Gateway to Careers, Grade 12                                                                                        Page  of

Units:

Unit # 1 Career Exploration

Unit # 2 Finding a Job

Unit # 3 Teamwork, Leadership and Communication

Unit # 4 Workplace Ethics, Safety and Legal Matters

Unit # 5  Workplace Discipline: Time, Organization, Stress Management, Technology and Critical Thinking Unit

Unit # 6  Lifelong Learning and Adjustments to Change

Unit # 7 Entering the Workplace/Internship Placements




Unit Title

Unit # 1 Career Exploration

Timeframe 

20 Days

Unit Summary

To explore how student interests and aptitudes affect their choice of potential careers.

Learning Targets

Essential Questions

  • How do your values and areas of interest influence career choices?

  • What career interests you and why?

Enduring Understandings

Students will understand:

  • Individuals may have many different jobs/ careers in their lifetime.
  • Career choices should be made after considering one’s values, interests and aptitudes.

Know

 

By the end of this unit, students will know

  • Career Interests
  • How value’s, interests, and aptitudes affect career choice

Do

By the end of this unit, students will be able to

  • Career Profile/Presentation
  • Job Shadow/Interview

Evidence of Learning

Formative

Career/Post Graduation Assignment

Summative/ Benchmark

Career Profiles and Videotaped Presentation
Job Shadow/Personal Interview

Alternative Assessments

Learning Activities

  • Day 1-3
    Students will have a choice whether to work independently or with their group to complete research broad questions on Career Exploration Scavenger Hunt.
    Career Exploration Scavenger Hunt
  • Days 4 Instructor will review instructions for Career/Post Graduation plans assignment, rubric and resources provided to guide students as they begin to explore their potential career choices.
  • Days 5-8
    Students will work then independently to complete several surveys about their own and write a reflection about what they learned.
    Career/ Post Graduation Preparation
  • Day 9
    Now that students have identified which career clusters they are interested in learning more about, they will now explore in much greater depth at least 3 specific careers that interest them.  Instructor will review instructions for Career Profiles Assignment/ Presentation, rubric and resources provided to guide students as they begin to explore their potential career choices.
  • Days 10-14
    Students will work then independently reviewing information from extensive career library, NJ Can website, Naviance and other websites to help complete Career Profiles Assignment for 3 different career areas.
  • Day 15-17
    Students will share one of their career choices in a 5-10 minute video-taped presentation to the class. The videos may be used to explain to other students in the lower grades about these careers.
  • Day 18
    Students were required to watch the film: The Pursuit of Happiness outside of class time and will share their written reflections on what they learned about career exploration, job shadowing, internships, professional dress and conduct. After class discussion on the film, instructor will introduce Job Shadow/Personal Interview Assignment
    Film Analysis and Reflection
  • Day 19-20
    Students will now choose a professional in their chosen career area to learn more specific details about a potential career area. Students may also set up a job shadowing experience outside of class time. Instructor and Career Counselor work with students to help them find a professional in their area. Students will develop their own questions, record responses and reflect on what they learned.
     
    Preparation for Job Shadow/Personal Interview

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Succeeding in the World of Work Textbook, Naviance (Career Exploration Survey) , NJCAN.org website, Career Interest Book Library

Equipment

ChromeBooks

Supplemental Resources

Career Exploration Scavenger Hunt, Career Exploration Google Slideshow, Career Aptitude Survey, Naviance website and passwords, NJ can website Career Exploration Books, Career Aptitude Survey, Naviance website, Career Profiles Job Shadow/Interviewing Film: Pursuit of Happiness

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

ELA-Career research

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.
  • CRP7. Employ valid and reliable research strategies.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9. Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12. Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit # 2 Finding a Job

Timeframe 

25 Days

Unit Summary

To explore, analyze and apply the methods of gaining employment.

Learning Targets

Essential Questions

How do I market my skills in order gain employment?

Enduring Understandings

Students will understand:

  • There are many steps in the job search process, which require both oral and written communication skills.

