zilongwang/ReadingBank huggingface dataset:
Materials/Specialized Equipment Needed Instructional Aids Let’s See What You Can Find – Word Search Let’s See What You Can Find – Answer KEY Find Me: All About the Internet – Crossword Find Me: All About the Internet – Crossword KEY All About the Internet All About the Internet KEY Internet Test Internet Test KEY Materials Needed: Printout of handouts Paper for notes Equipment Needed: Projector Computer with Internet access Anticipatory Set (May include pre-assessment for prior knowledge) Ask the students if they have ever done any research. If they have, ask the students what they used to do their research. Inform the students that the Internet has not been around for a long time, and before then, people had to do thorough research in a library to find the information they needed. Tell the students that today we will discuss the basic functions of the Internet. Say that most people use the Internet daily without knowing the true functions of its different parts. Direct Instruction *
Lesson 10 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. event humble minor talent volunteer Vocabulary Words with Definitions Vocabulary Word Definition Part of Speech Synonym Antonym event something that happens that is important, interesting, or unusual noun occasion, happening humble not thinking you or your ideas are more important than other people’s adjective modest, meek, respectful arrogant, snobby minor small, not serious adjective slight, unimportant major talent a special skill verb gift, natural ability volunteer someone who works or helps for no pay noun unpaid helper
Don’t backlight yourself Don’t give away your position Don’t rub or scrape against walls Beware of silhouettes (turn your flashlight on to search and off when moving) Don’t enter an area that you cannot cover, or at least is not covered by your partner Never search a building alone Don’t assume anything X. Stairways If possible, use stairways since elevators offer no visibility and no cover Take the position that gives you the advantage of a tactical angle Look for overhangs or balconies Don’t bunch up Field of view XI. Field of View Field of view refers to everything you can see from your position An officer needs to consider his or her field of view and the potential suspect’s field of view You should never move into a suspect’s potential field of view that you or your partner cannot cover Any movement that does not permit you to face the danger area and maintain target acquisition while moving is likely to be a bad movement XII. Moving As you move your field of view changes. Also, additional areas of responsibility may come into view Hallways must be secured and cleared at some point Let the design of the building determine how you will search Be creative Communicate with your partner XIII. Method of Entry Crisscross Pattern The officer enters a room by crossing from the outside of the doorway to the inside of the doorway on the opposite side Buttonhook The officer enters a room by hooking around the doorway thus staying on the same side of the doorway as they were before they entered the room Open door – both officers on the same side 1st officer – buttonhook 2nd officer – crisscross Open door – officers on opposites sides Officers should crisscross Closed door – opens out Officers should get on both sides Knob side opens the door Throws the door to the other officer Officers should crisscross Closed door – opens in
PowerPoint: Can’t We All Just Get Along? Conflict Resolution Strategies Presentation Notes for Can’t We All Just Get Along? Conflict Resolution Strategies Technology: Free iPad App: Conflict Resolution Education Activity Calendar This teaching and learning app promotes conflict resolution in educational settings. YouTube: How to Improve Interpersonal Skills This VideoJug presentation shows you how to improve your interpersonal skills with the aid of some simple coaching techniques. In the Mix: Peer Mediation — A Process of Respect (Excerpt) We visit a diverse small city school that has a variety of student-centered programs in place. When a fight breaks out in the cafeteria, two boys choose to participate in peer mediation rather than face the administration. 10 Hot Tips – Managing Conflict 10 Hot Leadership Tips Series – Managing Conflict Graphic Organizers: Slide Presentation Notes Steps to Resolve Conflicts Handouts: Article Evaluation Charade Topics Conflict Resolutions Conflict Resolution Scenarios – Counseling and Mental Health Sample of Charade Topics Self-Assessment Communication Survey Service Learning: Demonstrating Communication Skills Word Chain Activity Anticipatory Set Prior to class: Become familiar with PowerPoint, handouts, and activities. Teacher note: Become familiar with Wordle. It is a tool for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. You can either use Sample of Charade Topics or the handout in which you can provide your own charade topics on Charade Topics. Print
Possession − a writ employed to enforce a judgment to recover possession of real or personal property (used in eviction process) Process − all writs and official documents issued by courts in connection with pending suits Respondent − defendant in a civil suit Restraining Order − an order to the defendant prohibiting him or her from performing an act prohibited in the order until a formal hearing can be conducted Return − the endorsement made by a constable or sheriff upon process; writ or notice stating what has been accomplished, and the time and mode of service Service − the delivery of a writ, notice or injunction, etc. by an authorized 2 person, to a person who is thereby officially notified of some proceeding concerning him or her Sequestration − an order directing the sheriff or constable to take into his or her possession certain property of which another person has possession until the suit can be decided or as the court directs Show cause − a notice to the defendant to either appear in court or prepare a written answer to show cause for failing to respond to a previous order