don't understand what careers match my
interests."
"That's the next part," the principal explained. "In the back of the career
interest inventory booklet, you'll find a list of specific occupations in each career
cluster. Take the booklet and make a list of five occupations that look good to
you. We'll talk next week."
Research for Your Career Search
Jamika pored over the list of occupations in the test booklet. She laughed at
some of them, like museum curator or mime, but others seemed really
interesting. It was fun to think about whether or not she really could be happy and
successful in some of the careers. In the end, she chose the following five
occupations:
Video producer
Disc jockey
Graphic designer
Webmaster
Photographer
Jamika met with Mr. Barney on Tuesday of the following week and showed him
her list of occupations.
"Great," exclaimed Mr. Barney, "now you're getting somewhere."
"Well, It's nice to pick these careers out of a book, Mr. Barney," Jamika said
with doubt in her voice, "but I really don't know enough about them to start
planning my life around this list."
"Jamika, you've just described the next step in building your career plan," the
principal replied. "You need to do some research."
128
Jamika groaned as Mr. Barney pulled a book off his shelf the size of a small
telephone book. "Don't panic," Mr. Barney said. "This is called the Occupational
Outlook Handbook, and it's published by the government every year. It's pretty
much the best source for information about job duties, salary, working conditions,
and hiring outlook for most careers in the United States. There's a copy on-line
too."
"Look up your five occupations in the Occupational Outlook Handbook and
make some notes," the principal continued. "Then get together with me next
week to talk about what you've learned."
Mr. Barney handed Jamika the book and also gave her a folder with pockets.
"One more thing, Jamika. Organize your career plan materials, or all your hard
work will end up as one huge blob of paperwork."
"That won't happen to me," Jamika replied with a smile.
The principal just nodded.
What Are You Good At?
Jamika strolled into Mr. Barney's office a week later. She pulled a bulging folder
and the Occupational Outlook Handbook out of her backpack. "I did what you told
me to do, and I really learned a lot about those careers. What's next?"
"Well, now you have a better idea about what you want to do, but you're really
not sure if you'd be good at it, right?" Mr. Barney said.
"OK, what test do I take to figure out what I'm good at?" Jamika asked.
"There are a few tests you can take to figure out your aptitudes, or talents, but
they tend to be long and somewhat complicated. They're useful for people who
really aren't sure about what they're good at, or who need to find a direction in
their career search," the principal explained.
"I think that there's an easier way to figure out what you're good at, Jamika."
Mr. Barney continued. "I'm going to step out of the office for a few minutes. While
I'm gone, make a list of the school subjects, hobbies, and activities that you think
you're good at."
Jamika thought for a few moments and then jotted down the following things:
Talking to people
Skating
Acting in school plays
Listening to music
Art, English (straight A's in both of them)
129
Designing a T-shirt for the sophomore class
Writing stories
Mr. Barney came back into the office. Jamika handed him the list.
The principal looked it over, nodded, and said, "Just put this in your folder for
now. We'll come back to it later."
What Do You Value?
"Before our next meeting," he continued, "I want you to think about your
values, or what's important to you. In planning your career, you need to consider
salary, length of training time, work environment, job safety, geographic location,
and other factors related specifically to occupations. But you also need to think
about what makes you unique. Family, status, fame, service to the community,
power, creative expression, or responsibility are examples of personal values
that you might consider in planning your career."
"There aren't very many tests to help you discover your values, but it's
absolutely necessary to consider them when planning your career," Mr. Barney
explained. "The world has far too many miserable people who go through life
suffering at jobs that don't match up with their values. Try to figure out what you
value."
Mr. Barney hadn't seen Jamika for a week when he ran into her in the
hallway.
"So, where have you been, stranger?" the principal asked.
"I know I should have come to see you by now," Jamika replied, "but I couldn't
figure out that values thing. I wrote down a few things, but I'm not sure it's what
you were looking for."
"Just come to my office after school today, and we'll talk it over," Mr. Barney
said. "It will all make sense after we discuss it. I promise."
Jamika sat down in Mr. Barney's office later that day and pulled a crumpled sheet
of paper out of her backpack. It had the following words written on it, with
drawings and designs all over the margins:
My Values...
I don't want to be ordinary.
I want to have enough money to be comfortable.
I want to be able to express my thoughts and feelings in a career.
I think cities are exciting--the country is only for vacation.
I want to create things that are important and different.
I don't want a dull, boring career!
130
She smoothed out the paper on Mr. Barney's desk. "That's it," she said
quietly.
Mr. Barney studied the paper and smiled. "If it represents your true thoughts,
then it's perfect."
Got a Match?
The principal straightened up in his chair. "Now take out that folder," he said
in a businesslike tone. "Spread out your career choices, your list of talents, and
your list of values. Now, which careers match up with your talents and values?
Think about it."
Jamika looked over the three pages silently. Then she looked up at the principal.
"When you put it all together," she said slowly, "it looks like disc jockey and video
producer are probably the best matches because they involve art and music.
They also seem to be the two careers that will let me be the most creative."
Jamika paused. "But, what if I change my mind? I mean, I'm only a teenager.
Isn't it a little early to decide what I'm going to do for the rest of my life?"
Mr. Barney smiled. "You're absolutely right, Jamika, and your career goals
and plans will probably change many times in your life. The point is to have a
plan and follow it until you decide to change direction."
The principal leaned over toward Jamika and whispered, "To tell you the truth,
Jamika, I still don't know what I want to do when I grow up."
Re-researching Careers
"Let's get back to business," Mr. Barney said. "I told you it would all make
sense. Now you have one more step before you create your career plan--it's time
for more research."
Jamika looked worried. "Not that big book again."
"No. The Occupational Outlook Handbook is great for general information,"
explained the principal, "but you can only get the real scoop on an occupation by
talking to someone who works in the career field every day. Most people do this
informally, by talking with family members, friends, or neighbors. Sometimes you
can contact a trade or professional organization to talk with someone."
"Since you probably don't know any video producers or disc jockeys
personally," Mr. Barney said, "I'll set up what are called 'informational interviews'
for you at WZIP radio and Channel 42 TV. Can you get yourself over to both
stations next week?"
"No problem," Jamika replied enthusiastically.