Know

 

By the end of this unit, students will know

  • Where to look to find a job
  • Process involved in finding a job

Do

By the end of this unit, students will be able to

  • Complete Job, College or Scholarship Application
  • Prepare Resume and Cover Letter
  • Mock Job Interview

Evidence of Learning

Formative

Job, College or Scholarship Application
Resume and Cover Letter
Preparing for Job Interview Quiz

Summative/ Benchmark

Performance Task: Mock Job Interview by Potential Employer (Benchmark)

Alternative Assessments

Learning Activities

  • Day 1  Students will have a choice whether to work independently or with their group to complete research broad questions on the Finding a Job Scavenger Hunt section on Job Process Overview and Networking.
    Finding a Job/ Interviewing Scavenger Hunt
  • Day 2  Students will have a choice whether to work independently or with their group to complete research broad questions on the Finding a Job Scavenger Hunt Section on Getting Your Foot in the Door.
  • Day 3  Students will have a choice whether to work independently or with their group to complete research broad questions on the Finding a Job Scavenger Hunt Section on Job Fairs and Want Ads in Print.  Students will view printed want ads and answer reflection questions as a part of the process
  • Day 4  Students will have a choice whether to work independently or with their group to complete research broad questions on the Finding a Job Scavenger Hunt Section on Employment Agencies and Want Ads on the Web. Students will choose a potential job on interest on the web and answer reflection questions as a part of the process.
  • Day 5:  Formative Assessment: Students will be asked to fill out blank job application. As they are completing task they will develop questions on what they need to know. Instructor will evaluate progress and then offer tips on how to file out a job application  
    Job Application Practice
  • Day 6: Students will have a choice whether to work independently or with their group to complete research broad questions on the Finding a Job Scavenger Hunt Section on References.
  • Day 7-8  Students will prepare to complete a Job, College or Scholarship Application of their choice and have it peer reviewed before submission.  
  • Day 9: Field Trip to Job Fair. Students will use public transportation to travel to local job fair to experience networking opportunities, professional dress, how to share résumés.
  • Day 10 Students will be given sample Professional Résumés and Cover Letter examples to review and asked specific questions on Finding a Job Scavenger Hunt.
  • Day 11-15  Students will create their own unique résumés and cover letters and have it peer reviewed and edited for submission.
  • Day 16: Instructor will review instructions, rubric and resources provided to guide students for  Benchmark Performance Task: Mock Job Interview. This assignment involves the students preparing to go on a formal job interview by a professional human resource trained recruiter (volunteers: no real actual job will be offered) Students will ask questions to clarify expectations.
  • Day 17 Students will have a choice whether to work independently or with their group to complete research broad questions on the Finding a Job Scavenger Hunt Section on Preparing for a Job Interview, Setting up an Interview
  • Day 18 Students will have a choice whether to work independently or with their group to complete research broad questions on the Finding a Job Scavenger Hunt Section on Researching the Company and Dressing for Success.
  • Day 19-21 Students will work review typical interview questions/ responses, role playing interview questions in front of the class
  • Day 22 Students will have a choice whether to work independently or with their group to complete research broad questions on the Finding a Job Scavenger Hunt Section on Following Up After an Interview and Accepting/Declining Job Offers.
  • Day 23-24 Students will go on their mock interviews and when they return they will complete thank you notes and write a reflection on their experience.
    Independent Research and Preparation for Mock Interview
  • Day 25 Students will critique how their job interviews went and if anyone volunteers we can watch one of the videotaped interviews.   

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Finding a Job Google Slide Presentation,  Tip for Interviewing Google Slide Presentation, ChromeBooks, Finding a Job Scavenger Hunt, Resume and Cover Letter Writing Books, Interview Preparation Books

Equipment

Chromebooks, Blank job applications/ samples, Wendy’s application, Resume/ Cover Letter packets, Sample Resumes. LCD projector, Succeeding the World of Work Textbook, Resume and Cover Letter Writing Books, Interview Preparation Books, Finding a Job Overview Sheet

Supplemental Resources

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

ELA-Resume and Cover letter

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


Unit Title

Unit # 3 Teamwork, Leadership and Communication

Timeframe 

20 Days

Unit Summary

To explore how the development of strong interpersonal communication skills, teamwork and leadership can lead to workplace success.

Learning Targets

Essential Questions

  • Why do workplaces set up workers in teams?

  • How can workplaces value and celebrate diversity?

  • What are the traits of a good leader?

Enduring Understandings

Students will understand:

  • Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency.
  • Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.