of the court (a.k.a. notice) Style or format − the prescribed structure for the clerks of the court to use in developing the process Subpoena Duces Tecum − process by which a court, at the direction of a party, commands a witness who has in his possession or control some document or paper that is pertinent to the issues of a pending controversy, to produce it at the trial Tort − any one of various legally recognized private injuries or wrongs; a civil action Writ − a legal order issued by the court, in the name of the state to compel a person to do something specifically ordered Materials/Specialized Equipment Needed Civil Procedure Key Terms handout Paper and pencils Computers with Internet access or other resources for research Computers with desktop-publishing software or paper and colored pencils Anticipatory Set (May include pre-assessment for prior knowledge) Direct Instruction * II. The Role of Law Enforcement in Civil Law A. Sheriff and Constables 1. Constitutionally created and elected officials 2. Usually execute and demonstrate the civil process 3. Must take an oath of office and provide a surety bond as required under law B. Police
Rationale The ability to communicate in a professional manner can take you a long way in your career and in your personal life. You may not even realize how much communication impacts your day to day, but it does. Therefore, it is so important that you learn to communicate at work. This lesson will demonstrate the importance of accurate communication and following directions in the workplace. Duration of Lesson Teacher’s Discretion Word Wall/Key Vocabulary (ELPS c1a,c,f; c2b; c3a,b,d; c4c; c5b) PDAS II(5) Important Terms for this Lesson: Hard skills – skills that can be easily taught and measured such as computer skills, language skills, and machinery skills. Soft skills – usually called “people” skills such as communication, teamwork, and problem-solving skills; not as easily measurable. Materials/Specialized Equipment Needed Instructional Aids: “How Well Can You Follow Directions?” Sheet (at end of lesson plan-found at the okcareertech website) The Scenario Sheet: “Explain the consequences of not following directions promptly” (at the end of the lesson plan) “Hard” and “Soft” Skills Business Leader Report Assignment #1 – within this lesson “Hard” and “Soft” Skills Business Leader Rubric “Instructional Manual” Assignment #2 – within this lesson “Instructional Manual” Rubric “Following Directions Scenario” Assignment #3 – within this lesson “Following Directions Scenario” Rubric Materials Needed: Scenario handout: “Explain the consequences of not following directions promptly” Poster board to record student responses on activities Equipment Needed: Computers for students to complete projects Projector for PPT Anticipatory Set (May include pre-assessment for prior knowledge) Give students a piece of paper and tell them they are going to do an activity. Read the directions on the “How Well Can You Follow Directions?” sheet. See how students do at the end by walking around the room and tallying correct and incorrect answers. Write on the board or document camera. Then discuss the results with the students. Ask students if they have ever had to assemble something they purchased and had to read directions. What if the person (usually a “technical writer”) who wrote those directions had left out a step or had incorrectly labeled the parts? Discuss the consequences for different types of products from a shelving unit to automobile assembly lines.
speech, writing, or signs (stroke patients) It is the health care worker’s responsibility to make sure that the patient understands the information being communicated and that the health care worker understands what the patient is conveying. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: NONE Guided Practice * Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: Independent Practice/Laboratory Experience/Differentiated Activities * Complete the “Communication Practice” activity Complete “Communication Barrier Brain Storming” activity Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: NONE Lesson Closure Summative/End of Lesson Assessment * Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: For reinforcement, the student will select a second scenario in Activity I to research and fill in history and physical form. References/Resources/ Teacher Preparation Additional Required Components English Language Proficiency Standards (ELPS) Strategies College and Career Readiness Connection English-Listening: B.1 Listen critically and respond appropriately to presentations B.2 Listen actively and effectively in a one-on-one communication Recommended Strategies Reading Strategies Quotes
C. Republican France Paris Commune of 1871 National Assembly and Adolphe Thiers The Third Republic DREYFUS AFFAIR D. Great Britain and Ireland Queen Victoria Granddaughter of the previous king George III (1760-1820) George IV (1820-1830) – first son of George III – a poor role model – charming but selfish, unreliable, irresponsible Illegally married his commoner Catholic GF Forced to marry his cousin by the king – one child Horrible marriage to his queen – remained with GF William IV (1830-1837) – third son of George III The last king to appoint a PM Presided over end of slavery, The Poor Law, Reform Bill of 1832 (real voting to take place) Had 10 illegitimate kids with actress/GF – no legitimate Victoria I (1837-1901) – daughter of 4th son of George III The only legitimate grandchild of George III Inherited English throne; not Hannover (Salic Law) Privately – she influenced British policy Publically – she became a national icon Represented loyalty, thrift, hard work – unlike predecessors Married her BF / first cousin, Albert of Saxe-Coburg/Gotha Nine children – married them into royal and noble families 63 years monarch Industrial, cultural, political, scientific, military growth Next: Edward VII (1901-1910) – 60 years old – son of Victoria George V (1910-1936) - WWI Edward VIII (1936 (Jan-Dec)) George VI (1936-1952) - WWII Elizabeth II (1952-?)
