Running head: SC CURRICULUM UNIT 1

College & Career Curriculum Unit

Stephanie Beristain, Jessica Mederos, Riddhi Patel, & Alina Zuba

Montclair State University

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Table of Contents

1. Rationale…..………………………………………………………………………... 3

2. Lesson 1……………………………………………………………………………. 5

3. Lesson 2……………………………………………………………………………. 7

4. Lesson 3……………………………………………………………………………. 9

5. Lesson 4……………………………………………………………………………. 11

6. Appendices………………………………………………………………………… 13

7. References…………………………………………………………………………. 14
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Rationale

The college & career curriculum has been created to help students understand the

relationship between education and employment opportunities. The focus will be to recognize

the importance of career counseling. Middle school students will be exposed to different

academic resources available to them once they graduate. The targeted grade level will be 7th

graders consisting of twenty-five students. Each session will take about forty-five minutes. We

will see what awareness students have about college and career counseling. Students will have

the opportunity to learn about college and career vocabulary important for them to know for the

future. For example, students will learn about financial aid and the admission process into

college. Students will learn about their personal skills and qualities that make them unique. They

will also learn about the idea of change and exploring new opportunities. It is important that

students understand benefits of getting a postsecondary degree or career. The goal is to help

middle school students prepare for college and future careers before graduating to guarantee

success.

Middle school is an important time to begin exploring career and improving self-efficacy.

It is important for an individual to know themselves well when approaching different tasks and

challenges. Students will identify personal skills and interests pertaining to future goals. More

and more jobs in the US require education past high school. By 2020, it is predicted that 65% of

occupations will require postsecondary education (Glessner .et al, 2017). The goal is for students

to become informed, motivated, and ready for future endeavors. Career counseling in middle

school students will help raise students’ awareness of possible training and education available to

them post high school. High levels of education are associated with increased earnings (Royster
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& Gross, 2015). It is important for individuals to learn about what an advanced degree has to

offer. Students will have the opportunity of growth through this process.

Students will identify their personal traits and characteristics that will help them find a

right fit for future endeavors. They will also focus on important goals to help prepare them for

postsecondary education and to enhance students’ career and college readiness (Martinez .et al,

2017). Goals may include committing to getting good grades and learn about keeping a high

GPA. Students will also become educated about various exams such as the SATs or ACTs

needed to take before they can go to college. Students will become knowledgeable about career

opportunities through different lectures and class discussion. By exposing students to college and

career opportunities earlier on, they will have a wide range of possibilities for their future.

Additionally, we hope to promote student success related to the demand in the workforce of the

21st century.
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Title: Lesson 1- Introducing College/Career Vocabulary

Grade level: Middle school, 7th Grade

ASCA Standards:
M 3: Sense of belonging in the school environment
M 4: Understanding that postsecondary education and lifelong learning are necessary for long-
term career success
M 6: Positive attitude toward work and learning
B-SS 1: Use effective oral and written communication skills and listening skills
B-SMS Demonstrate ability to work independently
B-SMS 10: Demonstrate ability to manage transitions and ability to changing situations and
responsibilities

NJ Core Curriculum Content Standards:

CRP2: Apply appropriate academic and technical skills
CRP4: communicate clearly and effectively and with reason
9.1.8.A.2: Relate how career choices, education choices, skills, entrepreneurship, and economic
conditions affect income
9.2.8.B.2: Develop a Personalized Student Learning Plan with the assistance of an adult mentor
that includes information about career areas of interest, goals and an educational plan

Learning objectives:
• Distinguish the correlation of school exposures with career/college skills and goals.
• Identify skills and interests for career/college planning
• Recognize the importance of career/college

Materials Needed:
Notebook, pencil/pen, computer, “Ten years later” handout, bingo board, chips

