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Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 1
Date Day Plan Objective and
Essential Question
Aug
24
1 LT: Identify classmates, introduce each other, and learn about each other.
SA: Students will introduce each other and answer questions about each other. PU: Monitor students and learn students’ names.
OBJ: Identify
classmates, introduce each other, and learn
about each other. EQ: Who are your
classmates?
Aug
25
2 LT: Identify classroom regulations and procedures and log on to computers.
SA: Students will identify classroom rules and regulations. Students will log on to computers. Students will reflect on yourself
Answer the What If? and About Me! worksheet – finish worksheet as homework for tomorrow.
PU: Question students on regulations and procedures.
OBJ: Identify
classroom regulations and procedures and log
on to computers. EQ: What are the
classroom rules and procedures?
Aug 26
3 LT: Students will log on to grading system and determine learning styles. SA: Students will log on to grading system. Discuss learning styles with students.
Students will identify personal preferences for learning style, student type, study habits, and character www.educationplanner.org, Student Tab
File on L Drive: Personal Assessments
OBJ: Students will log on to grading system and
determine learning styles.
EQ: Do I know my grading system password?
What type of learning style do I
have?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 2
Aug
29
4 LT: Identify personal preferences for learning style, student type, study habits,
and character. SA: Students will identify personal preferences for learning style, student type, study habits, and character.
o www.educationplanner.org, Student Tab
PU: Monitor students as they identify their learning styles.
OBJ: Identify
personal preferences for learning style,
student type, study habits, and
character. EQ: What is my learning style?
Aug 30
5 CURRICULUM MAP = Ethics in Business
https://asd-pa.perfplusk12.com/curric/landscape_map.aspx
LT: Explain and provide examples of office ethics. SA: Complete pre-assessment activity, page ix. Discuss office ethics and provide examples, pages 1-3.
List and define the four areas of ethical concern, pages 3-4. PU: Question students on ethics and state examples of situations.
OBJ: List and describe the four
areas of ethical concern.
EQ: What are serious
issues related to office ethics that could end up in the courtroom? What do you consider
to be office ethics?
Aug
31
6 Ethics: http://www.ethics.org/resource/definitions-values
Ethics timeline: http://www.ethics.org/resource/business-ethics-timeline LT: List steps of decision-making model and discuss office ethics.
SA: Ethics: http://www.ethics.org/resource/definitions-values
Ethics timeline: http://www.ethics.org/resource/business-ethics-timeline
Key ethics content using the following file from L Drive.
List steps of decision-making model and discuss office ethics.
Describe the decision-making model and apply model, pages 5-9. PU: Monitor discussions and presentations.
OBJ: Explain
corporate and environmental
ethics. EQ: What are the
effects of
disappearing office
supplies?
What are values?
What are
environmental
values?
What is an ethical
conduct policy?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 3
Sept
1
7 LT: Create flyer, brochure, or collage pertaining to ethics.
SA: Students will work on their selected about ethics. Add printer Create shortcut to teacher’s L drive folder
Key ethics content using the following file from L Drive.
Explain ethics’ brochure or collage. Students will begin creating brochure or collage.
PU: Monitor and assist students with presentation.
OBJ: Select
information to list in ethics collage. EQ: What does
ethics include?
Sept 2
8 LT: Insert pictures and edit ethics presentation. SA: Students will work on their selected about ethics.
PU: Monitor and assist students with presentation.
OBJ: Insert pictures and edit ethics collage.
EQ: Does my presentation
contain all vital information about ethics?
Sept 6
9 LT: Insert pictures and edit ethics presentation. SA: Students will work on their selected about ethics.
PU: Monitor and assist students with presentation.
OBJ: Insert pictures and edit
ethics collage. EQ: Does my
presentation contain all vital information about
ethics?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 4
Sept
7
10 LT: Insert pictures, edit, and finalize ethics presentation.
SA: Students will work on their selected about ethics.
PU: Monitor and assist students with presentation.
OBJ: Insert
pictures, edit, and finalize ethics collage.
EQ: Does my presentation
contain all vital information about ethics?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 5
Sept
8
11 LT: List ways ethics play a part in the corporate world and how outside
activities influence ethics. SA: Students will present information about corporate ethics, pages 11-19 and outside influences on ethics, pages 21-30.
PU: Monitor and assist students with presentation.
OBJ: Determine
how outside
influences become
ethical situations.
Explain ethics for
various levels of
employment.
State ways office
relationships play a
role in ethics.
Explain proper
procedure for
accepting/giving
gifts at the
workplace
EQ: Are you
permitted to have a
second job?
Which outside
activities are
acceptable?
How are political
activities handled?
What type of gifts
are you permitted to
receive?
What is a rumor
mill?
What is grapevine
gossip?
What is a silent
saboteur?
What is an office
informant?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 6
Sept
9
12 LT: List ways ethics play a part in the corporate world and how outside
activities influence ethics. SA: Students will provide examples about corporate ethics, pages 11-19 and outside influences on ethics, pages 21-30.
PU: Monitor and assist students with presentation.
OBJ: Determine
how outside
influences become
ethical situations.
Explain ethics for
various levels of
employment.
State ways office
relationships play a
role in ethics.
Explain proper
procedure for
accepting/giving
gifts at the
workplace
EQ: Are you
permitted to have a
second job? Any
restrictions?
Which outside
activities are
acceptable for your
job?
How are political
activities handled for
your job?
What type of gifts
are you permitted to
receive?
What is a rumor
mill?
What is grapevine
gossip?
What is a silent
saboteur?
What is an office
informant?
Environmental values 14
Ethical conduct policy 15-16
Falsifying resume 16
Outside influences 21-23
Political activities 25-26
Gift giving 26
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 7
Sept
12
13 LT: State ways technology and communication play a part in ethics.
SA: Students will provide examples about technology and ethics, pages 31-41 and ethical communication, pages 43-49.
List and describe ways ethics and technology play a part in the corporate
world and how outside activities influence ethics. o Falsifying resume, Sect 2, page 16
o Outside influences, Sect 3, pages 21-23 o Political activities, Sect 3, pages 25-26 o Gift giving, Sect 3, page 26
o Technology and ethics, Sect 4, pages 31-37 o Confidential info, Sect 5, page 44
PU: Monitor and assist students with presentation.
OBJ: Explain ways
in which ethics are
related to utilizing
technology at the
workplace.
State ways to
communicate
ethically in the
workplace.
EQ: What does it
mean to falsify a
resume?
How should personal
phone calls be
handled at work?
What is the proper
procedure for
children visiting the
workplace?
