Course: AVID Elective 8th Grade

Unit: Careers
Stage 1 Desired Results
Established Goals:
Explore careers and identify the steps necessary to pursue them.
Identify a potential career to pursue based on personal interests and other future endeavors.

Understandings: Students will understand that Essential Questions:

Pursuing a career is process a composed of a
series of steps/goals that build on one
another, therefore each individual step/goal
is essential.
Various careers share similar pathways,
therefore certain foundational skills will
prove to be helpful no matter the final career
choice.
Optimal career choices depend on the
individual person's interests and aspirations
in life.
How do jobs differ from careers?
Which high school endorsement will best
prepare me for this career?
What post-secondary education,
certifications, and trainings are required for
this career?
What type of employment opportunities are
available through this career?
What kind of lifestyle can I sustain through
his career?

Students will know: Students will be able to:

Which high school endorsements are
available and what electives are offered
through those endorsements.
The different levels of post-secondary
education (e.g. associates, bachelors,
masters, doctorate).
The different types of certifications available
for the respective career.
The difference between a salary and hourly
wage.
Prerequisites for certain jobs/careers.
Distinguish the difference between a job and
a career.
Articulate a goal focused on their desired
careers.
Create an action plan which will include
critical steps (e.g. post-secondary education,
certifications, and trainings) toward starting
their desired career.
Choose the high school endorsement that
will best support the pursuit of their desired
career.

Stage 2 Assessment Evidence

Performance Tasks: Other Evidence:
Present and publish a post-secondary Required discussion posts on Schoology.
education research project. Personal reflections throughout the process
Present and publish a career research of choosing a high school endorsement.
project. Reflections after interviewing individuals in
Publish an essay describing future career the selected career.
goals and endeavors, which will be shared
with their families and used to apply to their
desired high school.
Choose a high school endorsement and
register for corresponding electives.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/ 1

McTighe 2005)
 Stage 3 Learning Plan
*Learning Activities:
Write an essay articulating future goals and aspirations. W
Take a career interest survey and see which careers they are "matched" with. H, T
Conduct a research project on various careers, including those they were "matched" with in the
career interest survey. E, T
Attend Career Night and interview individuals from various career fields. H, E
Interview guest speakers from various career fields and representatives from post-secondary
institutions. H, E
Research the different levels of post-secondary education. E
Conduct a research project on various post-secondary education institutions. E, T
Attend College Night and obtain information from various post-secondary institutions. H, E
Attend fieldtrips to various post-secondary institutions. H, E
Go through virtual tours of post-secondary institutions that are out of state. H, E
Explore the differences in the three options for high school: traditional, career and technical, or early
college. E
Explore the differences in the endorsements offered for graduation. E
Interview the school counselor to clarify any points of confusion regarding the endorsements and
options for high school. E, E-2
Attend the informational nights for the Career and Technical High School as well as the Early College
High School. E
Set appointments on a planner of their choice to develop time management skills and keep up with
deadlines. E, O
Set a career S.M.A.R.T. goal. W, E, T
Set S.M.A.R.T. goals after every progress report and report card. E, R, E-2, T
Monitor grades online and assess which classes to attend tutorials for. E, R, T
Create a timeline which contains short, mid, and long-range goals. E, R, E-2, T, O
Participate in group tutorial sessions which resemble college study groups, in order to start building a
collaborative network. E-2
Write reflections on learning after every tutorial session. W, E-2
Participate in relational capacity activities with peers in order to develop communication skills. H, E
Interview mentors from the feeder high school. E
Conduct mock interviews with peers. E
Create a resume and maintain it updated. E, R
Revisit the essay articulating future goals and aspirations, make changes as necessary. W, E, R, E-2

*Learning activities have been coded according to Wiggins and McTighes (2005) acronym, WHERETO, which highlights the key
considerations for instructional planning (p. 197).
WEnsure that students understand WHERE the unit is headed, and WHY.
HHOOK students in the beginning and HOLD their attention throughout.
EEQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals.
RProvide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their
work.
EBuild in opportunities for students to EVALUATE progress and self-assess.
TBe TAILORED to reflect individual talents, interests, styles, and needs.
OBe ORGANIZED to optimize deep understanding as opposed to superficial coverage.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/ 2

McTighe 2005)