Know

 

By the end of this unit, students will know

  • Traits of a good leader
  • Workplace values

Do

By the end of this unit, students will be able to

  • Create their own Written Business Communication by creating a formal business letter, memo, email or fax with choice involved

Evidence of Learning

Formative

Communication Scenarios
Team Problem Solving Scenarios
Diversity Scenarios

Summative/ Benchmark

Written Business Communication

Teamwork, Leadership and Communication in the Workplace Test

Alternative Assessments

Learning Activities

  • Day 1 Students will have a choice whether to work independently or with their group to complete research broad questions on the Teamwork, Leadership and Communication Scavenger Hunt Section on Oral Communication Teamwork, Leadership and Communication Scavenger Hunt
  • Day 2 Students will have a choice whether to work independently or with their group to complete research broad questions on the Teamwork, Leadership and Communication Scavenger Hunt Section on Active Listening and Customer Service.  
  • Day 3 Students will hear from guest speaker from the Talent Network about the positive and negative effects of communication through Social Media.
  • Day 4-5 Students will work in cooperative groups and have choice of scenarios. They will work one day to answer questions and prep for role plays if applicable and then share their presentations the next day for Communication Scenarios
  • Day 6 Students will have a choice whether to work independently or with their group to complete research broad questions on the Teamwork, Leadership and Communication Scavenger Hunt Section on Written Business Communication.
  • Day 7-8 Students will create their own Written Business Communication by creating a formal business letter, memo, email or fax with choice involved.
  • Day 9 Students will have a choice whether to work independently or with their group to complete research broad questions on the Teamwork, Leadership and Communication Scavenger Hunt Section on Teamwork with a focus on Benefits and Challenges of Working on a Team.
  • Day 10-13 Students will go outside (weather permitting) and complete Team Problem Solving Activities  including Helicopter Lift Out, Rope Spider Web, Solving Murder Mystery
  • Day 14 Students will have a choice whether to work independently or with their group to complete research broad questions on the Teamwork, Leadership and Communication Scavenger Hunt Section on Teamwork including reflecting on what they learned from problem solving scenarios.
  • Day 15  Students will participate in Stereotype Party Activity that challenges their own perceptions about stereotypes.
  • Day 16-17  Students will work in cooperative groups and have choice of scenarios. They will work one day to answer questions and prep for role plays if applicable and then share their presentations the next day for Diversity Scenarios
  • Day 18  Students will have a choice whether to work independently or with their group to complete research broad questions on the Teamwork, Leadership and Communication Scavenger Hunt Section on Leadership
  • Day 19 Students will have a choice whether to work independently or with their group to complete research broad questions on the Teamwork, Leadership and Communication Scavenger Hunt Section on Leading a Meeting.
  • Day 20 Unit Test on Teamwork, Leadership and Communication

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Teamwork Leadership and Communication Scavenger Hunt, Teamwork Leadership and Communication Unit Overview Sheet, Communication Scenarios, Resources from Talent Network Speaker, Succeeding in the World of Work Textbook, Activities that Teach Book, Click Leadership Survey, Handouts on/ Sample Written Business Communication, Diversity Scenarios, Stereotype Party Activity, Unit Test

Equipment

Chromebooks,

Supplemental Resources

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

ELA-Written Business communication

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP6. Demonstrate creativity and innovation.
  • CRP7. Employ valid and reliable research strategies.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9. Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12. Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.7  Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.



Unit Title

Unit # 4 Workplace Ethics, Safety and Legal Matters

Timeframe 

10 Days

Unit Summary

To explore ethical decisions that workers typically face in the workplace. To analyze laws that protect workers.

Learning Targets

Essential Questions

  • How should employees handle difficult ethical issues?

  • What should you do if you experience sexual harassment in the workplace?

Enduring Understandings

Students will understand:

  • Individuals and businesses are faced with ethical dilemmas in the workforce and must address these issues based on their developed set of moral principles.

Know

 

