U3C9L3A0_Lesson Plan - Weebly



|CORE LET 3 |

|Unit 3: Foundations for Success |

|Chapter 9: Career Planning |

|Lesson 3: Military Career Opportunities |

|Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 |

|Administrator Lesson Guide: |

|Lesson Competency: Relate the military to your career goals. |

|Linked ELA Common Core: W.11-12. WRITING - W.11-12.7., W.11-12.8., W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., L.11-12. |

|LANGUAGE - L.11-12.2.b., L.11-12.6. |

|Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways. |

|Thinking Processes |Core Abilities |

|Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) |Build your capacity for life-long learning |

|Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) |Communicate using verbal, non-verbal, visual, and |

|Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) |written techniques |

|Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) |Take responsibility for your actions and choices |

|Part-Whole - Brace Map* (Alt. = Pie Chart) |Do your share as a good citizen in your school, |

|Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) |community, country, and the world |

|Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) |Treat self and others with respect |

|Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) |Apply critical thinking techniques |

|* Thinking Map( | |

|Multiple Intelligences |Bloom’s Taxonomy |Authentic Assessment |Learning Objectives |

|Bodily/Kinesthetic |Remember |Observation Checklist |Determine the difference between three career paths |

|Visual/Spatial |Understand |Portfolio |available in the U.S. Armed Forces |

|Logical/Mathematical |Apply |Rubric |Classify four ways to become a commissioned officer |

|Verbal/Linguistic |Analyze |Test and Quizzes |Research basic enlistment qualifications and processes|

|Musical/Rhythmical |Evaluate |Thinking Map( |to enter the military |

|Naturalist |Create |Graphic Organizer |Assess benefits provided to enlisted members of the |

|Interpersonal |Structured Reflection |Notebook Entries |military |

|Intrapersonal |Metacognition |Logs |Define key words: Active Duty, commissary, |

| |What? |Performance |counterpart, enlistment, exchange, prerequisite, |

| |So What? |Project |recruiter, Reserves |

| |Now What? | | |

| |Socratic Dialog | | |

| |E-I-A-G | | |

| | | |Legend: |

| | | |( Indicates item is not used in lesson |

| | | |( Indicates item is used in lesson |

|Lesson Preview: |

|Energizer: Distribute Exercise #1: Sample ASVAB Test so Cadets practice answering ASVAB questions. |

|Inquire: Guide Cadets to the learning objectives and key words in their Student Learning Plans to preview activities. Play the video “Students Talk |

|About the Military.” Cadets work in teams to create Circle Maps showing their ideas about military careers. |

|Gather: Brief Cadets (or invite a speaker to talk) about military opportunities. Cadets read about military opportunities in their student text. |

|Process: Guide Cadets to research one or more career interest and the military opportunities to pursue it. Cadets create Double Bubble Maps to compare |

|military and civilian careers. |

|Apply: Distribute Exercise #2: To Enlist or Not to Enlist and the Military Career Opportunities Performance Assessment Task. Cadets use these and other |

|documents as a new section in their Career Development Portfolio binder. |

|CORE LET 3 |

|Unit 3: Foundations for Success |

|Chapter 9: Career Planning |

|Lesson 3: Military Career Opportunities |

|Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 |

|Note: As additional resources for this lesson, you may invite a guest speaker to talk to your class about military careers. |

|Instructor Lesson Plan: |

|Why is this lesson important? |

|The military is one of the largest employers of high school graduates in full-time positions. The U.S. armed forces hire over 365,000 people each year. |

|The military is one more career option to consider in your career planning. In this learning plan, you will explore military careers. You will match |

|military opportunities to your career interests. |

| |

|Lesson Question |

|What military careers are available, and what is the purpose of the Selective Service? |

| |

|What will Cadets accomplish in this lesson? |

|Lesson Competency |

|Relate the military to personal career goals |

| |

|What will Cadets learn in this lesson? |

|Learning Objectives |

|Determine the difference between three career paths available in the U.S. armed forces |

|Classify four ways to become a commissioned officer |

|Research basic enlistment qualifications and processes to enter the military |

|Assess benefits provided to enlisted members of the military |

|Define key words: Active Duty, commissary, counterpart, enlistment, exchange, prerequisite, recruiter, Reserves |

| |

|When will your Cadets have successfully met this lesson’s purpose? |

|Performance Standards |

|by researching military career opportunities |

|by placing a Military Career Reflection in their Career Development portfolio |

|when they compare their chosen civilian career(s) to similar military career(s) |

