Career Lesson Plan

School Counselor:

Rebecca Stevens

Date: 11/10/2015

Activity: KWL charts about careers, groups reading from different career books
Grade(s): K, 1, 2, 3
ASCA Student Standards:
C:A1.2 Learn about the variety of traditional and nontraditional occupations
Strand #13.1: Career Awareness and Preparation
CEW Standard #13.1.3A: Recognize that individuals have unique interests
#13.3.3C: Explain effective group interaction terms, such as, but not limited to: compliment,
cooperate, encourage, and participate
Learning Objective(s):
1.2.3 Reading Critically in All Content Areas
A. Read and understand essential content of informational texts and documents in all
academic areas.
1.6.3 Speaking and Listening
A. Listen to others.
C. Speak using skills appropriate to formal speech situations.
D. Contribute to discussions.
Materials:
1. Rubric - Students Rubric for Assessing Book Group Discussions
See attached
2. Book - Jobs from A to Z, Allison Mangrum, Ballard & Tighe
3. Book - Firefighters A to Z, Demarset, Chris L. McElderry
4. Book - Astronaut, Living in Space, Lock, Deborah, D.K. Children
5. Book - Jungle Jack Hannas What Do Zoo Keepers Do?, Hanna, Jack
6. KWL Chart - Specific Careers - Teacher made
7. KWL Chart - My Interests and Related Careers
See attached
8. Graphic Organizer - Career Questions for Professionals
See attached
9. Rubric - Evaluating Student Presentations
See attached

Procedure:
1. Explain to the students that you will read Jobs From A to Z to the whole group. After that
explain that, in groups, they will be reading one of three books about various
occupations and then discuss these careers. Explain that the assignment is to complete
a Graphic Organizer, which is not graded. Then they will give individual oral
presentations that will be evaluated using a rubric.
2. Introduce the concept of a specific career by reading Jobs From A to Z to the class.
3. Assign students to reading groups to read Firefighters A to Z, Astronauts, Living in
Space, and Jungle Jack Hannas What Do Zoo Keepers Do? Have students utilize a
KWL chart to determine what the students already understand about the career.
4. In groups, have students read their respective books, complete their KWL Charts and
have a discussion about what they learned about each specific career.
5. As the groups are discussing their findings use the rubric to evaluate how students are
working in their groups. At some point, provide students with feedback about their
evaluations.
6. Have each student complete a second KWL chart to get them thinking about their unique
interests and the relationship to choosing a career.
Plan for Evaluation: How will each of the following be collected?
Process Data: First lesson plan out of three related to interests and career fields.
Perception Data (What do students or adults think that students know, believe

or can do?): I will be able to evaluate what the students know and believe about these certain
career fields based off what they write on their KWL charts.
Outcome Data (Student achievement or student choice/behavior) : I will be able to
assess student achievement based on the answered written in the L section of their KWL
charts. I will also be using the rubric attached to evaluate the students on how well they have
mastered the material.
Follow Up: I will have two more lessons on the topic of careers. I will have guest professionals
from the community like a fireman or a police officer to come in to talk about their careers. I will
then have the students orally present about what they learned from the presenters.

Students Rubric for Assessing Book Group Discussions

Note to the teacher:

Show your students the rubric. Answer their

questions.
After a students presentation, in a one-to-one
conference, use the rubric to point out what the
student could do to improve the next presentation.
Provide photocopies of the rubric so that students
can assess each others presentations.
3
Excellent

Key Elements
Levels of
Participation

2
Satisfactory

Each member was Most were

equally involved
involved.
in the discussions.

Group Score __
Listening Skills
Group Score __
On-task behavior

Each member
made eye contact
with the speaker.
No one distracted
the group.
Discussion was on
the topic for the
entire time.

Group Score __
Preparation
Group Score __

Each member was

fully prepared for
discussion.

Most members
paid attention to
the speaker.
There was some
off-topic behavior
but members got
one another back
on task.
Most members
were fully
prepared for
discussions.

1
Needs
Improvement
Few were
involved. One or
two did most of
the talking.
Few paid
attention to the
speaker.
Much off-task
behavior. Teacher
had to help.
Few members
were fully
prepared for
discussion.

Title of Book:
______________________________________________________
Date:
_____________________________________________________________
Names of group members:
___________________________________________
__________________________________________________________________

Name of student monitor:

_____________________________________________

Student Interests and Related Careers

Name ______________________________________

(students interests)

(what career would

accompany my interests)

(what careers are feasible)

Career Questions for Professionals

Name: _________________________________ Date: ____________________________
What skills are
Are there many
required for this jobs available
job?
in our area?

Care
er #1

Care
er #2

Care
er #3

Care
er #4

Care
er #5

Care
er #6

What school
subjects are
important in
this field?

What are your

interests that
helped you
decide on this
career?

Evaluating Student Presentations

Developed by Information Technology Evaluation Services, NC Department
of Public Instruction

Organizati
on

Subject
Knowledge
*

Eye
Contact

Elocution

Audience
cannot
understand
presentation
because
there is no
sequence of
information.

Audience has
difficulty
following
presentation
because
student
jumps
around.

Student
presents
information
in logical
sequence
which
audience can
follow.

Student
presents
information
in logical,
interesting
sequence
which
audience can
follow.

Student does
not have
grasp of
information;
student
cannot
answer
questions
about
subject.

Student is
uncomfortabl
e with
information
and is able to
answer only
rudimentary
questions.

Student is at
ease with
expected
answers to
all questions,
but fails to
elaborate.

Student
demonstrate
s full
knowledge
(more than
required) by
answering all
class
questions
with
explanations
and
elaboration.

Student
reads all of
report with
no eye
contact.

Student
occasionally
uses eye
contact, but
still reads
most of
report.

Student
maintains
eye contact
most of the
time but
frequently
returns to
notes.

Student
maintains
eye contact
with
audience,
seldom
returning to
notes.

Student
mumbles,
incorrectly
pronounces
terms, and
speaks too
quietly for
students in
the back of
class to hear.

Students
voice is low.
Student
incorrectly
pronounces
terms.
Audience
members
have
difficulty
hearing
presentation.

Students
voice is clear.
Student
pronounces
most words
correctly.
Most
audience
members can
hear
presentation.

Student uses
a clear voice
and correct,
precise
pronunciatio
n of terms so
that all
audience
members can
hear
presentation.

Points

* This category gets double the points, i.e. 2, 4, 6, 8.

TOTAL