Career+Unit

Students will reflect on career interests through an exploration of post-secondary options. What career options are available for the 21st Century learner?
 * **Theme, Enduring Understandings, & Essential Questions for This Unit** || **How Students will Demonstrate Their Understanding** || **Standards-based Essential Skills & Concepts to be Targeted Throughout the Unit** || **Strategies / Best Practices Used to Explicitly Teach the Skills & Concepts** || **Resources for** **this Multi-Genre Unit** ||
 * **Theme**: Career and College Readiness in the 21st Century
 * Enduring Understandings**:
 * Essential Questions**:

How does one determine key criteria for a specific trade or career?

What are the educational requirements for specific careers?

How can mastery of career-specific vocabulary enhance understanding?

Which multi-media format is the most productive for synthesizing information and igniting career interest in others?

Evaluate how this information can translate into potential Graduation Project topics in junior year?

What is the best method to analyze career trends in the 21st Century? || **Summative Assessment** (at the end of the unit):


 * Design a career map visual through a Prezi or Power Point to teach others.
 * Synthesize career information and findings into a commercial
 * Participate in a career day in the classroom
 * Produce/design an informational brochure for AHS students
 * Organize information through a definition prompt to align with the NC English II State Writing Exam

The menu options allows differentiation of process for all levels and promotes creativity at all levels. Emerging learners are offered a variety of communication forms in terms of 21st century skills, images, sounds, and music. Furthermore, ELL students are able to speak through visuals that reflect the essence of the unit. Paired activities,essential questions, entrance and exit slips, learning log/journals, collage creation, peer edit, drafts, teacher observation of process || **Reading**: Reading for author's purpose, background information, and context. Synthesizing meaning through interpretation. Making inferences and drawing conclusions. defintion essay Producing career specific commercials and selling products. || Annotating information text that aligns with Lexile scores
 * Formative Assessments** (throughout the unit):
 * Develop and master career-based vocabulary
 * Create interactive vocabulary tools for enhanced learning and teaching others
 * Annotate instructional text to determine relevance
 * Synthesize career information and findings into a commercial
 * Identify interests in careers through a Career Cluster survey
 * Evaluate interest level in connection with Graduation Project
 * Participate in a classroom culture of learning in the evaluation of diverse careers
 * Writing**: Summarizing details, selecting relevant material, evaluating and connecting meaning through interpetation of facts, summary notes and
 * Speaking & Listening**:

Using career surveys to narrow post-secondary goals.

Demonstrating understanding through multi-media.

Learning Log-Reflective and anticipative

Teacher-modeled annotation and brochure activity

Authentic samples and guest speakers

21st century skills through commercial production || Anchor Text(s) Career Cluster Interest Survey:

Surveymonkey.com for interest surveys and class profile of interests

Informational text based on Lexile scores

Authentic career attire

Biographies of diverse career people

Multi-media software

Flip Cameras

Quizlet

Career vocabulary

Career Cash for goods/services for **Positive Behavior Support** Students will be rewarded for productivity, good citizenship, and sale of goods/services. This money will be used to purchase rewards/foods, etc. ||

College and Career Readiness Anchor Standards for Writing
//**Text Types and Purposes***// 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. //**Production and Distribution of Writing**// 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
 * //a. Introduce a topic; organize complex ideas, concepts, and information to// //make important connections and distinctions; include formatting (e.g.,////headings), graphics (e.g., figures, tables), and multimedia when useful to// //aiding comprehension.//
 * //b. Develop the topic with well-chosen, relevant, and sufficient facts, extended// //definitions, concrete details, quotations, or other information and examples// //appropriate to the audience’s knowledge of the topic.//
 * //c. Use appropriate and varied transitions to link the major sections of the text,////create cohesion, and clarify the relationships among complex ideas and// //concepts.//
 * //d. Use precise language and domain-specific vocabulary to manage the// //complexity of the topic.//
 * //e. Establish and maintain a formal style and objective tone while attending to// //the norms and conventions of the discipline in which they are writing.//
 * //f. Provide a concluding statement or section that follows from and supports// //the information or explanation presented (e.g., articulating implications).//
 * Range of Writing**

