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1Guidance Unit

Guidance Unit

Andrea Y. Garibay

Seattle University

Comprehensive School Counseling

December 1, 2010

2Guidance Unit

Name: Andrea Garibay

Lesson Content Area: Career

Unit Theme: Life Out of High School

Unit Objective: To explore and prepare for opportunities out of high school.

Lesson Topic: Career Awareness and Exploration

Lesson Sequence within Unit: Lesson # 1.

Goals for the Lesson:

a. Essential Academic Learning Requirements (EALRs):

CommunicationThe student uses listening and observation skills and strategies to gain understanding.

1.1 - Uses listening and observation skills and strategies to focus attention and interpret information.

The student uses communication skills and strategies to interact/work effectively with others.

2.1 - Uses language to interact effectively and responsibly in a multicultural context. Reading

The student understands and uses different skills and strategies to read.1.1 - Use word recognition skills and strategies to read and comprehend text.

The student understands the meaning of what is read. 2.1 - Demonstrate evidence of reading comprehension.2.3 - Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

The student reads different materials for a variety of purposes.3.2 – Read to perform a task.3.2 - Read for career applications.

b. Unit Objective:

To explore and prepare for opportunities out of high school.

c. ASCA Standards:

Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

d. ASCA Student Competencies and Indicators: C:A1 Develop Career Awareness

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C:A1.2 Learn about the variety of traditional and nontraditional occupationsC:A1.3 Develop an awareness of personal abilities, skills, interests, and motivations

Lesson Rationale:

Many students know little about their career options, their own talents, what it’s really like to work, and what preparation is needed for the kinds of jobs or further education that will set them on a career path (Visher, 2004). By setting out a career exploration lesson, we will aid with increasing high school graduation rates. According to a study, participation in career exploration programs significantly increased the likelihood that the student will graduate and go on to postsecondary education (Visher, 2004). If our goal is to graduate students and prepare them for postsecondary education, then we should encouragement career exploration lessons in our curriculums.

Lesson Objective: At the end of this lesson, students will:

Be aware of different careers and career clusters Reflect on their interests in connection to jobs Reflect about what careers they might want to go into

Materials Needed: School Counselor

o Agendas o Pre Testso Interest Surveyso 16 Career Cluster Handouts

Studentso Pencils

Lesson Outline:Length of time: 45-50 minutes

Preparation: Organize packets for each student that include an agenda, pre-test, interest survey, and

handouts Arrive 5-10 minutes early and pass out packets

Procedure:-Introduction (2-3 minutes)

Introduce yourself, and make sure to include your contact information, personal education experience, and previous career interest.

Briefly go over packets, agenda and the objectives of the lessons.-Pre-Test (5-7 minutes)

Instruct students to take about 5 minutes to complete the pre-test assessment and how to turn them in.

-Questions to Students (8-10 minutes) Ask for a raise of hands for the following questions and follow up questions:

o How many of you know what you want to do after high school?

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Pick two or three students of those who raised their hands to shareo How many of you have no idea what you want to do after high school?

Pick two or three students to share why they don’t knowo How many of you haven’t even thought about what you want to do after high school?

Make sure to tell the students the following:o It is ok not to know what you want to do just yet. o While some of them already have a plan, others are still developing their plans, and yet

others will develop their plans for after high school even later. o Today, we just want them to start thinking about the future and begin to explore different

careers and paths.-Interest Surveys (20-25 minutes)

Introduce students to the interest survey and tell that the interest survey will match them with a career cluster. Make sure to tell them the resource of the survey. Give instructions for the survey.

Give students 10-15 minutes to answer the survey Debrief the survey and results with entire class

o Ask two to three students to share what their top three career clusters were.o Ask to show with a raise of hands how many like at least one of their top three clusters.o Ask to show with a raise of hands how many disagree with what their survey matched

them with.o Explain to students that if something or someone tells them what they are good at or

what they should do in the future, they shouldn’t rely on just that source to create their career goals and paths. These things, including this survey, are just opinions and ultimately you should go for the career that you want and that will fulfill your needs and desires.

-Career Cluster Handout (5 minutes) Go through some of the clusters that you feel most interest the students. Allow for some question time.

