Syllabus for Career and Research Development II

Adaptation for Life Skills Students

Julius Zuke

REACH! Partnership High School

Spring 2016-2017

This is a draft document under construction. Listed resources were used with "regular" students and may need adaptations for special needs populations. Detailed lesson plans with multiple accommodations and modifications are forthcoming. Topics and skills will be added or deleted

according to the needs and abilities of students in this course.

Unit # UnitTitle

Unit Segments

Overview/Essential Learnings Outcomes, Deliverables, and Products; Links to Online Resources

Alignment to Standards(MCDF)

1 Now That You're "Grown"

From Working With Family to Going Out on Your Own: The Real Deal About Work in Cities

In rural America, families lived together and worked together on farms or in family businesses. In today's world, however, children have greater choices for careers. Students attend public schools to prepare them for career training in the real world. This training can take the form of postsecondary education, an apprenticeship, or entrepreneurship. These greater choices allow students to establish their own families in their own homes, independent of other generations.

ParticipationCourse Introduction

Orientation Slide Show

Emotional Intelligence Powerpoint

How to Use Office 365

Office 365--Most Detailed Explanation

Creating Word Documents in Office 365

Emotional Intelligence Worksheets and Exercises

Emotional Intelligence: A Health Perspective

Standard 1, Indicator A.e:Evaluate standard-of-living choices and assess the impact of those choices on career decision-making and educationa

Emotional Intelligence Testl advancement.

2 What It Takes to Live on Your Own

Your Wish List for the Future You

Students will describe the housing, transportation, and other necessities of independent that they hope to obtain within the next ten years.

Wish list—graphic, photographic, written, or oral (recorded interview-style)

Standard 1, Indicator A.e:Evaluate standard-of-living choices and assess the impact of those choices on career decision-making and educational advancement.

What the Wish List Costs

Students will create a personal household budget which reflects actual costs of living in Baltimore.

Personal BudgetBudget 1Budget 2Budget 3Budget 4Introduction to BudgetsReflection Questions About Personal Budgetting

Standard 6, Indicator B.b:Apply financial literacy skills to managing personal finances and consumer credit.

Exploring Median Salaries of Various Careers

Students will research the Bureau of Labor Statistics site at http://www.bls.gov/k12/ to compare median salaries of prospective careers to the cost of their expected lifestyles.

Graphic Organizers showing media incomes of different careers. List of careers is at https://www.dllr.state.md.us/employment/approcc/approcc.shtml

Standard 1, Indicator A.e:Evaluate standard-of-living choices and assess the impact of those choices on career decision-making and educational advancement.

Exploring Job Outlooks for the Baltimore Job Market

Students will research Baltimore job outlooks at http://www.bls.gov/regions/mid-atlantic/news-release/areaemployment_baltimore.htmand list jobs that are of interest to students and have a good job outlook.

List of jobs of interest to each individual studentCan I Live In Baltimore and Still Get a Good Job? Or Should I Move?Lesson Plan--Job Outlooks in the Baltimore Area B:S

Standard 1, Indicator A.e:Evaluate standard-of-living choices and assess the impact of those choices on career decision-making

and educational advancement.

Revising Twenty-Something Lifestyle Expectations

Students will revise their personal budgets to align with what they might actually make during their first years of work.

Revised household budget Standard 1, Indicator A.e:Evaluate standard-of-living choices and assess the impact of those choices on career decision-making and educational advancement.

3 Credit: Take It or Leave It?

Establishing a Credit Score

Students will articulate actions which lead to a good credit score. Students will explain how credit scores affect the cost of money.

Poster: How to Maintain a Good Credit ScorePPT: How Credit Scores are Calculated

Standard 6, Indicator B.b:Apply financial literacy skills to managing personal

finances and consumer credit.

Appropriate Uses of Credit

Students will identify big-ticket and emergency expenses that call for the wise use of credit.

Powerpoint: Types of Financial Institutions Standard 6, Indicator B.b:Apply financial literacy skills to managing personal finances and consumer credit.