Lesson overview:
Our lesson will allow us to assess the career and college awareness middle school
students currently have. We will be able to identify misconceptions about higher education and
career choices, build appreciation for the academic resources available, explore skills students
have, and introduce the idea of change and new exposures. Distinguishing these factors, will
allow us to provide useful resources for students to explore their career and college options,
inform them of post-secondary opportunities, and provide them with coping skills for the
changes they will endure with time.
The lesson will start off with a pre-activity called “Ten Years Later” where the students will
have the chance set goals for their future. More specifically, we will hand out a pre-written letter
with blanks in which the student will be updating a “friend” ten years in the future on their life
with information based on their career after high school. The students will fill out the blanks with
their own personal plans and goals that they hope to achieve in the future. Once the students have
completed their stories, we have asked volunteers to share what they have written and discuss
with one another the importance of planning for their future. Through the discussion, the students
will be able to hear and learn from each other’s perspectives about the future. This activity will
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demonstrate how much information and knowledge the students have about career and college
prior to teaching them. Once the discussion is over, we will go over vocabulary words related to
career and college readiness. With each vocabulary word we will provide a definition and
information about how it may be useful for planning their future. To end, we will have the
students play a few rounds of career/college vocabulary bingo. This activity will help us evaluate
their recognition of common post-secondary terms that we went over during the lesson. This tool
will help us ease the conversation and tension of meeting with a counselor. We will avoid using
affirmative words when the student recognizes words instead we would take notes to help our
future evaluations and resource giving based on their knowledge.
Once we complete about two rounds of bingo we will discuss how things are going with
their school work and talk about what they enjoy most. We will also provide blue books for them
to write down notes about their meetings with us. Weekly goals will also be jot down for them to
work on. We will discuss the outcomes of goals when we meet again to see what is working for
them and what needs some reinforcement for growth.

Evaluation Procedures:
Step 1: Students will be complete a pre-activity where students will have a chance to set their
goals for the future. (10 min)
Step 2: Students will be lectured about college and career vocabulary. (15 min)
Step 3: Students will get a chance to play bingo to test their knowledge of the vocabulary they
have just learned. (15 min)
Step 4: Wrap- Up. (5 min)
Total: 45 min

Pre-Activity: “Ten Years Later”

This activity will demonstrate how much knowledge the students have about career and college
planning prior to teaching the lesson. The discussion that follows will allow the students to
engage in conversation about their future goals and how they plan on achieving those goals.
Career/College Vocabulary Bingo
This activity will allow us to evaluate how much information the students retained through the
lesson. Additionally, the students will be able to learn new vocabulary words and apply them to
their own career paths.

Closing: Counselor will close lesson one with the bingo game, as several students win and
receive prices.

Handouts/Worksheets/etc.
1. “Ten Years Later” Worksheet
2. . Bingo Board
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Title: Lesson 2- Preparing for College/Career

Grade level: Middle School, 7th grade

ASCA Standards:
A: A2.1 Apply time-management and task-management skills
A: A3.2 Demonstrate the ability to work independently, as well as the ability to work
cooperatively with other students
A: B2.7 Identify post-secondary options consistent with interests, achievement, aptitude and
abilities
A:C1.6 Understand how school success and academic achievement enhance future career and
vocational opportunities
C: A1.1 Develop skills to locate, evaluate and interpret career information
C: A1.3. Develop an awareness of personal abilities, skills, interests and motivations
C: A1.4 Learn how to interact and work cooperatively in teams
C: B2.1 Demonstrate awareness of the education and training needed to achieve career goals
•
Learning Objectives:
• Learn about various techniques to plan for the future
• Identify the steps to prepare for college/career
• Recognize the importance of postsecondary education and career

Materials Needed:
Notebook, pen/pencil, iPad, “Researching Occupation” worksheet

Lesson Overview:
Students will be able to learn about various ways you can prepare for a future career. One
way is taking the steps to study for exams such as the SATs to help with getting into a good
college. Students will also be informed about different education and training needed for post-
secondary work. Through the instruction, students will become educated about how important it
is to plan for their future. They will also recognize how postsecondary education and career can
benefit them. Additionally, students will recognize skills and qualities needed for different
occupations.
After the lecture, students will be placed into groups. In these teams, they will choose an
occupation to research and fill out the “Researching Occupation” worksheet. For this activity
they will find out all the important aspects of the job. These will include: what the job is, what
training and education is required, the salary, and working conditions. Following this, students
will share the information they found with the rest of the class. This particular lesson plan, will
allow students to become knowledgeable about preparing for future college and career plans.