Sept 13
14 LT: List and describe ways ethics and technology play a part in the corporate world and how office relationships, perceptions, and behaviors influence ethics. SA:
List and describe ways ethics and technology play a part in the corporate world and how office relationships, perceptions, and behaviors influence
ethics. o Office relationships, Section 7, pages 59-64 o Perceptions and behaviors, Section 8, pages 71-74
Complete post assessment Locate an article relating to ethics, summarize and reflect article.
PU: Monitor and assist students with presentation.
OBJ: List and
describe ways ethics
and technology play
a part in the
corporate world and
how office
relationships,
perceptions, and
behaviors influence
ethics.
EQ: What behavior
is appropriate in the
office? What are
perceptions of
others? How does
my behavior affect
my job?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 8
Sept
14
15 LT: Identify ethic concerns in business.
SA: Test on Ethics in Business. Complete post assessment Test on Ethics
Locate an article relating to ethics, summarize and reflect article.
PU: Monitor students as they take test.
OBJ: Pass test on
ethics. Identify ethic concerns in business.
EQ: Did I prepare for test?
Sept 15
16 CURRICULUM MAP = Career Planning https://asd-pa.perfplusk12.com/curric/landscape_map.aspx
LT: Distinguish among and provide examples for jobs, occupations, and
careers. SA:
Distinguish among and provide examples for jobs, occupations, and careers.
Discuss and provide examples of job, occupations, and careers. Determine lifestyle needed to provide for their style.
PU: Textbook: World of Work Complete vocab and sentences for Chapter 1, You and Work.
OBJ: Distinguish among and
provide examples for jobs, occupations, and
careers. EQ: What is the
difference among jobs, occupations, and careers?
How does job, occupation, or
career affect my lifestyle?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 9
Sept
16
17 LT: Identify and provide examples of technology and equal opportunity in the
workplace. SA: Students will determine the variety of technology they may use in the workplace and explain how equal opportunity is affecting the workplace.
Identify and provide examples of technology and equal opportunity in the workplace.
Students will determine the variety of technology they may use in the workplace and explain how equal opportunity is affecting the workplace, pages 15-21.
PU: Question students on technology use at work and equal opportunity
implementation.
OBJ: Identify and
provide examples of technology and equal opportunity
in the workplace. EQ: What types of
technology will I use in the workplace?
How do I prepare to use technology?
What does equal opportunity mean to me? How does
equal opportunity affect my chances
of being hired?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 10
Sept
19
18 LT: Identify and provide examples of equal opportunity, job accommodations,
and personal values and interests for jobs and careers. SA:
Identify experiences, talents, and learning styles.
Students will reflect on their experiences, talents, and learning styles to determine possible jobs and careers, pages 28-39.
Complete various assessments for people skills, problem-solving, decision marking, time management, stress, communication skills, and creativity.
Chart used to enter results.
Link file to access sites if needed.
PU: Question students on equal opportunity, job accommodations, and their
values and interests.
Book: World of Work, pages 28-39.
OBJ: Identify and
provide examples of equal opportunity and
job accommodations
in the workplace. State the distinction
between a career and a job.
Identify values and interests to determine possible
jobs or careers. EQ:
What does equal opportunity mean to me? How does
equal opportunity affect my chances
of being hired? What type of job accommodations
would employers have to provide?
What is the difference between
a career and a job? What interests do
I have?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 11
Sept
20
19
CURRICULUM MAP = Career Planning https://asd-pa.perfplusk12.com/curric/landscape_map.aspx
LT: Identify experiences, talents, and learning styles. SA: Students will reflect on their experiences, talents, and learning styles to
determine possible jobs and careers. Identify learning styles. Students will reflect on their learning styles to determine possible jobs
and careers.
PU: Question students on experiences and talents and discuss possible jobs and careers.
Book: World of Work, pages 32-43
OBJ: Identify
experiences, talents, and learning styles.
EQ: What experience do I
have? What are my talents?
What is a learning style?
Sept 21
20 LT: Identify learning styles. SA: Students will reflect on their learning styles to determine possible jobs and careers.
PU: Question students on their particular type of learning style.
Book: World of Work, pages 43-45
OBJ: Identify learning styles. EQ: What is a
learning style? Which learning
style fits me?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 12
Sept
22
21 LT: Compare and write a mission statement and use self-assessment tests.
SA: Compare and contrast the companies’ mission statements. Students will identify what is important to company and its goals, pages 12-14.
Compare and write mission statement.
Compare and contrast the companies’ mission statements. Students will identify what is important to company and its goals, pages 12-14
PU: Discussion on mission statements and writing individual mission statement.
Book: Career Planning and Networking, pages 12-14
OBJ: Compare
and write a mission statement and use self-
assessment tests.
EQ: Why use
self-assessment strategies? What
is a mission statement?
Sept 23 Half
22
Sept 26
23 LT: Identify strengths, weaknesses, opportunities, and threats in the workplace.
SA: Students will complete the SWOT worksheet. Students will use various websites to identify the corporate culture and
determine their skill level in a variety of areas. PU: Question students about their strengths, weaknesses, opportunities, and threats; monitor students as they use the various websites.
OBJ: Identify strengths,
weaknesses, opportunities, and
threats in the workplace. EQ: What is
SWOT? Why complete the
tests?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 13
Sept
27
24 LT: Summarize and explain the career planning process and the fundamentals
of an effective plan. SA: Students will identify, summarize, and explain the career planning process and fundamental of an effective plan.
Summarize and explain the career planning process and the fundamentals of an effective plan.
Students will identify, summarize, and explain the career planning process and fundamentals of an effective plan.
PU: Monitor students as they complete chart and summarize content.
Book: Career Planning and Networking, pages 4-9
OBJ: Explain the
career planning process and describe a
network. EQ: What is the
career planning process? What is a network?
Sept 28
25 LT: Describe acronym for SMARTY goals and describe aspects of career planning and networking.
SA: Students will explain and describe words creating the SMARTY acronym. Set SMARTY goals and determine ways to make effective decisions. Students will set goals and determine how to make effective decisions.
PU: Monitor and question students on topics.
Book: Career Planning and Networking
OBJ: Describe acronym for
SMARTY goals and describe aspects of career planning
and networking. EQ: What is
SMARTY? How do you begin to plan for a career?
What is networking?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 14
Sept
29
26 LT: Identify and provide examples of career sources, career network, and
basic need-to-know info about company. SA: Students will read, summarize, and provide examples for career sources, career network, and basic need-to-know info about company, pages 21-30.
Identify and provide examples of career sources, career network, and basic need-to-know info about company.
