unit plane portfolio
TRANSCRIPT
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Unit Title: Profession in IT
Grade level: 10th12
th
Unit in Sequence 6 of 6
Length of unit: 2 weeks
Stage 1 Desired ResultsStudents will be able to understand the professions in the Information Technology Field.
They will recognize the pathways to various careers.
Meaning
Enduring Understandings/Generalizations:
1. There are both technical and functional jobs in Information technology.
2. Technical professionals can be both use technology as well as support technology.
Essential Questions:
1. Where do we see professions progressing?
2. Do we judge which career choices to make?Rationale
In this Unit there is going to be a range of goals for students. The unit primarily revolves
around professional goals for students in accordance with the NBEA standards. With the
current climate of moving towards STEM education this unit is designed to provide vocational
and professional resources for student's via technology. There is going to be significant
importance placed on Networking, Careers that are available, Interviewing, Resumes, Job
Descriptions, and Professionalism.
Knowledge & Skills Acquisition
Learning Goals:Students will be able to:
Classify if a position is functional or technical.
Appraise resumes to find the most qualified applicant.
Plan an interview with a professional.
Develop a resume to match job description.
Design a visual representation of various career paths.
Diagram career paths including education and certifications
Deduce job expectations from job descriptions Compose a professional letter in the form of a thank you note.
Research salary information professions for various careers.
Perform an interview as both an interviewer and interviewee
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Standards: (e.g., Iowa/Common Core standards.)
I. SelfAwareness
Achievement Standard: Assess personal skills, abilities, and aptitudes and personal strengths
and weaknesses as they relate to career exploration and development.
II. Career Research
Achievement Standard:
Utilize career resources to develop a career information database thatincludes international career opportunities.
III. Workplace Expectations
Achievement Standard: Relate the importance of workplace expectations to career
development.
IV. Career Strategy
Achievement Standard: Apply knowledge gained from individual assessment to a
comprehensive set of goals and an individual career plan.
V. SchooltoCareer Transition
Achievement Standard: Develop strategies to make an effective transition from school to
career.
VI. Lifelong Learning
Achievement Standard: Relate the importance of lifelong learning to career success.
https://www.nbea.org/newsite/curriculum/standards/career.html
21.912.ES.2
Essential Concept and/or Skill: Adapt to various roles and responsibilities and work flexibly in
climates of ambiguity and changing priorities.
Objectives:
Upon completion of this lesson the students will be able to classify 11 different IT
professions
Upon completion of this lesson the students will be able to appraise resumes with
limited time to find the most qualified applicant in relationship to the provided job
description.
Upon completion of this lesson the students will be able to construct 5 interview
questions for a professional that works with technology. Upon completion of this lesson the students will be able to design a resume that fits the
requirement of a specific job description with details from three positions.
Upon completion of this lesson the students will be able to prepare an infographic in the
form of a flow chart of career paths that includes the certification and education needed
to advance while missing minimal steps.
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Upon completion of this lesson the students will be able to deduce the requirements of
a job based on the job description as per a rubric.
Upon completion of this lesson the students will be able to develop a thank you letter
that is meant for professional correspondence with minimal errors.
Upon completion of this lesson the students will be able to role play being an
interviewer by asking at least 5 questions of a peer that is meant to be interviewing as
an IT professional.
Upon completion of this lesson the students will be able to role play being an
interviewee by answering at least 5 questions of a peer that is meant to be an IT
professional.
Student will be able to differentiate between functional and technical Information
Technology positions.
Differentiation:
In these lessons there are going to be a variety of ways to make the lessons more
approachable by those with different learning needs. For the students that might need extra
time with test, there are actually no graded summative assessments that have time constraints.
These assessments even have opportunities to present rather then write in an essay format.
Providing this method allows students to express their understanding in a way that works for
them. One student does have an issue that can cause problems, due to vision. In the lessons
there are ample opportunities to use computers for both the job descriptions and the resumes.