131
The Finishing Touches
Jamika couldn't wait to tell Mr. Barney about her visits to the radio and television
stations. After talking with Sebastian Fear, host of the Heavy Metal Hour at
WZIP, Jamika realized that being a disc jockey was a little too competitive and
restrictive for her. Her interview with Susan Ivers at Channel 42 had seemed
much more interesting.
"Why do you think that becoming a video producer would be a better match
for you?" asked Mr. Barney.
"It's actually more creative and expressive than the other careers," Jamika
replied. "I liked the way Susan used a combination of images and music to get
her ideas across. It also seemed exciting when she talked about the project she's
currently working on."
"Did Susan offer any advice about how to prepare for a career as a video
producer?" the principal asked.
"She told me that I would need a college degree from a school that offered
communications as a major," Jamika explained. "She even suggested a few
colleges with good communications programs. She also suggested that I try to
set up an internship at Channel 42 this summer."
Mr. Barney sat back in his chair and folded his hands. "Now what are you
going to do?"
"I'm going to go over to the guidance office and find out what I need to get into
those colleges with the communications programs. I'm also going to look at my
calendar to see if I can schedule a summer internship at Channel 42," Jamika
said.
"Congratulations, Jamika, it sounds like a plan," Mr. Barney said with a smile.
At first Jamika didn't realize what the principal had just told her, but then it
dawned on her. She stood up, reached across the desk, and shook the
principal's hand. "Thanks a lot, Mr. Barney. I think I'm finally headed
somewhere."
Create Your Own career Plan
132
Follow these steps to create a career plan just for you.
Step 1: Interests
Map out your career interests by taking a career interest inventory. Ask your
guidance counselor to help you find a good on-line or paper-and-pencil inventory.
(Some examples are the Self-Directed Search, Strong Interest Inventory, or
Career Occupational Preference System.)
When you get the results, research suggested occupations in the
Occupational Outlook Handbook. Then list your top five choices for occupations.
Step 2: Talents
List the things that you do well. Ask your close friends and family members
what they think. If you need help, check with the guidance department at your
school to see if you can arrange to take a general aptitude test, like the
Differential Aptitude Tests (DAT) or the Armed Services Vocational Aptitude
Battery (ASVAB).
List your talents.
Step 3: Values
Decide which values are important to you in a career. If you need help here,
you can make arrangements to take the Myers-Briggs Type Indicator, but you'll
have to find a professional who is licensed to administer and interpret the test.
List the values that are most important to you.
Step 4: Compare and Decide
Consider your interests, talents, and values. Which careers are the best
match? Arrange for some targeted research through informational interviewing
or, even better, a full day of job shadowing to confirm your decision.
Step 5: Prepare for Success
List the steps that you need to complete before you can reach your chosen
occupation. Carefully check out what you need in the way of education, training,
or certification that will prepare you for your career.
Now you're on your way!
Review/Discuss
133
• What do you need to know about yourself to develop a career plan?
• How does an interest inventory help in career planning?
• What do you think is valuable about a career plan?
• What are some good ways for high school students to explore careers?
Answers
• interests, abilities, and values
• It helps by identifying interests and careers related to your interests.
***
"You should go to college with an idea of what you're working for. You'll be
more motivated, more focused, and you'll know what you want. Without a plan
you could waste $20,000 a year on nothing."--Laura Bakaysa
"I'm planning on a career in medicine. I know my goal might change, but it's
important to have a plan. If you don't have a plan, the hard work might seem
pointless."--Rene Larouche
"If you have a career plan, you'll know what you're working for in college.
Otherwise, you'll fall behind because you won't have any direction to work
toward."-- Nathan DiPerri
Smith, P. Gregory. "You've Gotta Have a Plan." Career World. Jan. 2003:
6+. SIRS Discoverer. Web. 15 Aug 2012.
134
Text Masters Role Sheet—Discussion Director
Meeting Date: ________________ Assignment Pages: __________
Discussion Director: Develop a list of questions that your group might
want to discuss about this part of the book. Don’t worry about the
small details; your task is to help people talk over the big ideas in the
reading and share their reactions. Usually the best discussion
questions come from your own thoughts, feelings, and concerns as
you read. You can list them below during or after your reading. You
may also use some of the general questions below to develop topics
for your group.
Possible Discussion Questions or Topics:
1.
_______________________________________________________
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2.
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3.
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4.
_______________________________________________________
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Sample questions
• Did today’s reading remind you of any real-life experiences?
• What questions did you have when you finished this section?
• Did anything in this section of the book surprise you?
• What are some things you think will be talked about next?
Connections:
Text to Text: ___________________________________________
Text to Self: ____________________________________________
Text to World: __________________________________________
135
Name: _________________________________________________
Text Masters Role Sheet—Vocabulary Enricher
Meeting Date: ____________________
Assignment Pages: _______
Vocabulary Enricher:Look out for a few especially important words in today’s
reading. If you find words that are puzzling or unfamiliar, mark them while you
are reading and then later jot down their definition, either from a dictionary or
from some other source. You may also run across familiar words that stand out
somehow in the reading—words that are repeated a lot, are used in an unusual
way, or provide a key to the meaning of the text. Mark these special words, and
be ready to point them out to the group. When your group meets, help members
find and discuss these words.
Page #
Word
Meaning
136
Example
Sketch
Name: _________________________________________________
Text Masters Role Sheet—Webmaster
Meeting Date: _________________ Assignment Pages: ________
Webmaster:Take all the information that you have read and make a
graphic organizer to show your understanding. Use key words,
phrases, and examples from your reading to make your organizer.
You can use any type of graphic organizer you would like—e.g., web,
pyramid, chart.
137
Name: _________________________________________________
Text Masters Role Sheet—Summarizer
Meeting Date: ____________________
Assignment Pages: __________
Summarizer:Prepare a brief summary of today’s reading. Your group discussion
will start with your 1–2 minute statement that covers the key points, main
highlights, and general idea of today’s reading assignment.
Key Points:
1.
________________________________________________________________
________________________________________________________________
2.
________________________________________________________________
________________________________________________________________
3.
________________________________________________________________
________________________________________________________________
4.
________________________________________________________________
________________________________________________________________
Summary:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
138
Name: _________________________________________________
Text Masters—Self-Reflection Sheet
Meeting Date: ____________________
Self-Reflection:Read through each statement below and rate yourself on how
you participated in today’s group discussion. Please mark an X in the column that
you think best describes how you did today.