PU: Question students on content. Book: Career Planning and Networking
OBJ: Identify and
provide examples of career sources, career network,
and basic need-to-know info about
company. EQ: What are career sources?
Who is part of my career network?
What info do I need to know about a company
before becoming an employee?
Sept 30
27 LT: Explore a variety of career clusters, describe each category, and identify jobs relating to those groups.
SA: Students will read career clusters, describe each category, and identify jobs related to each group, pages 55-62.
Explore a variety of career clusters, describe each category, and identify
jobs relating to those groups. Students will read career clusters, describe each category, and identify
jobs related to each group, pages 55-62.
PU: Monitor students as they fill in the table with appropriate content.
Book: Entering the World of Work
OBJ: Explore a variety of career
clusters, describe each category, and identify jobs
relating to those groups.
EQ: What is a career cluster? Which jobs relate
to that cluster?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 15
Oct
3
28 LT: Identify five jobs for each career cluster.
SA: Identify five jobs for each career cluster. Students will utilize the Internet and textbook to discover five jobs
related to each career cluster, pages 55-62.
BOOK: Entering the World of Work
PU: Monitor students as they research careers.
OBJ: Identify five
jobs for each career cluster. EQ: Which jobs
would I be interested in that
fits a specific career cluster?
Oct
4
29 LT: Identify and describe learning and training options for various jobs.
SA: Students will utilize the Internet and textbook to determine learning and training options for various jobs, pages 80-88.
Identify five jobs for each career cluster and the learning and training
options for various jobs. Students will utilize the Internet and textbook to discover five jobs
related to each career cluster, pages 55-62. Students will utilize the Internet and textbook to determine learning and
training options for various jobs, pages 80-88.
BOOK: Entering the World of Work PU: Monitor and assist students with location information.
OBJ: Identify and
describe learning and training options for various
jobs. EQ: What are the
learning and training options for various jobs?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 16
Oct
5
30 LT: Identify and describe learning and training options for various jobs.
SA: Students will utilize the Internet and textbook to determine learning and training options for various jobs, pages 80-88.
Identify five jobs for each career cluster and the learning and training
options for various jobs. Students will utilize the Internet and textbook to discover five jobs
related to each career cluster, pages 55-62. Students will utilize the Internet and textbook to determine learning and
training options for various jobs, pages 80-88.
BOOK: Entering the World of Work PU: Monitor and assist students with location information.
OBJ: Identify and
describe learning and training options for various
jobs. EQ: What are the
learning and training options for various jobs?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 17
Oct
6
31 LT: Identify and describe learning and training options for various jobs.
SA: Students will utilize the Internet and textbook to determine learning and training options for various jobs, pages 80-88.
Identify five jobs for each career cluster and the learning and training
options for various jobs. Students will utilize the Internet and textbook to discover five jobs
related to each career cluster, pages 55-62. Students will utilize the Internet and textbook to determine learning and
training options for various jobs, pages 80-88.
BOOK: Entering the World of Work PU: Monitor and assist students with location information.
OBJ: Identify and
describe learning and training options for various
jobs. EQ: What are the
learning and training options for various jobs?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 18
Oct
11
32 LT: Identify and describe learning and training options for various jobs.
SA: Students will utilize the Internet and textbook to determine learning and training options for various jobs, pages 80-88.
Identify five jobs for each career cluster and the learning and training
options for various jobs. Students will utilize the Internet and textbook to discover five jobs
related to each career cluster, pages 55-62. Students will utilize the Internet and textbook to determine learning and
training options for various jobs, pages 80-88.
BOOK: Entering the World of Work PU: Monitor and assist students with location information.
OBJ: Identify and
describe learning and training options for various
jobs. EQ: What are the
learning and training options for various jobs?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 19
Oct
12
33 LT: Utilize OOH website and locate information relating to a job you are interested in
obtaining.
SA:
Utilize OOH website and locate information relating to a job you are interested
in obtaining.
Students will research information relating to a job they are interested in
obtaining.
http://www.bls.gov/ooh/
BOOK: Entering the World of Work
PU: Monitor students as they research careers.
OBJ: Utilize OOH
website and locate
information relating
to a job you are
interested in
obtaining.
EQ: Which jobs am
I most interested in
learning more
information?
What does the OOH
provide?
What is OOH?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 20
Oct
13
34
Curriculum Map = Customer Relations and Rapport https://asd-pa.perfplusk12.com/curric/landscape_map.aspx
LT: Compare and contrast customer service and customer relations. SA: Complete pre-assessment on customer relations and rapport.
Compare and contrast customer service and customer relations.
Bell Ringer: List the places you shop and reasoning for shopping at that
particular place.
Food Clothes Accessories
Shoes Medical Vehicle
Dining School Hair
Create a list of customer service and customer relations examples.
Discuss differences between customer service and customer relations, pages 1-
9.
PU: Monitor discussion on customer service and relations. BOOK: Customer Relations and Rapport
OBJ: Compare
and contrast customer service and customer
relations. EQ: What is
customer service
and customer
relations?
What are customers
and clients? How
are business
relationships in a
demographic society
used? What is
customer service
and honesty?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 21
Oct
14
35 LT: Provide examples of employee responsibilities.
SA: List items you feel should be incorporated into employee orientation programs and in employee training. Discuss employee responsibilities in customer relations, pages 13-25.
Provide examples of employee responsibilities
Bell Ringer: Create a list of responsibilities you have as an employee.
List items you feel should be incorporated into employee orientation programs
and in employee training.
Discuss employee responsibilities in customer relations, pages 13-25.
PU: Question students on topic and monitor discussion on examples of topic. BOOK: Customer Relations and Rapport
OBJ: Provide
examples of employee responsibilities.
EQ: What are
employee
orientation
programs?
What is employee
training and
customer relations?
What are the
benefits of training
in product and
services?
What is employee
cross training?
What is employee
accountability?
What is employee
sense of ownership?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 22
Oct
17
36 LT: Determine six rules of customer basics.
SA: Determine six rules of customer basics.
Students will watch the video on customer basics to determine the six rules of
customer basics.
Video: Postal Service (06:05)
http://www.youtube.com/watch?v=4GKQ9kTnSg4
Video: Customer Service Basics (19:11)
http://www.youtube.com/watch?v=eB9Bq3YJGcA
BOOK: Customer Relations and Rapport PU: Monitor and question students as we discuss customer basics and watch videos on topic.
OBJ: Determine six
rules of customer
basics.
EQ: What are
customer basics?
What is good
customer service?
Oct 18
37 LT: Explain and describe the elements, noise, barriers, channels of communication. SA:
Explain and describe the elements, noise, barriers, channels of communication.