Multimedia/Visual Strategy Presentation Slides + One Additional Technology Connection Graphic Organizers/Handout Writing Strategies Journal Entries + 1 Additional Writing Strategy Communication 90 Second Speech Topics Other Essential Lesson Components Enrichment Activity (e.g., homework assignment) For enrichment, students will interview a judge or justice from one of the courts listed in the lesson. Students will write a paper regarding their interview. Use the Individual Work Rubric for assessment. Family/Community Connection CTSO connection(s) SkillsUSA Service Learning Projects Lesson Notes
Recommended Strategies Reading Strategies Quotes Multimedia/Visual Strategy Presentation Slides + One Additional Technology Connection Graphic Organizers/Handout Writing Strategies Journal Entries + 1 Additional Writing Strategy Communication 90 Second Speech Topics Other Essential Lesson Components Enrichment Activity (e.g., homework assignment) Family/Community Connection CTSO connection(s) SkillsUSA Service Learning Projects
Get a degree Buy a house -Is it a success or a failure? A success. -Can you get a degree at primary school? No -At high school? No -At university? Yes SS know the meaning Can you give me other examples of life events with the verb GET? -Get divorced -Get a certificate -Get a driving licence Present simple/past simple
Duration of Lesson 3 to 5 hours Word Wall/Key Vocabulary (ELPS c1a,c,f; c2b; c3a,b,d; c4c; c5b) PDAS II(5) Materials/Specialized Equipment Needed Materials Ethics in Security Services Key Terms handout Security Scenarios handout Whiteboard/chalkboard Discussion Rubric Individual Work Rubric Presentation Rubric Research Rubric Writing Rubric Anticipatory Set (May include pre-assessment for prior knowledge) Direct Instruction *
Activating Strategy: Lesson Opener, Warm-up, Hook Watch Brain Pop on “Reconstruction”. Watch the , Civil Rights Amendments Discuss with your table, what is a sharecropper, scalawag and a carpetbagger. Brainstorm: List what to write about in your essay to answer the EQ. Discuss as a whole group. Teaching Strategies: Procedures, Technology, Performance Tasks Use textbooks to discuss pp.140-144. Discuss the death of Lincoln and his plan for reconstruction. Use a T chart to compare his plan to Congress’s Plan. Discuss how President Johnson opposed. Make a foldable on the three amendments. Under each tab is an explanation of the amendment.(text pp.141-144) Put the year passed, as well, 1868,1870,1877. Read textbooks pp.145-149 to find out what those words mean. Then finish “you tube” from yesterday to discuss Jim Crow laws. Begin working on the Nearpod with formatives for the lessons, so far. Write about the challenges from the point of view of a plantation slave owner, a freed slave, or a Freedmen’s Bureau worker. Turn in your essay. Differentiation: Group 1: Study Island civil war, if not passed. Group 2: read on MyOn. Group 3: Those not doing well on the amendments on Kahoot will work in small group with teacher on those amendments and review vocabulary.
Summarizing Strategies: Closing Activity How did Lincoln’s Plan and Congress differ? Sum it up. Do checkup on Kahoot together, do not discuss answers until all have clicked answers with ipads. Students will discuss the sharecropper, scalawag and carpetbagger. Which would they want to be and why. Volunteers will name one challenged faced by your chosen point of view on the essay. Assessment/ Evaluation Check T chart for accuracy. Answer the 5 questions on the amendments on Kahoot aloud Nearpod checkups. Essays Materials Needed Smartboard, Brain Pop, t chart, textbook. Textbook, ipads, Smartboard, you tube, paper Textbook, Nearpod from OLC Paper, pencil Daily Lesson Plan Template Day & Date: Standard: Essential Question: Learning Goal: Activating Strategy: Lesson Opener: (_______ min.)