These laptops could use different software to either convert the information to adaptive brail
printers or using larger text. Final there is one student that is in the gifted and talented
program. This student will get a chance to interact with two professionals that will have asignificant wealth of knowledge. The work that the students are doing is also mainly inquiry
based that can provide and opportunity for gifted students to move beyond the course work.
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Students will know
What facts, concepts, vocabulary,
terminology, and other types of
knowledge will students learn in this
unit?
Technical Position
Functional Position
Quality Analyst
Business Analyst
Data Analyst
Project Management
Software Architect
Software Developer/Engineer
Technical Writer
Report Writer System Engineer
Network Engineer
Help Desk
Career Path
Certifications
Job Requirements
Prerequisite Certification
Accrediting Organizations
Resumes
Job Descriptions
Basic Requirements
Preferred Skills
Interview
Interviewee
Interviewer
Question Flows
Rapport Resume Relevant Questions
Students will be able to
What discrete skills/abilities will students be
able to demonstrate in this unit?
Research terminology Categorizing Jobs
Differentiate Career Paths.
Professional Speaking
Professional Writing
Professional Networking
Research
Flow Carts
Progressive Skills
Resume Writing
Reading for critical information
Resume Assessment Being Interviewed
Reading Resumes
Conducting Interviews
Persuasive Writing
Resources/Materials:
Computer for each student Poster Board
Markers
Job Descriptions that includes certification requirements
Certification manuals.
Anonymous Resumes
Generic Job Descriptions
Envelopes (purple, gold, white, black)
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Computer for each student
Modified resume from past lesson
Generic Job Description
Return of all work up to that point
Stage 2 Evidence (Assessment)See Additional Assessment Information
Types of assessment:
Preassessment :
Lesson One Preassessment Graffiti Boards
Lesson Five Preassessment Entry Slip
Lesson Six Preassessment Think Pair Share
Formative Assessment:
Lesson One Formative Assessment of Research
Lesson Two Formative Generation of questions for a professional
Lesson Three Formative Generation of questions for a professional
Lesson Four Formative Group Concept Maps
Lesson Five Formative Matching Activity
Lesson Six Formative Role Play
Summative Assessment:
Lesson One Summative Assessment of research paper
Lesson Two Summative Thank You note
Lesson Three Summative Thank You note
Lesson Four Summative Individual Career Infographic
Lesson Six Summative Final Paper/Presentation
Grading:
20 Points Research Paper
15 Points Thank You Note
15 Points Thank You Note
10 Points Career Infographic
40 Points Final Paper/Presentation
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Stage 3 Learning Plan
See Individual Lesson Plans
Overview
Day 1: Lesson 1
Day 2: Lesson 1
Day 3: Lesson 2
Day 4: Lesson 3
Day 5: Lesson 4
Day 6: Lesson 5
Day 7: Lesson 5Day 8: Lesson 6
Day 9: Lesson 6
Day 10: Presentations
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Lesson Plan #1
Name of class:
Business Information Technology I
Introduction to Information Technology
Careers
Length of class:
2 class periods 40 minutes each
LEARNING GOALS/STANDARDS:
Goal:
Students will be able to classify if a position is functional or technical.
Standards:
NBEA:
Career Research
Achievement Standard:
Utilize career resources to develop a career information databasethat includes international career opportunities.
21st Century Skills:
21.912.ES.2
Essential Concept and/or Skill: Adapt to various roles and responsibilities and work flexibly in
climates of ambiguity and changing priorities.
LEARNING OBJECTIVES:
Upon completion of this lesson the students will be able to classify 10 different IT
professions Student will be able to differentiate between functional and technical Information
Technology positions.
CONTENT :
Technical Position
Functional Position
Quality Analyst
Business Analyst
Data Analyst
Project Management
Software Architect Software Developer/Engineer
Technical Writer
Report Writer
System Engineer
Network Engineer
Help Desk
SKILLS:
Research terminology
Categorizing Jobs
Differentiate Career Paths.