Evaluation Procedures:
Step 1: Students will be lectured about planning for the future. (10 min)
Step 2: Students will get into groups of 4. Each group will find an occupation and find different
ways to prepare for it. (15 min)
Step 3: Each group will share/present what they found. (15 min)
Step 4: Wrap- Up. (5 min)
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Total: 45 min

This group activity will allow students to use their skills and knowledge to brainstorm different
ways to prepare for future college and careers. During the discussion students will engage in
conversation with their peers using what they learned to think about the various steps needed to
take to prepare for the future. Next students will choose an occupation, research it and present to
the class. Students will be evaluated on the research and group participation.

Activity:
Divide students into groups of 4.
Ask each team to think of one occupation, that they will “research”:
• Have them write what the occupation is
• What a person in this occupation does
• Education/training required
• Salary range for the job position
• What the working conditions entail
Once teams are done, have them express which job occupation they chose, and allow the other
students to answer questions.
Once fellow students guess these, the team with that certain occupation can tell them the real
answers.

Closing:
Counselor will close the guidance lesson after each team presents, by summarizing what was
discussed. Students will be able to add last minute thoughts and comments.

Handouts/Worksheets/etc.
1. “Researching Occupation” worksheet
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Title: Lesson 3- Personality Traits

Grade level: Middle School, 7th grade

ASCA Standards:
M 1: Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
M 2. Self-confidence in ability to succeed
B-LS 1. Demonstrate critical-thinking skills to make informed decisions
B-LS 4. Apply self-motivation and self-direction to learning
B-LS 7. Identify long- and short- term academic, career and social/emotional goals

NJ Core Curriculum Content Standards:

CRP5. Consider the environmental, social and economic impacts of decisions.
CRP10. Plan education and career paths aligned to personal goals.
9.2.8B.3. Evaluate communication, collaboration, and leadership skills that can be developed
through school, homework, and extracurricular activities for use in a career.

Learning Objectives:
· Identifying your “True Color Personality Test”
· Find the correlation of your academic interest with the “True Color Personality Test”
· Discussing the importance of personality traits and career choice with “Vision Activity”

Materials Needed:
Paper, pen/pencil, True Color Assessment, Vision Activity Worksheet

Lesson Overview:
This lesson will help the student make a connection with career paths and personality
traits they identify with. We will be able to identify personality traits that students are unaware
of and can later use for their careers.
We will initiate the lesson by having a simple conversation about what they believe their
personality traits are. We will use the same journals given during the first lesson to help them
keep track of the different activities they have done throughout the school year. Once they list
the personality trait they are aware of we will discuss careers they have on mind and how they
relate.
We will then continue with the True Color Assessment, which group personality traits with
colors to have a better understanding of personality traits and the styles. The True Color
Assessments, uses Greens, Golds, Blues, and Oranges to identify the different personality traits
and a brief description. Once the assessment is administered we will compare their first list of
personality traits to the True Color Assessment. We will continue to talk about careers the
relationship personality traits have with careers and to provide more options of the direction the
student can explore.
To continue the exploration of personality traits and careers, we will continue with a
Vision Activity. This activity allows the student to create three different lives with different
skills, careers, and goals. They will be able to use the True Color Assessment and their initial list
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of personality traits and careers to help them explore the different options. The students will be
free to draw or write out the three different lives they choose.

Evaluation Procedures:
Step 1: Student will be asked to jot down what they believe are their personality traits and relate
them to career interest, if any. (10 min)
Step 2: Students will be introduced to the True Color Assessment. Student will complete the
assessment and it will be discussed. (15 min)
Step 3: Student will be given the Vision Activity and allowed to use previous notes and
assessments to help them complete the activity. (15 min)
Step 4: Wrap-up questions (5 min)
Total: 45 min

Closing:
To conclude the lesson, the counselor will provide students a list of personality traits to attach to
their journal for later reference. The counselors will also show students where they can access
free online personality assessments. If students have any questions or concerns they will be
discussed before dismissal.

