Grade: 8 Subject: Guidance 4/3/2018 Unit: Career Outcomes Time frame for Completion: Grade 8 1

Enduring Understandings / Big Ideas: Knowing my career interests should help me determine appropriate coursework. Awareness of resources will enable me to investigate evolving career choices and requirements. My student skills/habits have a direct correlation to work skills/ habits.

Essential Questions: What careers am I interested in and how does that affect the courses I choose in high school? What student skills do I need to improve on? What steps can I take to improve these areas? What resources are available to explore careers?

Learning Competencies - ASCA National Standards/ What the students will know Supportive Learning Assessments Resources PDE Career to Work and be able to do upon Activities Standards completion of the unit Formative: Students will be able to  Lesson using an online  Wida Access Online Program (ex. C:B2.1 Demonstrate awareness of the identify 2-3 careers in one program to focus on 2-3 Naviance); education and training needed to Placement Test (W- achieve career goals cluster that they are careers and add them to APT) High School Program of interested in and use this their online portfolio. Studies 13.1.8.F Analyze the relationship of th  Goal-setting sheet information to select High  Complete 9 grade school subjects, extracurricular scheduling card  Teacher observation School Courses. activities, and community experiences  Guided discussion with  Teacher generated to career preparation. students regarding the assessments importance of pre-college 13.1.8.H Choose personal electives planning and how it and extra curricular activities based Summative: upon personal career interests, relates to their career  Green card exit card abilities and academic strengths. clusters of choice.  Online career portfolio  Individual discussions with students upon C:B1.5 Use research and information review of their course Online Program resources to obtain career information selection card to Information (ex. determine their Naviance) 13.2.8.B Evaluate resources available preferred career path Central Montgomery in researching job opportunities and the link to the Technical High School necessary HS and Brochure college coursework.

 Identify various Grade: 8 Subject: Guidance 4/3/2018 Unit: Career Outcomes Time frame for Completion: Grade 8 2

Students will be able to components of an Online C.A1.3 Develop an awareness of navigate appropriate Career Program and personal abilities, skills, interests and resources available. motivations resources to maximize their C.A1.7 Understand the importance of awareness of various  If individual interest is planning careers. expressed, students will 13.1.8.B Relate careers to personal be given the opportunity interests, abilities, and aptitudes. to visit the Central Montgomery Technical High School Every Teacher Teaches ESL ELP Standard 1: English Language Learners  Skills for Success chart / communicate in English for Students will identify an Lesson – review different Skills for Success Chart social and instructional skills have students rate area of growth based on a Online Career Program purposes within the school themselves in each area self-evaluation of their Mychal Wynn’s College setting.  Utilizing the framework ELP Standard 2: English student skills and develop a from Mychal Wynn’s Planning for High School plan for improvement and Students Language Learners College Planning for High communicate information, adjust as needed. School Students, students will identify specific ideas, and concepts dreams for their future necessary for academic and specific dream success in the content area of schools based on their Language Arts. personal interests and skills. An online career program will be used to Supplemental Resources: research specific colleges and universities and their  ESL staff offerings.  Bilingual dictionaries

ELL: http://www.cal.org/siop: Fifty Strategies for  [All activities are Teaching; English structured to work Language Learners, 2nd within each student’s edition; Adrienne Herrell, “zone of proximal Michael Jordan; development*” in (Merrill/Prentice Hall, 2003) English Language Grade: 8 Subject: Guidance 4/3/2018 Unit: Career Outcomes Time frame for Completion: Grade 8 3

Acquisition] Grade: 8 Subject: Guidance 4/3/2018 Unit: Career Outcomes Time frame for Completion: Grade 8 4

*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…