College and Career Readiness Anchor Standards for Speaking and Listening
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. //**Presentation of Knowledge and Ideas**// 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English. //**Vocabulary Acquisition and Use**// 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. //**V9-10.4.a.c.6.**// //**Goal 1**:// ** The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. ** **  Goal 4 : The learner will critically interpret and evaluate experiences, literature, language and ideas. ** **  Goal 6 : The learner will apply conventions of g **** rammar and language usage. **
 * //Comprehension and Collaboration//**
 * //a. Come to discussions prepared, having read and researched material under// //study; explicitly draw on that preparation by referring to evidence from// //texts and other research on the topic or issue to stimulate a thoughtful,////well-reasoned exchange of ideas.//
 * //b. Work with peers to set rules for collegial discussions and decision-making// //(e.g., informal consensus, taking votes on key issues, presentation of// //alternate views), clear goals and deadlines, and individual roles as needed.//
 * //a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a// //word’s position or function in a sentence) as a clue to the meaning of a word// //or phrase.////a////. Identify and correctly use patterns of word changes that indicate different// //meanings or parts of speech//
 * c. //Consult general and specialized reference materials (e.g., dictionaries,// //glossaries, thesauruses), both print and digital, to find the pronunciation of a// //word or determine or clarify its precise meaning, its part of speech//5. Demonstrate understanding of word relationships and nuances in word meanings.
 * **90 Min. Block** |||| **Essential Question/Reflection**
 * Bellringer** || **Activities** || **Revised Blooms** || **Learning Styles** **Intelligences** ||
 * **Week 1** |||| //**CCSS: W9-10,2a-f., 4,5,6,10**//

Materials: Interest inventory, career inventory, vocabulary, authentic samples.
|| **Launching** **Activity:** *** Introduce interdisciplinary unit to students** //**SL9-10.1a.1b., 2-6**// //**V9-10.4.a.c.6.**// //**Goal 1**:// ** The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. ** ** Goal 4 : The learner will critically interpret and evaluate experiences, literature, language and ideas. ** ** Goal 6 : The learner will apply conventions of grammar and language usage. **
 * Explain activities so that students can make connections among them
 * Have students take an informal survey to evaluate common career interests
 * Discuss goals and ask students to generate personal goals for the the unit schedule
 * Introduce career-based vocabulary || **Applying**
 * Analyzing**
 * Evaluating** || Auditory Verbal/Linguistic Visual/Spatial Tactile Interpersonal Intrapersonal ||
 * **Week** **2** |||| //**CCSS:**////**W9-10,2a-f., 4,5,6,10**//

"Choose the life that is the most useful and habit will make it more agreeable."-Sir Francis Bacon

Materials: Video sample, brochure, Quizlet.com || * Reflect on quote in Moodle Visual/Spatial Tactile Interpersonal Intrapersonal Existential || //**SL9-10.1a.1b., 2-6**// //**V9-10.4.a.c.6.**// //**Goal 1**:// ** The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. ** ** Goal 4 : The learner will critically interpret and evaluate experiences, literature, language and ideas. ** ** Goal 6 : The learner will apply conventions of grammar and language usage. **
 * Answer Essential Question reflection in Moodle
 * TTYPA: Nominate partner's career interest. Authentic Sample Introduction
 * Research in Media Center for careers
 * Create brochures
 * Practice career-based vocabulary || **Applying**
 * Analyzing**
 * Evaluating**
 * Creating** || Auditory
 * **Week 3** |||| //**CCSS:**////**W9-10,2a-f., 4,5,6,10**//

Thematic EQ: Consider your own personal history and evaluate how your personal view of life shapes the way you feel about certain careers.