By the end of this unit, students will know

  • Ethics of workplace
  • Sexual harassment

Do

By the end of this unit, students will be able to

  • Analyze ethics scenarios
  • Analyze sexual harassment scenarios

Evidence of Learning

Formative

Ethics Scenarios
Sexual Harassment Scenarios

Summative/ Benchmark

Workplace Ethics, Safety and Legal Matter Unit Test

Alternative Assessments

Learning Activities

  • Day 1 Students will have a choice whether to work independently or with their group to complete research broad questions on the Workplace Ethics, Safety and Legal Matters Scavenger Hunt Section on Ethics.
    Workplace Ethics, Safety and Legal Matters  Scavenger Hunt
  • Day 2-3  Students will work in cooperative groups and have choice of scenarios. They will work one day to answer questions and prep for role plays if applicable and then share their presentations the next day for Ethical Scenarios
  • Day 4 Students will hear from guest speakers from OSHA/ Department of Labor about Workplace Safety
  • Day 5  Students will have a choice whether to work independently or with their group to complete research broad questions on the Workplace Ethics, Safety and Legal Matters Scavenger Hunt Section on Protection of Workers Rights.
  • Day 6  Students will have a choice whether to work independently or with their group to complete research broad questions on the Workplace Ethics, Safety and Legal Matters Scavenger Hunt Section on Fighting Discrimination in the Workplace.
  • Day 7  Students will have a choice whether to work independently or with their group to complete research broad questions on the Workplace Ethics, Safety and Legal Matters Scavenger Hunt Section on Sexual Harassment. Students will be read a scenario and asked to evaluate if the situation was or was not sexual harassment.
  • Day 8-9  Students will work in cooperative groups and have choice of scenarios. They will work one day to answer questions and prep for role plays if applicable and then share their presentations the next day for
    Sexual Harassment Scenarios
  • Day 10          Unit Test on Workplace Safety, Ethics and Legal Matters 

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Succeeding in the World of Work Textbook, Workplace Ethics, Safety and Legal Matters Scavenger Hunt, Ethics, Safety and Legal Matters Unit Overview Sheet, Resources from OSHA/Department of Labor, Ethics Scenarios, Sexual Harassment Scenarios, Unit Test

Equipment

Chromebooks,

Supplemental Resources

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science-OSHA safety standards

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.
  • CRP7. Employ valid and reliable research strategies.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9. Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12. Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


Unit Title

Unit # 5  Workplace Discipline: Time, Organization, Stress Management, Technology and Critical Thinking Unit

Timeframe 

10 Days

Unit Summary

To explore the impact of critical thinking and use of technology on workplace success. To develop the time and organizational management skills necessary to be effective at work.

Learning Targets

Essential Questions

  • How can you manage your time more effectively?

  • How can you organize your workspace to be efficient?

  • How do businesses use technology in the workplace?

Enduring Understandings

Students will understand:

  • Setting goals and using tools such as planners can help you utilize your time and manage your workload efficiently.
  • Technology tools are constantly changing and employees must constantly update their technology skills to keep pace.

Know

 

By the end of this unit, students will know

  • Time management strategies
  • Business technology

Do

By the end of this unit, students will be able to

  • Complete a time management log
  • Analyze Scenarios on technology, critical thinking, and balancing work and home

Evidence of Learning

Formative

Time and Management Log
Balancing Work and Home Life Scenarios
Technology Scenarios
Critical Thinking Scenarios

Summative/ Benchmark

Workplace Discipline Unit Test

Alternative Assessments

Learning Activities

  • Day 1 Students will have a choice whether to work independently or with their group to complete research broad questions on the Workplace Discipline Scavenger Hunt Section on Time and Organization Management.
  • Day 2  Students will work independently to create a Time and Organization Log with reflection questions.
  • Day 3  Students will have a choice whether to work independently or with their group to complete research broad questions on the Workplace Discipline Scavenger Hunt Section on Technology and Workplace Health.
  • Day 4-5  Students will work in cooperative groups and have choice of scenarios. They will work one day to answer questions and prep for role plays if applicable and then share their presentations the next day for Balancing Home and Family Life Scenarios
  • Days 6-7  Students will work in cooperative groups and have choice of scenarios. They will work one day to answer questions and prep for role plays if applicable and then share their presentations the next day for
    Preparation for Technology Problem Scenarios
  • Day 8-9  Students will work in cooperative groups and have choice of scenarios. They will work one day to answer questions and prep for role plays if applicable and then share their presentations the next day for Critical Thinking Scenarios  
  • Day 10  Unit Test on Workplace Discipline.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Succeeding in the World of Work Textbook, Workplace Discipline Scavenger Hunt, Workplace Discipline Unit Overview Sheet, Balancing Home and Work Scenarios, Technology Problem Solving Scenarios, Critical Thinking Scenarios, Unit Test

Equipment

Chromebooks,

Supplemental Resources

Workplace Discipline: Time and Organization Management Google Slide Presentation, Workplace Discipline: Workplace Health Google Slide Presentation, Workplace Discipline: Technology and Critical Thinking Google Slide Presentation,

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Health-Workplace health

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

  • Exhibit leadership for digital citizenship.

