End of Course Project Options – Career Portals

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  • Lesson Identification and TEKS Addressed

    Cluster : Career Development

    Course : Career Portals: Middle School

  • TEKS Student Expectations

    Lesson will require reviewing all Career Portals Middle School TEKS (see All Lessons Attachments tab) with students.

  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • review all TEKS and student expectations for Career Portals
    • exhibit academic, critical thinking and problem-solving skills
    • develop a proposal for a cumulative or specialized End-of-Course project based on selected course TEKS
    • research and/or collect data to complete a cumulative or specialized End-of-Course project and presentation
  • Rationale

    Script

    Ladies and gentlemen, our Career Portals course is coming to an end. We have approximately ____ weeks until the end of the school year (semester). In this lesson we will be reviewing all of the Texas Essential Knowledge and Skills (TEKS) and Student Expectations for this course. Your final task will be to plan, prepare and present an individual End-of-Course project. You will have the opportunity to research and investigate one or more specific course topics that are of interest to you.

  • Duration of Lesson

    Ten 45 minute class periods

    Note: The actual duration of the End-of-Course project lesson will depend on the individual instructor and projects selected. Some instructors may allow students to select their own projects, while others may feel more comfortable assigning all students the same project.

  • Word Wall

    Critical thinking: Disciplined thinking that is clear, rational, open-minded and based on evidence

    Cumulative: Including or adding together all of the things that came before

    Essential: Extremely important and necessary

    Problem solving: Overcoming obstacles and finding a solution that best resolves an issue

    Project-based learning: Instructional approach built upon authentic learning activities that actively explore real-world problems and challenge and acquire a deeper knowledge

    Recommended: To say that someone or something is good and deserves to be chosen

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for multimedia presentation
    • presenter/remote
    • computer lab with Internet access (be sure to follow district guidelines for Internet access)

    Materials:

    • index cards
    • markers

    Supplies:

    • see Anticipatory Set
    • Career Portals Middle School TEKS (see All Lesson Attachments tab)

    Technology:

    • Access to:
      • Glogster™EDU
      • PowerPoint™
      • Prezi™

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Before class begins:

    Print a class set of the Career Portals Middle School TEKS (see All Lesson Attachments tab). Set up a display consisting of student project-related supplies and materials, for example:

    • copies of course tests
    • empty binder(s)
    • empty tri-fold brochures
    • report covers
    • rubrics used throughout the school year/semester
    • sample classroom projects from the school year/semester
    • sentence strips with the vocabulary words written on them
    • textbooks

    Place all items on a table in the center of the classroom.

    __

    Inform students that the end of the school year/semester is right around the corner (see lesson rationale). Distribute and review the course Career Portals Middle School TEKS (see All Lesson Attachments tab) and student expectations. Explain that the State of Texas expects all students in this course to have learned each of the student expectations.

    • Have students share their favorite project topics.
    • Ask which project topics they wish they could have explored further.
  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Distribute My End-of-Course Project Options (see All Lesson Attachments tab) to students so they may take notes during the upcoming slide presentation.

    Begin End-of-Course Project Options PowerPoint™.

    Review and thoroughly discuss individual project options. Remind students to select and write a brief description of at least four options on their graphic organizers.

    After the presentation, allow students to prioritize and tentatively select a project option.

    Teacher note: It is at the teacher’s discretion as to whether students will work individually or in teams.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing student with a copy of PPT presentation notes

  • Guided Practice with Special Education Modifications/Accommodations

    Provide students with the End-of-Course Project Proposal Outline (see All Lesson Attachments tab). Inform students that they are to use this document as they plan and prepare their End-of-Course Projects. Provide assistance as students complete their outlines. Encourage students to engage in peer editing prior to submitting their final documents to you.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • allowing students to work with a partner/team to prepare their proposal

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Once end of course project proposals have been approved by the teacher, a rubric will need to be created for each project. See http://cte.sfasu.edu/classroom-essentials/rubrics for a comprehensive list of rubrics.

    Provide students with the appropriate End-of-Course Project Rubric. Review all components of the rubrics so that students clearly understand the project expectations.

    Allow students to begin researching and working on their projects. Continuously monitor their progress, offering guidance, suggestions and encouragement as needed.

