Lesson Planning Guide

Title: Career Exploration; Accessing the North Carolina Career Cluster Guide

Time Required: One, three-hour class period, with thirty to forty five final minutes of the previous class

Submitted By: Greg Walters jgregorywalters@gmail.com

Lesson Contextualized Toward: Career Exploration

Content Standards Benchmarks Taught: R.3.3.5, R.3.4.1

Objectives/Learning Goals:

For Intermediate and Advanced Level (NRS Levels 5 and 6) ESL learners to gain an overview of various career paths through accessing in English the North Carolina Career Clusters Guide

Materials/Resources Needed:

1.) Instructor copy of electronic file of images2.) Handouts for students (explained below)

Procedure/Instructional Outline:

Step 1: Explain to students that you, the teacher, would like for them to explore the North Carolina Career Cluster Guide (2015). An online version can easily be found through a quick internet search and is available here: http://www.nccommunitycolleges.edu/sites/default/files/pa-news-files/2015_nc_career_clusters_guide_web_0.pdf

Explain that you would like for them to complete the Interest Profiler on pages 6 and 7, and that you will give each student a black and white copy of it. First, however, it is necessary to learn/review some vocabulary.

Step 2: Using a classroom projector, show the first page from the file, Images to Use with Interest Profiler. Next, hand-out the slip of vocabulary words accompanying the file. Page 3 has three individual lists on the page. Use this page to make copies. Each student gets only one slip. Put the students in groups of four and give each group a copy of the first page of images. Working individually, and then together, students will try to match the vocabulary with the pictures by writing in the number of the picture that matches the word. This might prove challenging. Ideally, student should take home this work after spending the latter part of a class working on it. The instructor will pass out some black and white copies for them to use.

Step 3: Again, ideally, the next day, check the work of the students as a class. Then, repeat the process handing out the second page of images. Give students approximately fifteen to twenty minutes to complete this, and then students can work in groups. The work can then be checked as a class.

Step 4: After you have reviewed all of the vocabulary, pass out a black and white copy of the Interest Profiler for each student. Have students complete the first ten individually. After they have completed this, then explain that you would like each student to find a partner and hand their own paper to their partner. The student who receives the paper will ask their partner the next ten questions, and their answers will be recorded on their partner’s paper circling like, dislike, or unsure. When this is completed, the other person asks. This process can be repeated three or four times with different partners and students completing forty or fifty of the sixty questions. All students can finish the last ten or twenty individually to complete the exercise.

Step 5: You can now demonstrate, using the example projected on the board, how to count up each category. See instructions at the bottom of the two pages. The meaning of the numbers will be explained after completing the next part.

Part Two

Step 1: Students will work together in a jigsaw activity to learn about the six Holland RIASEC types. [See top of page 9. of the Career Cluster Guide (2015 edition) for an explanation of the Holland RIASEC types.]

Step 2: To prepare for the jigsaw activity, students should be in groups. The purpose of a jigsaw activity is for each group to become ‘experts’ on one facet of an exercise, for example a reading. After this, students regroup and learn from each ‘new’ member of their group about that student’s ‘expertise’, their reading. This activity can be challenging for the teacher. It might help to prepare numbered cards to help facilitate the steps in the activity. An example of the activity is explained in the next paragraph.

Because there are six parts to the Holland RIASEC types, group students in groups of six. Prepare a card with a number for each group. Each group should be clearly identified as being 1, 2, 3, 4, 5, or 6. Each group will be given one of the six types as explained on page 7 of the Guide. Use photocopies to divide up the parts. Every member of each group should get a copy of the type given to that group, so additional copies will have to be made. Each group will thus become an ‘expert’ on the type they have read about. After the instructor has evaluated that each member of each group can explain their type, give each member of each group a card with the numbers 1 -6. Tell students that five members of each group will regroup and listen to the other five types explained. The person who has the same number as the group number will stay with that initial grouping. It is important that each new group have one member representing each Holland RIASEC type. In this way, each student will have been introduced to each type. Of course, the number of students in a class will vary. Understanding how a jigsaw activity works, the instructor will have to adapt the numbers in each group etc.

Step 3: At this point ask students to write down which type they believe that they are. Their ideas can be discussed in groups. The instructor can now follow the directions on page 8 of the Career Cluster Guide, and students will learn which type they are according to the survey.

Step 4: Pages 12 and 13 of the Career Cluster Guide. Instructor should follow these pages as a concluding activity for students.

Part Three

Extension Activities

Name _________________________________________________ Date _______________

A. Please find a career that interests you and do a little research from the pages on the North Carolina Career Cluster Guide. An example of a Career Cluster would be Finance, pages 45-50(of the 2015 edition).

First, read the Career Story for the Career Cluster that you chose. It is the last page of each section. Write a summary of:

1.) The challenges that the person faced and2.) Their path through their career.

Please write about ten sentences.

B. Find a career that interests you. Look at the two pages of Selected Careers in the career that you chose. Pick three specific occupations that interest you. Please write a paragraph and:

1.) Compare them.2.) Decide on one and why you would choose that one.3.) Write some details about the specific occupation that you chose.

So, your writing should have two paragraphs.

The next page has the images to go with the interest profiler

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

17 18 19 20

21 22 23 24

___ sign language___ to operate___ to merchandise___ to assemble___ a ‘set’ for a play

___ to negotiate a contract___ to install___ to sort___ to edit___ rehabilitation therapy

___ represent___ to proofread___ spreadsheet___ stocks and bonds___ to arrange

___ sign language___ to operate___ to merchandise___ to assemble___ a ‘set’ for a play

___ to negotiate a contract___ to install___ to sort___ to edit___ rehabilitation therapy

___ represent___ to proofread___ spreadsheet___ stocks and bonds___ to arrange

___ sign language___ to operate___ to merchandise___ to assemble___ a ‘set’ for a play___ hatchery___ inventory___ to market

___ to negotiate a contract___ to install___ to sort___ to edit___ rehabilitation therapy___ scripts___ special effects___ retail store

___ represent___ to proofread___ spreadsheet___ stocks and bonds___ to arrange___ shipping and receiving___ group therapy___ to put out

___ sign language___ to operate___ to merchandise___ to assemble___ a ‘set’ for a play___ hatchery___ inventory___ to market

___ to negotiate a contract___ to install___ to sort___ to edit___ rehabilitation therapy___ scripts___ special effects___ retail store

___ represent___ to proofread___ spreadsheet___ stocks and bonds___ to arrange___ shipping and receiving___ group therapy___ to put out