8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


Unit Title

Unit # 6  Lifelong Learning and Adjustments to Change

Timeframe 

 5 Days

Unit Summary

To explore ways to further grow in your profession and prepare for unforeseen career opportunities.

Learning Targets

Essential Questions

  • Why is it important to network with other professionals?

  • What steps should you take if you want to change jobs?

Enduring Understandings

Students will understand:

  • Networking with other professionals can lead to future job opportunities.
  • Changing jobs and/or careers successful requires careful planning and consideration of skill level and life situation.

Know

 

By the end of this unit, students will know

  • Importance of network
  • How to change jobs

Do

By the end of this unit, students will be able to

  • Design Business Card
  • Network

Evidence of Learning

Formative

Business Card and Network Assignment

Summative/ Benchmark

Lifelong Learning Assessment

Alternative Assessments

Learning Activities

  • Day 1  Students will have a choice whether to work independently or with their group to complete research broad questions on the Lifelong Learning Scavenger Hunt Section on Preparing for an uncertain future and Life Long Learning and Continuing Education.
  • Day 2  Students will have a choice whether to work independently or with their group to complete research broad questions on the Lifelong Learning Scavenger Hunt Section on Preparing for an uncertain future and Promotions and Changing Jobs/Careers.
  • Day 3-4 Students will work independently to research business card options and then create their own business cards and contact list.
  • Day 5 Lifelong Learning Quiz

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Succeeding in the World of Work Textbook, Lifelong Learning Scavenger Hunt, Lifelong Learning Overview Sheet, Sample Business Cards/Network Lists, Unit Quiz

Equipment

Chromebooks,

Supplemental Resources

Life Long Learning Google Slide Presentation, Succeeding in the World of Work Textbook, Lifelong Learning Scavenger Hunt, Lifelong Learning Overview Sheet, Sample Business Cards/Network Lists

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

ELA-Business communication

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


Unit Title

Unit # 7  Entering the Workplace/Internship Placement

Timeframe 

90 Days

Unit Summary

To explore how employees successfully transition into the workplace.

Learning Targets

Essential Questions

  • How do get off to a successful start at my new job?

  • How do I contribute to my new place of employment?

Enduring Understandings

Students will understand:

  • Mentoring, job orientations and knowledge of employee expectations will help employees be successful in adjusting to a new job.

Know

 

By the end of this unit, students will know

  • Expectations of employees

Do

By the end of this unit, students will be able to

  • Present Culminating Project

Evidence of Learning

Formative

Weekly Theme Based Reflections on Learning
Log of Hours

Summative/ Benchmark

Culminating Presentation

Alternative Assessments

Learning Activities

  • Internship Placement: Each student will be placed in an internship at a business or government agency that has been approved by the district. Students will be responsible for providing their own transportation to their placement and logging their hours each week.
  • Weekly Seminars: Each week students will meet for a seminar discussion where they will reflect on what they have learned the previous week during their internships, share questions they may have about their placements and review key workplace readiness skills that studied in the first semester as they apply what they learned in their internship placements. Each week has a theme and specific tasks and questions to guide the students learning during that week. Listed below are the weekly themes and attached reflection sheets:
    Week 1:  Welcome to Workplace/  Workplace Expectations
    Week 2:  Employer Manuals/Contracts
    Week 3:  Teamwork and Leadership/ Taking Initiative
    Week 4:  Communication: Oral and Written
    Week 5:  Workplace Safety
    Week 6:  Ethical and Unethical Behavior
    Week 7:  Sexual Harassment
    Week 9:  Time and Organization Management
    Week 10:  Stress Management: Balancing Work and Home Life
    Week 11:  Workplace Technology
    Week 13:  Life Long Learning
    Week 14: Networking
  • Preparation for Culminating Presentation: Students will be asked to give a formal business presentation that includes images of their work, specific highlights from on what they learned from their internships and a thank you to their mentor(s). Students will create a multimedia presentation during specific seminars listed below and have it peer reviewed and reviewed by instructors prior to the formal presentation.
    Week 8:  Work on Culminating Project: Expectations and Images  
    Week 12: Work on Culminating Project: Focus on Reflection and Presentation Skills
    Week 15: Culminating Presentation: Rough Drafts Due Today
    Week 16: Formal Presentation of Learning to Businesses Mentors, Superintendent, Principal, Director of Guidance and entire class.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Supplemental Resources

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

ELA-Culminating Presentation

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.