Type of Contribution:
Very Good
Satisfactory
I shared my ideas and
offered suggestions.
I spoke clearly and slowly
enough to be understood.
I answered others’
questions.
I remained on topic and
helped the group stay
focused.
I encouraged others to
participate if needed.
I disagreed without hurting
others’ feelings.
I summarized or repeated
my ideas when necessary.
I gave evidence for my
opinions.
I listened courteously and
effectively.
I tried to understand and
extend the suggestions of
others.
My most important contribution to the discussion today was:
One thing I can improve for next time is:
139
Needs
Improvement
Lesson Plan – Week Six/Seven, Days 30 and 31
Module: Expanding and Exploring Career Options
Lesson Title: Be What You Want to Be
Standards:
Reading Information:
 RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 RI.6.10 By the end of the year, read and comprehend literary nonfiction in
the grades 6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Speaking and Listening:
 SL.6.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own
clearly.
a.
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b.
Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail
by making comments that contribute to the topic, text, or issue under
discussion.
d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
Writing:
 W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Essential Questions: How can students prepare for the world of work?
Teacher Considerations:Students will read the article using the Text Master
role sheets. Have students switch roles and allow time for reading and
discussion. Students may read individually, in pairs or in Text Master groups.
Procedures:
1. Assign roles for Text Master groups.
2. Have students read the article using the assigned roles.
3. After reading have students meet in Text Master groups.
4. After concluding the group work have students complete the Text Master selfreflection.
Summary/Closure:Discuss Text Master procedure
Formative Assessment:Text Master Role Sheets
Summative Assessment:Write a summary of the article
140
SCHOLASTIC NEWS 5/6
Feb. 18, 2008, Vol. 76, No. 16, pp. 4+
Copyright © Scholastic Inc. Feb. 18, 2008. All rights reserved. Reprinted with
permission.
Be What You Want To Be
Kids Explore Grown-up Careers at a Unique Florida Theme Park
By F. Romall Smalls
Kids are in charge in Wannado City. They are firefighters, news reporters,
even airline pilots. They work as hairstylists and doctors. They put their earnings
into the Wannado City Bank and spend the money at stores in town.
KaileahHankerson, 12, of Fort Lauderdale, Florida, worked as a hairstylist, an
FBI agent, and an actor at Wannado City. The experience "helped me
understand what a job or career really is, and it helped me narrow down the
things that I would like to do."
That is the goal of the operators of Wannado City, which is not an actual city
but a theme park for kids. The park's purpose is to educate kids in a fun way
about the skills needed for different careers. The park also tries to help kids
understand the value of money.
Kaileah says she learned that different jobs pay different salaries. "I made more
as an actor than as a hairstylist," she says. Kaileah says she now understands
the importance of developing career skills. "If kids don't learn about careers at an
early age, they will not be ready when they get in the real world," she adds.
Choosing a Career Path
Kids often have no idea what they want to do when they grow up. Wannado
City founder Rene Aziz says that when he was growing up in Mexico City, there
were few opportunities to explore different careers. He says he created Wannado
(or "Want To Do") City to help kids get the kinds of experiences that he didn't
have.
Career-planning expert James Gonyea says all kids should be taught careerbuilding skills as early as kindergarten. "The mission of education...is to help
prepare students for the future," he says.
Wannado City officials believe that the theme park's role-playing activities help
young people develop self-confidence and important decision-making skills.
"Kids [at Wannado] connect with the real world by imitating what adults do,"
says Luis Laresgoiti (Iarez-GOY-tee), Wannado City's chief creative officer.
141
Learning Life Skills
When kids arrive at Wannado City, they have to go to the Wannado City
Bank, where they are given 150 wonkas, Wannado City's play money. Wonkas
are used for making purchases at stores in the park. Kids can earn more wonkas
by working at one of the 200 jobs in the city.
Nicholas Pin, 11, of Weston, Florida, worked as a police officer at Wannado
City. He helped investigate crimes and the breaking of park rules. He also
worked as a pilot and learned the basic responsibilities of flying an airplane. He
sat in a flight simulator, which gave him the experience of being in the cockpit of
a commercial jet.
Nicholas also learned what it meant to earn and save money, just like an
adult. At the Wannado City Bank, Nicholas got to deposit and withdraw the
wonkas he earned.
"I learned how to make and manage my money," says Nicholas. "I also
learned how to use a bank account."
What may be most rewarding for kids is the chance to explore real-life jobs in
a realistic environment.
Joselyn Rivera, 13, of Pembroke Pines, Florida, has visited Wannado City
numerous times. Her favorite experience has been performing at the Wannado
City Theater. Joselyn has decided that she wants to be an actor and singer when
she grows up. She credits Wannado City with giving her the opportunity to learn
what it takes to become a performer. Her experience was linked to the real world
when she recently landed a role on a new TV show that is to air on Univision, a
Spanish-language TV network.
"Wannado City taught me not to be shy and how to perform in front of a large
audience," says Joselyn.
Big Idea:
How well do you understand what you have just read? Think about it, then
answer the following questions. Use an additional sheet of paper if you need to.
1. What is the main objective of Wannado City?
2. Do you think it is important for kids to learn about money and careers? Why
or why not?
3. How did kids in the story learn about different careers?
142
4. Would you be able to spend a wonka at an actual store? Why or why not?
What's That Word?
• earnings: (urn-ings) noun, plural. Payment for work done.
• simulator: (sim-yoo-lay-tur) noun. A machine that allows you to experience
what it's like to do something by using computer technology, film, and mechanical
movement.
• Nearly 2 million people have visited the Wannado City theme park since it
opened in 2004 in Fort Lauderdale, Florida. The make-believe city is located in a
150,000-square-foot indoor facility. The park's creator remembers having few
opportunities to explore careers when he was a child. Career experts say it is
important for kids to start thinking early about their futures.
Resources
• Students can explore what it is like to run a business, at this interactive site:
http://pbskids.org/itsmylife/games/boss/.
Smalls, F. Romall. "Be What You Want to Be." Scholastic News 5/6 (Vol.
76, No. 16). Feb. 18 2008: 4+. SIRS Discoverer. Web. 15 Aug 2012.