TEXAS CTE LESSON PLAN Lesson Identification and TEKS Addressed Career Cluster Transportation, Distribution & Logistics Course Name Energy and Power of Transportation Systems Lesson/Unit Title Four Stroke Cycles of an Engine TEKS Student Expectations 130.460. (c) Knowledge and Skills (3) The student applies technical knowledge and skills to simulated situations. The student is expected to: (A) identify the major components in a vehicular system Basic Direct Teach Lesson (Includes Special Education Modifications/Accommodations and one English Language Proficiency Standards (ELPS) Strategy) Instructional Objectives Students will… Explain step-by-step the four strokes of an engine. Rationale This lesson is designed to enable entry level students to understand the four strokes of an engine and how a 4 stroke engine functions. After completing this lesson students will be able to understand the operating principles of four stroke internal combustion engines. Duration of Lesson 1 45-minute period Word Wall/Key Vocabulary (ELPS c1a, c, f; c2b; c3a, b, d; c4c; c5b) PDAS II (5) Intake Compression Power Exhaust Valves Piston Cylinder Block Cylinder Head Materials/Specialized Equipment Needed Anticipatory Set (May include pre-assessment for prior knowledge) Show smoking tail pipe cartoon as students arrive: After the students are seated, ask the question, "Has anyone ever wondered why a car smokes?" Show diagram:
TEXAS CTE LESSON PLAN Lesson Identification and TEKS Addressed Career Cluster Health Science Course Name World Health Research Lesson/Unit Title Global Infectious Diseases TEKS Student Expectations 130.226. (c) Knowledge and Skills (2) The student explores and discusses current major human health problems in the world. (F) The student is expected to identify and describe the challenges in global health that can have the greatest impact on health in developing nations (3) The student explains who pays for health care in the world today. (A) The student is expected to compare the availability of health care in developing and developed countries (4) The student describes the engineering technologies developed to address clinical needs. (A) The student is expected to describe technologies that support the prevention and treatment of infectious diseases Basic Direct Teach Lesson (Includes Special Education Modifications/Accommodations and one English Language Proficiency Standards (ELPS) Strategy) Instructional Objectives Upon completion of this lesson, the student will be able to: Explain why infectious diseases are still one of the leading causes of death worldwide despite available technology and treatments Differentiate between emerging and reemerging diseases, and give examples of each Analyze at least ten of the world’s most common infectious diseases Examine available technology to combat infectious diseases in developing countries Rationale Despite safe and effective medical interventions, infectious diseases are the major cause of death, disability, and socioeconomic disruption for millions of people. An inquiry into the world’s most deadly infectious diseases is necessary to raise awareness of their broad and borderless impact. Duration of Lesson Word Wall/Key Vocabulary (ELPS c1a, c, f; c2b; c3a, b, d; c4c; c5b) PDAS II (5) Materials/Specialized Equipment Needed Part I: Track That Disease! Part II: Track That Disease! map of the world template, for the Global Wall Map project
Journal Entries + 1 Additional Writing Strategy Communication 90 Second Speech Topics Other Essential Lesson Components Enrichment Activity (e.g., homework assignment) For enrichment, the students will view and report on the PBS documentary DVD The Heroes: Extraordinary Individuals Battling the World’s Most Dangerous Diseases. (2 hrs.) Family/Community Connection CTSO connection(s) HOSA, SkillsUSA Service Learning Projects Lesson Notes
Package collected evidence in a manner that prevents loss, degradation, or contamination Package, store, and transport evidence from different scenes or searches in separate external containers Identify, collect, preserve, inventory, package, and transport evidence Prepare an evidence recovery log that documents Item number Description Location found (grid number if used) Collector's name Markings (either directly on the item or indirectly on the package) Packaging method Miscellaneous comments Identify evidence by Assigning personnel to designated search areas Initiating scene-specific search pattern(s) and procedures, including examining immobile structures for possible evidence Attempting to determine the method of bomb delivery Establishing the seat(s) of the explosion(s) Documenting blast effects (e.g., structural damage, bent signs, thermal effects, and fragmentation) Examining the crater, vehicles, structures, etc. Documenting the victims’ location(s) before and after the explosion Ensuring that victims are examined for bomb component fragments. Autopsies should include x-rays Collect evidence, including Suspected bomb components and fragments, including those recovered from victims Suspected materials used to construct and transport the explosive device(s) Crater material Residues and other trace evidence Additional items of evidence (e.g., blood, hair, fiber, fingerprints, tire tracks, weapons, documents, and tools) Comparison samples of indigenous materials Make sure evidence is Photographed Packaged and preserved in containers Labeled Recorded in the evidence recovery log Secured in the designated storage location Label, transport, and store evidence by Placing evidence from different locations or searches in separate external containers