Watch videos relating to customer empathy and communication.
Video: Customer Empathy (02:21) http://www.youtube.com/watch?v=A_mMEIJLF3Y
Video: Sam Glenn, Elevator, Communication (03:02)
http://www.youtube.com/watch?v=I5lgXk-hWYg
Students will complete the communication worksheet.
BOOK: Customer Relations and Rapport PU: Monitor and question students as we discuss customer basics and watch
videos on topic.
OBJ: Explain and
describe the
elements, noise,
barriers, channels of
communication.
EQ: What are
channels of
communication?
Why do you need to
be aware of various
elements when
communicating?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 23
Oct
19
38 LT: Describe and explain telephone etiquette.
SA: Explain and describe telephone ethics and procedures, and learn about
communication for customer service.
Essential Telephone Skills (02:44):
https://www.youtube.com/watch?v=E5_JmqsK8_c
Phone Etiquette Training (07:22):
https://www.youtube.com/watch?v=54xYxV1SoaU
IDK (04:23): https://www.youtube.com/watch?v=V-auTJlOn7A
Students will finish the communication worksheet.
BOOK: Customer Relations and Rapport PU: Monitor students as they watch video and complete assignment.
OBJ: Describe and
explain telephone etiquette. EQ: What are basic
telephone skills?
What are live
incoming calls?
What are voice mail
calls?
When do you return
phone calls?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 24
Oct
20
39 LT: Explain and describe channels of communication.
SA: Discuss various ways to maximum channels of communication, pgs 73-88. Topics include committees, surveys, suggestion boxes, phone calls, media, reports, etc.
Discuss how to handle customer complaints, pages 77-86. Topics include promoting policies, accepting complaints, and developing
solutions. Explain and describe new technologies, feedback channels, customer
complaints, public relations, and marketing.
Show video on Advertising, Marketing, and Customer Relations https://www.youtube.com/watch?v=7zMRt6qCBZg&feature=youtu.be
Students will work in groups and create a PowerPoint pertaining to various
topics.
BOOK: Customer Relations and Rapport PU: Monitor discussion and question students on topic.
OBJ: Provide
examples for feedback channels and reasoning for
utilizing those channels.
EQ: What are
individual
communications,
committees/boards,
and focus groups?
What are suggestion
boxes and surveys?
What is incoming
mail and electronic
mail?
What are incoming
telephone calls?
Who are secret
shoppers?
Why should you
promote complaint
channels and
policies? Why
should you accept a
complaint?
How do you develop
solutions? What is
delegating and
follow up?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 25
Oct
21
40 LT: Add and modify PowerPoint to describe and provide examples of content.
SA: Add and modify PowerPoint to describe and provide examples of content.
Students will work in groups and create a PowerPoint pertaining to various
topics.
BOOK: Customer Relations and Rapport
PU: Monitor and assist students with assignment.
OBJ: Add and
modify PowerPoint
to describe and
provide examples of
content.
EQ: What
information is most
important?
What did I learn
from content?
Oct
24
41 LT: Edit, modify, and finalize PowerPoint to describe and provide examples of content.
SA: Add and modify PowerPoint to describe and provide examples of content.
Students will work in groups and create a PowerPoint pertaining to various
topics.
BOOK: Customer Relations and Rapport
PU: Monitor and assist students with assignment.
OBJ: Edit, modify,
and finalize
PowerPoint to
describe and provide
examples of content.
EQ: What
information is most
important?
What did I learn
from content?
Oct
25
42 LT: Verbally present content to classmates.
SA:
Verbally present content to classmates.
Students will verbally present information pertaining to their topic. ASSIGN: Prepare for test on customer relations (Date to be determined)
BOOK: Customer Relations and Rapport
PU: Monitor and question students on topics presented.
OBJ: Verbally
present content to classmates.
EQ: Am I speaking clearly and loudly enough
for students to hear?
Oct 26
43 LT: Verbally present content to classmates. SA:
Verbally present content to classmates. Students will verbally present information pertaining to their topic.
ASSIGN: Prepare for test on customer relations (Date to be determined)
BOOK: Customer Relations and Rapport
PU: Monitor and question students on topics presented.
OBJ: Verbally present content to
classmates. EQ: Am I
speaking clearly and loudly enough
for students to hear?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 26
Oct
27
44 LT: Verbally present content to classmates.
SA:
Verbally present content to classmates. Students will verbally present information pertaining to their topic.
ASSIGN: Prepare for test on customer relations (Date to be determined)
BOOK: Customer Relations and Rapport
PU: Monitor and question students on topics presented.
OBJ: Verbally
present content to classmates. EQ: Am I
speaking clearly and loudly enough
for students to hear?
Oct 28
Half
45 LT: Verbally present content to classmates. SA:
Verbally present content to classmates. Students will verbally present information pertaining to their topic.
ASSIGN: Prepare for test on customer relations (Date to be determined)
BOOK: Customer Relations and Rapport
PU: Monitor and question students on topics presented.
OBJ: Verbally present content to
classmates. EQ: Am I
speaking clearly and loudly enough for students to
hear?
Nov 1
46 LT: Pass test on customer relations and rapport. SA: Complete test on customer relations and rapport. Complete pre assessment for interpersonal skills.
PU: Monitor students as they test.
OBJ: Pass test on customer relations and rapport.
EQ: Did I prepare for test?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 27
Nov
2
47 Curriculum Map = Business Etiquette & Protocol
https://web1.asd.k12.pa.us/CURRICULUM/MAPS/Secondary/Business%20Education%20Department/Career_Essentials.pdf
LT: Explain and provide examples for business etiquette.
SA: Students will learn proper etiquette for opening office and car doors, walking on sidewalks, giving up seats, and corporate dress. Explain and provide examples for business etiquette. Students will finish customer relations test.
Students will learn proper etiquette for opening office and car doors, walking on sidewalks, giving up seats, and corporate dress, pages 1-5, 9-10. (Verbal info)
BOOK: Business Etiquette and Protocol – teacher only PU: Question students on various business scenarios to determine their actions.
OBJ: Explain and
provide examples for
business etiquette.
EQ: What is the
proper etiquette for
opening doors?
What is the proper
etiquette for walking
on sidewalks?
What is the proper
etiquette for giving
up
seats?
What is appropriate
for corporate dress?
What attire is
appropriate for
casual days?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 28
Nov
3
48 LT: Read, interpret, determine positive or negative result, and provide
suggestion to correct situation for scenarios. SA:
Read, interpret, determine positive or negative result, and provide
suggestion to correct situation for scenarios. Students will read a variety of scenarios, interpret the meaning,
determine the outcome, and provide suggestion to correct situation for each scenario.