Text Masters Role Sheet—Discussion Director
143
Meeting Date: ________________ Assignment Pages: ________
Discussion Director: Develop a list of questions that your group might
want to discuss about this part of the book. Don’t worry about the
small details; your task is to help people talk over the big ideas in the
reading and share their reactions. Usually the best discussion
questions come from your own thoughts, feelings, and concerns as
you read. You can list them below during or after your reading. You
may also use some of the general questions below to develop topics
for your group.
Possible Discussion Questions or Topics:
1.
_______________________________________________________
_______________________________________________________
2.
_______________________________________________________
_______________________________________________________
3.
_______________________________________________________
_______________________________________________________
4.
_______________________________________________________
_______________________________________________________
Sample questions
• Did today’s reading remind you of any real-life experiences?
• What questions did you have when you finished this section?
• Did anything in this section of the book surprise you?
• What are some things you think will be talked about next?
Connections:
Text to Text: ___________________________________________
Text to Self: ____________________________________________
Text to World: __________________________________________
Name: _________________________________________________
Text Masters Role Sheet—Vocabulary Enricher
144
Meeting Date: ____________________
Assignment Pages: _______
Vocabulary Enricher:Look out for a few especially important words in today’s
reading. If you find words that are puzzling or unfamiliar, mark them while you
are reading and then later jot down their definition, either from a dictionary or
from some other source. You may also run across familiar words that stand out
somehow in the reading—words that are repeated a lot, are used in an unusual
way, or provide a key to the meaning of the text. Mark these special words, and
be ready to point them out to the group. When your group meets, help members
find and discuss these words.
Page #
Word
Meaning
Example
Name: _________________________________________________
145
Sketch
Text Masters Role Sheet—Webmaster
Meeting Date: _________________ Assignment Pages: ________
Webmaster:Take all the information that you have read and make a
graphic organizer to show your understanding. Use key words,
phrases, and examples from your reading to make your organizer.
You can use any type of graphic organizer you would like—e.g., web,
pyramid, chart.
Name: _________________________________________________
Text Masters Role Sheet—Summarizer
146
Meeting Date: ____________________
Assignment Pages: __________
Summarizer:Prepare a brief summary of today’s reading. Your group discussion
will start with your 1–2 minute statement that covers the key points, main
highlights, and general idea of today’s reading assignment.
Key Points:
1.
________________________________________________________________
________________________________________________________________
2.
________________________________________________________________
________________________________________________________________
3.
________________________________________________________________
________________________________________________________________
4.
________________________________________________________________
________________________________________________________________
Summary:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Name: _________________________________________________
Text Masters—Self-Reflection Sheet
147
Meeting Date: ____________________
Self-Reflection:Read through each statement below and rate yourself on how
you participated in today’s group discussion. Please mark an X in the column that
you think best describes how you did today.
Type of Contribution:
Very Good
Satisfactory
I shared my ideas and
offered suggestions.
I spoke clearly and slowly
enough to be understood.
I answered others’
questions.
I remained on topic and
helped the group stay
focused.
I encouraged others to
participate if needed.
I disagreed without hurting
others’ feelings.
I summarized or repeated
my ideas when necessary.
I gave evidence for my
opinions.
I listened courteously and
effectively.
I tried to understand and
extend the suggestions of
others.
My most important contribution to the discussion today was:
One thing I can improve for next time is:
Lesson Plan – Week Seven, Days 32 and 33
Module: Expanding and Exploring Career Options
148
Needs
Improvement
Lesson Title: Look to the Future
Standards:
Reading Information:
 RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 RI.6.10 By the end of the year, read and comprehend literary nonfiction in
the grades 6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Speaking and Listening:
 SL.6.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own
clearly.
a.
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b.
Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail
by making comments that contribute to the topic, text, or issue under
discussion.
d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
Writing:
 W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Essential Questions: Why must we look to the future?
Teacher Considerations:Students will read the article using the Text Master
role sheets. Have students switch roles and allow time for reading and
discussion. Students may read individually, in pairs or in Text Master groups.
Procedures:
1. Assign roles for Text Master groups.
2. Have students read the article using the assigned roles.
3. After reading, have students meet in Text Master groups.
4. After concluding the group work, have students complete the Text Master
self-reflection.
Summary/Closure:Discuss Text Master procedure
Formative Assessment:Text Master Reflection
149
Summative Assessment:Write a summary of the article
Career World
(Vol. 38, No. 5)
Feb/Mar 2010, pp. 12+
Copyright © Weekly Reader Corporation. Feb/Mar 2010. All rights reserved.
Reprinted with permission.
Look to the Future
By Betsy O'Donovan
From the president of the United States to the person picking up litter on the side
of the road, more than 140 million people in the U.S. had jobs in the summer of
2009.
The bad news: That's 14.5 million fewer jobs than in the summer of 2008.
The good news: The U.S. Bureau of Labor Statistics projects that there will be 1
5-6 million more jobs by the year 2016. That's something students who are
getting ready to enter the workforce can look forward to.
Career World was curious about what students can do to plan for those future
jobs - some of which "haven't even been imagined yet," according to Marilyn
Fettner, a career development counselor in Chicago.
"There are careers today that didn't exist five years ago," Fettner says. "An
example of that is social network consultant." It's true: People get paid to spend
their days on Twitter and Facebook, answering questions, making connections,
and representing clients such as athletes and airlines.
In fact, career experts say that the right preparation can put a fulfilling and fun
career within everyone's grasp. How can you prepare? Career World turned to
some experts for advice.
When should students start planning their careers?
"As they're leaving junior high school, and even before," says Julie Cruz,
coordinator for the Einstein Enrichment Program at the Albert Einstein College of
Medicine in New York. Cruz works to prepare high school students for careers in
medicine and focuses on low-income and minority students, who make up only 4
percent of medical school applicants.
Cruz says the students she works with "are not getting the course work in high
school that will get them into colleges that will get them into medical school," she
said. "It's the domino principle."
150
That principle is true for all students, not just those focused on graduate or
professional degrees, she says. Even having some idea of what field you might
like to be in after high school will help you select the courses, activities, mentors,
and internships that can help you reach your goals.
"It's like planning vacation," Cruz says. "If you don't know where you're going,
you don't know what to pack."
Cruz adds that students should start imagining possible futures early, though
many students do the groundwork for career planning without even realizing it.
"Your career's not only what you do for a living, but who you are," Cruz says. She
suggests focusing on your greatest interests, which can be turned into skills and
can, in turn, lead to a fulfilling career.
How can students get started in career planning?
