wells-fargo grant levels 5 & 6 career presentation...

Well-Fargo Grant – Career Presentation – Levels 5 & 6

Bisch & Turngren – MPS-ABE 2010

Wells-Fargo Grant Levels 5 & 6 Career Presentation PowerPoint

Final Project/Culminating Activity: students will produce their own PowerPoint

presentation. The activities leading up to the culminating activity will help them

understand the different aspects of certain careers. This unit also focuses public

speaking in English, a workplace skill and an academic skill.

This is an activity that can take a lot of time. Please be aware of this in your

lesson planning. Make sure you have access to computers, either in the lab or

with COWs. Although it takes time, it is a very rewarding activity for

students and those who have accomplished it have raved about how much

they learned.



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Objective / Introduction to the unit: Students will learn more vocabulary in order to better understand what a career is and how it may differ from a job. Students will become familiar with the iseek.org website. Students will learn basics on presentation skills. Students will do various activities to help them create and present their own PowerPoint on a career of their choice. Begin with a pre-unit Self-Evaluation: There is a pre- self-evaluation to be used before the Career Presentation unit. It is also the same for a post-self evaluation after students have done the activities in the unit and the culminating activity. Make the pre- and post- self-evaluation on different colored paper so students can see their own improvement easily. (see evaluation sheet on following page) Teacher: talk about the pre- self-evaluation and what it means; it is to think about how much you know about a subject or area before and after you study it. Students should try to answer truthfully. Teacher: collect and save the pre- self-evaluation and then compare them with the post-evaluations done by students at the end of the unit.



Career Presentation Unit Pre- and Post- Self Evaluation

Name: _______________________________ Date: ___________ Instructions: Read each question. Circle your answer. Question Answer 1. I understand what a career is. Yes Somewhat No

2. I have done research on a career. Yes Somewhat No

3. I have created a PowerPoint presentation. Yes Somewhat No 4. I have given an oral presentation in English

to a room of people. Yes Somewhat No

Career Presentation Unit Pre- and Post- Self Evaluation Name: _______________________________ Date: ___________ Instructions: Read each question. Circle your answer. Question Answer 1. I understand what a career is. Yes Somewhat No




Career Presentation Unit Pre- and Post- Self Evaluation Name: _______________________________ Date: ___________ Instructions: Read each question. Circle your answer. Question Answer 1. I understand what a career is. Yes Somewhat No






Activity/Product 1 Introduction to website iseek.org The first activity is to introduce students to the Minnesota Department of Employment and Economic Development (DEED) website, www.iseek.org. This site was constructed to help Minnesota high school students find out about careers and educational opportunities as well as to help people find employment and/or training opportunities. It is a free service and available to all. Teacher: make copies of the iseek.org scavenger hunt handout to students (see following pages for handout). Students will have to read and follow directions in order to find the information. As the website it constantly updated, you may want to try it yourself the day before to see if it works well as set up. Make changes accordingly. Ask students if they have ever used this site. Have they ever looked at employment and/or career opportunities on the Internet? Have they ever gone to a WorkForce Center in Minnesota? The questions may be a great way to introduce students to the website. After students have had a chance to examine website, go over answers with class. Students may wish to do further independent searching on website.



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Activity/Product 2 Students write about “dream career” and watch teacher-created PowerPoint on a dream career. 1. Warm-up/Review: Brainstorm prior topic knowledge.

• Ask students to come up with a definition of what career is.

• Try to have them use their own words and not look it up in the dictionary at

first. Help to create a definition on board with class.

• Then, have students look up definition in a dictionary to see how close they

are to the dictionary entry.

career |k!ˈri(!)r| noun an occupation undertaken for a significant period of a person's life and with opportunities for progress. • the time spent by a person in such an occupation or profession : the end of a distinguished career in the navy. • the progress through history of an institution or organization : the court has had a checkered career. • [as adj. ] working permanently in or committed to a particular profession : a career diplomat. • [as adj. ] (of a woman) interested in pursuing a profession rather than devoting all her time to child care and housekeeping.

• Explain to students they will do research on a career they find interesting. Then, they will present their findings to the class.

• To begin to get ideas for careers, students can perform journal writing on the

subject. Ask students to write in their journal or on paper with the following writing prompt. Students can take 20 – 30 minutes writing on this subject.

