Unit Title: Career/Jobs

Grade level: 10-12 grade

Length of unit: 3 weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:

Essential Questions:

Every experience in your life is being orchestrated to teach

What is a job versus a career?
you something you need to know to move forward.
What are my skills/interests that I can utilize in a career?
Success doesnt come to you, you go to it.
Where do I find jobs?
People who are unable to motivate themselves must be
What do I need to do to prepare for the job?
content with mediocrity, no matter how impressive their
How do I utilize a resume?
other talents.
What do I need to know about an interview and interviewing?
One important key to success is self-confidence. An
important key to self-confidence is preparation.
Knowledge & Skills Acquisition
Learning Goals: (e.g., Iowa/Common Core standards.)

21.912.ES.3 Essential Concept and/or Skill: Demonstrate leadership skills, integrity, ethical behavior, and social responsibility
while collaborating to achieve common goals
21.912.ES.4 Essential Concept and/or Skill: Demonstrate initiative and selfdirection through high achievement and lifelong
learning while exploring the ways individual talents and skills can be used for productive outcomes in personal and professional life.
21.912.ES.5 Essential Concept and/or Skill: Demonstrate productivity and accountability by meeting high expectations.

Students will know

Students will be able to

Students will know the definition of career and job.

Students will be able to distinguish the difference between jobs
and careers.
Students will know where to research job openings.
Students will be able to explain and promote their skills and
Students will know what kind of training or education
interests to help them towards a post-secondary career.
they need to have success in a career field.
Students will be able to write a professional resume.
Students will know how to write and adjust their resume
depending on their audience.
Students will be able to express their ideas and attributes
Students will know how to prepare for an interview.
during an interview.
Students will know how to conduct themselves during
the interview process.
Resources/Materials:
Internet
Technology devices
Resume examples
Classified advertisements
PowerPoint
Working professionals
Videos
Stage 2 Evidence (Assessment)

Types of assessment: Personal Communication (interview, discussion); Written Response (short constructed
response questions, entrance/exit slips); Performance Assessment (Simulation, labs)
Pre-assessment:
Wish List 1st Section
o Formative assessment allowing the teacher to see the students direction and level of knowledge
o Guided questions will control the direction of this activity

KWL Guided Worksheet

o Formative assessment allowing the teacher to find out the students prior knowledge on jobs and careers
o Guided questions will also be added to make personal connection with this topic

Discussion

! If students already know what they would like to pursue as a career, they will be given more extensive research topics/questions
pertaining to that specific career

Formative Assessment:
Personal Evaluation
Research Activity
Discussion
Students will be exposed to discussion, observation, graphic organizer, presentation throughout this unit
Students will get a basic understanding of jobs/careers and knowledge of how to get about finding pieces of information to help
them with their presentation and other activities
Students will have performance assessments that include presentations where they will share their findings and mock interviews
where they will apply what they have learned
Summative Assessment:
Presentation
Resume
Wish List 2nd Section
Interview

Students will summatively assess their learning with performance assessments that include presentations and interviews but also
with discussion
Students will be able to apply the information from the unit and connect it to their own ideas and life. They will have to alter
and adjust the new knowledge to fit their unique future.
Students will have summative assessments flow throughout the unit matching up with their performance assessments
Wish List will conclude the unit to round out the thinking from the beginning, gained knowledge, and finally applying their
knowledge

Stage 3 Learning Plan

Monday

Opening Activity: Wish List

Section 1
Students will get a worksheet that
has a list of questions regarding their
dream job and life. This activity will
hook the students by personalizing
an activity that pertains to the unit.
Prep the students on realistic hopes
for their future and fill out the sheet
accordingly. Students will hand in
the worksheet, then they will fill out
the second half at the end of the
unit. This activity will give the
teacher a little more knowledge
about the student and their ideas
regarding their professional future.
KWL Guided Worksheet
Students will get a KWL worksheet
that has guided questions to help the
teacher fully understand where the
students knowledge is regarding the
topic of the unit. Students will hand
in the worksheet, then they will fill
out and reflect on the second half at
the end of the unit.

Introduction to Unit: Jobs vs.

Careers PowerPoint
Students will learn basics of the unit
regarding basic of the unit, which
would include definitions, situations,
labels, examples, etc.