|when they describe a military career path that matches their career goals |

|when they assess how well they meet enlistment qualifications |

| |

|NOTES: |

| |

| |

| |

| |

| |

| |

| |

| |

|Part 1: 45 minutes |

|Energizer: |

|Lesson Delivery Setup: |

|This is an optional motivational activity and should be used at your discretion, or as time permits. |

|Prepare to explain the ASVAB test to Cadets and distribute Exercise #1: Sample ASVAB Test. |

|Student Learning Activity |

|Teaching Notes |

| |

| |

|Direct Cadet Focus: Ask Cadets to think about their academic skills and whether those might qualify them for specific careers. |

| |

| |

|Use the ASVAB slide to introduce Cadets to what the test does and how they may take the test. Distribute Exercise #1: Sample ASVAB Test and allow Cadets |

|no more than five minutes to complete it. Use the Exercise #1: Sample ASVAB Test Answer Key read off the answers. Instruct Cadets score their Sample |

|ASVAB test. |

| |

| |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|If this is the first experience you have had with the ASVAB, what is your impression? |

|If you have previously taken the ASVAB, what are the main differences you encountered? |

|How can practice tests help you succeed with scored aptitude and standardized tests? |

|What are your reasons for taking/not taking the ASVAB test? |

| |

|Total Time: 10 minutes (optional) |

|Phase 1 -- Inquire: |

|Lesson Delivery Setup: |

|Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. |

|Ensure that Cadets have access to the Student Learning Plan. |

|Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. |

|Prepare to display the Learning Objectives. |

|Prepared to display Video #1: Students Talk About the Military. |

|Provide chart paper and markers for partner or team use. |

|Prepare to display a sample Bubble Map. |

|Ensure Cadets have their Cadet Notebooks for use throughout this lesson. |

|Student Learning Activity |

|Teaching Notes |

| |

| |

|Direct Cadet Focus: Ask Cadets to think about what they know about careers in the military. The Inquire Phase of the lesson is to set Cadets up to begin |

|thinking about what they already know about this subject area. |

| |

|THINK ABOUT what you know about careers in the military. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will |

|learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose. |

|Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion. |

|Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What|

|you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose. |

|Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson. |

|Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that |

|they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. |

| |

|VIEW Video #1: Students Talk About the Military. With your team, BRAINSTORM your thoughts about joining the military. CREATE a Circle Map or Bubble Map |

|to record your ideas. |

|Display Video #1: Students Talk About the Military. |

|After the video, divide Cadets into teams of 3-5 people and distribute chart paper and markers. |

|Instruct Cadets to brainstorm what they think about when they consider enlisting in the military. Direct teams to create a Circle Map or Bubble Map to |

|records their ideas. Teams can post their maps for other teams to view. |

| |

|REFLECT on your ideas about enlisting in the military. ANSWER the reflection questions presented by your instructor. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|From the video, why do you think young people change their ideas about the military after joining? |

|Will the decision to enlist, or not to enlist, be easy or difficult for you? |

|What do you know about opportunities the military offers in education, training, and careers? |

| |

| |

|Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about |

|military career opportunities. |

| |

|Total Time: 15 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as|

|necessary for your Cadet. |

|Phase 2 -- Gather: |

|Lesson Delivery Setup: |

|Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. |

|Provide access to a student text: Unit 3: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 3 (softbound); the e-text |

|version found in the U3C9L3 resource folder on the Curriculum Manager. |

|Be prepared to brief Cadets on the slide topics in the presentation. Alternately, you may invite a guest speaker to talk with Cadets about the same |

|topics. |

|Be prepared to launch Reinforcing Questions. |

|Student Learning Activity |

|Teaching Notes |

| |

| |

|Direct Cadet Focus: Ask Cadets to think about the different career paths available in the military. |

|The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to |

|build on any previous knowledge or experiences. |

| |

|LISTEN TO a briefing about military careers. LEARN MORE by reading the Military Career Opportunities chapter in your student text. ADD notes from the |

|briefing and reading to your Career Development Portfolio binder. |

|Brief Cadets (or invite a guest speaker to talk) about the Selective Service System, military life, military benefits, and military career paths. Direct |

|Cadets to take notes on the briefing. |

|Encourage Cadets to learn more by reading their student text. Instruct Cadets to add their notes to their Career Development Portfolio binder. |

|Display Reinforcing Question(s). |

| |

|REFLECT on what you’ve learned about career paths in the military. ANSWER the reflection questions presented by your instructor. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|How are the military academies and ROTC different from JROTC? |

