Title of Unit: Planning You Career, Typing Year Level:

Curriculum Area: Computer Technology Time Frame: 6 Sessions / 45 min. each

STAGE 1: DESIRED OUTCOME

Content Standard:
The students demonstrate understanding and competence in planning and creating
their own unique career plan, interview and typing skills.
Essential Understanding: The students will understand that..
Transfer Goal: I want my students to learn Typing and Career Planning so that in the
long run they will…
− be able to manage personal resources of talent, time, energy and money and
make effective decisions in order to balance their obligations to work, family and
self.
− develop and use their abilities to contribute to society through pursuit of a career
and commitment to a long-range planning for their personal, professional and
academic futures.
Essential Questions:

1. Planning your Career is a road map that takes you from choosing an occupation
to becoming employed in that occupation to reaching your long-term goals.
2. Test and Interview is a chance to show an employer what kind of employee he
or she will get if you're hired. It is essential to be well prepared for the job
interview.
3. Typing skills or computer literacy will help you get a job (in most places of
business, a computer is standard) and it will help advance your career.
Knowledge: The students will know...
• What things are important to you in a job? In other words, what things are you
looking for in a job?
• What opportunities exist in your selected job for advancement, both in job
responsibilities and in advanced salary positions?
• What is your best advice for Career Plan and Computer Literacy?
Skills: The students will be able to...

• Their information needs and identify effective course of action to conduct • explore some of their concerns in planning a career
research, solve complex problems and pursue personal interests. • practice a decision-making model
• Career Awareness - Students will become aware of the world of work and its • describe a personal Career Plan of Action
function in society, diversity, expectations, trends and requirements • recognize the value of long-range career planning

STAGE 2: ASSESSMENT EVIDENCE

Performance Task Description #1 Other Evidence:
• Student Word Samples
Goal – Create a Career Action Plan/Career Goal − Activity sheets
Role – laborer/worker − Hands-on drills
Audience – guidance counselor/life coaches/experts/professionals − Learning logs and journals
Situation – Using template for Career Action Plan, fill the questions with your goals • Recitation
Product – Career Plan • Participation in group work
Standards – Your Career Template must meet the standards set in the rubrics score
sheet. See attachment for the rubric score sheet. Criteria / Assessment tools
Rubric

Sessions / Lessons Essential Questions
SESSION 1
• What things are
Lesson 1 important to you in a
Planning Your Career job? In other words,
what things are you
Time Frame: 45 min. looking for in a job?
• What opportunities
OBJECTIVES: exist in your selected
In this session the job for advancement,
students are expected both in job
to: responsibilities and in
1. Identify the different advanced salary
kinds of jobs and the positions?
description of each • What is your best
advice for Career
Plan and Computer
Literacy?
STAGE 3: LEARNING PLAN
Resources /
Teaching / Learning Sequence
Materials
I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
The teacher will post the essential questions on the board and remind the students to be and Career
guided by these questions. Development.
II. MOTIVATION
2nd Edition
Many young people decide what they want to do at an early age. And several others
Jemma, Inc.
graduate thinking, "Well...now what?
III. PROCESSING
My Career Step Plan of Action
In this activity, students will draft a personal Career Step Plan of Action outlining the
career steps they anticipate taking in order to achieve their ultimate career goal.
The Career Step Plan of Action should include the types of jobs they will have, why
each job step is important in achieving their ultimate career goal and how long they predict
they will stay employed at each step.
This is an exploratory activity, it is not intended to provide students with an actual
career choice.
IV. EXPLORE
Do the template for the Career Plan
MY CAREER ACTION PLAN
My Career Goal:
Job Steps I will Take to The Pros of Each The Cons of How Long I Think I Will
Reach My Career Goal Step I Will Take Each Step Stay At Each Step
V. DEEPENING
Asking questions. Encourage participation.
• Do you believe there is only one job for any one person? Why or why not?
• Do you believe that once you decide on a job, you should stick with it for the rest of
your life? Why or why not?
VI. TRANSFER OF SKILLS
COMPUTER HANDS-ON
The students will do Performance Task No. 1 (See Stage 2 of UbD)
VII. REFLECTION LOG
Complete the statements:
• I learned that ___________.
• I can maximize my own full potential by __________.
• A Career Plan helps us to __________.
 SESSION 2
• What things are
Lesson 2 important to you in a
Test and Interview job? In other words,
what things are you
Time Frame: 45 min. looking for in a job?
• What opportunities
OBJECTIVES: exist in your selected
In this session the job for advancement,
students are expected both in job
to: responsibilities and in
1. Know the frequently advanced salary
asked questions positions?
during an interview • What is your best
advice for Career
Plan and Computer
Literacy?
I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
The teacher will post the essential questions on the board and remind the students to be and Career
guided by these questions. Development.
2nd Edition
II. MOTIVATION
Jemma, Inc.
Mock Interview
Randomly call students name for the mock interview. Prepare the commonly asked
interview questions for the students.
***Student's Preparation***
- Dress in appropriate attire (as though this is an actual company interview)
- Greet the interviewer with a handshake and smile.
- Listen to the questions.
- Keep answers concise and to the point
- Have questions prepared to ask the interviewer
III. PROCESSING
Prior to the interview, you will need to have a good resume. Write a clear and effective
resume.
IV. EXPLORE
Set up Your Own Mock Interview
Let the students play the role of the interviewer and interviewee. Pair the students have
them the role reversal, one to act as interviewer and vice versa. Provide them the necessary
test questionnaire for the interview. Discussion follows.