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RESOURCES/MATERIALS NEEDED :
Computer for each student
Poster Board
Markers
LEARNING PLAN
LESSON PLAN SEQUENCE & PACING
DAY 1
1. After everyone is in the classroom and seated it will be time to introduce the lesson and to
a lesser extent. To get started the students are going to be asked: When you think of IT
jobs, what do you think of. What would you consider to be a technical job? What is a
functional job?(Passing time/First 5 minutes)
2. On 11 posters there would be one of each following following terms:
Business Analyst
Quality Analyst
Data Analyst
Project Management
Software Architect
Software Developer/Engineer
Technical Writer
Report Writer System Engineer
Network Engineer
Help Desk
Students will get to walk around the room and write a brief, one sentence, description of
each job type without being told what any of the positions do. (20 Minutes)
3. After the class has come back together and sits down they will be given the rest of the
class to work on researching and writing a paragraph about each of the types of work. To
provide scaffolding a definition of technical and functional positions will be provided.
Students will need to rank the positions based on the technical skills that are needed. (15minutes)
Day 2:
1. As the students come into the classroom the students will get a computer and open the
work they started the previous day. To bring everyone back together and to reengage the
class the question will be asked, what are you having the most difficulty with? We will
discuss any obstacles that the group feels they are having. (5 minutes)
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2. The students will get an additional amount of time to work on the assignment. (2530
minutes)
3. Once the students have had a chance to complete, or get close to completing their
assignment there will be a discussion of each category. Some guiding questions would be(510 minutes):
What are some similarities between the positions?
What are some of the differences?
Which did you find to be the most technical?
Which did you find to be the most functional?
6. Assessment The assessment will be due several class periods later so that students
have time to complete the work at home or in computer during study periods.
Lesson Plan #2
Name of class:
Business Information Technology I Function
Positions
Length of class:
40 Minutes With prework
LEARNING GOALS/STANDARDS:
Goal:
Students will be able to:
Classify if a position is functional or technical.
Plan an interview with a professional.
Compose a professional letter in the form of a thank you note.
Standards:
II. Career Research
Achievement Standard: Utilize career resources to develop a career information database
that includes international career opportunities.
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LEARNING OBJECTIVES:
Upon completion of this lesson the students will be able to construct 5 interview
questions for a professional that works with technology.
Upon completion of this lesson the students will be able to develop a thank you letterthat is meant for professional correspondence with minimal errors.
Student will be able to differentiate between functional and technical Information
Technology positions.
CONTENT :
Career Path
Functional Position
Project management
Technical Writer
Report Writer
Data Analyst
Business Analyst
SKILLS:
Professional Speaking
Professional Writing
Professional Networking
RESOURCES/MATERIALS NEEDED:
Computer for each student
LEARNING PLAN
LESSON PLAN SEQUENCE & PACING1. Before the class students will be given an assignment sheet to help them with the
interviewing of a professional. When they come to the class students will need to have at
least 5 questions for a person that is working in Information Technology as a Project
Manager. (Prework)
2. Once the students arrive they will be introduced to the guest speaker. The guest speaker
in this case will be a professional that is a Project Manager. (First 5 minutes)
3. Guest speak has a chance to discuss their background (~20 minutes):
What they do
What is a SME? What are you an expert in? Years in the profession
Certifications
Education
Professional Organizations
What the other function positions do:
Technical Writer
Report Writer
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Data Analyst
What you look for when hiring
4. As the presenter finishes the students will be encouraged to ask their questions. (10
minutes)
5. As the guest is done and he is thanked for speaking one student will help him back down
to the office. Mean while the other students will be handed out the guidelines for the thank
you letter assignment. (5 minutes)
6. Assessment The assessment will be due within 48 hours so that students have time to
complete the work at home or in computer during study periods.
Lesson Plan #3
Name of class:
Business Information Technology I Technical
Positions
Length of class:
40 Minutes With additional prework
LEARNING GOALS/STANDARDS:
Goal:
Students will be able to:
Classify if a position is functional or technical.