What is your dream career? Why do you want to do that career? What do you think you need to do in order to reach that career?



Students watch teacher-created PowerPoint while taking notes of content presented (special attention to the title of each slide) Use the one created for this Unit as the activities have been built around this basic PowerPoint. Feel free to change the information as needed.



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Activity/Product 3 –

PowerPoint Presentation Tip Video Cloze/Gap Activity Teacher note: You may want to review with students about listening for details. Explain they should listen/watch the video first to make sure they understand most of what was said. They can ask questions after the first time. The second time is when they are listening for key words. These are skills that some teachers may have to review with class. Please note, some teachers found the activities suitable for their students while others felt the students were not able to complete cloze/gap activities. Therefore, please preview video and material prior to using it in class. Feel free to make changes as needed for your class/level. Ideas to make this activity work for your class

• Have students count the number of blanks they need to fill in. One blank = one word.

• Have them watch and count how many Do’s and Don’ts are in each area • Assign table groups to listen for certain areas of Cloze/Gap • Hand out Cloze/Gap first and have students try to guess what words will go

into the blanks. Put ideas on board and watch video section by section to confirm best answer(s).

Explain that while students watch video they should take notes on what are the tips discussed in the video. They can add to the list they have already started and make sure some of the tips they’ve thought of are shown. Mohawk College - Presentations - how to give good presentati.flv (time length: 3:41 minutes)

• Prior to watching video, brainstorm on what are some tips for a good

presentation (possible grammar point: should/ should not or do/do not

(don’t)).

• Make two lists on board/overhead

• Students write/copy from board in their notebooks/journals

• Explain to students that they will watch the video two times, first just to

listen to see if they understand. The second time while students watch video



they should fill in cloze-gap worksheet on what are tips for a great

presentation. (see worksheet below)

• They should add items from the video to the list they have already started, if

they are not on the list

• When finished, have students compare answers with table groups or

seatmates/partners.

• Critical Thinking: Ask students why these are important.

After Video - Poster/Bulletin Board

• Pair students into groups of 4 or 5 or use table groups. Inform students they are to make a bulletin board or poster about tips of presentation skills from their notes.

• They can use the material from the video but may want to add to it from

class generated material.

• Students can draw pictures, cut up from a magazine or do a Google search for appropriate pictures/images from Internet to convey meaning. Then, put up poster or bulletin board in school/classroom/area.

Informal Teacher Observation: Teacher observes as students take notes during video and give feedback from their note taking. Also, teacher observes students work in groups to assemble their poster or bulletin board. Possible Extension Activities:

1. Students/class may wish to present posters/bulletin board to other classes



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Students will work independently on creating their 6 – 8 slide PPT. When complete, students should be encouraged to practice their PPT. They can practice with a partner, with a volunteer, with the teacher, or at home. As mentioned in the video, the best advice for any presentation is practice!



Culminating Activity - Career PowerPoint Presentation

• Students will need to put their PowerPoint presentation into a shared folder in the “Groups”, as it is the easiest and fastest way to view PPTs.

• Teachers may want to model a PPT presentation again to review what are

the basics in presenting.

• Remind student on how to advance the PPT (with arrow keys, space bar, or clicker)

• Distribute Presentation Rating Sheets (see following page) to others in the

class. You may have to go over on how to use the Likert scale. It may be helpful to ask students if they have used a similar scale. You may also wish to point out that it is the most widely used scale in survey research. Students will more than likely see something similar in a college/university setting or at work. Some teachers don’t have peer-evaluation of PPT presentation; however, it is a work skill (to evaluate and be evaluated).

• There are different ways you can gather the Presentation Rating Sheets. Use

what is the best for your class and situation. Below are two ways you can do this

– gather them to see what comments were made by classmates and give to presenter at later date

– have students give sheets directly to presenter



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Culminating Rubric: Career PowerPoint Presentation

%Met:

• Student can perform basic research on Internet about career. • Student can create and save 6 – 8 slide presentation using MS PowerPoint. • Student can present PowerPoint to class.

Put an (X) in box that matches student ability as demonstrated in the culminating activity. Student Approaching Met Exceeding

wells-fargo grant levels 5 & 6 career presentation...

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