Types of credit cards

Students will differentiate between store cards, national cards, debit cards, revolving credit cards, installment plans, and other variations of credit instruments.

Lesson PlanPresentation 1Presentation 2Presentation 3Presentation 4Presentation 5Online Quiz About Credit Cards

Standard 6, Indicator B.e:Analyze the benefits and risks associated with consumer credit and its association to financial planning.

Types of Students will differentiate between PPT--Types of Banks Standard

Financial Institutions

commercial banks, credit unions, savings and loan associations, pawn shops, and other types of institutions.

6, Indicator B.e:Analyze the benefits and risks associated with consumer credit and its association to financial planning.

The Power of Saving

Students will describe various types of savings instruments including savings accounts, 401ks, medical expense accounts, and other accounts.

Types of Savings Accounts Standard 6, Indicator B.d Practice the principles of savings and investing.

The Power of Workplace Benefits

Students will demonstrate how employer-provided benefits can stretch a person's salary.

Powerpoint: Job Benefits Overview Standard 1, Indicator A.e:Evaluate standard-of-living choices and assess the impact

of those choices on career decision-making and educational advancement.

4 Preparing for Work: Skills That All Jobs Need

Soft Skills Students will read about and practice soft skills which provide entry into a job position.

Role PlayingEmployability ChecklistSoft Skills--Virtual job Shadow ArticlesLesson Plan: Self-Empowerment

Emotional Intelligence Test

Standard 1, Indicator C.b: Research different types of career information resources to find information on career that relate to personal self knowledge and traits.

Personal and Corporate Ethics

Students will explain how ethics make a workplace run smoothly.

Character in the WorkplaceCreating Your Own LuckEthics in the WorkplaceLesson Plan: Workplace EthicsLesson Plan: Creating a Workplace Ethics

Standard 5, Indicator A.d: Develop personal

presentation or Manual responsibility characteristics regarding workplace situations involving workplace safety, sexual harassment, and personal ethics.

Diversity Students will explain how diversity in a workplace makes for a better company.

Diversity Picture ExerciseDiversity in the Global WorkplaceDiversity Inclusion in VirginiaUnderstand Diversity (Introduction)Lesson Plan: Diversity

Standard 5, Indicator A.b: Demonstrate positive strategies to work with others in a diverse workplace.

Sexual Harassment

Students will give examples of do's and don'ts in regard to gender relationships.

Lesson Plan: Sexual Harassment Standard 5, Indicator A.d: Develop personal responsibility characteris

tics regarding workplace situations involving workplace safety, sexual harassment, and personal ethics.

Workplace Safety

Students will examine work sites to determine potential hazards and their remedies.

Safety PowerpointSafety Lesson Plan

Standard 5, Indicator A.d: Develop personal responsibility characteristics regarding workplace situations involving workplace safety, sexual harassment, and personal ethics.

5 Profiling

Reading About Jobs

Students will explore http://www.bls.gov/k12/content/students

Graphic OrganizerLesson Plan: Career Research

Standard 2, Indicator

Specific Jobs

and Summarizing Key Details (multiple careers and sessions tbd)

/careers/career-exploration.htm to identify jobs which could be pursued following graduation from high school.

Matching Preferences and Skills with a Career ChoiceLesson Plan: Creating a Power Point Presentation About Your Chosen CareerRubric for the Above Powerpoint Project on a Career ChoiceVirtual Job Shadow DirectionsVirtual Job Shadow--very detailedChoice #2 Essay Template--O*NETO*NET online--home pageCornell Notes Pre-Populated Job Profile HandoutLesson Plan: How to Use the Occupational Outlook HandbookLesson Plan: Aligning Personal Skills and Preference to a Choice of Careers

A.b: Explore and research career clusters and identify career pathways of interest.Indicator c: Relate career assessment results to available local pathway options.Indicator d: Describe the implications for workers as a result of technological advances in the workplace.