Plan an interview with a professional.
Compose a professional letter in the form of a thank you note.
Standards:
II. Career Research
Achievement Standard: Utilize career resources to develop a career information database
that includes international career opportunities.
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LEARNING OBJECTIVES:
Upon completion of this lesson the students will be able to construct 5 interview
questions for a professional that works with technology.
Upon completion of this lesson the students will be able to develop a thank you letterthat is meant for professional correspondence with minimal errors.
Student will be able to differentiate between functional and technical Information
Technology positions.
CONTENT (What specific concepts, facts, or
vocabulary will be taught in this lesson?):
Career Path
Functional Position
Chief Technology Officer/ChiefInformation Officer
Quality Analyst
Help Desk
Software Architect
Software Developer/Engineer
System Engineer
Network Engineer
SKILLS: (What skills will students practice
or apply?)
Professional Speaking
Professional Writing
Professional Networking
RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):
Computer for each student
LEARNING PLAN
LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will
each part of the lesson take?)
1. Before the class students will be given an assignment sheet to help them with the
interviewing of a professional. When they come to the class students will need to have at
least 5 questions for a person that is working in Information Technology as a CTO or CIO.
(Prework)
2. Once the students arrive they will be introduced to the guest speaker. The guest speaker
in this case will be a professional that is a CTO/CIO. (First 5 minutes)
3. Guest speak has a chance to discuss their background (~20 minutes):
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What they do
What is a SME? What are you an expert in?
Years in the profession
Certifications
Education
Professional Organizations What the other function positions do:
Quality Analyst
Help Desk
Software Architect
Software Developer/Engineer
System Engineer
Network Engineer
What you look for when hiring
5. As the presenter finishes the students will be encouraged to ask their questions. (10
minutes)
6. As the guest is done and he is thanked for speaking one student will help him back down
to the office. Mean while the other students will be handed out the guidelines for the thank
you letter assignment. (5 minutes)
7. Assessment The assessment will be due within 48 hours so that students have time to
complete the work at home or in computer during study periods.
Lesson Plan #4
Name of class:
Business Information Technology I What are
Certifications and which are available?
Length of class:
40 Minutes
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LEARNING GOALS/STANDARDS:
Goal:
Students will be able to diagram career paths including education and certifications
Students will be able to design a visual representation of various career paths.
Standards:
III. Workplace Expectations
Achievement Standard: Relate the importance of workplace expectations to career
development.
IV. Career Strategy
Achievement Standard: Apply knowledge gained from individual assessment to a
comprehensive set of goals and an individual career plan.
V. SchooltoCareer Transition
Achievement Standard: Develop strategies to make an effective transition from school tocareer.
VI. Lifelong Learning
Achievement Standard: Relate the importance of lifelong learning to career success.
LEARNING OBJECTIVES:
Upon completion of this lesson the students will be able to prepare an infographic in
the form of a flow chart of career paths that includes the certification and education
needed to advance while missing minimal steps.
CONTENT (What specific concepts, facts, or
vocabulary will be taught in this lesson?):
Certifications
Job Requirements
Prerequisite Certification
Accrediting Organizations
SKILLS: (What skills will students practice
or apply?)
Research
Flow Carts
Progressive Skills
RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):
Computer for each student
Job Descriptions that includes certification requirements
Certification manuals.
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LEARNING PLAN
LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will
each part of the lesson take?)
1. After everyone is in the classroom and seated it will be time to introduce the lesson. To
get started the students are going to be asked: What is one certification you remember our
speakers discussing? Take some time to discuss with your group. (Passing time/First 5
minutes)
2. The students will work in pairs to research and sketch out an infographic that shows the
certifications that are available to a network engineer, or another field if there are at least
five certifications available. During this time the teacher should be roaming around asking
formative assessment questions. Some questions would be (25 Minutes):
Which certifications come first?
Why do some certifications come before others? Who gives certifications
Why would someone want certifications
If a person were to have more certifications what affect would that have on their job
title?
