Opportunity Gap: According to the 8th grade ELA scores from 2009-2010, African American students scored the

lowest in comparison to Latino and white students. I will work with a group of 8th grade African American students to ensure they are receiving information about state testing, the high school admissions process and how to prepare for their future. Career Lesson #1: Ms. Ehrlich School Counseling Intern Goal Setting Lesson Plan Title of Lesson: Goal Setting Grade Level: 8th Grade Time Required: 45 minutes ASCA National Standard(s): Career Development: Standard A Competency Addressed: C:A1.6 Learn how to set goals Material/Resources: Paper Large post it paper Pencils 1 SMART Goals Sheet per group 1 How-To Goal Map per group 1 Goal Map per person Activity: What is a SMART Goal?

Share with the group the SMART goals sheet and begin to discuss the meaning behind this acronym. Ask for examples for each after youve explained the meaning Ask the group to review their previous goal statements and check to see if these qualify as SMART goals. If a student suggests a goal that is too broad, as a group discuss ways to make it a SMARTER goal Questions to ask: -What are the specifics (what, how, when?) -How will you know without a doubt that you have reached this goal? -Can this really happen? -When do you plan to reach this goal?

Before going on to the next stage, ask each person one at a time to recall each word in SMART goal. As a reward give one package of sweethearts to each student after they have attempted to explain the meaning behind SMART goal for their efforts. Do not go on until all have this memorized!

Group Goal Have the group decide which goal they would like to highlight Explain that any goal requires accomplishing many smaller steps or objectives and that these steps have to be SMART too. Together as a group, think of as many SMART steps as possible. -The goal itself will be written in the largest bubble in the middle -Each step towards achieving this goal will be written in the medium sized and smaller bubbles. (Use the attached example for a reference) Be sure to discuss fully as a group before writing on the poster board (you may want to brainstorm a goal out loud such as planning a trip to Disneyland before you begin writing.)

Personal Goal Ask if anyone knows the difference among a short-term, medium-term, and longterm goal. (For this exercise, short-term is one month; medium-term is one year; long-term is five years.) Help each member decide on one of each kind of goal they hope to accomplish. Pass out a Goal Map to members and help them to complete a Goal Map for the one goal of their choice (short, medium, or long). Encourage them to ask questions, work together, and have fun with this. Discussion Questions: What are some examples of how goals are a part of decisions we make everyday? Why do we have to be specific about goals? Career Lesson #2: Ms. Ehrlich School Counseling Intern Lesson Plan: Career Planning and the Occupational Outlook Handbook Name of Unit(s) to which lesson is linked: Career Planning OVERVIEW OF INSTRUCTION 1. Using the Internet, instructor will demonstrate how to conduct a search of a pre-selected occupation. 2. Students will learn about the Occupational Outlook Handbook site and its purpose

3. Students will practice looking for what workers in a particular career do on the job, working conditions, the training and education needed, earnings, and expected job prospects. 4. Students will practice using the information they find on the Internet to research information about a career of their choice. CAREER DEVELOPMENT STANDARDS: C.1 Acquire knowledge to Achieve Career Goals MATERIALS Computer with Internet connection; practice sheet titled A Carpenters Career. LEARNING OBJECTIVES The purpose of this lesson is to assist learners to: (a) expand their knowledge about planning a career as presented in Project CONNECT; (b) identify the government website called Occupation Outlook Handbook and recognize its purpose; and (c) use the information they find on the website and in Project CONNECT to make educated decisions about their own career planning. TIME REQUIRED TO CONDUCT LESSON 1-2 class periods. PROCEDURE This lesson is best conducted in a computer lab where students have access to a computer with Internet connection and with a screen that will project what the instructor is doing online. Go online and access the official website of the Occupational Outlook Handbook from the U.S. Department of Labor, Bureau of Labor Statistics at http://www.bls.gov/oco/home.htm. Ask students to do the same. Or, ask students to do a web search by typing Occupational Outlook Handbook. Help them access the government site. Tell students that you will show them how to look up career information about being a teacher assistant. Tell them that you will search for information about teacher assistants by clicking on the OOH Search/A-Z Index link located in the upper right corner of the page. Type in teacher assistants in the Search OOH box and ask students to do the same. Scroll up and down the page to go over the information about a career in teaching assistants. Start by reading a few lines from each subtitle, asking students to offer Additional information that is online. For example, ask them to give you information about working conditions, training and qualifications, and earnings.