"One of the most common things that people ask for first in approaching a career
counselor is, 'Can you give me one of those tests that tell me what I can be?'"
says Cynthia Kivland, who owns a career consulting company in Chicago and is
the author of From Smart to Smarter, a book about career change and happiness
at work. "That's a good place to start."
A lot of those tests are easy to find online, Kivland says. School counselors often
have access to career interest tests that they like to use with students too.
Students can review the results with their school counselors, who can help them
figure out the next steps.
"We look at subject areas that people are attracted to, the kind of people they like
to hang around with, the books they read, movies they like to watch, the Web
sites they visit," Kivland told Career World. "All are clues to an interest pattern.
After interests, we look at grades, at course work that you do well in. Your
interest acts like a magnet for things that you're attracted to, and you tend to do
well in that area."
Is it possible for students to try out a career to see whether if s a good fit?
Getting real experience in a field can be a useful window to the future. You'll get
a better idea of what the trends are in a field and where you might fit in. That is
where high school students have an advantage, Fettner notes, because students
have time to research, job shadow, and ask for informational interviews that can
help them see what their dream jobs are really like.
Fettner says that students should be bold when seeking mentors and
information. Adults with expertise - even those with very senior jobs, or in
positions of fame or great responsibility, are often willing to speak with high
school students.
151
"They want to teach," Fettner says. "They want to mentor."
Cruz says students can find mentors by asking counselors for help or simply by
picking up the phone and asking an adult for an informational interview.
"We place students in 'experientials' to spend time with professionals doing what
they think they want to do," Cruz says about her career program. "That's a maker
or breaker because they say, can't wait to get there' or Are you out of your mind?
I don't want to do that.'
"I had one student I was going to put ... in a pathology lab at a hospital. He had
been watching [the TV show] CSI. I explained to him what he would be seeing
and doing on a daily basis, and he said, 'That's dead people. I don't want to be
around dead people.' So we got him a different experience.
"He may be doing physical therapy with disabled children; that's what he wants.
... So being able to see what's going on in that area is a real valuable thing, if you
can get it."
What skills that employers are looking for might surprise readers?
"I've interviewed 5,000 people, asking them, 'When you're hiring, what are the
skills you're most looking for?'" Kivland says. "One of the top ones that keeps
coming out is resilience. They're looking for people with a story of bouncing back
from setbacks."
Prospective employers are often interested in hearing about instances in which
you were put in uncomfortable or unfamiliar situations and found ways to adapt.
Kivland calls such instances situations that "have stretched you in a way."
Kivland strongly recommends that high school students take a few risks and try
activities that might seem a little uncomfortable. For example, a less assertive
student might seek a leadership role in an organization, or a student gifted in
math or science might sign up for a drama or writing class to get an experience
that he or she hasn't mastered yet.
"Place yourself in situations where you can lead and follow. Place yourself in
situations where you take a risk," says Kivland. "You might not win, but it will give
you an opportunity of resiliency, of bouncing back."
Think About It
How would you describe a challenge you've faced to a prospective employee?
Chart: Jobs on the Rise
(Credit: CAREER WORLD)
Key Points
152
1. While the current job market is down, the U.S. Bureau of Labor Statistics
projects 15.6 million more jobs by 2016. That’s good news for students starting to
think about career planning.
2. Experts say students should start thinking generally about careers in junior
high school so that they can plan their high school schedules accordingly.
3. School counselors can help students start to focus their thinking about
careers.
4. Experts suggest gaining experience in a field to see whether it’s a good fit
through job shadowing, talking to people in the field, or taking on an internship or
part-time job.
5. Take a few risks along the way; doing so can help build skills.
Critical Thinking
In the article, one expert makes the point that jobs that we can’t even imagine
now will exist in the future.
What jobs do you think are just starting to take shape now, and what has led to
their creation?
Extension Activity
Have students begin to keep ongoing lists or journals of leadership roles they
have taken on or risks they’ve taken that have paid off. Those experiences will be
important when they apply for jobs.
Resource
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook
www.bls.gov/oco
O'Donovan, Betsy. "Look to the Future." Career World (Vol. 38, No. 5).
Feb/Mar 2010: 12+. SIRS Discoverer. Web. 15 Aug 2012.
Text Masters Role Sheet—Discussion Director
Meeting Date: ________________ Assignment Pages: __________
to __________
153
Discussion Director: Develop a list of questions that your group might
want to discuss about this part of the book. Don’t worry about the
small details; your task is to help people talk over the big ideas in the
reading and share their reactions. Usually the best discussion
questions come from your own thoughts, feelings, and concerns as
you read. You can list them below during or after your reading. You
may also use some of the general questions below to develop topics
for your group.
Possible Discussion Questions or Topics:
1.
_______________________________________________________
_______________________________________________________
2.
_______________________________________________________
_______________________________________________________
3.
_______________________________________________________
_______________________________________________________
4.
_______________________________________________________
_______________________________________________________
Sample questions
• Did today’s reading remind you of any real-life experiences?
• What questions did you have when you finished this section?
• Did anything in this section of the book surprise you?
• What are some things you think will be discussed next?
Connections:
Text to Text: ___________________________________________
Text to Self: ____________________________________________
Text to World: __________________________________________
Name: _________________________________________________
Text Masters Role Sheet—Vocabulary Enricher
Meeting Date: ____________________
Assignment Pages: _______
154
Vocabulary Enricher:Look out for a few especially important words in today’s
reading. If you find words that are puzzling or unfamiliar, mark them while you
are reading and then later jot down their definition, either from a dictionary or
from some other source. You may also encounter familiar words that are
repeated a lot, and are used in an unusual way, or provide a key to the meaning
of the text. Mark these special words, and be ready to highlight them to the
group. When your group meets, help members locateand discuss these words.
Page #
Word
Meaning
Example
Name: _________________________________________________
Text Masters Role Sheet—Webmaster
155
Sketch
Meeting Date: _________________ Assignment Pages: ________
Webmaster:Take all the information that you have read and make a
graphic organizer to show your understanding. Use key words,
phrases, and examples from your reading to make your organizer.
You can use any type of graphic organizer you would like—e.g., web,
pyramid, chart.
Name: _________________________________________________
Text Masters Role Sheet—Summarizer
Meeting Date: ____________________
Assignment Pages: __________
156
Summarizer:Prepare a brief summary of today’s reading. Your group discussion
will start with your 1–2 minute statement that covers the key points, main
highlights, and general idea of today’s reading assignment.