Discussion
Students will have the opportunity
to discussion personal ideas and
thoughts they have towards the unit
after the PowerPoint. This could
include details about jobs they
currently or have held, their parents
or siblings job experience. This is
time for students to connect with
the material and for the teacher to
check for basic understanding. This
is also the time where the teacher
will judge where each students
research should be directed.

Tuesday

Personal Evaluation
Students will fill out a personal
evaluation worksheet that asks
questions to help them think of a
fitting job/career. Then they will fill
out an online job interest survey
that will come up with job titles and
areas they could be interested in
based on their answers. Students
will fill in their results from the
survey and write down their top 3
ideas for jobs to further research
then be reviewed with the teacher.

One-on-one meetings
Once students have completed their
personal evaluation, they will meet
with the teacher to help determine
the job they will further research for
their project/PowerPoint.

Research Activity
Students will be given a guide to help
with research. Depending on the
students understanding and
knowledge, their research
worksheet can vary. After
completing the research students
will need to create a PowerPoint to
share with the class. Also depending
on the students knowledge and
understanding, there will be a
PowerPoint created for them to fill
in their information. There are 10
categories students will need to get
information from. This gives
students freedom within their
research and their presentation.

Wednesday

Continue Research

Thursday

Continue research

Presentations
Each student will present his or her
job and research findings to the
class. Students will be graded based
on a rubric.

Friday

Continue Presentations

Introduction to resumes
PowerPoint
Students will learn basics of resumes
which include definition,
breakdowns, importance, creativity,
plus examples

Discussion
This will be a time to check for
understanding and questions for the
class. Plus if students have
suggestions from previous
experience this is their opportunity
to share with others

Resume Workshop
Students will time to create their
own resume. Depending on the
students knowledge and
understanding they can be provided
with a basic template provided by
the teacher to place their
information. Students have the
freedom to use any template or
format as long as it is appropriate to
their desired job.

Continued Resume Workshop

Pair Reviews
Students will have the opportunity
to share their completed resume
with a partner to critique and edit.
One standard students will be
graded on is spelling and
grammatical errors, other than that
there is a lot of freedom with this
assignment.

Introduction to interviews
PowerPoint
Students will learn basics of
interviewing which will include
timing, dress code, etiquette, body
language, etc. Examples of various
situations and jobs will be presented
to help students better understand
the importance of the interview.

Discussion
This will be a time to check for
understanding and questions from
the class. Students will have the
opportunity to ask specific questions
regarding their job idea in order to
prepare for their interviews.

Video - TED Talks

Students will get the chance hear
other professionals speak about jobs,
attitude/passion, and interviewing.
This is giving students the opportunity
to understand the importance of jobs
and other related elements in a visual
and auditory way.
Richard St. John: 8 Secrets of Success
http://www.ted.com/talks/richard_st_john
_s_8_secrets_of_success?language=en

Dan Ariely: What makes us feel good

about work?
http://mashable.com/2013/09/08/ted-talks-jobs/

Anna Post: Making you jobs interview

count

https://www.youtube.com/watch?v=NKBlWanXzGE

Mock Interviews
Students will interview individually.
They will need to prepare, dress
accordingly, bring their resume, etc.
because the teacher/associate
conducting the interview will
pretend they are the specific job the
student has researched. Students
will be graded on participation. The
goal of this activity is to help give
experience with constructive
criticism to prepare students for
future interviews.

Continue Mock Interviews

Wrap Up Activity: Wish List

Section 2 & KWL Guided
Worksheet
Students will receive their
worksheets from the beginning of
the unit to reflect on their thoughts
and now with their new knowledge.
Students will look at their Wish List
and answer the questions on the
second half of their sheet. This is
going to help students look at their
future in a more realistic way
regarding their wants versus needs.
The KWL worksheet will be handed
back for students to reflection on
what they learned and what they
found to be most important takeaways from the unit.

Discussion
This is a time students can reflect as
a class their findings, comments,
thoughts, ideas regarding the unit.
Plus students can ask any lingering
questions they may have.

Career Wish List

What is your dream job/career?
What is your future house?
Where would you like to live?
What is your future car?
What is your future family?
Career Wish List Follow-Up
How much does you dream job/career pay? ___$____________________________
Can you afford your home with your job you selected?

