W

How will you help students to know WHERE they are headed and WHY – e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged?  How will you know WHERE they are coming from?

Write the essential question on the classroom board. (This can be used a bell ringer for students to answer in their journals or on paper that will be collected and graded.)

What are my career options based on my personal interests, abilities and academic strengths?

After a class discussion about the essential question the teacher will further introduce the project and write it out in an outline format on the classroom board:

DAY 1

My Career Art Journal

Independent work in Career Art Journal

DAY 2—if more time is needed for students to complete their journals

Teacher Project Rubric

H

How will you HOOK and HOLD students through engaging and thought-provoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks?

Through class discussion the teacher will find out student prior knowledge about possible careers they are interested in and how their interests, abilities and academic strengths will help them reach their career goals.

Students will receive a copy of the Career Art Journal. A brief discussion about the content will occur then students will have the remainder of the class time for independent work. The teacher may allow for small group work to help students complete the journal and additional peer inspiration.

E

What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions?  What instruction is needed to EQUIP students for the final performance[s]?

Students will read complete the journal entry activities to guide them through the thought process of choosing a career.

R

How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas?  How will you guide students in REVISING & REFINING their work based on feedback and self-assessment?   REHEARSING for their final performance?

The journal entry activities allow students to be creative and think big about their personal career options while analyzing their personal interests, abilities and academic strengths.  

E

How will students EXHIBIT their understanding through final performances and products?  How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals?

Students will be able to exhibit their personal career options through drawing and writing in their journals.

T

How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences?

This lesson allows for students of all modes of learning, styles, and intelligences in that they will be reading, writing, discussing, and drawing throughout the lesson.

O

How will the work be ORGANIZED for maximal engagement and effectiveness?  [sequence, integration, horizontal & vertical articulation, continuity, etc]

Students will receive an overview of the project at the beginning to understand what is required, desired and expected at each stage.

Procedures

Materials

Sug Instr Strat

Stds & Elig Content

Describe the specific content covered in each activity and how teachers should manage the strategy. Specifically identify how to use the aids or materials identified of each activity. Describe adaptation instructions for special needs students when appropriate.

Numbers only, see sections on Resources (R) & Equipment (E). Include page(s), section, chapter, etc.

See State List in Lesson Plan Strategy

Identify related PA Academic Standards taught and evaluated when appropriate.

DAY 1

Objective 1 Students will be able to connect personal interests and abilities along with their academic strengths to personal career options.

  Students will read and answer the essential question that is written on the classroom board.

         “What are my career options based on my personal interests, abilities and academic strengths?”

Discuss this question with the class. Ask students to volunteer their answers and help guide the class in figuring out that their interests, abilities and academic strengths will help them discover personal career options.

Objective 2 Students will be able to visually demonstrate their knowledge of career paths through drawing and writing in their Career Art Journals.

My Career Art Journal--Pass out one Career Art Journal to each student. Briefly browse through the journal entries with the class. Ask for any further questions then allow the rest of the class time for independent work on their journals. Provide students with materials such as pencils, erasers, markers and colored pencils to complete their journals.

DAY 2 If time allows or students need more time to complete their journals use the second day for completion of their projects. Provide feedback to students as you read through their journals.

Resource 1

Analyze

Creation

13.1.5H

9.1.5B

Category

Points

Journal Entries

All entries are completed (5 points a page)

/40

Career Options

Student is able to discuss a few career options based on their personal interests and abilities along with their academic strengths.

/30

Creativity & Originality—Student has used their own ideas to create their art work.

/10

Craftsmanship-- Art project is neat, clean & shows that the student has taken time to work on it.

/10

Work Habits

-Student has participated in the class discussion of this project (verbal or written).

-Student has made excellent use of their work time by staying on task & keeping conversation to art and career talk.

/10

TOTAL=                                   /100