Reviewing Sources for Job Information



PA Career Education & Work StandardsLesson Planning GuideReviewing Sources for Job InformationStrand #13.2: Career Acquisition (Getting a Job)CEW Standard #13.2.5B: Identify and review resources available in researching job opportunities.Approximate Time: Two 45-minute periods. Prerequisite SkillsReading, Writing, Speaking and Listening*1.4.5 Types of Writing B. Write multi-paragraph informational pieces. 1.5.5 Quality of Writing B. Write using well-developed content appropriate for the topic. Mathematics*NoneScience and Technology*NoneCareer Education and Work*NonePerformance StandardsPerformance StandardSuggested Evaluation MethodIdentify and review resources available in researching job opportunities according to teacher instructions scoring an 85% or better on the rubric.Product evaluation: rubricSuggested ProjectsNoneMultiple Intelligence TypesVerbal/LinguisticIntrapersonalResources1.Rubric – “Research Report: Review Resources”See attachedEquipment/Materials/puter with Internet accessAny supplierSuggested Learning SequenceStrategyOutlineResources/EquipmentPerformance Standard 1IntroductionExplain to the class that they will be identifying jobs for which they currently have an interest and selecting the best resources in which to find information about these jobs. These resources might include:InternetMagazinesNewspapersPresentation/ Discussion of ActivityAsk the students to identify their top 3 job choices of jobs for which they currently have interest. Have them write these three on a plain sheet of paper. When they are finished have them flip the paper over to the other side.Involve students in a discussion of resources which can be used to help them find out information about these job opportunities (i.e. interview, websites, workshop, encyclopedia, etc.). Write these resources on the board and have students list them on the opposite side of their paper with the three job choices listed on it.ActivityHave the students pick the one job from the list in which they have the most interest. Explain to the students that they will be looking up information on that job using three different resources. The resources must be different (website, journal, interview, etc.).They will then write a one-page report on the pros and cons of each resource, what job opportunities they found in the resources and which resource was most beneficial.Pass out the rubric and go over each category so they know for what you are looking in their report. Allow students two days to complete the report.Related Academic Skills: 1.4.5B; 1.5.5BRelated SCAN/Soft Skills: Information A; Thinking Skills B; Resources DResource #1Equipment #1AssessmentUse the rubric to assess their reports. After all reports are assessed, as a class, take a poll to determine which types of resources were the most and least useful overall and the reasons for placing them in their respective categories.Related SCANS/Soft SkillsResourcesD. Human ResourcesInterpersonalNoneInformationA. Acquires and Evaluates InformationSystemsNoneTechnologyNoneThinking SkillsB. Decision MakingPersonal QualitiesNoneRelated Worksite/Work Based ActivitiesNoneAdditional ResourcesNone______________________________This planning guide was written by Heather Troutman, Special Education Teacher, Dalmatia Elementary, Dalmatia, PA.Research Report: Review Resources__________________________________________________________Teacher Name: Student Name: _____________________________________CATEGORY4321OrganizationInformation is very organized with well-constructed paragraphs and rmation is organized with well-constructed rmation is organized, but paragraphs are not well-constructed.The information appears to be disorganized.Quality of InformationInformation clearly relates to the main topic. It includes several supporting details and/or rmation clearly relates to the main topic. It provides 1-2 supporting details and/or rmation clearly relates to the main topic. No details and/or examples are rmation has little or nothing to do with the main topic.MechanicsNo grammatical, spelling, or punctuation errors.Almost no grammatical, spelling, or punctuation errors.A few grammatical, spelling, or punctuation errors.Many grammatical, spelling, or punctuation errors. Pros and ConsStudent gives the pros and cons of that resource with great detail.Student gives you pros and cons of that resource with minimal detail.Student doesn’t really give you any pros and cons of that resource.Student only gives you either a pro or a con of that resource.Most BeneficialStudent gives you the resource that was most beneficial to them and has supporting details.Student gives you a resource that was most beneficial to them with brief supporting details.Student gives you a resource that was most beneficial to them with one detail.Student gives you a resource that was most beneficial to them with no supporting details.Paragraph ConstructionAll paragraphs include introductory sentence, explanations or details, and concluding sentence.Most paragraphs include introductory sentence, explanations or details, and concluding sentence.Paragraphs included related information but were typically not constructed well.Paragraphing structure was not clear and sentences were not typically related within the paragraphs. ................
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