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Colleges and Careers: Lesson Plan I

Colleges and Careers: Lesson Plan I

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Published by Lindsay
Sample lesson 1 of 3 in a "Colleges and Careers" unit geared toward high school students.
Sample lesson 1 of 3 in a "Colleges and Careers" unit geared toward high school students.

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Published by: Lindsay on Jan 21, 2011
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Lesson Title:
Colleges & Careers (Introduction)
Name:
Lindsay Blowers
Subject:
English Language Arts
Grade Level:
12
th
Time Frame:
96 minutes (high school block)
Objective
12
th
-graders will learn about different colleges and careers by filling out fact sheets andcreating a college or career brochure.12
th
-graders
Rationale
Research makes decisions easier. This research will begin to give students a sense of which colleges and careers are right (or not right) for them. Their initial selections forresearch will be based on pre-existing interests, and discussing fact sheets & seeing thebrochures made by their classmates may give them additional ideas. Becoming familiarwith research, especially via the Internet, is also a lifelong skill with a wide variety of applications.
PriorKnowledge
Familiarity with web browsing, basic Microsoft Word skills, some prior thought oncollege and career plans. This unit should already have been introduced and studentsshould be aware of requirements & expectations. They will already have been given therubric included in the assessments section of this unit plan.
Standards
Read with comprehension a variety of informational and functional reading materials(2)
-
Write for a variety of purposes (7)
-
Demonstrate appropriate use of punctuation (8)
-
Use the research process to manage, document, organize, and present information tosupport a thesis on a teacher-approved topic of student interest (10)
-
EssentialQuestions
Who am I? What do I want to do with my life?
Is there a “best” path through life?
Whatinformation about a college or career will help me make a decision for or against it?What is most important to me in life? What are my goals for the future, both short-termand long-term? What is expected of me? Are these expectations fair?
Assessment/Differentiation/AccommodationFormativeAssessment
After filling out fact sheets using Internet resources, students will use a MicrosoftWord template to create a brochure about one of the colleges or careersresearched. The brochure will be a multifaceted assessment that will evaluatemany things, including:
Student’s ability/willingness to follow instructions
-
Completeness of research/knowledge gained on selected colleges & careers
-
Student’s familiarity with technology in the form of Internet research and
Microsoft Word
-
Student’s interest in learning about colleges and careers
-
Informal checks and observations will also be made throughout the lesson.
SummativeAssessment
The fact sheets will become a part of the student’s Professional Portfolio, which will
compose the summative assessment for this unit.
DifferentiatedInstructionIEP
 –
I am actually very excited to have Josh in my classroom for this lesson. This is agreat opportunity for him to think about what options he can pursue with his AOD. I
Lesson Plan I
Lesson Plan I Page 1
 
Talk with Josh individually to make sure he understands the options thataccompany the AOD and help him select some possible careers andinstitutions to research.
In the computer lab, seat Josh near students who are less likely to distracthim.
Allow Josh as much time as he needs to complete the fact sheets for theschools/jobs he selects.
If he has trouble focusing on information down but can remember what hereads, allow him to give an oral summary of the information. He must at leastthink seriously about his options and back up his opinions and decisions withsome research.
If he continues to work on fact sheets and needs more time, do not requirehim to complete the brochure.
If he seems to get bored with fact sheets, make sure he completes at leastone, then give him the option of moving on to the brochure.
Give him individual, written instructions for the brochure or help him set it upinstead of having him listen as the class is walked through it.
Alternatively, find out what items Josh may need to complete his portfoliosfor his AOD and allow him to work on those items, if applicable.
Keep in mind that the goal is for students to identify possible career oreducation paths and learn more about them. Help Josh to reach this goal andassess him in ways that best suit his abilities.
plan to do the following to make this a successful lesson for Josh:Define all vocabulary on the fact sheets for Jose, perhaps on an easilycomprehensible vocabulary sheet. Alternatively, allow Jose to fill indefinitions on a blank vocabulary sheet, or match definitions with vocabularywords. This will both help him learn and serve as an assessment.
Perhaps ask Jose to only fill out one fact sheet, or only parts of them, focusingmore on his understanding of new terms. (The parts that involve essentiallycopying information from a website, i.e., basic school info fromCollegeBoard.com, should be fairly easy for him.)
Since Jose struggles with the use of academic language, give him a morespecific structure on his brochure. Help him to construct complete sentencesusing the information he has learned. Encourage him to use images to expresshis ideas.
Assess Jose verbally (just talk to him!) to ensure that he is learning vocabularyrelated to colleges and careers, has put thought into his future plans, and haslearned something about the careers/schools he considered during thelesson.
ESL
 –
Jose will likely struggle with any parts of the lesson that require advancedlanguage skills or use of academic language. He is much stronger with informalcommunication. I suggest the following accommodations for Jose:
Lesson PlanLessonOverview
The majority of this lesson will be completed in a computer lab or library. After thebell ringer and teacher explanation, students will move to the computer lab or libraryand will begin filling out fact sheets for two colleges of their choice and two careers of their choice. Students should try to identify schools and careers they actually wish topursue. Following this preliminary research, each student will select one school orcareer for which he/she will make a brochure. Students will be given instructions on
Lesson Plan I Page 2
 
how to make a brochure using a Microsoft Word brochure template of their choice.
Materials
Classroom computer with Internet access & projector, Fact Sheets*, Library/computerlab computers with Internet access and Microsoft Word, printers capable of printingbrochures created in Microsoft Word, example brochure(s)**included
Bellringer/ReviewActivity
By this point, students should be accustomed to walking into class and responding
to questions written on the board in their notebooks. Today’s questions will be:
What would you like to do after high school?
-
List at least two post-high-school institutions you might be interested in attending.
-
List at least two careers you might be interested in pursuing.
-
Students will then share their thoughts with someone next to them.
Activities andProcedures(withtransitions andtimeallocations)Instructional Methods:
lecture with visual aids, independent work, projectBell ringer
(5 minutes)
-
Hand out fact sheets (1 college and 1 career) & explain that students will usethe Internet to complete them
o
Instruct students to select to colleges and one career they would like toresearch (the bell ringer should have prepared them for this selection).
o
Use Google to find a college’s web page
Use the computer & projector to show students Internet resources
o
Explain that after students have filled out their fact sheets, they will selectone college or career they research and, using the information they gathered,create a brochure.
o
Show students an example brochure.
o
Short lecture
(10 minutes)
-
Move to library/computer lab
-
Students will fill out each fact sheet, spending 10-15 minutes on each
o
Fact sheets
(30 minutes)
-
After students have completed their fact sheets, they should share what theyhave learned with one or two other people.
o
After sharing, students should select one college or career (if they like onesomeone else researched more, they make use that one) and make abrochure for it.
o
Sharing
(5 minutes)
-
Students will spend the remainder of the period working on brochures. If they
don’t finish, class time will be provided later on for that purpose.
o
Alternatively, the brochures can be created by hand.
o
Brochures
(30-45 minutes)
-
Closure
Remind students that if they didn’t finish their brochures today, they will get a chance
to do so. Tell them that tomorrow we will be going over the college applicationprocess. Hang up the completed brochures for display in the classroom.
References
 
 
Lesson Plan I Page 3

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