BOOK: Customer Relations & Rapport PU: Monitor students as they read and describe meaning of scenarios.
OBJ: Read,
interpret, determine positive or negative result,
and provide suggestion to
correct situation for scenarios. EQ: What did I
learn from scenario?
What is the best way to act in the workplace?
Nov 4
49 LT: Read, interpret, determine positive or negative result, and provide suggestion to correct situation for scenarios.
SA: Read, interpret, determine positive or negative result, and provide
suggestion to correct situation for scenarios.
Students will read a variety of scenarios, interpret the meaning, determine the outcome, and provide suggestion to correct situation for
each scenario.
BOOK: Customer Relations & Rapport PU: Monitor students as they read and describe meaning of scenarios.
OBJ: Read, interpret,
determine positive or negative result, and provide
suggestion to correct situation
for scenarios. EQ: What did I
learn from scenario? What is the best
way to act in the workplace?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 29
Nov
7
50 LT: Properly introduce and interact with people.
SA: Explain and provide examples for business etiquette. Students will learn proper etiquette for opening office and car doors,
walking on sidewalks, giving up seats, and corporate dress, pages 1-5, 9-10. (Verbal info)
Explain how to make introductions and interact with people, pages 15-
21. (Verbal info)
Video: How to Introduce People (02:59)
http://www.videojug.com/film/how-to-introduce-people
Thing One and Thing Two (00:30) or (01:00)
https://www.youtube.com/watch?v=lLvhrj6IPCI or
https://www.youtube.com/watch?v=9CgdW15iLNk
BOOK: Business Etiquette and Protocol – teacher only PU: Question students and practice some role playing activities to indicate
knowledge of introductions and small talk.
OBJ: Properly
introduce and interact with
people. EQ: What is the proper
way to introduce people?
What are appropriate topics for small talk?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 30
Nov
8
51 LT: Explain and provide examples of proper dining etiquette.
SA: Properly introduce and interact with people.
Explain how to make introductions and interact with people, pages
15-21. (Verbal info)
Video: How to Introduce People (02:59)
http://www.videojug.com/film/how-to-introduce-people
Explain ways to remember names, shake hands, and make small talk, pages 15-21.
Students will learn dining etiquette relating to arrival, napkin usage, place setting, ordering, communicating with server, and paying tab, 41-
49.
BOOK: Business Etiquette and Protocol – teacher only
PU: Question students and practice role playing activities to indicate knowledge of proper dining etiquette.
OBJ: Explain
and provide examples of
proper dining etiquette.
EQ: What is proper dining
etiquette? How do you
order from a menu?
Who is
responsible for paying the
tab?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 31
Nov
9
52 LT: Demonstrate proper etiquette for a variety of business situations.
SA: Properly introduce and interact with people; in addition, explain and
provide examples of proper dining etiquette.
Students will learn dining etiquette relating to arrival, napkin usage, place setting, ordering, communicating with server, and paying tab, 41-
49 Properly dress, treat others with courtesy, introduce and interact with
people.
Students will learn how to make introductions, remember names, shake hands, and make small talk, pages 15-21. Test: http://sbinfocanada.about.com/library/bizetiquettequiz/bletiquettequiz1.htm
Video: http://www.youtube.com/watch?v=0OYIxkltkaY&app=desktop (03:00)
Websites:
12 Business Etiquette Tips to Improve Manners https://www.americanexpress.com/us/small-business/openforum/articles/business-
etiquette-12-tips-to-improve-manners/
Handshake: http://etiquette.about.com/od/Professional-Etiquette/tp/7-Tips-On-Proper-
Handshake-Etiquette.htm
Video: http://www.youtube.com/watch?v=gK3I_NcXzWc (01:22)
BOOK: Business Etiquette and Protocol – teacher only PU:
OBJ: Demonstrate
proper etiquette for a variety of business
situations. EQ: How do I
properly introduce people? What is proper
dining etiquette? How can I make
small talk?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 32
Nov
10
53 LT: Explain and provide examples of proper dining etiquette.
SA:
Explain and provide examples of proper dining etiquette
Students will learn dining etiquette relating to arrival, lateness, place setting, ordering, communicating with server, paying tab,
drinking, and disastrous mishaps, pages 41-58
Use file:
BOOK: Business Etiquette and Protocol – teacher only PU: Question students and practice role playing activities to indicate
knowledge of proper dining etiquette.
OBJ: Explain
and provide examples of
proper dining etiquette.
EQ: What is proper dining
etiquette? How do you
order from a menu?
Who is
responsible for paying the
tab?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 33
Nov
14
54 LT: Explain and provide examples of proper dining and drinking
etiquette. SA:
Explain and provide examples of proper dining and drinking etiquette
Students will learn dining and drinking etiquette, pages 51-58. Main Course:
http://www.youtube.com/watch?v=0NOiaC3A1uw (06:05) Explain differences between American and European styles of dining.
Emily Post, Table Manners: http://www.youtube.com/watch?v=fSaMtjRmpqM (10:00)
Use file:
BOOK: Business Etiquette and Protocol – teacher only PU:
OBJ: Explain and
provide examples of
proper dining and drinking
etiquette. EQ: Am I using
proper dining etiquette? What
is American Style of eating? What
is European Style
of eating?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 34
Nov
15
55 LT: Locate and summarize an article relating to professional image. SA:
Locate and summarize an article relating to professional image.
Students will use the Internet, locate an article, and summarize article on professional image.
BOOK: Professional Image PU: Monitor students as they locate, summarize, and reflect on article.
OBJ: Locate and
summarize an article relating to
professional image.
EQ: Does article relate to
professional image? How can
I relate article to real-world
connection?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 35
Nov
16
56 Curriculum Map: Professional Image
https://web1.asd.k12.pa.us/CURRICULUM/MAPS/Secondary/Business%20Education%20Department/Career_Essentials.pdf
LT: Explain concept, attributes, importance, and effects of professional image. SA: Students will describe attributes of professional image and appearance,
manners and etiquette, and importance of first impressions, pages 1-8. Explain concept, attributes, importance, and effects of professional
image.
Students will describe attributes of professional image and appearance, manners and etiquette, and importance of first impressions, pages 1-8.
Book: Professional Image
PU: Question students on professional image and appearance.
OBJ: Explain
concept, attributes, importance, and
effects of professional
image. EQ: What is the concept of a
professional image?
What are the specific attributes of
a professional image?
What is the importance and significance of a
professional image?
