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.
The purpose of this lesson is to provide authentic job search experiences for the student, to offer them opportunities to interact with staffing agencies, and to self-analyze their own strengths and areas of improvement.
Lesson Objectives
At the end of this lesson, students will be able to:
*Demonstrate effective communication skills.
*Identify employment opportunities.
*Critique personal employment strengths and weaknesses, likes and dislikes.
*Evaluate job descriptions.
Student Target
“I can analyze job descriptions to determine the skills needed for particular jobs.”
CCR Standards
Reading
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
Lead CCR Level Specific Standards
Reading Anchor 9: Level C
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Supporting CCR Level Specific Standards
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. e. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. f. Use verb tense to convey various times, sequences, states, and conditions. g. Recognize and correct inappropriate shifts in verb tense. h. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). i. Form and use prepositional phrases. j. Use correlative conjunctions (e.g., either/or, neither/nor). k. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. l. Correctly use frequently confused words (e.g., to, too, two; there, their).
KYAE Employability Standards
E.7 Accurately analyze information and respond appropriately.
E.8 Interact with others in a professional manner.
