CareerZone Lesson Plan Registry http://www.nycareerzone.org/resources/lessonplans

CareerZone Activity

Author(s): Latefa A. Lang

Grades: 9 - 12

Subject: Career Development and Occupational Studies

Learning Context: Textbook used: "From School to Work" by J. J. Littrell, James H. Lorenz and Harry T. Smith ACTIVITY (See picture of projects) 1. Students will research on CareerZone five jobs that they are interested in and complete the handout using the information from CareerZone. 2. Students will word process the information using MS Word. 3. Students will use WordArt for the job titles and their names. 4. Students will use different fonts/sizes for the information about the job. 5. Students will use page break for each job. 6. After all five jobs have been word processed, the students will print. 7. Students will cut out want-ads from the newspaper relating to their selections. 8. Students will cut out each job and the description and place it on a poster board with the want-ad. 9. Students will present their poster to the class. LEARNING STANDARDS: ELA #1,2,3,4 CDOS #1,2,3 MST #2,5 Connections to instruction in other curricular areas or where this experience fits in the school or course curriculum: *This activity enhances the student's word processing ability to use WordArt, fonts, and sizes in other word processing activities. *This activity is the third step on the process of selecting a career path. After this project, the students will select one of the five careers and research that career in depth. What students need to know: 1. The students should have an understanding of how to use the Internet. 2. The students should have an understanding of how to use CareerZone. 3. The students should have a basic understanding of how to use Word, page break, save, and print. 4. After completing Chapter 11, the students should have an idea of their likes, dislikes, aptitudes, and abilities. 5. After completing Chapter 12, the students should have a understanding of career clusters. 6. The students should have an understanding of how to read the want-ad section of a newspaper.

Procedure: STUDENTS: 1. After given the Internet address of CareerZone and five handouts, the students will select and complete the handout on five jobs they might be interested in. These jobs can be from different clusters or from the same cluster. 2. After the handout is complete, the students will word process their information on each job using Word, WordArt, fonts, and sizes and WordArt their name. 3. After the word processing is complete, the students will cut out want-ads from the newspaper that relate to their jobs. 4. Students will now arrange their names, jobs, and want-ads on a poster board. 5. After all students are complete, each student will present their five jobs. TEACHER: 1. Give a lesson on how to use CareerZone. 2. Review how to use WordArt, font, size, page break, save, and print. 3. Observe/consult with students while using CareerZone.

Instructional/Environmental Modifications: Instructional modifications were not necessary for this lesson. I do have several Special Education students, however, they did not have any difficulty with this project. All are computer literate and feel very comfortable with the use of the computer, Internet, and Word. The scheduled class is in a classroom. For this project, we scheduled the class for the Computer Lab for the use of the computers. When the students were finished with their computer work, we moved back into the classroom to put the project on the poster board and to do the presentations.

Materials and Supplies: STUDENTS: 1. Handout (see attached sheets) 2. Computer with Internet access and MS Word 3. Newspaper (job/classified section) 4. Poster board 5. Scissors and glue 6. Colored pencils (optional) TEACHER: 1. Computer with projection device for entire class to view review of CareerZone and MS Word

Time Required: PLANNING: 1 hour IMPLEMENTATION: 9-10 days ASSESSMENT: 3 hours (aprox.)

Assessment Tools and Techniques: 1. Observation was used to collect evidence of students progress towards meeting the objectives. 2. Students received a copy of the rubric to follow the progress and know what was required. 3. See attached sheet for schedule of this project for both teacher and students.

Reflections: See attached sheet.

Attachments: Attachment 1