Enduring Understandings / Big Ideas: We Are One World: Reading and Writing About Our Connections s2

Grade: 4th Subject: Guidance 4/3/2018 Unit: Career Time frame for Completion: 1

Enduring Understandings / Big Ideas: Understand the connection between personal interests and career choice. Become aware of link between academic success and career success Connect character traits to success in the work force

Essential Questions: Why is doing well in school important to your future? What are my personal interests and dislikes? What skills and abilities are needed to do specific jobs?

Learning Competencies - ASCA National What the students will know Supportive Learning Assessments Resources Standards/PDE Career to and be able to do upon Activities Work Standards completion of the unit Students will identify three Yearly career portfolio Formative: My Student Planner C.A1.3 Develop an skills necessary for a career exploring goals, current  Teacher made awareness of personal path of interest. activities/clubs, favorite assessments and Interest Inventory abilities, skills, interests and subject etc. observation motivation. Students will connect Learning Styles Inventory personal interests to related Complete Career Interest C:B2.5 Maintain a career careers. Inventory, Learning Styles Summative: Career Riddles worksheet planning portfolio. Inventory and career  My Student Planner Students will make related riddles Career related books 13.1.5.A Describe the impact connections between of individual interests and character traits and school Use of career related Career Fun Kit abilities on career choices. to work success. literature to highlight various jobs Supplemental Resources: Every Teacher Teaches ESL ELP Standard 1: English Discuss how respect,  ESL staff Language Learners responsibility, time  Bilingual dictionaries communicate in English for management contribute to social and instructional school/career success purposes within the school ELL: setting. [All activities are structured http://www.cal.org/siop: ELP Standard 2: English to work within each Fifty Strategies for Language Learners student’s “zone of proximal Teaching; English communicate information, development*” in English Language Learners, 2nd ideas, and concepts Language Acquisition] edition; Adrienne Herrell, necessary for academic Michael Jordan; success in the content area of (Merrill/Prentice Hall, 2003) Language Arts. Grade: 4th Subject: Guidance 4/3/2018 Unit: Career Time frame for Completion: 2

*Zone of Proximal Development : That area between what the student is capable of at the moment and the point you want the student to reach next (Vygotsky, 1978)

Stages of Second Language Acquisition: (Hill, J., Flynn, K., 2006)

Stage Characteristics Approximate Time Frame Teacher Prompts Preproduction The student 0-6 months  Show me… PDE: Entering  Has minimal comprehension  Circle the…  Does not verbalize  Where is…?  Nods “yes” and “no”  Who has…?  Draws and points

Early Production The student 6 months to 1 year  Yes/no questions PDE: Beginning  Has limited comprehension  Either/or questions  Produces one- or two-word  One-or two-word answers responses  Lists  Participates using key words  Labels and familiar phrases  Uses present-tense verbs Speech Emergence The student 1-3 years  Why…? PDE: Developing  Has good comprehension  How…?  Can produce simple sentences  Explain…  Makes grammar and  Phrase or short-sentence answers pronunciation errors  Frequently misunderstands jokes Intermediate Fluency The Student 3-5 years  What would happen if…? PDE: Expanding  Has excellent comprehension  Why do you think…?  Makes few grammatical errors Advanced Fluency: The student has a near native level 5-7 years  Decide if… PDE: Bridging of speech.  Retell…