V. DEEPENING
Ask students to talk to a few friends or family members that have gone on interviews. What
did they like or did not like about the interview process?

VI. FIRM-UP
BOOK ACTIVITY: How Much Have You Learned
The students will answer Activities 1-4 on page 239 of the textbook.

VII. TRANSFER SKILLS

If a video camera is available, it is useful for students to watch their interviews on tape. They
could then complete an Evaluation form from critiquing their own performance.

VIII. REFLECTION LOG

S.T.A.R. (Students’ Time to Ask and Respond)
The teacher will ask a student volunteer to ask a question regarding the lesson and ask a
classmate to answer it.
 SESSION 3 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
• What things are The teacher will post the essential questions on the board and remind the students to be and Career
Lesson 3 important to you in a guided by these questions. Development.
II. MOTIVATION
Typing Skills job? In other words, 2nd Edition
"Clue" Keyboarding
what things are you Jemma, Inc.
Teacher has taken index cards and on one side the teacher has written the letter,
Time Frame: 45 min. looking for in a job? number, and symbols that the students use during keyboarding. The other side has a clue
• What opportunities about that letter, number, and symbol.
OBJECTIVES: exist in your selected Example for the letter "A": I am located in the homerow and you use your left pinky finger
In this session the job for advancement, to key my letter.
students are expected both in job Divide the class into two teams and have them sit on the floor away from all keyboards.
to: responsibilities and in Typing charts, bulletin boards, and any other typing material has been covered so that
1. Understand touch advanced salary students cannot see any letters, numbers, and symbols.
typing positions? Once students are seated in their groups, take a seat in the middle of the groups.
Game Rules: Teacher will read a clue to a student and the student must answer the
2. Identify the keys • What is your best clue. If the student does not know the answer the question moves over to the other team.
assigned on each advice for Career Usually incorporate rewards into the game. The clue is worth one point if answered correctly,
finger Plan and Computer if the clue is answered incorrectly or moves to the opposite team, then it is worth 2 points.
3. Practice and Literacy? Talking is at a very minimal low during this game.
improve your typing Students may only help each other if the question was answered incorrectly or not at all
skills for the opposing team and the question moves to their team. There are many ways that you
can adjust this activity to fit into the needs of your lesson plan. Each team will take turns
answering clues and I do set a time limit for their answer.(if you do not have a time limit the
students will take their time in answering)
III. EXPLORE
Memorize the keyboard and create a mental map of the associated fingers. You have to be
able to press any key without even thinking. The teacher will give the command of the letter
and the student will move the corresponding finger for the key letter. Don't look at the
keyboard, eyes should always look at the screen.
IV. DEEPENING
While speed is always good when typing, don't force yourself to go faster than you are able.
The faster you force yourself to go, the more likely you are to make mistakes. Work your
way up in your typing until get the hang of your typing speed.
V. FIRM-UP
BOOK ACTIVITY: How Much Have You Learned
The students will answer Activities 1-2 on page 245 of the textbook.
VI. REFLECTION LOG
Encourage the students to share their feelings, insights by accomplishing the following
phrases:
I am happy_________________________________________.
I am proud _________________________________________.
 RUBRIC FOR HANDS-ON ACTIVITIES

Exceeds Meets Does not meet

Criteria Score
Expectations Expectations expectations
Points Earned 3 2 1
Incomplete or
Complete, in Complete, but
obviously
own words or not in own word
Job Outlook copied/pasted
source credit in or no source
from another
paper cited
source
Incomplete or
Complete, in Complete, but
obviously
own words or not in own word
Pros & Cons copied/pasted
source credited or no source
from another
in paper cited
source
Incomplete or
Complete, in Complete, but
obviously
own words or not in own word
Salary copied/pasted
source credited or no source
from another
in paper cited
source
Multiple reasons
given with Few reasons Incomplete or no
Why Job Fits You
evidence to given explanation
support ideas
Grammar and
Minus a 1/2 a point for each mistake
Spelling