Key Points:
1.
________________________________________________________________
________________________________________________________________
2.
________________________________________________________________
________________________________________________________________
3.
________________________________________________________________
________________________________________________________________
4.
________________________________________________________________
________________________________________________________________
Summary:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Name: _________________________________________________
Text Masters—Self-Reflection Sheet
Meeting Date: ____________________
157
Self-Reflection:Read through each statement below and rate yourself on how
you participated in today’s group discussion. Please mark an X in the column that
you think best describes how you did today.
Type of Contribution:
Very Good
Satisfactory
I shared my ideas and
offered suggestions.
I spoke clearly and slowly
enough to be understood.
I answered others’
questions.
I remained on topic and
helped the group stay
focused.
I encouraged others to
participate if needed.
I disagreed without hurting
others’ feelings.
I summarized or repeated
my ideas when necessary.
I gave evidence for my
opinions.
I listened courteously and
effectively.
I tried to understand and
extend the suggestions of
others.
My most important contribution to the discussion today was:
One thing I can improve for next time is:
Lesson Plan – Week Seven, Days 34 and 35
Module: Expanding and Exploring Career Options
Lesson Title: You Are Not the Boss of Me!
158
Needs
Improvement
Standards:
Reading Information:
 RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 RI.6.10 By the end of the year, read and comprehend literary nonfiction in
the grades 6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Speaking and Listening:
 SL.6.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own
clearly.
a.
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b.
Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail
by making comments that contribute to the topic, text, or issue under
discussion.
d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
Writing:
 W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Essential Questions: Why might you want to be your own boss?
Teacher Considerations:Students will read the article using the Text Master
role sheets. Have students switch roles and allow time for reading and
discussion. Students may read individually, in pairs, or in Text Master groups.
Procedures:
1. Assign roles for Text Master groups.
2. Have students read the article using the assigned roles.
3. After reading, have students meet in Text Master groups.
4. After concluding the group work, have students complete the Text Master
self-reflection.
Summary/Closure:Discuss Text Master procedure
Formative Assessment:Text Master Reflection Sheets
Summative Assessment:Write a summary of the article.
159
CAREER WORLD
Jan. 2008, Vol. 36, No. 4, pp. 20+
Copyright © Weekly Reader Corporation. Jan. 2008. All rights reserved.
Reprinted with permission.
160
You Are Not the Boss of Me!
By Jayne Keedle
• Here's how three teens turned their passions into profits.
Have you ever dreamed of starting your own business? Making money from a
great idea that was all yours? For the past 27 years, Steve Mariotti, founder of
the nonprofit National Foundation for Teaching Entrepreneurship (NFTE), has
helped thousands of kids start their own businesses. The program, which began
with 400 students in 1987, now helps 32,000 young people each year learn the
basics of business.
When it comes to getting started, Mariotti's advice is always the same. "Start
with a hobby," he says, "then figure out how to turn it into a business. If you can
spend time doing professionally what you really love to do, that's a great
business!"
Read on for profiles of three teen entrepreneurs who turned their passions
into profits.
Lawrence, Jasmine: Founder/Owner of EDEN BodyWorks
Jasmine Lawrence, 16, is the founder and owner of EDEN BodyWorks, a line of
hair care and skin products made from natural ingredients. (Credit: Picture of
Jasmine Lawrence, Courtesy of NFTE; Picture of EDEN products, John Klein for
Career World)
Hair Today, CEO Tomorrow
Jasmine Lawrence, 16, New Jersey
Inspiration can come from anywhere. For Jasmine Lawrence, it came the day
her hair fell out. After that unnatural disaster, caused by chemicals in a hairstraightening product, Jasmine started making her own hair products, using only
natural ingredients.
At 13, Jasmine got involved with NFTE and formed EDEN BodyWorks to sell
her hair products. With $2,000 from her mom, she bought oils, bottles, and
materials. She sold her first product, Jojoba All Natural Hair oil, to friends until
word of mouth spread. Soon retailers in her hometown of Williamstown, N.J.,
began asking about it.
Today, Jasmine is chief executive officer of her own company, with a
professional sales force and a line of soaps, hair and body products, and candles
made from natural ingredients. She sells her products online and at retail outlets
across the country, including Wal-Mart.
161
Jasmine says one of her biggest challenges was learning how to manage her
time. "It was very difficult to work and still maintain a high average in school," she
says. "As I continued to run my business, I also took on more challenging
courses. With the help of my teachers, I was able to make it through my school
year successfully. I have learned to designate a specific time for each task. I had
help from employees and family, so they took some of the burden off me."
Jasmine’s business is booming, but the scope of her success didn't really sink
in until Oprah Winfrey asked her to appear on her TV show. "The day after I
appeared on the Oprah show, I realized my business was really going to make it.
I got so much positive feedback from consumers, and there were a lot of people
who wanted my products," she says. "There were times when business was
slow, and I didn't feel as if anyone was interested in me or wanted to help me. It
always seems easier just to quit. But I didn't. I kept on going because it was my
dream."
Patterns of Success
Phoenix Bess, 14, Virginia
Fourteen-year-old Phoenix Bess loves to knit. Finding patterns she likes,
though, is a challenge, so she creates her own designs. People often asked her
where she got her knitted outfits and if they could buy the garments. "After a
while I thought, wow, I could actually make money off something I love doing,"
Phoenix says.
Phoenix Bess displays knitted pieces she designed. (Courtesy of Phoenix Bess)
Phoenix, who is home-schooled, was about to learn how to succeed in
business. She wrote a business plan and did research to figure out which of her
chic, fine-yarn designs might sell best. Then she persuaded local boutiques to
carry the knitwear. Before long, Phoenix had oodles of orders for sweaters,
leggings, backpacks, and accessories. There was just one problem. "I started
getting more orders than I could handle," says Phoenix.
Overwhelmed, she hired someone to help her knit the designs. For her
business to grow, however, she knew she had to expand in other directions. "I
felt my business was very limited, based on what I could make," she says. "I
wanted to focus more on the designing."