Evaluation/Assessment:

Pre Test

References: American School Counseling Association. (2005). The ASCA national model: A framework for school

counseling programs, 2nd ed. Alexandria, VA: Author.Visher, M. G., Rajika, B., & Medrich, E. (2004). High school career exploration programs: Do they

work. Phi Delta Kappan. 135-138.

Internet References:http://www.k12.wa.us/http://www.careerclusters.org/

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Agenda

Introduction

Pretest

After High School Options

Interest Surveys

Career Cluster Handout

Questions

6Guidance UnitPre-Test

Name:

1. Do you have an idea of what you want to do after high school? (circle answer)

Yes or No

2. Do you know of the different opportunities after high school? (circle answer)

Yes or No

3. Have you considered going to college after high school? (circle answer)

Yes or No

4. Do you know the basic course requirements for college eligibility entrance? (circle answer)

Yes or No

5. Name the four levels of college degrees. (write your answer in space provided)

6. Do you know the different careers there are out there? (circle yes or no)

Yes or No

7. Have you ever thought about looking for a job? (circle yes or no)

Yes or No

8. Do you have particular interest when thinking about jobs? (circle answer)

Yes or No

9. Do you know what career you may want to go into? (circle answer)

Yes or No

10.What are the components of a resume? (write your answer in the space provided)

7Guidance UnitInterest Survey

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Lesson Topic: Considering College as an Option after High School







2.1 - Uses language to interact effectively and responsibly in a multicultural context.2.2 - Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

ReadingThe student understands and uses different skills and strategies to read.

1.1 - Use word recognition skills and strategies to read and comprehend text.

The student reads different materials for a variety of purposes.3.2 - Read for career applications.

b. Unit Objective: To explore and prepare for opportunities out of high school.

c. ASCA Standards:

Standard B: Students will employ strategies to achieve future career goals with success and satisfaction

d. ASCA Student Competencies and Indicators:

C:B1 Acquire Career InformationC:B1.1 Apply decision-making skills to career planning, course selection and career transition

15Guidance UnitLesson Rationale:

One of the top 9 characteristics of a good school is having high standards and expectations (Shannon, 2007). As schools, we must enhance all students’ eligibility to enter into higher education after high school. This is not to say we are forcing students to seek college after high school, but merely to have that opportunity available to them if they decide to seek college later in their high school years. Our course requirements for high school graduation to do not align with the course entrance requirements for college. Applicant numbers for college are going up in WA colleges, and it is vital that we make our students the most eligible. Therefore, we should encourage taking courses that will make them eligible for entry into a college.

“One study estimates that, nationwide, only 32 percent of students who enter 9th grade and graduate four years later have mastered basic literacy skills and have completed the coursework necessary to succeed in a four-year college” (Shannon, 2006).

Nearly 45 percent of students who say they plan to attend college after high school have not taken the preparatory courses that will allow them to take credit-bearing courses once they enroll (Shannon, 2006).

Lesson Objective:At the end of this lesson, students will:

Develop a sense of opportunities after high school Be able to see income in relation to education level Know the basic course requirements for WA universities Know the different level of degrees Be able to explain the general difference between undergraduate school and graduate school Be able to link degrees with jobs


o Large paper pad easelo markerso Overhead projectoro Salary graph overheado Courses required for college sheetso Major List sheetso 15 green note cards with Jobso 15 blue note cards with matching Majors

Studentso pencils

Lesson Outline:Length of time: 45 to 50 minutes

Preparation: Organize packets for each student that include an agenda, a note card, and handouts Have a list of 15 jobs that match with 15 majors, and write jobs on green note cards and the

degrees on blue note cards On a large paper easel pad

o First page write: What are the different things to do after high school?

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o Second Page write: Different Types of Degrees in College (under this heading write in bullet list: Associates Degree, Bachelors Degree, Masters Degree, Doctorate Degree)

o Third Page write: The College Experience Arrive 5-10 minutes early and pass out packets

Procedure:-Introduction (2 to 3 minutes)

Greet the students once again Briefly recap on last lesson Briefly go over packets, agenda and the objectives of the lessons

-Brainstorming (5 to 7 minutes) Look at the first page on the easel pad and ask students what are the different things they

could do after high school?o Write down their ideas on the same page of the easel pad and make sure they mention:

work, community college, 4-year university, technical school, and militaryo If they do not, then suggest the ideas

Explain that today the lesson will be focused on going to college-Overhead projector (5 to 7 minutes)

Show students the salary graph on the overhead projector Ask them to tell you about the graph If the students didn’t mention how the income increases as the education level increases, then

make sure to interpret this data-Getting into a 4-year university (6 to 8 minutes)

Mention to the students to look at the Courses required for college sheet in their packets. Note the differences between the high school graduation requirements and the college

entrance requirement courses Explain the importance of taking the college entrance requirement courses, to keep going to

college as an option. Even though they may not think they want to go at this moment, they should take the courses in case they change their mind.