 Ask students to read some of the information that is projected on the screen and then pose additional questions that relate to what they read. After demonstrating this site, ask students to do a search on their own, this time looking up information about a career as a carpenter. Distribute the practice sheet titled A carpenters career. Allow students to work alone or in pairs, as needed. At the end of the exercise, ask students to share with the whole class the information they found by going over their answers on the practice sheet. Invite students to conduct another search, this time without assistance, looking up information about a career of their choice. If there is time, they can do this in the computer lab. If not, tell them to do it at home or at another site and be prepared to share the information the find at next class. EVALUATION Students will be able to identify a career of their choice, find the information they want using the Occupation Outlook Handbook website, and record their findings in the practice sheet titled A Carpenters Career. COMMENTS Instead of asking students to immediately follow you as you first go online and start navigating through the OOH website, ask them to just observe you, and then allow them to get on the Internet and conduct their own search. Students may need more assistance this way; pair up the less computer-skilled student with one that is more knowledgeable about navigating the Internet. Career Lesson #3: Ms. Ehrlich School Counseling Intern Lesson Plan: CAREER CHOICES: INTERESTS, VALUES, AND SKILLS OBJECTIVE: Upon successful completion, students will have matched and prioritized possible careers with their interests, skills, and values. CAREER DEVELOPMENT STANDARDS: C.1 Acquire knowledge to Achieve Career Goals SKILLS UTILIZED: Self-evaluation, brainstorming, planning, research NECESSARY SUPPLIES: 1. Copies of the O*NET Work Importance Locator (WIL) package (Work Importance Locator Instrument instructions, Work Values Cards, Work Value Card Sorting Sheet, and WIL Score Report). To download copies of these documents or to order paper copies, go to http://www.onetcenter.org/WIL.html. 2. Occupational Outlook Handbook (See the guidance office or librarian) or use the

online version at http://www.bls.gov/oco/. 3. Copy of the handout Career ExplorationNext Steps. TIME REQUIRED: 1- 2 class periods LESSON PROCEDURE: 1. Ask students about their current career interests. The answers will vary, from students who absolutely know what they want to do to those who have not thought much about it. Ask students what they have done to help them along in their career decision-making process. 2. Stress the concept of this being a process. Otherwise, students may think they have to make irreversible decisions in the next few days. This is only the beginning for many of them. 3. Lead a discussion on values and their importance in selecting occupations. Occupations that match work values such as independence, achievement, recognition, support, and working conditions are more likely to be satisfying and rewarding. 4. Hand out Work Importance Locator packets. Go over the directions with students, emphasizing that there are no right or wrong answers. Encourage them to answer their WIL honestly and carefully. 5. Direct the students to read all 20 of the Work Values Cards and think about how important it would be for them to have a job like the one described on each card. 6. Direct the students to sort the cards on the Work Value Card Sorting Sheet. There are five columns on the Sorting Sheet. Each column has a number from 5 (most important) to 1 (least important). Students are to put exactly four cards in each column in a way that best matches how important it is for them to have a job like the one described on each card. 7. After students have sorted all of the cards, direct them to go to Step 3 on page 4 of their WIL booklet. Students figure out the score of each card based on the column in which it was placed on the Sorting Sheet. Next, they transfer the score for each card to the Work Value Worksheet on page 5. 8. After the Work Value Worksheet has been completed, instruct the students to follow the written directions for totaling the scores for each of the six listed work values and copy the scores of the two highest categories on the box on page 6 of the WIL. Note: To ensure the most accurate results, it is strongly recommended that students complete the above sorting exercise in one session. (It should take between 15 and 45 minutes.) The steps below can be accomplished at a follow-up session if necessary.

9. Instruct students to open the Work Importance Locator Score Report booklet and write their name and Work Value score on page 1. Have them review What Your Work Values Mean on page 2. 10. Introduce the concept of Job Zones, explained on pages 3, 4, and 5 of the WIL Score Report. Ask students to choose the Job Zone that best matches the experience, training, and education that they expect to have in the future. 11. Instruct students to in fill their Highest Work Values and their Future Job Zone on the form on page 10. 12. Tell the students to look at the list of occupations (beginning on page 12) and locate the section for their highest work value. Within that list, they should find the occupational listing for their chosen Job Zone. 13. Instruct the students to use the summary sheet on page 10 to write down the titles of occupations that they want to explore. Explain that if they dont find enough appealing occupations in that section, they can look at the occupational listing for their next highest Work Value. 14. Explain to students how they can now find out more about careers that may be a good fit for them. They can use O*NET Online (the Occupational Information Network) to find out such information as the types of activities performed, the skills and training needed for them, and the wages and future employment outlook predicted for the occupations. To access this extensive database, go to http://online.onetcenter.org/. Alternatively, they can use the Occupational Outlook Handbook hardcopy or online version ( http://www.bls.gov/oco/ ). Emphasize again that they are not making a final decision. This is just the start of a process. 15. Distribute the handout Career Exploration ASSIGNMENT: Students will research their top choice of career and create a written product showcasing what theyve learned.