Will you be able to live comfortably with in the your location with the money you make from your selected job?

Will you be able to afford your car with the salary you make from your selected job?

Will you be able to afford and live comfortably with the size family you hoped to have working the job you selected?

Reflection
Does your job/career pay for your lifestyle?

KWL Guided Worksheet

What is the different between jobs and careers?

Where do I find job openings or listing?

What is a resume?

What information is on a resume?

True/False I always need to have a resume when applying for a job.

What are interviews?

How should you dress for an interview?

What do you want to know about jobs, careers, resumes, interviews, etc. to be successful?

Reflection: What did you learn that will make me successful?

Personal Evaluation

What are your hobbies?

Are you involved in any clubs or activities?

What is your dream job?

What do your parents do? Siblings?

What jobs or responsibilities have you had in the past?

o What did you like about that?
o What did you not like about that?

https://www.iseek.org/careers/clusterSurvey
What were my results from the survey?

1.
2.
3.

List top 3 jobs/careers

***Meet with Miss M. to determine job to further research

Job Research
Name:
Job title:
What is involved in the work? (4 out of 9 included in PowerPoint)
" Exactly what tasks might I do on the job?
" What would a typical day or month be like?
" What is the product or service?
" Would I chiefly work with data, people, or things?
" Would I travel? Where and how often?
" Would I sit all day? Stand? Get outside the office?
" How would I be supervised?
" How would my tasks relate to co-workers?
" Is there any danger to my health or physical safety?
The place of work (3 out of 6 included in PowerPoint)
" Do I have ample opportunity to relocate to any number of states if I choose?
" Are the jobs available in the geographic areas I prefer?
" If the job is available only in government agencies, am I cut out to a civil servant?
" If the job is available only in large corporation, am I able to function in a bureaucracy?
" If the job is available only in marginally profitable business, can I tolerate the instability?
" Are the companies where I might work respected as good corporate citizens and fair employees?
Working Conditions (4 out of 9 included in PowerPoint)
" What do people in the job say they like most about their job? the least?
" Are the hours regular or irregular? Long or short?
" Does the work involve a part-time or flex-time schedule?
" Would you work evenings, weekends, or holidays?
" How much vacation is typical for the industry?
" Is the work steady or seasonal?
" Would the job get harder as you get older?
" Is the work hazardous?
" Is the occupation one that would depress you or lift your spirits?

The size of an occupation (2 out of 4 included in PowerPoint)

" How large is the occupation?
" Does it have a fast, average, or slow rate of growth?
" How many job openings are expected annually?
" Is there a high personnel turnover because the work is poorly paid or dull or unattractive in some other way?
The training to enter the field (4 out of 9 included in PowerPoint)
" How much education or training is required to qualify in the job market and to meet legal certification or licensing
requirements.
" How long does it take?
" What does it include?
" How much does it cost?
" Where can I get list of accredited schools?
" What kind of high school or college program is required?
" What subjects should or must be chosen?
" Is there more than on way to prepare? If so, what are the alternatives?
" Is it possible that instead of formal training, I could learn on the job?
Career Ladder (4 out of 9 included in PowerPoint)
" What proportion of workers are promoted?
" What are the upward steps?
" How long would it normally take to receive my first promotion? My second?
" How high could I rise in the field?
" How long would it take to reach the top?
" Would I need an additional education?
" Would I need another type of work experience?
" What are the related occupations to which I could move?
" Is this a field that might permit me to start my own business?
Earnings (5 out of 10 included in PowerPoint)
" What is the base annual salary for the job at entry, mid, and top-level?
" Are bonuses given for superior performance?
" Does a sales job pay salary plus commission or only commission?
" Does a job pay overtime?
" Does the occupation typically offer an expense account?

"
"
"
"
"

What employee benefits are usual with this occupation?

How much money could I reasonably expect to earn in this occupation after five years?
Are raises based on merit, or on rigid pay scales determined largely by seniority?
Have others in this field gone on to open their own businesses and how have they fared?
Does this occupation leave time for me to moonlight and earn a second income? Would I need a second job to pay my bills?