-Types of Degrees (8 to 9 minutes) Before you turn to the second page of the easel pad, ask students what the four types of the

degrees for college are. Turn to the second page of the easel pad Explain to the students the different type of degrees and what kind of schools you can earn

those at. Mention to the students to look at the majors list sheet in their packets.

o Go through some of the majors and briefly explain what they are.-Matching Activity (10 to 12 minutes)

Quickly explain how each green card with a job will have a matching blue card with a major. Explain that each has a note card in their packets and they have 5 minutes to find their match,

and stand by them until everyone finds their match. Allow the students to get up and find their partners then once they are all partnered up, ask

each pair to tell the class their job and major. Then ask the class whether they agree or not. Eventually, make sure each student finds their correct pair. Then ask students to go back to their seats.

-Closing (2 to 3 minutes) Briefly recap on what they went over today and debrief. Allow extra time for questions.

17Guidance UnitEvaluation/Assessment:

None

References: American School Counseling Association. (2005). The ASCA national model: A framework for school

counseling programs, 2nd ed. Alexandria, VA: Author.Shannon, G.S. (2007). Nine characteristics of high performing schools. Olympia, WA: Office of

Superintendent of Public Instruction.Shannon, G.S. (2006).The high schools we need. Olympia, WA: Office of Superintendent of Public

Instruction.

Internet References:http://www.k12.wa.us/http://soc101.wordpress.com/2006/10/28/education-pays-income-by-education-level/

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Agenda

Introduction

After high school

Salaries

Financial aid

Getting into a four-year

Types of degrees

Activity

Closing and Questions

19Guidance UnitSalary Comparison Graph

http://soc101.wordpress.com/2006/10/28/education-pays-income-by-education-level/

20Guidance UnitCourse Sheet

21Guidance UnitCourse Requirements for College Entry

22Guidance UnitMajors List

Accounting Public relations Journalism Aerospace studiesComputer Science Anthropology Fine arts Energy studiesAsia/pacific Studies Fashion Merchandising Biology English Geology Ecology Food Service Management BotanyEnvironmental Studies Business administration Physical Education Foreign languagesChemistry ParamedicEconomics GeographyEducation Ethnic studiesFamily and Consumer Science Communication Flight Technology Gerontology Exercise Science DanceCommunity Health Recreation and tourism History Construction ManagementElectronics Engineering Marketing Latin American Studies Law and justiceLibrary Science MathematicsMilitary Science MusicPhilosophy PhysicsPolitical Science Primate Behavior Psychology Public policyReligious Studies Sociology Social Services Theatre arts Women Studies

23Guidance UnitMatch game List

Major – Job Position

Accounting - AccountJournalism - ColumnistComputer Science - ArchitectFine arts – Graphic DesignerAnthropology – Museum GuideEnglish – PoetFood Service Management – Hospital Cafeteria ManagerEducation – TeacherParamedic – ParamedicBusiness Administration – Human Resource ManagerCommunication – TV HostFlight Technology – PilotCommunity Health – Crisis Center WorkerLaw and Justice – Juvenile Detention OfficerMilitary Science – Navy SergeantLibrary Science – LibrarianRecreation and Tourism – Tourist GuideDance – Hip Hop InstructorPrimate Behavior – Zoo WorkerSocial Services – Social Worker

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Lesson Topic: Resume: Building Experience







2.1 - Uses language to interact effectively and responsibly in a multicultural context. Reading

The student understands and uses different skills and strategies to read.1.1 - Use word recognition skills and strategies to read and comprehend text.

The student understands the meaning of what is read. 2.3 - Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

The student reads different materials for a variety of purposes.3.2 – Read to perform a task.3.2 - Read for career applications.