What are the effects of a professional
image on self-confidence?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 36
Nov
17
57 LT: Explain concept, attributes, importance, and effects of professional image.
SA: Students will describe attributes of professional image and appearance, manners and etiquette, and importance of first impressions, pages 1-8.
Explain concept, attributes, importance, and effects of professional
image. Students will describe attributes of professional image and appearance,
manners and etiquette, and importance of first impressions, pages 1-8.
Book: Professional Image
PU: Question students on professional image and appearance.
OBJ: Explain
concept, attributes, importance, and
effects of professional
image. EQ: What is the concept of a
professional image?
What are the specific attributes of
a professional image?
What is the importance and significance of a
professional image?
What are the effects of a professional
image on self-confidence?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 37
Nov
18
58 Curriculum Map = Professional Image
LT: Explain concept of professional image and discuss professional appearance.
SA: Discuss professional image—importance, effect, and development, pages
1-8.
Discuss professional image pertaining to grooming, hairstyles, nails,
makeup, exercise, nutrition, and more, pages 11-22.
PU: Question students on topic.
OBJ: Describe a
professional image. EQ: What is
professional image?
What is included in professional image?
Nov 21
59 LT: Learn how to tie scarves and ties. SA:
Learn how to tie scarves and ties.
Students will learn how to tie scarves and ties.
Book: Professional Image
PU: Demonstration of tying a scarf and tie.
OBJ: Learn how to tie scarves and ties.
EQ: How many different ways can
I tie a scarf and tie? Why do I need to
learn to tie a scarf and tie?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 38
Nov
22
60 LT: Provide examples of professional dress and wardrobe management.
SA: Provide examples of professional dress and wardrobe management.
Discuss professional dress for men and women, pages 25-41. Explain wardrobe assessment, planning, and purchasing, pages 45-58
Use website to determine color palette for purchasing wardrobe and coordinating makeup and attire.
Book: Professional Image
PU: Question students on topic.
OBJ: Provide
examples of professional dress and wardrobe
management. EQ: What is
appropriate professional dress for men and
women in the workplace?
What accessories are appropriate to wear in the
workplace environment?
How do you assess your wardrobe?
Nov 23
61 LT: Learn interesting facts relating to Thanksgiving. SA:
Learn interesting facts relating to Thanksgiving.
Students will use the Internet and learn facts relating to Thanksgiving.
Students who need to finish work can complete it. Be sure they save files in their Z drive!!!!
PU: Monitor students as they complete assignment.
OBJ: Learn
interesting facts relating to
Thanksgiving. EQ: What facts
did I learn about Thanksgiving?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 39
Nov
29
62 LT: Provide examples of professional dress and wardrobe management.
SA: Provide examples of professional dress and wardrobe management.
Discuss professional dress for men and women, pages 25-41. Explain wardrobe assessment, planning, and purchasing, pages 45-58
Wardrobe Planning Video (2:35) -
http://m.youtube.com/watch?v=7ErJ_gcBmxo&desktop_uri=%2Fwatch%3Fv%3D7ErJ_
gcBmxo
Image Consultant Video (3:15) –
http://m.youtube.com/watch?v=Jk-mUDBkWoI
Color Analysis Video (5:58) -
http://m.youtube.com/watch?v=9uMRVLIj7yc
Color test – determine personal color
http://www.newstartat40.com/categories-2/4-season-color-analysis/
What Colors Work for You Video (15:02) - watch at home
http://m.youtube.com/watch?v=Frjw4SX1S-4
Color Analysis from Pinterest -
http://www.pinterest.com/skdlugosh/all-types-color-analysis/
Book: Professional Image
PU: Question students on topic.
OBJ: Provide
examples of professional
dress and wardrobe
management. EQ: What is
appropriate professional
dress for men and women in
the workplace?
What accessories are appropriate
to wear in the workplace
environment? How do you
assess your wardrobe?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 40
Nov
30
63 Curriculum Map: Interview Styles & Strategies
https://web1.asd.k12.pa.us/CURRICULUM/MAPS/Secondary/Business%20Education%20Department/Career_Essentials.pdf
LT: Identify purpose of interview and list interview myths and truths. SA:
Identify purpose of interview and list interview myths and truths. Bell Ringer: List questions you were asked during your interview or
expect to be ask during an interview.
Discuss interview purpose, process, and the myths and truths of interviewing, pages 1-10
Book: Interview Styles and Strategies
PU: Question students on topic and provide examples.
OBJ: Identify
purpose of interview and list interview myths
and truths. EQ: What is the
purpose of an interview? What is the
process of an interview?
What are some myths about interviews?
What are some frequently asked
questions during an interview?
Dec 1
64 LT: Answer frequently asked interview questions and identify interviewing styles.
SA: Answer frequently asked interview questions and identify interviewing
styles.
Read and answer the twenty-five frequently asked interview questions,
pages 13-24. Answer questions 1-21.
Book: Interview Styles and Strategies
PU: Monitor students as they answer interview questions and question
students on various interview styles and structures.
OBJ: Answer frequently asked
interview questions and
identify interviewing styles.
EQ: What are the frequently asked
interview questions?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 41
Dec
2
65 LT: Answer frequently asked interview questions and identify interviewing
styles. SA:
Answer frequently asked interview questions and identify interviewing
styles.
Read and answer the twenty-five frequently asked interview questions, pages 13-24.
Answer questions 1-21.
Book: Interview Styles and Strategies
PU: Monitor students as they answer interview questions and question
students on various interview styles and structures.
OBJ: Answer
frequently asked interview questions and
identify interviewing
styles. EQ: What are the frequently asked
interview questions?
Dec
5
66 LT: Locate, summarize, and reflect on interview article.
SA:
Locate and summarize an article relating to interviews.
Use the Internet, locate an article, and summarize article on interviews.
Book: Interview Styles and Strategies
PU: Monitor students as they locate, summarize, and reflect on article.
OBJ: Locate,
summarize, and reflect on
interview article. EQ: Does my article relate to
interviews? How does article
pertain to real-world connections?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 42
Dec
6
67 LT: Identify interview methods and purpose of interview.
SA: Identify interviewing styles. Identify interview methods and purpose of interview.
Discuss interviewing styles, purposes, formats, and structures, pages 25-34.
Book: Interview Styles and Strategies
PU: Question students on interview methods and purpose.
OBJ: Identify
interview methods and purpose of interview.
EQ: What are the different types of
interview styles? How is the interview
structured? How do you act during
an interview?
Dec 7
68 LT: Describe strategies for planning, preparing, and practicing for interviews. SA:
Describe strategies for planning, preparing, and practicing for interviews.