Her mom suggested that Phoenix sell her patterns. Aided by her brother, a
graphic designer, Phoenix began self-publishing Phoenix Bess patterns, selling
them in local yarn stores and online. To get her name out, Phoenix models her
outfits and accessories at design and trunk shows. "I think one of my biggest
hurdles is getting people to take me seriously because I'm a lot younger than
someone they think would be doing this," Phoenix says. "I have to show them
that I can live up to what I say I'm going to do."
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Her proudest moment to date was seeing one of her sweater patterns
featured in the fall 2007 issue of Knitscene magazine. She is also working on a
pattern book that Random House plans to publish this year.
What advice does she have for other entrepreneurs? "Have a plan about what
you want to do and do research. I could look at other knitwear designers and get
a feel as to how to start," she says. "And of course, you have to enjoy what
you're doing."
Wonder Web
Kamarin Lee, 17, New York
Many teens spend hours online, creating and updating their Web pages.
Kamarin Lee is one of them--but he found a way to get paid to do it. At 17,
Kamarin runs his own business, Squared Designs, creating Web pages and
logos for individuals and corporations. Kamarin specializes in graphic design. He
knows how to write computer code, but he's built a reputation by making Web
sites look good. "I have a passion for technology and art," says Kamarin, "and I
mixed those two together."
Kamarin started his company at the age of 14 after going through the NFTE
program. Most of what Kamarin knows about designing Web sites he taught
himself. He's constantly learning and honing his skills, both technically and
artistically. To stay competitive, he has to be up on the latest technology and
trends.
Kamarin Lee, 17, owner of Squared Designs, a Web and graphic design
company:
The key to Kamarin’s success is his adaptability. His business evolves as the
market changes. When he heard that people wanted Web sites they could
access via phone or PDA, for instance, he started designing Web sites with that
capability. "I've had to change my niche several times," he says. "The market is
very competitive and it's hard to own a particular market for very long. You
always have to be on your feet and come up with creative ideas."
People find him via his Web site, but he also advertises his services on social
networking sites. "Even Web sites like MySpace have marketing sections," he
says. He charges clients $25 an hour, or by the Web page, depending on the job.
In the fall, he began his first year at Brandeis University, where he is studying
computer programming. The beauty of his business is that he can take it with
him. All he needs is a computer.
Resources
• U.S. Small Business Administration's Teen Business Link:
www.sba.gov/teens
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• Teen Entrepreneur section of Entrepreneur.com: www.entrepreneur.com/tsu
• Young Entrepreneur Journey: a blog from Michael Simmons, author of The
Student Success Manifesto: successmanifesto.com/blogs/young-entrepreneur
Plan Your Business
Working on a business plan is a good exercise for anyone looking to start a
business. You will need a plan if you are looking for funding. Just as importantly,
though, developing your business plan will enable you to think through all the
details of your new venture. If you cannot make your business work on paper,
chances are it will not work in practice.
Here are the elements of a very basic and simple business plan to give you
an idea of the scope of planning that goes into starting a successful business.
Modify these steps to fit your specific needs.
1. Executive Summary
Give a brief overview (no longer than two pages) of the contents of your entire
business plan.
• What type of business is it?
• What goods or services will it provide?
• Who are the owners?
• Who are intended customers?
• What is the long-term outlook for your business in particular and the industry
in general?
2. Business Description
• What business are you in? What exactly will you do?
• What are your goals and objectives for your company? (A goal is a
destination; objectives are different progress points along the way.)
• What industry are you in? Is it growing? What changes do you see
happening in your industry?
• What are your business's strengths?
• What skills and experience do you, as owner, bring to the business?
164
• What is your business' legal structure (corporation, partnership, limited
liability corporation), and why did you choose it?
3. Goods and Services
• What are you selling? (Products, such as pie or board games? Services,
such as dog grooming or auto repair?)
• What makes your product(s) or service(s) unique?
• What will you charge your customers?
4. Marketing Plan
No matter how great your idea is, your business cannot succeed without
customers.
Market Analysis
• Who is buying what you're selling?
• How big is your market? (For example, if you were opening a coffee shop,
you would want to include numbers on how many people buy coffee everyday.)
• How high is the demand for what you're selling?
• Are there any obstacles you might have to overcome? If so, how will you
overcome them? (Using the coffee shop example, you would be competing with
established companies that have greater name recognition--Starbucks, for
instance.)
Products and Services
List your product(s) or service(s) along with the special features and benefits
of each.
Potential Customers
Describe whom exactly you expect to buy your product(s) or service(s). You
will need to provide a demographic profile of your customer groups that includes
• age
• gender
• location
• occupation
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• income level
• education
Include information that is specific to your business. (For example, if you were
opening a sporting-goods store, you would include what types of sports your
potential customers participate in, how often, etc.)
Competitors
• Who else is doing what you want to do?
• Where are they located?
• How does your product or service compare to the competition?
Marketing Strategy
• How will you get the word out to promote your business?
• What will your logo look like?
• How will you get your product to customers?
5. Personal
• Who will work with you?
• Provide a biography for each of the key people who you know will be
working with you.
6. Financials
Now you need to outline how much it will cost to run your business during its
first few years.
Include:
• a personal financial statement for the principal owner(s),
• a list of startup costs,
• a 12-month projection of profits and losses (which will help you determine
what it will take for your company to make money),
• a projected cash flow statement (which will help you plan how much money
you need for start-up costs, for operating expenses, and to keep in reserve),
166
• a balance sheet to show your company's assets and liabilities,
• a break-even analysis (which will show you how much you have to sell, and
at what price, to cover your costs).
Keedle, Jayne. "You Are Not the Boss of Me!." Career World (Vol. 36, No.
4). Jan. 2008: 20+. SIRS Discoverer. Web. 15 Aug 2012.
Name: _________________________________________________
Text Masters Role Sheet—Discussion Director
167
Meeting Date: ________________ Assignment Pages: __________
Discussion Director: Develop a list of questions that your group might
want to discuss about this part of the book. Don’t worry about the
small details; your task is to help people talk over the big ideas in the
reading and share their reactions. Usually the best discussion
questions come from your own thoughts, feelings, and concerns as
you read. You can list them below during or after your reading. You
may also use some of the general questions below to develop topics
for your group.
Possible Discussion Questions or Topics:
1.
_______________________________________________________
_______________________________________________________
2.
_______________________________________________________
_______________________________________________________
3.
_______________________________________________________
_______________________________________________________
4.
_______________________________________________________
_______________________________________________________
Sample questions
• Did today’s reading remind you of any real-life experiences?