WritingThe student understands and uses a writing process.

1.1 - Prewrites to generate ideas and plan writing.1.2 - Produces draft(s).

The student writes in a variety of forms for different audiences and purposes.2.4 — Writes for career applications.

b. Unit Objective:

To explore and prepare for opportunities out of high school.

c. ASCA Standards:

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Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions

d. ASCA Student Competencies and Indicators:

C:A2 Develop Employment ReadinessC:A2.6 Learn how to write a resume.

Lesson Rationale:

More and more, employers are looking at resumes as a preliminary source that enhances people’s opportunities of employment. “Good résumés match the jobseeker’s abilities to the job’s requirements” (Crosby, 2009). As schools, our job is to adequately prepare students to become great contributors to our society. By helping students begin to develop and work towards a well written resume, we enhance their opportunities for employment. Students must be ready to go into the workforce, for when they graduate they have higher chances of finding employment in this troubling economy.” With the unemployment rate hovering around 9.6 percent, job seekers must work hard to stand out. Even if you're not looking now, it still pays to have a résumé ready” (Kingsbury, 2010).

Lesson Objective:At the end of this lesson, students will:

Learn about resumes Develop a resume


o Resume Templates and overheado Resume Information Handouts and overheado Post-testso Overhead Projectoro Whiteboardo Dry erase markers

Studentso pencils

Lesson Outline:Length of time: 45 to 50 minutes

Preparation: Organize packets for each student that include an agenda, resume information handout,

resume template, and post-test. Arrive 5-10 minutes early and pass out packets

Procedure:-Introduction (7 to 10 minutes)

Briefly go over packets, agenda and the objectives of the lessons. Ask students what are some of the things they can do after high school.

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o Choose three or four students to answer the question. o Mention how for any of the options they mention, they may be asked to provide their

resume. Ask students to explain what a resume is.

o Along with that question, ask what is in a resume.o Choose one or two students to explain.

Explain how we will develop our own resumes today.-Resume Information Handout (12 to 15 minutes)

Show resume information handout on overhead and ask students to take out their handout from their packets.

Go through the whole handout with the students and explain each section of the resume.-Resume Layout (12 to 15 minutes)

Ask students to take out their layout handout and take about 10 minutes to fill it out.-Closing (8 to 10 minutes)

Mention to students the important of having experience, and how some may already have started developing their experience, and how others should start to.

Explain the different activities they could do to develop their experience, skills, and abilities.o Make sure to include the different clubs at their school and volunteering in their

community. Allow the rest of the time for questions and sharing of what some of the students are interested

in doing to begin building their resumes.

Evaluation/Assessment:

Post test

References:

American School Counseling Association. (2005). The ASCA national model: A framework for school counseling programs, 2nd ed. Alexandria, VA: Author.

Crosby, O. (2009). Resumes, applications and cover letters. Occupation Outlook Quarterly, 28-29.Kingsbury, A. (2010). Polish Up Your Resume. U.S. News & World Report.

Internet References:http://www.k12.wa.us/

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Agenda

Introduction

Resume info handout

Resume layout

Closing and Questions

Post test

28Guidance UnitResume Information Handout

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30Guidance UnitResume Template

Getting StartedFill out all sections possible

Contact Information:

Objective: (why you want the job and what you hope to learn; if you aren’t applying for a job just write that you want to put your skills to work in the community)

Skills and Strengths: (short bullet points using action words)

Experience (jobs, volunteer services, extracurricular activities, and awards)

31Guidance UnitPost Test

Name:

1. Do you have an idea of what you want to do after high school? (circle answer)

Yes or No

2. Do you know of the different opportunities after high school? (circle answer)

Yes or No

3. Have you considered going to college after high school? (circle answer)

Yes or No

4. Do you know the basic course requirements for college eligibility entrance? (circle answer)

Yes or No

5. Name the four levels of college degrees. (write your answer in space provided)

6. Do you know the different careers there are out there? (circle yes or no)

Yes or No

7. Have you ever thought about looking for a job? (circle yes or no)

Yes or No

8. Do you have particular interest when thinking about jobs? (circle answer)

Yes or No

9. Do you know what career you may want to go into? (circle answer)

Yes or No

10.What are the components of a resume? (write your answer in the space provided)

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