Materials: Research material, flip cameras, Power Points, || * Reflect on Essential Questions in Moodle Verbal/Linguistic Musical Tactile Intrapersonal Interpersonal Existential || //**SL9-10.1a.1b., 2-6**// //**V9-10.4.a.c.6.**// //**Goal 1**:// ** The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. ** ** Goal 4 : The learner will critically interpret and evaluate experiences, literature, language and ideas. ** ** Goal 6 : The learner will apply conventions of grammar and language usage. **
 * Performs warm-up: with authentic samples
 * Analyze biographies
 * Introduce menu rubrics
 * Select a song that career choice
 * Create flash cards
 * Apply career-based vocabulary || **Applying**
 * Analyzing**
 * Evaluating**
 * Creating** || Visual/Spatial
 * **Week** **4** || //**CCSS:**////**W9-10,2a-f., 4,5,6,10**//

Materials: Authentic uniforms, flip-cameras, Power Points, essay prompt || * Reflect on quote in Moodle Verbal/Linguistic Existential Tactile Musical Intrapersonal Intrapersonal ||
 * Generate a response for the Essential Question in Moodle
 * Present Power Point career key
 * Finalize Brochures
 * Perform career-based vocabulary activities
 * Produce videos/commercials
 * Participate in classroom career community day
 * Generate items for food/goods sale
 * Synthesize information into a definition essay || **Applying**
 * Analyzing**
 * Evaluating**
 * Creating** || Visual/Spatial

Component || Minimal || Evident || Superior || =Menu = Mandatory: Six Images Educational Requirements Training || Choose Four: Mandatory: Introduces Career Text Synthesizes Career Vocabulary Engages Audience Invites Interest ||
 * Power Point /Prezi
 * Reflective || 1 Learner does not reflect in consideration of process || 2 Learner shows some reflection and consideration of process || 3 Learner demonstrates ongoing reflection of process ||
 * Clear Meaning || 1 Responses lack a common threaded meaning/off-topic || 2 Responses reveal mostly consistent thoughts and remain on topic || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">3 Responses are consistent and clear throughout activity ||
 * Meets Conventions of Grammar and Punctuation || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">1 Learner uses capital letters appropriately at least once, ends with punctuation. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">2 Learner begins sentences with capitals, ends with punctuation, 2 or fewer run on sentences, 3 or fewer errors in punctuation. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">3 Learner begins all sentences with capitals, capitalizes proper nouns, no run on sentences and correct punctuation. ||
 * Timely || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">1 Learner is late more than two times in contribution. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">2 Learner is late one or more times in contribution. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">3 Learner is always on time in contribution. ||
 * Total ||  ||   || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">12 ||
 * <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Power Point || <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Video Commercial ||
 * <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Choose Four:
 * 1) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Six Slides
 * 2) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Eight Slides
 * 3) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Three Colors
 * 4) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Captions
 * 5) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Visual Thoughts
 * 6) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Music
 * 1) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Background Music
 * 2) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Guest Speakers
 * 3) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Four Minutes
 * 4) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Two Minutes
 * 5) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Subtitles
 * 6) <span style="background-color: #ffffff; color: #404040; font-family: Impact,Charcoal,sans-serif; font-size: 24px;">Sales Pitch


 * Visual || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">Minimal || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">Evident || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">Superior ||
 * Appearance || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">1 The learner does meet standards set by menu for appearance. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">2 The learner meets less than one standard set by menu for appearance. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">3 The learner meets all standards set by menu for appearance. ||
 * Text || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">1 Learner uses capital letters appropriately at least once, ends with punctuation. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">2 Learner begins sentences with capitals, ends with punctuation, 2 or fewer run on sentences, 3 or fewer errors in punctuation. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">3 Learner begins all sentences with capitals, capitalizes proper nouns, no run on sentences and correct punctuation. ||
 * Evidence of Planning || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">1 No evidence of attempting to follow menu options. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">2 Evidence of planning attempting according to menu options. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">3 Evidence of planning consistent with menu options. ||
 * Theme || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">1 No evidence of common theme according to menu. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">2 Theme is present in most elements according to menu. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">3 Theme is present in all elements according to menu. ||
 * Images/Visuals || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">1 No illustrations present || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">2 Two or more illustrations present. || <span style="color: #3a4452; display: block; font-family: Cambria; font-size: 26.66px; text-align: center;">3 All illustrations present ||
 * Total: ||  ||   || 15 ||