There are 16 career clusters leading to various career pathways. Instructors can incorporate these clusters into curriculum design and instruction. Adult education services will include workforce preparation activities and training for specific occupations; this will allow students to achieve their educational and career goals. For a listing and description of these career clusters, please click on the link below.
Since the construction and trades sector is growing and jobs are becoming available, students should explore the types of jobs available in this career pathway.
At the end of this lesson, students will be able to read text to locate information, answer text-dependent questions, work with a partner to summarize the information, and write an informative essay about one career in the construction and trades pathway.
Student Target
“I can write an informative essay about a career in the construction and trades pathway, and I can answer questions after reading a text.”
CCR Standards
Writing
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Reading
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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
Lead CCR Level Specific Standards
Writing Anchor 7: Level D
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Reading Anchor 1: Level D
Application: cite specific textual evidence to support analysis of science and technical texts.
Supporting CCR Level Specific Standards
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [This includes the narration of historical events, scientific procedures/experiments, or technical processes.] a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.)
KYAE Employability Standards
E.7 Accurately analyze information and respond appropriately.
E.8 Interact with others in a professional manner.
E.9 Analyze self-performance to better understand strengths and areas for improvement.