none Lesson Closure Summative/End of Lesson Assessment * Explosive Devices Exam and Key Hazardous Materials Quiz and Key Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: none References/Resources/ Teacher Preparation Code of Federal Regulations (49 CFR §173.50) National Institute of Justice (NIJ) Department of Homeland Security (DHS) University of Arizona, Risk Management Services University of Northern Iowa State of Montana, Department of Military Affairs North Carolina State University Environmental Health & Safety Do an Internet search for the following: Oklahoma City Bombing rare footage video Lawofficer tactics weapons bomb street cop Lawofficer ATF illustration Additional Required Components English Language Proficiency Standards (ELPS) Strategies College and Career Readiness Connection Science Standards Foundation Skills: Scientific Applications of Communication C. Presentation of scientific/technical information 1. Prepare and present scientific/technical information in appropriate formats for various audiences Recommended Strategies Reading Strategies Quotes
E. Allan Pinkerton: 1. 1850 – formed Chicago’s first private detective agency 2. 1857 – founded North West Police Agency, providing security for the railroad industry 3. 1859 – founded the Pinkerton Protection Patrol, providing guard services for industrial companies 4. Pinkerton’s Inc. is still one of the largest agencies providing security services in the U.S. 5. Pinkerton is considered the father of the private security industry 6. Pinkerton was born in Scotland; he fled to the U.S. to escape arrest for political and social reform efforts 7. The Battle of Homestead – the infamous incident between mill laborers and Pinkerton security officers in which women and children of the laborers on strike humiliated Pinkerton agents 8. Pinkerton is credited with chasing Butch Cassidy’s gang to South America 9. 1880s – Pinkerton maintained records of known criminals – the only general file of the time F. Other notable private security agencies 1. Wells and Fargo – American Express Company partners for express freight delivery; used employees as security officers 2. Washington Perry Brink – started Brinks, Inc. as a package delivery service; now the largest armored car and courier service in the U.S. 3. Edwin Holmes – the first burglar alarm service 4. American District Telegraph (ADT) – installed home alarm systems, monitored and maintained them, and responded to alarm situations. Today, ADT services more than 5 million homes and 2 million businesses worldwide 5. George R. Wackenhut a) Left the FBI in 1954 to start Special Agent Investigators, a private security company b) Wackenhut Services, Inc. is now the largest contract security provider to the federal government c) Forerunner for integrated security solutions, integrating physical security and electronic security equipment d) Wackenhut Nuclear Services – protects more than half of the U.S. commercial nuclear power-generating plants G. Texas Department of Public Safety, Private Security Bureau
Once you have read the webpage above, click the back button to go back to the TWC homepage. Click the purple section that reads Job Seekers and Employees Locate the fourth red marker on the page and click the link that displays “Tips on Work Search, Interviews and Resumes.” (The link will take students to the Careeronestop pathways to success webpage). Once on the Careeronestop webpage, click the Resumes + Interview link. (Introduce the resume checklist to students) Have students read the section that explains why resumes can be challenging to create. Have students get familiar with Microsoft Word and Microsoft Publisher by guiding students to the Resume Templates. Have students to apply the skills of entering and editing text, and use the spelling and grammar tools along with the thesaurus. Independent Practice/Laboratory Experience/Differentiated Activities * Have students use the TWC website to search for jobs in the area. Tell students to be realistic when job searching. Mention to students that they must pay attention to the job details, such as qualifications, skills, and other requirements for the job opening. (This activity is designed for students to be aware of the resources available that are provided to individuals. Not only that, but to also make the information relevant to the subject matter when creating resumes). Have students complete the “Finding a Job” worksheet. This assignment will be evaluated using the assigned rubrics. Lesson Closure Question: Why are resumes so important? Question: What are the advantages of having a resume versus not having one? Question: What government agency website is available for individuals seeking employment? Question: What determines what type a resume a person may use? Summative / End of Lesson Assessment * Students will open either Microsoft Word or Publisher to create their own resumes or create a draft copy of a resume aimed at a career of interest. References/Resources/ Teacher Preparation Teacher will review the terms in the outline, power point and handouts to become familiar with lesson. Teacher should locate and evaluate various resources and websites before the lesson. Teacher will have assignments and website information ready to distribute to students. Texas Workforce Commission Texas CARES O*Net http://www.onetcenter.org/ Additional Required Components
