1. What do you want to be when you grow up? I was thinking about becoming the President of the United States!

2. Careers and You! Unit Portfolio Presentation Sharon H. Sneed

3. It’s time to think about your career! The learners will (TLW) learn what a career is and why it is important to plan your career. They will gain knowledge of employment and employment trends, and how certain demands affect employment. The learners will learn that workers of the future will need to be better trained and better educated; therefore, in order for students to find a career that is right for them they must first identify their strengths. Lifestyles and careers go hand in hand, and deciding on the type of lifestyle you want to lead will help the student to select a rewarding career for themselves. Certain jobs have titles that describe the type of work being done. Students will locate titles that match their interest and develop a career portfolio. The portfolio will include all of their major assignments and a list of five tasks that they have completed in the past of which they are very proud, an article that they must write about the trends in their home town, self-assessments, five lifestyle factors, and a career search from Occupational Outlook Handbook. By the end of this unit the learner will know how to identify their strengths and find a career that is right for them.

4. Curriculum-Framing Questions Essential Question Why Work? Unit Questions What is the difference between a career and a job? Why is it important to have a career and a job? Do I know my personal strengths? Content Questions Why is it important to explore different careers? What do you do after you choose a career? What are two ways to start a career? When does a recession become a depression? What is the difference between goods and services? What is one reason for assessing your strengths? How are your family and friends important assessment resources?

5. This project will help my students develop 21 st century skills by:  Demonstrating originality and inventiveness in work  Being open and responsive to new and diverse perspectives  Exercising sound reasoning in understanding  Making complex choices and decisions  Articulating thoughts and ideas clearly and effectively through speaking and writing Careers and You!

6. Gauging Student Needs Assessment

7. Purpose of the Assessment Each student is an unique individual. The assessment is used to gather information about the student’s ideas, abilities, talents, likes dislikes, dreams and anything else that will assist them in their search for the right career. What I want to learn from my students? I want to find out what they already know about selecting a career. How I have tried to promote higher-order thinking? I ask students to create a career portfolio. I promote collaboration activities. Students are encouraged to design websites, make business cards, create resumes etc. How the assessment information helps me and my students plan for upcoming activities in the unit? If students are aware of their strengths and talents it will assist them in preparing for careers and be successful within their career choice. What feedback or additional ideas I’d like? I would like feedback on how to promote more higher-order thinking skills.

8. My Goals for the Course Answer three questions: 1.What is the difference between a career and a job? 2.Why is it important to have a career that I like? 3.Do I know what my personal strengths are?

9. Goals for My Students  Use the Internet to find Web sites about careers in demand  Create a career portfolio  Design a newspaper with articles on career trends  Chart their strengths and weaknesses  List their personal accomplishments  Complete on lines assessments

10. Request for Feedback  Surveys to students, parents and staff.  Student evaluation of project

11. Is there life after high school? Yes, and it’s called College….

12. Why Work? Think about it!