Career Guidance Lesson Plan - PowerPoint PPT Presentation

career guidance lesson plan n.
Skip this Video
Loading SlideShow in 5 Seconds..
Career Guidance Lesson Plan PowerPoint Presentation
Download Presentation
Career Guidance Lesson Plan

play fullscreen
1 / 10
Career Guidance Lesson Plan
Download Presentation
Download Presentation

Career Guidance Lesson Plan

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Career Guidance Lesson Plan Who Moved My Cheese? By Clarita Stevens and Peggy Nissen EESL 5340 Integrating Language Acquisition into Content Instruction Instructor: Dr. Louise Jorgensen

  2. Comprehensive Counseling and Guidance Four Components: • Individual Planning • Responsive Services (traditional counseling) • Guidance Curriculum • System Support • Counselors must provide services to ALL students. • Curriculum is created based on grade level and need. • TLC lessons are provided for middle school. • Utah Futures is the state career delivery system. • Counseling has its own vocabulary which must be taught

  3. STANDARDS: Utah CCGP Student Outcomes: Standards and Competencies Academic/Learning Development Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and cross the lifespan. AL:A1.2 Indentify and apply attitudes, expectations and behaviors which lead to successful learning Life/Career Development Standard A: Students will become aware of self in relation to the world of work. LC:A2.1 Learn to understand and respect individual uniqueness in the workplace LC:A2.3 Understand that the changing nature of work requires adaptability, lifelong learning, and acquiring new skills Multicultural/Global Citizen Development Standard A: Students will develop the ability to evaluate, and to approach life as a contributing citizen in our global community MG:A1.1 Recognize, appreciate and respect individual difference, alternative point of view, ethnicity, culture, race, religion and lifestyles MG:A1.4 Improve the ability to express an opinion on issues while listening to and respecting the views of others Personal/Social Development Standard B: Students will identify and utilize processes to set and achieve goals, make decisions, and solve problems Competency B2: Demonstrate skills for decision-making

  4. Grade Level: 8-12 (modify for younger students) • Theme: Career Guidance • Lesson Topic: Who Moved My Cheese? About life’s changes and how to deal with • them. • Objectives: • Language: students will read for comprehension; understand the meaning of parables and metaphors; use writing, speaking, and listening; • Content: students will develop the skills to make decisions using the decision making process; students will understand that change is good. • Learning Strategies: Social Skills Strategy: Solving a Problem (page 82 of the text) • Differentiated Strategies: • Varying academic levels: use groups of varying academic levels; each group presents on the reading , challenge them • Visual learners: live demonstration, watch a video; • Auditory learners: audiotape of the reading in different languages, • Kinesthetic learners: drama (role play), using chart paper to present to the class about their group discussion

  5. Key Vocabulary: infer, opinion, parables, metaphor, adaptation, proactive, reacting, Materials: copies of Who Moves My Cheese? for teen or kids (one in first language if possible), YouTube clips, poster board , scissors, markers, tape for ‘Handwriting on the Wall’ and group discussion Procedures: Tell students that today’s lesson theme is “Who Moved My Cheese?.” by Spencer Johnson, MD., a parable about changes. Discuss with class what a parable is. Go over other vocabulary. By reading the parable they will learn ways to react positively to inevitable change, and get insights on how to make decision regarding changes in their lives. Students read, have small group discussions, write about the meaning of the parable and design a poster that reflects on of the message on the Handwriting on the Wall Handout and/or either act out or record how the characters in the play would react to change events in their lives. Assessment: Use Minute Paper for feedback to respond briefly on what the students learned from the lesson, or use one-sentence summary.

  6. THE HANDWRITING ON THE WALL • Change Happens - They Keep Moving The Cheese • Anticipate Change - Get Ready For The Cheese To Move • Monitor Change - Smell The Cheese Often So You Know When It Is Getting Old • Adapt to Change Quickly -The Quicker You Let Go Of Old Cheese, The Sooner You Can Enjoy New Cheese • Change - Move With The Cheese • Enjoy Change! - Savor The Adventure And Enjoy The Taste Of New Cheese! • Be Ready to Quickly Change And Enjoy It, Again And Again! -They Keep Moving The Cheese

  7. Change Events Record three Change Events from the following list and predict how each of the characters in Who Moved My Cheese would react to it: Change Event: Sniff: Scurry: Hem: Haw: • School will be starting 45 minutes • earlier next year. • You get a new job, but they want you to • work every Friday and Saturday night. • Your best friend is developing a new • friendship with someone at his/her • work. • You tried out for the lead in the school • play and got a less important part. • You promised to mow the lawn and the • lawnmower won’t start. • You broke your foot playing your favorite • sport. • Your parents have just told you that • you are moving to a new home in a • new town. • You got a job working in a grocery store. • Your girlfriend/boyfriend broke up with • you. • The class you want to take is full.