Future Prospects (2 out of 6 included in PowerPoint)

" Do I have a reasonable chance to find a job in this field?
" Will I be able to work as long as my health is good? If not, what could I do to prepare for a second career?
" Does this field offer adequate opportunities to develop convenient skills?
" Am I willing to live where the best jobs in the field are located? Where is that?
" Does this occupation depend on government action for its ups and downs?
" Is this occupation strongly affected by swings in the economy?
Writing and/or Speaking Skills (1 out of 1 included in PowerPoint)
Will I need to use writing and/or speaking skills in this career? If yes, in what way?

Project Rubric

Great
2 points
Good
1 point
Needs
Improvement
0 points

Title

Involved
in Work

Place of
Work

Working
Conditions

Size of
Occupation

Training

Career
Ladder

Earnings

Future
Prospects

Writing/
Speaking
Skills

Student has
clearly stated
their name
and job title

4 or more
elements
are
included
from the
section
3 or less
elements
are
included
from the
section
0
elements
are
included
from the
section

3 or more
elements
are
included
from the
section
2 or less
elements
are
included
from the
section
0
elements
are
included
from the
section

4 or more
elements
are
included
from the
section
3 or less
elements
are
included
from the
section
0 elements
are
included
from the
section

2 or more
elements
are included
from the
section

4 or more
elements
are
included
from the
section
3 or less
elements
are
included
from the
section
0
elements
are
included
from the
section

4 or more
elements
are
included
from the
section
3 or less
elements
are
included
from the
section
0
elements
are
included
from the
section

5 or more
elements
are
included
from the
section
4 or less
elements
are
included
from the
section
0
elements
are
included
from the
section

2 or more
elements
are
included
from the
section
1 elements
is included
from the
section

1 element
is included
from the
section

0 elements
are
included
from the
section

0
elements
are
included
from the
section

Student is
missing
either their
name or job
title

Student does
not have
their name
or job title

1 element is
included
from the
section
0 elements
are included
from the
section

Use these questions to help guide the creation of your pacing calendar (learning plan).

Unit will last 13 days

There are smaller concepts within the idea of careers that will help organize the unit and keep a steady flow throughout

Hook: Students will begin the unit by creating a Wish List. With this list they will need to write down objects they would
like in the future: car, house, location, children, etc. Then with research they will find out, at the end of the unit we will look
over their ideas and see if their careers will pay for their Wish List

The topic and focus is in every part of this unit. The goal of getting a better understanding of jobs/careers and what comes
with that is the key in every activity

Enduring Understandings and Essential Questions will be introduced through lecture and discussion. The discussions will go
beyond initial ideas of the unity. On the last day of the unit, going along with the Wish List ending activity, students will reconsider the understandings and questions.

There is a constant flow of the assessments organized within the unit. The balance with gained knowledge then the
assessment time is weaved through the unit.

Critical thinking is a key component through this unit, not to mention this class. Students have to think beyond the basic
topic of this unit. They have to connect the unit to their lives and to understand what it takes to get to that goal. Students
will self-reflection on their original ideas after research and knowledge they gained from this unit. Curiosity and imagination
will be triggered toward the beginning of the unit when students need to think of their own interests and goals.
Collaboration will be utilized with group discussion and partner work. The partner work occurs when students collaborate
on their resumes and preparation for mock interviews. Students will use adaptive thinking when they learn the basics of jobs
and careers then adjust that thinking into their own ideas and interests. Oral and written communication is utilized in
discussion, partner work, resume building, and mock interviews.

Active instructional strategies/learning activities used: lecture, interactive discussion, simulation, cooperative learning, graphic
organizers, direct instruction, guided practice, guest speakers, presentations/student projects

Differentiation
Students may have a various guided worksheets depending on the needed guidance

Students can have PowerPoint slides in front of them

During discussions, students can be grouped or partnered to help guide and control conversation
Students will have different research sheets depending level of understanding and goal
Students can be given a PowerPoint where they just fill in their own research and findings instead of having to create a
presentation from scratch
o Same will be done for resume writing
Students will have different sets of questions in mock interviews depending on their future goals

Technology will be used throughout this unit. Research and exploration are needed so the internet and various devices.

** Filling these questions out helped me with my unit plan