3. Assessment The students will then work individually to create a infographic that has
the progression of various certifications. This infographic will summatively assess the
understanding of certification processes. (10 minutes and due before next class)
Lesson Plan #5
Name of class:
Business Information Technology I Resumes
and Job Descriptions
Length of class:
40 Minutes each day for two days
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LEARNING GOALS/STANDARDS:
Goal:
Students will be able to
Develop a resume to match job descriptions. Appraise resumes to find the most qualified applicant.
Design a visual representation of various career paths.
Deduce job expectations from job descriptions
Standards:
I. SelfAwareness
Achievement Standard:
Assess personal skills, abilities, and aptitudes and personal strengths
and weaknesses as they relate to career exploration and development.
II. Career Research X
Achievement Standard:
Utilize career resources to develop a career information databasethat includes international career opportunities.
III. Workplace Expectations X
Achievement Standard: Relate the importance of workplace expectations to career
development.
V. SchooltoCareer Transition X
Achievement Standard: Develop strategies to make an effective transition from school to
career.
LEARNING OBJECTIVES:
Upon completion of this lesson the students will be able to appraise resumes with
limited time to find the most qualified applicant in relationship to the provided job
description.
Upon completion of this lesson the students will be able to design a resume that fits
the requirement of a specific job description with details from three positions.
Upon completion of this lesson the students will be able to deduce the requirements
of a job based on the job description as per a rubric.
CONTENT:
Resumes Job Descriptions
Basic Requirements
Preferred Skills
SKILLS:
Resume Writing Reading for critical information
Resume Assessment
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RESOURCES/MATERIALS NEEDED:
Computer for each student
Anonymous Resumes
Generic Job Descriptions
Envelopes (purple, gold, white, black)
LEARNING PLAN
LESSON PLAN SEQUENCE & PACING
Day1
1. As students come into the classroom they will be given two envelopes one that is either
purple or gold, the second is either black or white., each will be closed. They will be told to
not open either envelope. Once students have gotten seated there will be a directed
discussion of certifications and the different professions inside IT. (Passing time/First 20
minutes) Why do people get certified?
What are the professions have we talked about?
How do we communicate with people that are hiring what skills we have?
How do people looking for employees let interested parties know who they would like
to hire?
2. After the discussion comes to a conclusion the students will be asked to open either their
purple or gold envelope. Inside the purple envelope will be a resume. Inside the gold is a job
description. Students will then be given five minutes to find the matching person without
taking. This lack of talking would demonstrate the inability to just call when it comes to
online job postings. (10 Minutes)
3. Once the previous matches are made the students will be asked to open either their black
or white envelope. Inside the purple envelope will be a resume. Inside the gold is a job
description. Students will then be given five minutes to find the matching person without
taking. This lack of talking would demonstrate the inability to just call when it comes to
online job postings (10 minutes)
Day 2:
1. As the students come into the classroom there will be an entry slip. The question is,What are some of the best practices for resumes or job descriptions. (5 minutes)
2. As the students wrap up the entry slip they will take a seat. Each student will be given two
matches from the day before. We will then discuss:
What difficulties did you have?
Was there anything you thought was easier then you expected?
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What could make this easier?
What would you add to the resume to make it a better fit for the job description?
Was there anything that was on the resume that made it tough to match up with a job
description?
What was on the job description?
Was your job description a fit for one or many people? What would you have added to the job description to find a more people to see
resumes from? (20 Minutes)
3. Assessment After the discuss students will be asked to rewrite both the resume and
the job description. They will be able to make the edits from the digital versions. (15
minutes)
Lesson Plan #6
Name of class:
Business - Information Technology I
Interviewing
Length of class:
40 Minutes
LEARNING GOALS/STANDARDS:
Goal:
Students will be able to plan an interview with a professional
Students will be able to perform an interview as both an interviewer and interviewee
Standards:
IV. Career Strategy
Achievement Standard: Apply knowledge gained from individual assessment to a
comprehensive set of goals and an individual career plan.