• What questions did you have when you finished this section?
• Did anything in this section of the book surprise you?
• What are some things you think will be talked about next?
Connections:
Text to Text: ___________________________________________
Text to Self: ____________________________________________
Text to World: __________________________________________
Name: _________________________________________________
Text Masters Role Sheet—Vocabulary Enricher
168
Meeting Date: ____________________
Assignment Pages: _______
Vocabulary Enricher:Look out for a few especially important words in today’s
reading. If you find words that are puzzling or unfamiliar, mark them while you
are reading and then later jot down their definition, either from a dictionary or
from some other source. You may also encounter familiar words that are
repeated a lot, and are used in an unusual way, or provide a key to the meaning
of the text. Mark these special words, and be ready to highlight them to the
group. When your group meets, help members locate and discuss these words.
Page #
Word
Meaning
Example
Name: _________________________________________________
Text Masters Role Sheet—Webmaster
169
Sketch
Meeting Date: _________________ Assignment Pages: ________
Webmaster:Take all the information that you have read and make a
graphic organizer to show your understanding. Use key words,
phrases, and examples from your reading to make your organizer.
You can use any type of graphic organizer you would like—e.g., web,
pyramid, chart.
Name: _________________________________________________
Text Masters Role Sheet—Summarizer
170
Meeting Date: ____________________
Assignment Pages: __________
Summarizer:Prepare a brief summary of today’s reading. Your group discussion
will start with your 1–2 minute statement that covers the key points, main
highlights, and general idea of today’s reading assignment.
Key Points:
1.
________________________________________________________________
________________________________________________________________
2.
________________________________________________________________
________________________________________________________________
3.
________________________________________________________________
________________________________________________________________
4.
________________________________________________________________
________________________________________________________________
Summary:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Name: _________________________________________________
Text Masters—Self-Reflection Sheet
171
Meeting Date: ____________________
Self-Reflection:Read through each statement below and rate yourself on how
you participated in today’s group discussion. Please mark an X in the column that
you think best describes how you did today.
Type of Contribution:
Very Good
Satisfactory
I shared my ideas and
offered suggestions.
I spoke clearly and slowly
enough to be understood.
I answered others’
questions.
I remained on topic and
helped the group stay
focused.
I encouraged others to
participate if needed.
I disagreed without hurting
others’ feelings.
I summarized or repeated
my ideas when necessary.
I gave evidence for my
opinions.
I listened courteously and
effectively.
I tried to understand and
extend the suggestions of
others.
My most important contribution to the discussion today was:
One thing I can improve for next time is:
Project Choices
172
Needs
Improvement
Career Biography Project Choices
 Possibilities - Glogster™ reflecting the sights, sounds, symbols, words, and
important people related to the career cluster
 Is This For Me? - Inspiration™ presentation that visually links the student to
two career options
 Which Way?: Illustrated timeline with branches with two career options based
on the student’s interests
 Product choices: Brochure, pamphlet, video clip, magazine
 “Your Dream Career” Presentation
“Your Dream Career” Presentation Criteria
Prepare a multimedia presentation that describes your Dream Career. Use the
information that you gathered during the course of the module and the Map A
Course Activity Sheet as your preliminary information. You may use other
resources to add information to your final project.
1. In addition to the two Activity Sheets, you may use any or all of the
following to get further information:
a. Occupational Outlook Handbook
b. Personal interviews
c. Internet research
d. Library books on specific jobs
e. Newspapers
f. Magazines or journals
2. Design a presentation that covers the following information:
a. Dream job
b. Career path where it can be found
c. Education needed for the job
d. Special skills needed for the job
e. Chances for promotion
f. Other related jobs
3. Select a form of presentation:
a. Research paper
b. PowerPoint
c. Poster
d. Brochure
e. Tri-fold display
f. Video
g. Puppet performance
h. Other – this must be cleared with the teacher/counselor.
**Remember: You will only have two class periods to prepare the presentation,
and they will be presented during the third class.
173
Your final project will be due :
_______________________________________________
174
Instructor and Student Checklist/Rubric
(Use thisdocument as your final summary for each group presentation)
Name:__________________________________________________________
Dream Career:____________________________________________________
Presentation Format:
_____ Paper
_____Power point _____
Brochure
_____ Display
_____Poster
_____Video _____ (Other: _________)
Process:
1.
2.
3.
4.
10
pts
8
pts
6
pts
4
pts
2
pts
10
pts
8
pts
6
pts
4
pts
2
pts
Utilized research and worksheets
Properly organized to complete project
Managed time wisely
Worked well within your group
Design and Content:
5. Student/group’s name was on the
presentation
6. Project had a clear title and
understandable content
7. Information is relevant and interesting
8. Students have used creativity in the
design
9. Students have used correct punctuation,
complete sentences, grammar, and
spelling
10. Students showed complete understanding
of presented material
11. Students have labeled necessary video,
graphics, maps and/or have credited their
sources
12. Students have a complete bibliography
citing all sources used
13. Student has followed directions
14. Student has demonstrated a knowledge
of the subject matter
15. Presentation was concise and/or neatly
presented
Presentation:
175
10
pts
16. The presentation was fluent from
beginning to end
17. Students were able to adequately explain
their project and/or make their
presentation
18. Presentation covered all the required
information
19. Student included graphics, pictures,
graphs and charts, and other visuals in
their presentation
20. Student made their presentation in a
clear, easy to understand voice
Total points: _____________/200
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8
pts
6
pts
4
pts
2
pts
MAP A COURSE
an Week 6 Days 4 and 5
Map a course to reach your dream job by filling in the blanks below. Be prepared to share your
information with a partner. Use the Internet or other resource materials to assist in gathering
information to meet your goal (e.g. Occupational Outlook Handbook, other career books and
resources, newspapers, magazines).
Experience, grades, or degrees
needed for my dream job:
Applications to complete for
education, training, financial aid:
Skills I can develop during
high school that are related
to my dream job.
Your Dream Job Goal:
Education or training needed
after high school:
Experience I can get during high
school related to my dream job:
1.
1.
2.
Classes to take in
high school related
to my dream job:
2.
2 Ways to learn more about my
dream job:
3.
1.
2.
1.
3.
2.
4.
START:
My grade level
now:
2 goals to reach by the end of this
school year
1.
2.
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5.