|Lesson Plan ID:
This lesson will focus on career/job information. This interdisciplinary lesson integrates reading, writing, interview and research skills. Students will research careers through print and on-line sources, conduct interviews, and present their findings in a written/oral report.
|ELA(5) ||4. Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|Primary Learning Objective(s):
Students will research careers/jobs through print and Internet sources. Students will focus on a potential career, analyze their career choice, and learn how to prepare for a career.
|Additional Learning Objective(s):
Students will connect classroom learning to real-life activities.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Appropriate trade books on careers/jobs, Interview forms (see attached), Pictures of various homes and cars
|Technology Resources Needed:
Computers with Internet access
The teacher will need to bookmark websites, collect trade books, duplicate the interview form, and schedule guest speakers.
1.)Introduce the project by discussing the importance of having a career/job. In groups, students will brainstorm possible consequences of not having a career/job and discuss the differences between a career and a job. Each group will present its ideas to the class. Different graphic organizers could be utilized in this step.
2.)Introduce guest speakers who have varied careers. This step could be extended over a period of several days. Students may interview guest speakers or another adult of their choice using the interview form (see attached).
3.)Have students select homes and cars they wish to own in the future. As a class, research the cost for each item. The teacher could arrange to have bank personnel present to confirm amounts and possible monthly payments. They could also project yearly income needed to qualify to obtain loans on these items.
4.)Students will select at least three trade books to read on various careers/jobs. These could be .5 books from Pebble Publishing if Accelerated Reader is utilized in the school. Allow sufficient time for students to read. Students will select one career/job to research on the Internet.
)CAREERSHIP is an on-line career exploration adventure geared towards middle school students.
Your Flight Plan:
Your mission is to FUEL the CareerShip and learn about possible careers for you.
5.)Students will create a presentations on their career choices. Students will include information from the Internet site, trade book, or interview. Students should also plan some type of visual aid, such as dressing up, creating a poster, presenting job related tools, or making a video.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Working 9 To 5.doc
Student Reaction to Job Shadowing Experience.doc
January 31 is National Job Shadow Day.doc
The presentation on a career/job choice will be assessed using a rubric for oral and visual presentations. The written interview sheet (see attached) will be reviewed for completeness.
Students could spend one day at work with an approved adult. This could be in conjunction with National Job Shadow Day. See Job Shadowing for more information. Students could conduct an interview on the importance of reading writing, and math in a specific career/job.
For students in need of extra assistance, the teacher could allow extra time and/or have peer tutors assist. The number of books required could be lowered. The number of interview questions could be reduced.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: