Discipline: Career and Technical Education

Grade Level: 6, 7, 8

Course: Business & Computer Science

©Literacy Design Collaborative. September 2011

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Career Exploration Wrap Up: Informational
  • Background to Share With Students
    • Students will complete a Career Assessment using Career Cruising or GACollege411. The Career Assessment narrows down career possibilities based on how the student responded to the work tasks and abilities needed for the career. Students take the generated list in Career Cruising and narrow down the list based on their interests.

  • Task/Text
    • Teaching Task

      Task Template 13 — [1 Level] Informational & Description

      L1: After researching your career choice on Career Cruising or the GACollege411 website and reading additional resources, write a report that describes your career and the education needed to pursue that career. Support your discussion with evidence from your research.

      Extension (Optional)

      Students will create a simple Excel spreadsheet on the top 10 most-needed careers and will decide if their career choice matches one of the top careers listed.

  • Content Standards
    • Standards Source: Number: Content Standards:

      Georgia — CTAE Foundation Skills


      Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration.


      Learners use various communication skills in expressing and interpreting information.


      Learners use multiple information technology devices to access, organize, process, transmit, and communicate information.


      Learners plan and manage academic-career plans and employment relations.


      Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance.

  • Reading Standards
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • Assess how point of view or purpose shapes the content and style of a text.
      • Read and comprehend complex literary and informational texts independently and proficiently.
      • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
      • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Scoring Rubric
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