| CareerZone Lesson Plan Registry
http://www.nycareerzone.org/resources/lessonplans |
| Who's Who in Middle School |
| Author(s): Donna Gridley, Noreen Nouza, Barbara-Jo Deep |
| Grades: 6 - 8 |
| Subject: Career Development and Occupational Studies |
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| Learning Context:
1. Students will work in groups. Each group will be assigned a Career Cluster and will interview a member of the school community who has job experience in the assigned cluster. The students will use a digital camera to document their interviews. In-class role plays will help prepare students for the interviews. Following the interviews, students will access the CareerZone website to gain additional information about the specific career being investigated. 2. Students will need to utilize adequate planning skills to set up the interviews. Students will demonstrate the ability to compose a letter requesting the planned interviews. Students will begin developing appropriate interviewing skills. Students will gain greater confidence in communicating with adults. Students will practice giving and receiving feedback about their role-plays. LEARNING STANDARDS: ELA #1,3,4 CDOS #1,2 ARTS #1,2 MST #2,4 |
| Procedure:
Students will: 1. Work in groups both inside and outside of class to plan, organize, and carry out their interviews. 2. Write a letter requesting an interview with a member of the school community. 3. Role-play the interviews in class. 4. Give and receive feedback about their role-play performances. 5. Use a digital camera to document their interviews. 6. Access the CareerZone website in the Computer Lab. 7. Search for information about their selected career on the CareerZone site. They must find 5 facts not discovered in the interview. 8. Search for at least 5 words they are unfamiliar with. 9. Write a thank you letter to the person being interviewed. 10. Write up their report on a computer and insert pictures taken. The teacher will: 1. Write and distribute a letter to school staff members prior to the project to determine staff interest and to recruit volunteers for the interviews. 2. Guide the students in the interview role-plays. 3. Provide a project outline, role-play and interview guides, website instructions and worksheets. |
| Instructional/Environmental Modifications:
Students will gain access to computers with word processing and Internet access. CareerZone posters will be displayed in the classroom. |
| Materials and Supplies:
Students will be allowed to use a digital camera or Polaroid camera with the assistance of a staff member. Students will also be given interview outlines for the role-play. Teachers will need computer and Internet access and will need CareerZone posters for display in the classroom. |
| Time Required:
Day 1: Class is introduced to the Career Clusters. Students are assigned into groups. Groups are assigned a Career Cluster to investigate. Teacher introduces the interviews and explains their importance. Day 2: Teacher counselor introduces role-plays. Students role-play interviews. Day 3: Class meets in the Computer Lab. Students become familiar with website and search for information about their assigned Career Cluster. Day 4: Class meets in Computer Lab. Students enter their reports in Word. Digital pictures are inserted into the report, or Polaroid pictures are scanned in. Day 5: Groups present the final project to the class. |
| Assessment Tools and Techniques:
See attached rubric. Students will be evaluated on their coverage of the following: 1. Job duties 2. Training and education 3. Possible employers 4. Pay and benefits 5. Advantages and disadvantages 6. Personal characteristics/abilities required 7. Working conditions 8. References 9. Neatness |
| Reflections:
1. For this age group present learning about the Career Clusters as a game. 2. Interview lesson was great! 3. In the Computer Lab the students had plenty of time, so I made a worksheet to keep them busy. They had the opportunity to investigate one or two other clusters of interest to them. This got them thinking about a personal inventory as well as allowing them to get more comfortable manipulating the site. They also had the opportunity to relate their interests to a realistic goal. |
| Attachments:
Attachment 1 |