Lesson Plan Template

Teacher: Nicole D. Combs

Class name: Management
Date: 1/14/2016
Unit Topic: Personal and Career Planning and Portfolio
Lesson Title: Introduction to Personal and Career Planning and Portfolio
Length of Lesson (80):

STANDARDS
Standard (BROAD indicator of learning expectation, referred to as big ideas of what will be learned):
CTE Content or State Standards:

CTE.9-12.2.1- Analyze annual individual education and career goals

LESSON OBJECTIVES
Content Standards

Students and teacher understand each others roles and responsibilities in the management
classroom. Students will gain knowledge of the various aspects of personal and career planning
and what a personal and career portfolio may contain.

ACADEMIC LANGUAGE
Language Vocabulary List key, content specific words/or concepts that will be used in the lesson:

Personal portfolio: any collection of items that conveys information about you and is stored to be
used as a personal record of your life.
Career portfolio: a collection of items that demonstrate your career awareness, your skills and
abilities, and your achievements.
www.cfnc.org portfolio: an electronic (web-based) portfolio where you can store items that relate
to your personal, career, and academic life. All items from both your personal and career portfolio
can be stored here.
Resume: a document that delineates goals, objectives, knowledge, skills, abilities, experience, and
education.

Instructional strategies used to teach vocabulary (List methods of teaching vocabulary):

Students will gain knowledge and understand vocabulary through interactive all-class discussion
and small group discussion. Vocabulary will also be explored via the handouts, checklists and
website demonstration.

ASSESSMENTS
Performance Benchmark (EXPLICIT TASK indicator of learning expectation, referred to as
assessment(s) that measure what good performance looks like and how good is good enough.)

Using Socratic questioning and brainstorming students will be able to demonstrate an

understanding of the process and resources they will use to create their personal and career
portfolio, as it relates to individual education and career goals, with clarity. Students will
successfully long into to www.cfnc.org and create an account.

MATERIALS
*List of materials (raw materials, tools, equipment, assessment tools needed

Behavior contract
Checklist
Computer
Internet
Markers
Paper

INSTRUCTIONAL PHASE
I. ANTICIPATORY SET (indicate number of minutes to complete) 5 Minutes
How will you provide meaningful and engaging instructional opportunities for your students to RELATE to the
lesson objective(s)? The objective of the anticipatory set is to set the stage for learning. How a teacher Hooks
or captures the students attention to a new topic.

Ask: How many of you are independently wealthy? How many of you will have to work one day?
How many work now?
Explain: I am here to help you through the process of creating a personal and career portfolio.
This will help guide you in your high school completion, educational pursuits, and career.

II. MAIN ACTIVITY/ MODELING SET (indicate number of minutes to complete) 50

How will you provide meaningful and engaging instructional opportunities for your students to
COMPREHEND the lesson objective(s)? The objective of the main activity or modeling set is to present new
concepts. The teacher may use a variety of strategies to explain and define the new topic.

Introduction icebreaker: Origami name tents and two truths and a lie? Students will do origami
to create a name tent and then on the back of it write out two truths and a lie. Students will
introduce themselves and then share the information. The other students will guess what is true
and what is a lie. (15 minutes)
Show Class Rules PPT and then brainstorm consequences of not following rules. Have students
sign behavior contract. (5 minutes)
Introduce the concept of a personal and career portfolio. Break class into groups. Have them
brainstorm ideas for what should go into portfolio. Bring groups together and have a
representative from each group write ideas on the board. Check for duplication. Discuss wither
anything is missing. Pass out checklist. Share that this is what well be doing over the next few
months together. (15 minutes)
Demo portfolio website. Explain these are the areas well use to complete the portfolio. Ask
whether they want to do a printed portfolio or electronic or both. Analyze the benefits of each. (15
minutes).

III. GUIDED PRACTICE (indicate number of minutes to complete) 10

How will you provide meaningful and engaging instructional opportunities for your students to RETAIN the
lesson objective(s)? Guided practice is the segment of a lesson where students practice what they have learned
from the modeling segment. At this point the teacher is not presenting new ideas, the teacher is monitoring and
providing tips. Students are demonstrating learning with assistance from the teacher.
During the last portion of the period, students will log onto website and create their account. Teacher will
circulate while students are creating account to check for understanding.
IV. INDEPENDENT PRACTICE (indicate number of minutes to complete) 10
Independent practice is the segment of the lesson where there is no help from the teacher, the student
demonstrates understanding of the content.

Students navigate various pages of the website.

V. CLOSURE (indicate number of minutes to complete)

How will you provide meaningful and engaging opportunities for your students to BUILD UPON the lesson
objective(s)? Closure is also the segment of the lesson where; content is summarized, what the students like or
didnt like about lesson, preludes to future content.
Socratic questioning will be used to determine the level of engagement, understanding and interest in the
project.

ACCOMMODATIONS
How does your lesson accommodate for the following exceptionalities?

I. SPECIAL NEEDS (includes Gifted & Talented)

*List or describe accommodations for each student.

Any necessary accommodations will be provided, but as this is an introduction, it is unlikely much will be
needed. Printed materials will be provided, as well as computer demonstration. Teacher will circulate during the
self-direct components to make sure students are understanding what is required.

II. ENGLISH LANGUAGE LEARNERS (ELL)

*List or describe accommodations for each student.

Printed materials will be provided, as well as computer demonstration. Teacher will circulate during the selfdirect components to make sure students are understanding what is required.

III. CULTURE & DIVERSITY (SES, Race/ethnicity, LGBT)

*List or describe accommodations for each student.

Any necessary accommodations will be provided, but as this is an introduction, it is unlikely much will be
needed. Printed materials will be provided, as well as computer demonstration. Teacher will circulate during the
self-direct components to make sure students are understanding what is required.

LESSON REFLECTIONS
*List what strategies worked, what strategies did not work and why.