Students will determine ways to plan, prepare, and practice for an interview.
o Identify what employers want, necessary documentation, right image, right answers, and more, pages 35-52.
Book: Interview Styles and Strategies
PU: Question students on topics.
OBJ: Describe strategies for planning,
preparing, and practicing for
interviews. EQ: How do I plan for an interview?
How do know if you fit with the
company? What image do I portray?
How do I impress an interviewer?
How do I properly express myself?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 43
Dec
8
69 LT: Determine how to organize resume and content to include in personal
resume and create electronic resume. SA:
Determine how to organize resume and identify content to include in
personal resume.
Explain organization of resume and how to prepare a resume. Look at various resume samples online.
Demo:
Files Needed:
Students will answer questions to assist in forming a resume.
Book: Interview Styles and Strategies
PU: Assist and monitor students as they create resume.
OBJ: Create
electronic resume.
EQ: How will I organize my
resume? Am I using action
verbs to explain job
responsibilities? Is the content on
my resume
correct and true?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 44
Dec
9
70 LT: Determine layout and content for resume and add content to include
heading and objective. SA:
Determine layout and content for resume and add content to include
heading and objective. Explain how to format resume.
Students will look at various resume samples online. Students will add content to their resume.
Files Needed:
Book: Interview Styles and Strategies PU:
OBJ: Determine
layout and content for resume and add content to
include heading and objective.
EQ: How to want to organize my
resume? How should I
separate content in heading? What is my
objective?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 45
Dec
12
71 LT: Edit electronic resume.
SA: Students will add content to their resume. Determine layout and content for resume and add content to include
heading, objective, work experience, activities, and other.
Students will add content to their resume.
Files Needed:
Book: Interview Styles and Strategies PU: Monitor and assist students as they edit resume.
OBJ: Edit
electronic resume.
EQ: Does my resume contain
accurate and correct
information?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 46
Dec
13
72 LT: Edit electronic resume.
SA: Add content to and edit resume. Students will add content to and edit their resume.
Files Needed:
Book: Interview Styles and Strategies PU: Monitor and assist students as they edit resume.
OBJ: Edit
electronic resume.
EQ: Does my resume contain
accurate and correct
information?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 47
Dec
14
73 LT: Edit and finalize electronic resume.
SA: Add content to and edit resume. Students will add content to, edit, proofread, and finalize their resume.
Files Needed:
Book: Interview Styles and Strategies PU: Monitor and assist students as they edit and finalize resume.
OBJ: Edit and
finalize electronic resume.
EQ: Does my resume contain
accurate and correct
information?
Dec 15
74 LT: Create reference sheet. SA:
Create reference sheet.
Students will key references in appropriate format Files Needed:
Book: Interview Styles and Strategies
PU: Monitor and assist students as they key references.
OBJ: Create reference sheet.
EQ: Does my reference page
contain accurate and correct
information?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 48
Dec
16
75 LT: Identify components of application letter and key one for a particular
position. SA:
Identify components of application letter and key one for a particular
position.
Explain the components of the application (cover) letter. Students will key an application letter for a particular position using
appropriate format.
Files Needed:
Book: Interview Styles and Strategies
PU: Monitor and assist students with application letter.
OBJ: Identify
components of application letter and key one for a
particular position. EQ: What are the
components of an application letter? Do I need to write
an application letter?
What is another name for an application letter?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 49
Dec
19
76 LT: Key application letter for a particular position.
SA: Key an application (cover) letter for a particular position. Students will key an application letter for a particular position using
appropriate format.
Files Needed:
Book: Interview Styles and Strategies
PU: Monitor and assist students with application letter.
OBJ: Key
application letter for a particular position.
EQ: Why do I use a certain format?
What components are needed in letter?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 50
Dec
20
77 LT: Locate a job application form and complete it properly.
SA: Finalize an application (cover) letter for a particular position and fill out a
job application form.
Students will finish keying an application letter for a particular position using appropriate format.
Files Needed:
Locate a job application form and complete it properly.
Students will use the Internet to locate a job application form; fill out the form completely, using N/A if not applicable; and use a blue or black ink
pen if completing a paper application. Book: Interview Styles and Strategies PU: Monitor and observe students as they fill out application form.
OBJ: Locate a job
application form and complete it properly.
EQ: Where do I want to be
employed? Which job application form
do I complete?
Dec 21
78 LT: Locate a job application form and complete it properly. SA:
Locate a job application form and complete it properly. Students will use the Internet to locate a job application form.
Form is to be filled out completely o Use N/A if not applicable
o Use a blue or black ink pen if completing a paper application Book: Interview Styles and Strategies
PU: Monitor and observe students as they fill out application form.
OBJ: Locate a job application form
and complete it properly.
EQ: Where do I want to be
employed? Which job application form
do I complete?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 51
Dec
22
79 LT: Identify components of a thank-you letter and key a simulated one from
an interview. SA: Explain the components of a thank-you (follow-up) letter.
Identify components of a thank-you letter and key a simulated one from an interview.
Explain the components of a thank-you (follow-up) letter. Students will key a thank-you letter to a particular person from a
simulated interview.
Book: Interview Styles and Strategies
PU: Monitor and assist students with thank-you letter.
OBJ: Identify
components of a thank-you letter and key a
simulated one from an interview.
EQ: Why do I need to write a thank-you letter?
What are other names for a
thank-you letter?
Dec 23
80 LT: Edit, finalize, and print application letter and thank you letters. SA: Students will edit, spell check, proofread, and print application letter and thank you letter.
Edit, finalize, and print application letter and thank you letters. Students will edit, spell check, proofread, and print application letter and
thank you letter. Book: Interview Styles and Strategies
PU: Monitor and assist students while they edit letters.
OBJ: Edit, finalize, and print application letter
and thank you letters
EQ: Does my letter
follow proper
format? Did I use
paragraphs in letter?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 52
Jan
3
81 LT: Research a prospective employer to obtain information about company.
SA: Research a prospective employer to obtain information about company. Students will research a prospective employer and obtain various
information about the company. Students will answer questions, search the Internet, and visit company
website to obtain information, page 185.
PU: Monitor and question students about employers.
BOOK: Entering the World of Work
OBJ: Research a
prospective employer to obtain information about
company. EQ: Why do I
need to research a company? Which questions
do I ask?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 53
Jan
4
82 LT: Research a prospective employer to obtain information about company.
SA: Research a prospective employer to obtain information about company. Students will research a prospective employer and obtain various
information about the company. Students will answer questions, search the Internet, and visit company
website to obtain information, page 185. Finish any incomplete assignments.