|What are the advantages/disadvantages to a military career? |

|What is the purpose of the Selective Service System? |

| |

| |

|Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new |

|information or skill they were introduced to. |

| |

|Total Time: 20 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as|

|necessary for your Cadet. |

|Part 2: 45 minutes |

|Phase 3 -- Process: |

|Lesson Delivery Setup: |

|Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. |

|Arrange for Cadets to have access to the Internet. |

|Prepare to display a sample Double-Bubble Map. |

|Prepare to distribute Handout #1: Useful Websites. |

|Arrange to have “Financing College & Admissions” program available for viewing. Cadets will access the “Military Options” lesson. |

|Be prepared to launch Reinforcing Questions. |

|Student Learning Activity |

|Teaching Notes |

| |

| |

|Direct Cadet Focus: Ask Cadets to think about their civilian career interests and the military equivalents. What are the similarities and differences? |

|This phase of the lesson allows Cadets to practice using the new skill or knowledge. |

| |

|RESEARCH the military career(s) that is similar to your civilian career interest(s). CREATE a Double Bubble map to compare military and civilian careers.|

|ADD your work to your Career Development Portfolio binder. |

|Guide Cadets to conduct research on the military equivalent to their civilian job/career interests by searching for information on the Internet, from |

|brochures, and from the “Military Options” lesson on the JROTC Financing College & Admissions program. |

|Display the Useful Websites slide and/or distribute copies of Handout #1: Useful Websites. Instruct Cadets that their research should extend beyond this |

|class period and that there are many resources for gathering information. |

|Guide Cadets to consider similarities and differences between the military and the civilian careers. Direct Cadets to create Double Bubble Maps to note |

|the similarities and differences of the military and civilian careers. |

| |

|REFLECT on what you’ve learned about how your career choice would fit into the military. ANSWER the reflection questions presented by your instructor. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|What conclusions can you make about the differences between civilian and military careers? |

|Were you able to narrow your career exploration choices or interests from your research? |

|Did your research change your perceptions of military careers? |

| |

| |

|Conclude this phase of learning by summarizing the importance of researching what you want to do with your future. Inform Cadets that they will now |

|continue their research in the performance assessment task. |

| |

|Total Time: 25 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities |

|as necessary for your Cadet. |

|Phase 4 -- Apply: |

|Lesson Delivery Setup: |

|Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. |

|Distribute Exercise #2: To Enlist or Not to Enlist. |

|Distribute the Military Career Opportunities Performance Assessment Task. |

|Determine how you will review the key words from this lesson. |

|Prepare to use the Digital Timer application in your Curriculum Manager. |

|Prepare to assign the performance assessment task as homework as time necessitates. |

|Student Learning Activity |

|Teaching Notes |

| |

| |

|Direct Cadet Focus: Ask Cadets to think about making a tentative decision on whether they want to join the military or pursue a civilian career. |

|This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. |

|Prompt Cadets by asking them how this lesson can be used beyond this classroom experience. |

| |

|COMPLETE Exercise #2: To Enlist or Not to Enlist. |

|Distribute Exercise #2: To Enlist or Not to Enlist and instruct Cadets to complete it. Inform them about what the military can offer them and help them |

|decide on a civilian or military career. |

| |

|COMPLETE the Military Career Opportunities Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback|

|and a grade. |

|Distribute the Military Career Opportunities Performance Assessment Task. The performance assessment task may be completed in class or assigned as |

|homework, depending on the available time. |

|Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. The same criteria on the scoring guide can be |

|used as a grading checklist, too. |

|Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios. |

| |

|REVIEW the key words of this lesson. |

|Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to |

|complete a quick check on each word and define it properly. |

|Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them. |

|Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several |

|animated games. |

|Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity. |

| |

|REFLECT on what you have learned in this lesson and how you might use it in the future. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|What decisions have you made based on your new insights? |

|Why is it important to weigh your options before making a rash decision on your future? |

|What do you have to know before joining the military? |

| |

| |

|Can Cadets answer the Lesson Question(s) now: What military careers are available, and what is the purpose of the Selective Service? |

|Allow some time for discussion. |

| |

|Total Time: 20 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as |

|necessary for your Cadet. |

|Homework: |

|If Cadets do not finish completing the exercises in class, assign them as homework. Suggest Cadets sign up to take at least one career test (for example,|

|the Armed Services Vocational Aptitude Battery [ASVAB]) to match their skills, abilities, and interests with specific job titles). |

|Note on Cadet Portfolios: |

|As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic,|

|chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on |

|setting up and evaluating Cadet Portfolios. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download