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Career Unit Research Project - Ms. LaGro, Ms. Ritchie  

The theme of this unit is approaching adulthood. What do I want to do when I grow up, and how can I make it a reality?
Last Updated: Sep 19, 2017 URL: http://chandler.greenville.libguides.com/careers Print Guide

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Assignment Worksheet

Career Information Student Worksheet

 

Career: _______________________________________________

 

Find out some information about your specific career choices. Make sure you find information in all these areas:

 1. Salary (How much does this job pay on the average?):

 2. Educational Requirements Ex) What kind and how much education do you need for this type of career? What career cluster does this fall under? (This will help you decide which classes to sign up for in high school):

 3. What colleges provide strong programs for the degree required?

 4. How much would your first choice college cost? Be sure to include average tuition, books, living expenses.

Note: Two-year degrees can be called associate’s degree; Four-year degrees can be referred to as undergraduate or bachelor’s degrees; anything beyond the basic four years can be referred to as graduate, post-graduate, or Ph.D’s. The term resident means you live in the state where the college is located.

 5. Job Description (What do they do?)

 6. Occupational Outlook (Is this a growing industry or one that is going away?):

 7. Personal Characteristics/Abilities Needed for this Career:

 8. Advantages:

 9. Disadvantages:

 10. Working Conditions (Inside, outside; lifting or not; hours; etc.):

 

 

Assignment Requirements

Career Unit Research Project

 

What do I want to do when I grow up and how can I make it a reality?

As part of our Approaching Adulthood unit, students will research possible careers they are interested in pursuing as adults. This assignment has multiple parts. The students will take a career assessment and explore Naviance with our guidance counselor, they will research all areas of the career, including what classes they need to take in high school and identifying which colleges offer training in their chosen field. Then, students will be taught proper professional presentation skills. This involves presenting in professional attire on their assigned day (this is part of their presentation grade). This project is worth two major grades: one for the research presentation and one for public speaking. Standards: Writing (8-W.2); Communication (8-C.3)

Due Dates:

Research Notecards Due: Thursday, September 21, 2017

Presentations: Wednesday, September 27 and Thursday, September 28th.

*Reminder - if you know you are going to be absent you are still responsible for the due dates.

Requirements: 

·         Multimedia Project Choices

o   Google Slides

o   Prezi

o   Approval from teacher on any other choice

·         Title page must have your title, your name, class period and the date

o   Example (You may use any font or size for your title page)

TITLE

Student Name

Period

Thursday, September 21, 2017

·         Works Cited Page will be the final page

o   Be sure to use proper MLA Format

·         You must have a minimum of 4 sources. You must have an in-text citation for each piece of information. You can use Easybib to help with this and the works cited page. Remember to sign in with Google.

o   One must be a book

o   One must come from an article on Discus

o   Two can be any credible source of your choosing

·         All projects MUST be turned into Google Classroom BEFORE your specified class period on the day it is due.

·         You are required to present in professional dress. 

 

 

 

Career Research Rubric

PRESENTATION RUBRIC

KEY TRAITS

4

3

2

1

PACE

The speaker adjusts pace to add emphasis and increase interest in the topic.

The speaker makes some attempts to vary pace for effect, with an overall effective pace.

The speaker makes no attempt to vary the pace, but speaks at an appropriate pace.

 

The presentation is too fast or too slow.

FLUENCY

The speaker demonstrates fluency throughout the presentation

The speaker has minor problems with fluency, making occasional breaks in the flow of the presentation.

The speaker has some problems with fluency, making a number of breaks in the flow of the presentation.

The delivery is choppy.

ENUNCIATION

Enunciation is flawless. The presentation demonstrates correct pronunciation and clearly spoken words.

The speaker makes slight errors in enunciation, mispronouncing or mumbling one or two words.

The speaker’s mumbling and mispronunciation distracts from the presentation.

 

The speaker has frequent difficulty pronouncing key words and mumbles so that it is hard to make out the words.

VOLUME

Volume is appropriate for the situation. Increases or decreases in volume reinforce the message.

Volume is appropriate to the situation, with some attempts to vary volume for effect.

There is no attempt to vary volume for effect but the speech is consistently audible.

 

The speech is too quiet or too loud.

EXPRESSION

Feeling, emotion, or passion for the topic supports the message and engages listeners

The student speaks with some evidence of feeling, emotion, and passion.

The speaker demonstrates some interest in the topic, but without much feeling, emotion, or passion.

The student speaks in a monotone without showing any interest.

POISE

The speaker demonstrates poise throughout. A strong, relaxed posture and the absence of distracting behaviors help listeners focus on the message.

The speaker demonstrates good poise most of the time, showing only slight or rarely occurring distracting behaviors with generally good posture and stance.

The speaker exhibits noticeable distracting behaviors that nonetheless do not interfere with the message.

The speaker is ill at ease; distracting behaviors interfere with listeners’ ability to focus on the message.

EYE CONTACT

The speaker engages all listeners with eye contact.

The speaker makes eye contact with most of the audience.

The speaker makes eye contact with some of the listeners.

The speaker makes little or no eye contact, remaining focused on his or her notes.

FACE & GESTURES

Hand, body, and facial gestures contribute effectively and appropriately to the message.

Hand, body, and facial gestures are generally effective but could be used more to reinforce the message and emphasize key points.

Despite occasional gestures, most of the speech lacked hand, face, and body movements.

The presentation contains few or no gestures.

APPEARANCE

Dressed for presentation

 

 

Not dressed for presentation

TIME

Meets 3 minute requirement

Slightly over or under

Partially over or under

Significantly over or under

 

TOTAL POINTS (100 POSSIBLE):  _________________________

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