    Stop all classroom activity five or six minutes before the end of class each day and allow students/teams to take turns providing an oral update of their progress.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • allowing students to work with partners or as part of a team
    • providing additional encouragement

  • Lesson Closure

    Review lesson objectives, terms and definitions.

    Students/teams will make their End-of-Course Project presentations.

    The Student Course Reflection (see All Lesson Attachments tab) can be administered either at the beginning or towards the end of the final class period of the course. Inform students that the reflection can be anonymous and the results will be used to improve the course content.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students projects/presentations will be assessed with the appropriate rubrics.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing additional encouragement

  • References/Resources

    Images:

    • Microsoft Clip Art: Used with permission from Microsoft.

    Websites:

    • AchieveTexas
      A college and career initiative designed to help students (and their parents) make wise education choices. It is based on the belief that the curricula of the 21st century should combine rigorous academics and relevant career education.
      http://achievetexas.org/
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • word wall
    • predict meaning of new words
    • draw visual representations of terms on word wall
    • access http://www.learnerdictionary.com for the pronunciations and meanings of terms
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks
    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    As students select their End-of-Course Projects and begin their research, many will be required to read a variety of texts and documentation.

    • Encourage students to “make predictions” about the text content prior to reading. “I think it’s going to be about…. because I know/I heard….” This encourages active reading and keeps the student interested. While reading, the students may revise their original predictions and/or make new ones.
    • Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scrap paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.
    • Have students form their own questions about the text prior to reading, or have them write down any questions that come to mind as they are reading.
    • Encourage students to connect reading to their life experiences or prior knowledge.
    • Word Attack Strategies: Prior to reading, allow students to skim the passage or text, circling words that are unfamiliar to them. Once these words are decoded (glossary, dictionary, dictionary.com, classroom discussion), the student will have a better understanding of the pronunciations and meanings of the unfamiliar word(s), facilitating comprehension.
  • Quotes

    A man’s accomplishments in life are the cumulative effect of his attention to detail.
    -John Foster Dulle

    And I love doing my own projects; that’s what I’ve always wanted to do.
    -Stanley Tucci

    Learning is like rowing upstream; not to advance is to drop back.
    - Chinese proverb

    Life is the sum of all your choices.
    -Albert Camus

    We are what we repeatedly do. Excellence then, is not an act, but a habit.
    - Aristotle

  • Multimedia/Visual Strategies

    PowerPoint ™

    • End-of-Course Project Options
    • Presentation Notes for End-of-Course Project Options

    Technology:

    Free iPad App:
    Wunderlist: To-Do List and Tasks
    https://itunes.apple.com/us/app/wunderlist-to-do-list-tasks/id406644151?mt=8

    TedxTalk:

    Ramsey Musallam: Three rules to spark learning
    It took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of ten years of “pseudo-teaching” to understand the true role of the educator: to cultivate curiosity.
    https://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizer:

    • My End-of-Course Project Options
    • End-of-Course Project Proposal Outline

    Handouts

    • Career Portals Middle School TEKS
    • Student Course Reflection

    Files for downloading:

  • Writing Strategies

    Encourage students to proofread and edit each other’s written work before submitting it for assessment.

  • Communication 90 Second Speech Topics

    Daily oral individual/team updates on End-of-Course Project.

  • Other Essential Lesson Components

    Enrichment activity

    Instructor or students may select to incorporate additional components with the End-of-Course Project, such as including a panel of speakers or inviting parents, administrators or Career Cluster stakeholders to the presentation phase of this lesson.

    TED Talks:

    TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks videos and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event.

    The video below is related to this lesson. Allow students to view the video, and lead a discussion concerning the TED Talk.

    Ramsey Musallam: Three rules to spark learning
    It took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of ten years of “pseudo-teaching” to understand the true role of the educator: to cultivate curiosity.
    https://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning

  • Family/Community Connection

    See Enrichment Activity.

  • CTSO connection

    Select student End-of-Course Projects may have a CTSO or service learning connection. It is possible that student ideas may be saved and the actual projects executed the following school year.

    Family, Career and Community Leaders of America (FCCLA)

    http://www.texasfccla.org

    Texas Association of Future Educators (TAFE)

    http://www.tafeonline.org

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson. For additional information on service learning, see
    http://www.ysa.org

    Example:
    Select students End-of-Course Project may be service-oriented projects. Since this is an entry-level course, it is possible that students’ ideas may be saved and the actual projects executed the following school year.