V. SchooltoCareer Transition
Achievement Standard: Develop strategies to make an effective transition from school tocareer.
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LEARNING OBJECTIVES:
Upon completion of this lesson the students will be able to role play being an
interviewer by asking at least 5 questions of a peer that is meant to be interviewing as
an IT professional. Upon completion of this lesson the students will be able to role play being an
interviewee by answering at least 5 questions of a peer that is meant to be an IT
professional.
Upon completion of this lesson the students will be able to construct 5 interview
questions for a professional that works with technology.
CONTENT
Interview
Interviewee
Interviewer Question Flows
Rapport
Resume Relevant Questions
SKILLS:
Being Interviewed
Reading Resumes
Conducting Interviews Persuasive Writing
RESOURCES/MATERIALS NEEDED:
Computer for each student
Modified resume from past lesson
Generic Job Description
Return of all work up to that point
LEARNING PLAN
LESSON PLAN SEQUENCE & PACING
Day 1
1. When students come into class they will have their papers, resume and job
description, printed off. Each student will be asked to review with a neighbor how
they prepared their resume and job description (Passing time/First 3 minutes)
2. After students have had a chance to work with a partner they will be given the
assignment sheet for the interview role play. The students will then swap job
descriptions with their neighbor. Students will research interview questions so thatthat can create an interview that will last at least 10 minutes. Students will also use
the preparation time to make sure they know their resume thoroughly. (17 Minutes)
3. Role Play Round 1: Each person will have 10 minutes to act like the person that is
hiring for the job description they were handed. The other participate should try to
answer the questions the best they can, like the resume that they crafted is their own.
If the questions don't the full time each pair should be redirected to work on the
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interview, or take notes of what they would like to discuss in their reflection. Guiding
questions to ask while walking around? (10 Minutes)
Do you think your questions provided you enough info to hire or not?
Do you think your resume would prepare you for this job?
Have you asked everything that you would like to ask?
4. Role Play Round 2: Students will swap roles. Using the other partners resume and
job description. The same questions will be asked.
5. Assessment Students will be asked to write a two paragraph reflective
response to the interview.
Day 2
1. When students walk in they will write on the white board at the front of the room a
response to, What was the most difficult part about the interview exercise?
(passing/2 minutes)
2. Assessment Students will need to perform a unit comprehensive
summative assessment. The students will be given an option they can create a
presentation or essay. This differentiation is to help with students that have
strengths in different areas. Topics covered in both should be:
Types of IT Job
Technical
Functional
Certifications
What they are?
Why they can help?
Characteristics of a Resume
Characteristics of a Job Description
Interview questions
(remaining portion of class for work)
3. Before students leave they will sign up for a presentation spot if they choose to do
that route.
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__________________________________________________________________
Assignment 1 Lesson 1
Research of positions 20 Points
For your assignment you will need to describe each of these positions below. When
describing them you should compare and contrast them to the other types of jobs.Finally you will need to decide which in the most technical and which is the least
technical with reasoning behind your opinion.
Quality Analyst
Business Analyst
Data Analyst
Project Management
Software Architect
Software Developer/Engineer
Technical Writer
Report Writer System Engineer
Network Engineer
Help Desk
__________________________________________________________________
Assignment 2 Lesson 2 and 3
Thank You Note 15 Points Each
We are going to be having two guests that have been gracious enough to take time out
of their busy schedule to be with us. You need to send them a professional thank you
note. In your letters you should provide professional greetings, messages, and
signatures. To help with your messages you should ask additional questions, point out
what you found interesting, and most importantly thank them from their time. These
letters are due within two class periods of the speaker joining us so that I can get them
sent to the guests in a timely fashion.