Entrepreneu Students will explain the complexities of Mock Interview Standard

rship working for yourself as exemplified by the movie, "Joy." (2016)

Entrepreneur UnitLesson Plan: Review of Entrepreneur Unit

2, Indicator A.b: Explore and research career clusters and identify career pathways of interest.Indicator c: Relate career assessment results to available local pathway options.

Franchising Students will explain the benefits and risks of associating with a franchise.

Franchising IFranchising IIFranchising IIIUseful Links About FranchisingLesson Plan: Characteristics of FranchisingLesson Plan: Franchising Characteristics, Part 2

Standard 2, Indicator A.b: Explore and research career clusters and identify career pathways of interest.

Indicator c: Relate career assessment results to available local pathway options.

Apprenticeships

Students will know how apprenticeships work and will be able to correctly respond to prompts about the search and application process for entering an apprenticeship.

Maryland Apprenticeship and Training ProgramSlide Show--How Apprenticeship Programs WorkLesson Plan--How does an apprenticeship work?

Standard 5, Indicator A.a: Demonstrate skills to seek employment (write a esume and cover letter, complete a job application, interview for a job, find and pursue employment leads, and market oneself in the workplace.

). Students will know the intricacies of an state-sponsored apprenticeship and will be able to complete an actual application for an apprenticeship at https://www.dllr.state.md.us/aboutdllr/youthapprguide.pdf , and then create a list of short term and long term goals in Virtual job Shadow..

Maryland Apprenticeship and Training ProgramSlide Show--How Apprentice Programs WorkLesson Plan--Applying to Be an ApprenticeVirtual Job Shadow Log In Directions

Standard 5, Indicator A.a: Demonstrate skills to seek employment (write a resume and cover letter, complete a job application, interview for a job, find and pursue employment leads, and market oneself in the workplace.).

6 Preparing for Liftoff

Completing a Job Application or Apprenticeship application

Students will complete an actual application

Completed applicationSample Hospital Employment ApplicationSeveral Practice ApplicationsLesson Plan on Job ApplicationsLesson Plan: Using an Employer's Web Page to Gain Information About the Company

Standard 5, Indicator A.a: Demonstrate skills to seek employme

nt (write a esume and cover letter, complete a job application, interview for a job, find and pursue employment leads, and market oneself in the workplace.).

Writing a Resume

Students will complete an actual resume. Completed resumeLesson Plan 1: Resume WritingLesson Plan II--Resume WritingLesson Plan #3: Resume WritingResume Slides #1Resume Slides #2Resume Slides #3Lesson Plan: Using Virtual Job Shadow to Create a ResumeVirtual Job Shadow Log In Directions

Standard 5, Indicator A.a: Demonstrate skills to seek employment (write a esume and cover letter, complete a job application, interview

for a job, find and pursue employment leads, and market oneself in the workplace.).

Writing a Cover Letter

Students will complete an actual cover letter.

Completed cover letterCover Letter TemplateLesson Plan--Cover LetterAnother Lesson Plan--Cover LettersVirtual Job Shadow log In Directions

Standard 5, Indicator A.a: Demonstrate skills to seek employment (write a esume and cover letter, complete a job application, interview for a job, find and pursue employment leads, and market oneself in

the workplace.).

Participating in a Job Interview

Students will practice fielding questions during a mock interview session.

Mock InterviewTen Tough Interview QuestionsArticle and Graphics--Questions to Ask EmployersHandout--more questions to ask employersInterview Slides

Standard 5, Indicator A.a: Demonstrate skills to seek employment (write a resume and cover letter, complete a job application, interview for a job, find and pursue employment leads, and market oneself in the workplace.).

Total topics and skills=27

Course Vocabulary Review

Cornell Notes TemplateLesson Plan--Vocabulary ReviewJepardy Template; Slide 28 is play money sheet (printable)Student-generated Jeopardy game

Standard 5 A.c Develop effective business

Class periods allotted <90

A second Jeopardy Game (new words) writing and communication skills.