1. Daily Agenda-Week of Jan. 4-6, 2017
ICT1 Classes
Teacher:
Mrs. J. Leverette

2. Wed. Jan. 4th and Thurs. Jan. 5th Objectives-Bell Activity
Lesson Objectives—Wed.-Thurs: Students will be able to:
 Understand the difference between careers and Career Clusters by completing surveys.
 Complete a Help Wanted Ad –Career
PreBell Activity: Students will go to and type the No.1 time writing- a 3 minute-180 seconds Timewriting - 2 times each day.

3. Wed. & Thurs. Jan. 4th- Jan. 5th Daily Agenda
Class Work--Lesson Activities & Procedures:
1. Briefly revisit previous class discussions regarding the importance of career exploration, focusing today’s discussion on the differences between Career Clusters (groups of careers requiring similar skill sets) and careers (individual careers within a cluster).
2. Instruct students to sign into their account within your online site and direct them to click on Career Planning, then Learn About Yourself and then open the Career Cluster Survey.
3. Allow students ample time to complete the Career Cluster Survey, mins. per class period explaining that they will be asked to check off a list of activities they enjoy, then personal qualities they possess and finally, the school subjects they enjoy the most or think they would enjoy. When they have completed the survey, instruct them to view the list of compatible Career Clusters by clicking on See the Career Clusters.
4. In the Your reflections on your Career Cluster Survey results box on the screen, have students consider their top two Career Clusters and write their thoughts regarding the following: “Do you believe these career clusters involve careers that would interest you? Why or why not?” and “Why do you think these clusters were suggested to you?”
5. If the students have completed other assessments within your online site, instruct them to answer the following questions as well: “Are the careers suggested in this assessment of Career Clusters similar to other results? If the results are different, explain why you believe these results appeared today. If the results are similar, discuss how you plan on continuing to explore these careers.”
6. Remind students to be sure to save their reflection by clicking Save.
Extensions/Supplementary and Differentiated Classwork:
Students will continue to work on Differentiated Activities on Edu Typing Lessons Alphabetic Keyboarding.
Students will continue working on activity lessons on building technology skills
Continue on Thursday
7. Instruct students to choose one career from one of their top two clusters. They will explore this career further and use the information they gather to complete the Help Wanted Ad Worksheet on the next day. They will then upload their ad to the Your Profile section of the Your Portfolio tab.
Wrap Up:
Facilitate a class discussion regarding the ads the students created. Follow-Up Options: 1. Conduct a student poll to discover the most popular career clusters. Compare and Share on Canvas using the discussion board about their Career Interests and Results. In the future, invite career guest speakers to visit with the students about their Career Choices.
See Worksheet Attached

4. Friday, Jan. 6th Objectives-Bell Activity
Lesson Objectives:
Students will be able to:
 Understand that knowing their interests can help them make better career decisions
 Complete an interest assessment
 Use their assessment results to create a list of careers that matches their interest profile
PreBell Activity:
Students will go to and type the No.1 time writing- a 3 minute-180 seconds Timewriting - 2 times each day.

5. Friday Jan. 6th Class Agenda
Introductory Activity ---5mins. by completing an activity related to various cars about knowing their interests can help them.
1. Introduce the Interest Profiler in Reiterate the importance of reading every item and marking their honest responses. Let students know that this assessment should expand their career options by helping them learn about careers they may otherwise not have considered. Tell students that you will be helping them understand their results.
2. Allow students ample time (approx. 20 min.) to complete the Interest Profiler. Encourage those who are finished early to review results and consider sharing why their top interests came up for them.
CAREER AWARENESS (HOW MANY CAREERS DO YOU KNOW?)
1. Tell students that the results of the Interest Profiler are expressed in terms of six broad interest areas, compatible with Holland codes. Ask students to look at their Interest Profiler results and note their two top interest areas.
2. Return to the classroom with your students and post the six cards labeled Realistic, Investigative, Artistic, Social, Enterprising and Conventional in different areas of the room. Ask students to go stand in the area labeled with their top interest area. Give group one piece of flipchart paper to mount on the wall.
3. Instruct the students that on the count of three, they will have two minutes to write down as many careers as they believe match their interest area/Holland code. Students may take turns writing careers down or they may designate one in their group to write while the others call out ideas. (you’ll likely find most students run out of ideas after the first minute)
4. Time's up! Ask the students to add up the total number of careers they came up with as a group. As a class?
5. Move from one group to the next, read the following descriptions and ask if anyone has any more career titles to add.
 People in Realistic careers are generally active, "hands-on" workers who like working with tools and equipment, are often athletic and enjoy the outdoors.
 People in Investigative careers like using their minds to solve problems. They often excel in science and math. They are independent thinkers and may enjoy puzzles and games based on logic.
 People in Artistic careers are creative and enjoy expressing themselves through art, music, dance, writing and drama. These workers may seek out free, unstructured environments.
 People in Social careers value their relationships with other people. They like helping others and seek out opportunities to give advice or otherwise interact with people.
 People in Enterprising careers might be called persuaders. They like leadership roles, as well as sales. They often have good verbal abilities and can talk people into doing things their way.
 People in Conventional careers are very organized, structured workers. They like accomplishing their work step-by-step and are good record-keepers.
6. Have the students name some of the sample occupations for each of the interest areas and discuss what aspects of the work would be consistent with the descriptions above. Tell students that in exploring the careers that are most consistent with their interests, it is a good idea to use at least their two highest interest area codes to search for careers in .
7. Have them move back to their computers and use the Search feature to see how many more occupations match their interest results.
Wrap Up:
8. Tell students that careers that are interesting to them are likely to be enjoyable, but there are other aspects of work to consider. Have students name some of the other things they will want to know about occupations to help make their decisions (earnings, skill requirements, education, etc.) MSChoices.com can help them learn much more about the occupations that will best match their other wants and needs.
 Pair/Share in Canvas –Discussion Board on today activity.