Handouts/worksheets/etc.:
1. True Color Assessment
2. Vision Activity
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Title: Lesson 4- Introduction to Resume Writing

Grade Level: Middle school, 7th grade

ASCA Standards:
M 4: Understanding that postsecondary education and lifelong learning are necessary for long-
term career success
M 6: Positive attitude toward work and learning
B-SS 1: Use effective oral and written communication skills and listening skills
B-LS 7: Identify long- and short- term academic, career and social/emotional goals
C: A1.3: Develop an awareness of personal abilities, skills, interests and motivations
C: A1.8: Pursue and develop competency in areas of interest
C: A1.9: Develop hobbies and vocational interests

NJ Core Curriculum Content Standards:

CRP2: Apply appropriate academic and technical skills
CRP4: communicate clearly and effectively and with reason
9.1.8.A.2: Relate how career choices, education choices, skills, entrepreneurship, and economic
conditions affect income

Learning Objectives:
• Students will begin to think about their strengths, skill and accomplishments both
personally and academically.
• Student will begin to consider what activities, clubs and/or jobs they would like to
include in their resume when they enter 12th grade.
• Students will write a resume that effectively and efficiently illustrates their educational
background, skills and achievements.
• Students will be able to use this resume as a foundation to build on when applying for
volunteer work, internships, a job, scholarships or college.

Materials Needed:
Paper, Pencil, Examples of good and bad resumes, and Resume Template

Lesson Overview:
Through this lesson students will be able to start thinking about how to start building
their resume. The lesson will start off with the students attempting to fill out a resume template
with things they believe should belong on their resume. This activity will test their existing
knowledge on resume building and what they believe belongs on a resume. Following the pre-
activity there will be a lecture on the importance of a resume in the college and career
application process. They will begin thinking about which ways they would like to gain
experience in the future such as through volunteering, joining clubs, and possibly a job when
they become of age. Next, the student will have the opportunity to share with one another in
small groups which skills, accomplishments and experiences to include on a resume when they
are high school seniors. Last, students will independently fill out their first resume with
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information they learned through the lecture and their group members that they can apply to their
own future. This can then be shared and discussed with a partner.

Evaluation Procedures:
Step 1: Students will complete the pre-activity “My first Resume Template”. (10 min)
Step 2: Students will be lectured about what a resume is and the important role a resume plays in
the college and career application process. (10 min)
Step 3: Students will be divided in groups of 2-3 to discuss what skills and accomplishments
they can include in their resume and what they can possible include once they are seniors in High
School (10 min)
Step 4: Students will work independently to fill out their first resume. After they are done they
can share with a partner.
Step 5: Wrap-up (5 min)
Total: 45 min

Closing:
Counselor will ask 2-3 students to share their resumes with the groups. Students will be
able to provide some closing statements and counselor will end the lesson.

Handouts:
1. Resume Examples
2. Resume Template
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Appendices

A Lesson 1: Introducing College/Career Vocabulary………….……………………………….... 5

A.1 Ten Years Later Worksheet…………………………………………………………. 5
A.2 Vocabulary Bingo Board.…..……………………………………………………….. 5

B Lesson 2: Preparing for College/Career………………………………………………………. 7

B.1 IPad……..………………………………………………………….……………….... 7
B.2 Researching Occupations Worksheet………………………………………………... 7

C Lesson 3: Personality Traits……..…………………………………………………………..… 9

C.1 True Color Assessment…….………………………………………………………... 9
C.2 Vision Worksheet..………………………………………………………………....... 9

D Lesson 4: Introduction to Resume Writing…………………………………………………... 11

D.1 Resume Example…………………………………………………………………… 11
D.2 Resume Template…………………………………………………………………... 11
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References:

Martinez, R. R., Baker, S. B., & Young, T. (2017). Promoting Career and College Readiness,
Aspirations, and Self-Efficacy: Curriculum Field Test. Career Development Quarterly,
65(2), 173-188. doi:10.1002/cdq.12090

Royster, P., Gross, J., & Hochbein, C. (2015). Timing is everything: Getting students back on
track to college readiness in high school. The High School Journal, 98(3), 208-225.
doi:10.1353/hsj.2015.0005

Glessner, K., Rockinson-Szapkiw, A. J., & Lopez, M. L. (2017). 'Yes, I Can': Testing an
Intervention to Increase Middle School Students' College and Career Self-Efficacy.
Career Development Quarterly, (4). 315.