PU: Monitor and question students about employers.
BOOK: Entering the World of Work
OBJ: Research a
prospective employer to obtain information about
company. EQ: Why do I
need to research a company? Which questions
do I ask?
Jan 5
83 LT: Describe steps to help jump start a new job. SA:
Describe steps to help jump start a new job. Students will evaluate and describe steps of a new job. Students will explain terms of job offer, negotiation process, dress code,
supervisor, orientation, and coworkers, pages 212-219. Book: Entering the World of Work
PU: Monitor and question students on job process.
OBJ: Describe steps to help jump
start a new job. EQ: What are terms?
Why is orientation needed?
Why do I need to know supervisor and coworkers?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 54
Jan
6
84 LT: Determine pay and benefits of a job.
SA: Determine pay and benefits of a job. Students will determine the net job benefits of a job, pages 223-229.
Book: Entering the World of Work
PU: Ask students the criteria for benefits and how to determine net job benefits.
OBJ: Determine
pay and benefits of a job. EQ: What are
benefits? How are wages
paid to employees?
Jan 9
85 LT: Determine pay and benefits of a job. Fill out a time sheet. SA:
Fill out a time sheet. Explain process of filling out time sheets or clocking in and out for a job.
Students will fill out a time sheet for job. Follow guide on page 226.
Book: Entering the World of Work
PU: Ask students the criteria for benefits and how to determine net job benefits.
OBJ: Determine pay and benefits
of a job. EQ: What are
benefits? How are wages paid to
employees? How do I fill out a
time sheet? What is a time sheet?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 55
Jan
10
86 LT: Fill out a time sheet and identify ways to work well with others.
SA: Students will explain ways to work well with others, pages 260-267. Fill out a time sheet. Explain process of filling out time sheets or clocking in and out for a job.
Students will fill out a time sheet for job. Follow guide on page 226.
Identify and describe ways to communicate well with others.
Students will explain ways to work well with others, pages 260-267. Students will describe ways to communicate with others, pages 269-275.
Book: Entering the World of Work
PU: Monitor and assist students with activity to work well with others.
OBJ: Fill out a
time sheet. Identify ways to work well with
others. EQ: What can I do
to work well with others?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 56
Jan
11
87 LT: Identify and describe safety basics in the workplace.
SA: Identify and describe safety basics in the workplace. Students will identify and describe safety basics in the workplace, pages
236-252.
Identify and explain W4 and W2 forms and complete a 1040 EZ form.
Students will identify and describe sections of W4 and W2 forms, pages 317-321.
W4: http://www.rapidtax.com/blog/breakdown-w-4-allowances/#.VKrMCCvF8rU
1040EZ Sample - http://www.classroomtools.com/1040ez.pdf
1040EZ Instructions:
http://taxhow.net/articles/1040ez-step-by-step-guide
1040EZ Wiki Directions:
http://www.wikihow.com/Fill-Out-a-US-1040EZ-Tax-Return
1040EZ Video: https://www.youtube.com/watch?v=52QVzOUXQ34
Book: Entering the World of Work
PU: Monitor and assist students with activity pertaining to safety in the workplace.
OBJ: Identify and
describe safety basics in the workplace.
EQ: What are the safety basics in
the workplace?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 57
Jan
12
88 LT: Pass final exam and complete a 1040 EZ form.
SA: Pass final exam.
Complete a 1040 EZ form.
W4: http://www.rapidtax.com/blog/breakdown-w-4-allowances/#.VKrMCCvF8rU
1040EZ Sample - http://www.classroomtools.com/1040ez.pdf
1040EZ Instructions:
http://taxhow.net/articles/1040ez-step-by-step-guide
1040EZ Wiki Directions:
http://www.wikihow.com/Fill-Out-a-US-1040EZ-Tax-Return
1040EZ Video: https://www.youtube.com/watch?v=52QVzOUXQ34
Book: Entering the World of Work PU: Monitor students as they test. Assist students in completing 1040 EZ form.
OBJ: Pass final
exam and complete a 1040 EZ form.
EQ: Did I prepare for test?
Can I complete a 1040 EZ by myself?
Jan 13
Half
89 LT: Clean out Z Drives. SA: Clean out Z Drives.
PU: Monitor students as they delete files.
OBJ: Clean out Z drive.
EQ: Did I delete files?
Jan 17
90
Other Work
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 58
LT: Create a budget and fill out a check register.
SA: Students will create a budget, page 337. Students will explain and checking accounts and fill out a check register,
pages 345-349. PU: Monitor and assist students with budget and check register.
Book: Entering the World of Work
OBJ: Create a
budget and fill out a check register. EQ: Why should I
create a budget? What items are
listed on a budget? What is a check register?
Why should I enter all transactions in
the check register?
LT: Finish incomplete work, clean out and organize Z drive. SA: Students will finish incomplete work.
Students will organize and clean out Z drive. PU: Monitor and assist students.
OBJ: Finish incomplete work, clean out and
organize Z drive. EQ: Is my work
finished and submitted? Which files can I
delete? How should my folders
be organized?
Sub Work:
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 59
LT: List and describe various characteristics of new employees to ensure
career success. SA: Students will utilize the Career Success for Newbies website,
http://www.career-success-for-newbies.com/, and write the guidelines, advice, or tips for each category.
PU: Monitor and assist students while they identity career success for new employees.
OBJ: List and
describe various characteristics of new employees to
ensure career success.
EQ: What are characteristics a new employee
should desire or have?
What characteristics aid in career success?
LT: Calculate pay amount using Excel. SA: Students will calculate gross pay using Excel.
PU: Monitor and assist students with calculating amounts.
OBJ: Calculate pay amount using
Excel. EQ: Why use
Excel to calculate pay amounts? Why do I need to
know how to calculate gross
pay?
Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 60
Curriculum Map: Team Dynamics
LT: Identify and describe team roles, stages of team development, and
ways to treat other professionally. SA: Students will answer questions relating to teamwork, pages 24-33.
PU: Monitor and assist students with questions.
Book: Team Dynamics
OBJ: Identify
team roles, stages of team development, and
ways to treat other
professionally. EQ: What are advantages of
teamwork? What are challenges
that face today's businesses? What are the
typical team roles?
What are the four stages in team development?
How do you treat others
professionally?
LT: Identify and describe traits of a good team player.
SA: Students will answer questions relating to teamwork, pages 33-36. PU: Monitor and assist students with questions.
Book: Team Dynamics
OBJ: Identify and
describe traits of a good team player. EQ: What are
traits of a good team player?