__________________________________________________________________
Assignment 3 Lesson 4
Infographic Assignment 10 points
You are going to be creating an individual infographic. You will need to show:
How a career starts
How a career progresses
How a career can move in one straight line
How education is involved
How certifications are involved
__________________________________________________________________
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Assignment 4
Final Paper/Presentation 40 points 40% of this unit
We have talked a lot about job choices, so I would like to get you a choice. You
will need to write a paper or make a presentation about our last couple of weeks of
work. To get full credit you will need to reflect on all of the IT jobs we discussed, reflecton certifications and education, describe the characteristics of a good resume,
characteristics of a good job description, and reflect on interview questions. You will
have limited time to work on this is class so please plan accordingly. Presentations
should be limited to 7 minutes, if you decide to present please let me know after we
start working on this report.
__________________________________________________________________
Rubric for Research Paper
Exemplary
5 Points
Median
2.5 Points
Unsatisfactory
0 point
What are
some
similarities
between the
positions?
Adequately describe similarities
between both technical and
functional careers with at least 3
examples.
Describes only functional
or technical roles.
Describes neither
functional or
technical
What are
some of the
differences
?
Adequately describe differences
between both technical and
functional careers with at least 3
examples.
Describes only functional
or technical roles.
Describes neither
functional or
technical
Which did
you find to
be the
most
technical?
Provides a reasoning behind their
assertion of which is the most
technical
Doesn't Address
Which did
you find to
be the
most
functional?
Provides a reasoning behind their
assertion of which is the most
functional
Doesn't Address
__________________________________________________________________
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Rubric Thank You Note Lesson Two and Three
Exemplary
5 Points
Proficient
2.5 Points
Unsatisfactory
1 point
Writing
Free of grammaticalerrors Minimal Errors(3-4) Significant Errors
(5+)
Message Appreciative
language with
professional tone.
Proper greeting and
signature.
Appreciative language
with professional tone.
Missing
proper greeting or
signature.
Appreciative language
with professional tone.
Missing
both proper greeting and
signature.
Body Provides examples of
areas of interest and
asks further
questions
Provides examples
either areas of interest or
asks further questions
Fails to provide
examples of areas of
interest and asks further
questions
_________________________________________________________________
Rubric for Lesson 3
Infographic Rubric Meets Requirement Doesn't Meet Requirement
Select One
Has a logical Start 2 Points 0 Points
Demonstrates Career
Progression
2 Points
0 Points
Connections made between
steps
2 Points 0 Points
Shows Linear Nature of
Careers
2 Points 0 Points
Demonstrates importance
of education and/or
certifications
2 Points 0 Points
__________________________________________________________________
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Rubric Lesson 4
Rubric for Final
Paper/Presentation
Exemplary
5 Points
Proficient
4 Points
Below Proficient
3 Points
Unsatisfact
ory
1 point
Describing IT Jobs
x2 points
Reflectively
describes
technical and
functional IT
Professions with
examples
Describes technical
and functional IT
Professions with
examples
Describes technical
or functional IT
Professions with
examples
Describes
neither
technical
or
functional
IT
Professions
Certifications and
Education
Reflectively
describe
differencesbetween both
certification and
education with
examples
Describe differences
between both
certification andeducation with
examples
Describe
differences either
certification oreducation with
examples
Describes
neither
certification or
education
Characteristics of
a resume
Describe all
important aspects
of a resume
Describe most of the
important aspects of
a resume (missing
1-2)
Missing significant
aspects of a resume
(missing 3-5)
Doesn't
Address
Characteristics of
a job description
Describe all of the
important aspectsof a resume
Describe most of the
important aspects ofa job description
(missing 1-2)
Doesn't
Address
Interview
Questions
Reflectively
describes
Interview
Questions and
practices
Describes Interview
Questions and
practices
Poorly describes
Interview questions
and practices
Just
addresses
Interview
Questions
Grammar Free of
grammatical
errors
Minimal Errors
(3-4)
Significant
Errors
(5+)
Writing Appropriate
language with
professional tone.
Appropriate
language with
professional tone.
Missing transitions
Appropriate
language with
unprofessional
tone.
Missing transitions
No flow of
message
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