Word Wall/Key Vocabulary (ELPS c1a,c,f; c2b; c3a,b,d; c4c; c5b) PDAS II(5) Politics Popular Consent Majority Rule Individualism Political Culture Pluralist Theory Elite Theory Bureaucratic Theory Policy Gridlock e-campaigning Materials/Specialized Equipment Needed Introduction to Political Science Key Terms Computers with Internet access Newspapers and/or magazines Anticipatory Set (May include pre-assessment for prior knowledge) Do an Internet search for a video clip of “Mr. Smith Goes to Washington Speech.” Have students watch the clip and then write an opinion article about his speech and if it could apply in Washington today. After the students complete their opinion pieces, lead a discussion in which the students can share their thoughts and ideas of modern day Washington. Use the Discussion Rubric for assessment. Direct Instruction * Review Lesson Key Point (see handout) Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: None Guided Practice * Students will create a chart titled “Classic American Theories.” In one column, the students will provide a definition of each theory and in the other they will provide a real-life example of that theory being applied in a citizen’s life. These theories include: Liberty Equality Popular Consent Majority Rule Popular Sovereignty Natural Law Individualism Religious Freedoms Independent Practice/Laboratory Experience/Differentiated Activities * Who Represents Me? Students research whom their representatives are on the local, state, and national levels. After they identify who represents them, students write a small biography about each candidate including their party affiliation, the numbers of terms held in that position and their major platforms. Use the Individual Work Rubric for assessment. Start a Petition.
Develop Career Pathway Research Presentation Determine College or University of Choice Develop College or University of Choice Research Presentation Determine Companies of Interest Develop Companies of Interest Research Presentation Rationale Career Pathways act as a personal GPS system for individuals to find their way to high demand, high wage, and/or high skill careers. Because today’s workplace expectations are more defined, today’s job seeker cannot rely on a generalist approach to their future career. Individuals seeking gainful employment need to possess a high level of career knowledge, so they can make informed decisions when choosing a career direction. This lesson will help you conduct the career exploration and research needed to help you discover your career pathway destination beyond high school. Duration of Lesson 5-6 Days Word Wall/Key Vocabulary (ELPS c1a,c,f; c2b; c3a,b,d; c4c; c5b) PDAS II(5) Terms Career Pathways - a workforce development strategy used in the United States to support workers’ transitions from education into and through the workforce. Programs of Study - an academic and career plan developed by your school to help move you towards a college and career path. Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data that reflects the state of the United States’ economy. This data includes the Consumer Price Index (CPI), the unemployment rate, and the Producer Price Index (PPI). Department of Labor (DOL) - a United States government cabinet body responsible for standards in occupational safety, wages and number of hours worked, unemployment insurance benefits, services, and a portion of the country's economic statistics. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce development professionals to understand today's world of work in the United States. Materials/Specialized Equipment Needed Instructional Aids Career Pathways slide presentation and notes Note Taking Form handout Materials Needed Handouts for each student Career Pathways Terms and Definitions Note Taking Form Activity 1 – My Career Pathway Activity 2 – Career Pathway Presentation Activity 3 – College or University of Choice Presentation
Other Essential Lesson Components Enrichment activity Encourage students to choose a person from history whom they admire. They will then research that person’s history and discuss what he or she did to reach his or her goals. Assign the following videos for the students to watch and provide a summary of information on the videos: Education and Training Videos A Day in the Life of an Elementary Teacher Becoming a Teacher Career Information: High School Teacher Pros & Cons TED Talks: TED is a nonprofit devoted to spreading ideas, usually in the form of short, powerful talks (18 minutes or fewer). The video below is related to this lesson. Allow students to view the video and lead a discussion concerning the TED Talk. Angela Lee Duckworth: The key to success? Grit Leaving a high-flying job in consulting, Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn’t the only thing separating the successful students from those who struggled. Here, she explains her theory of “grit” as a predictor of success. Family/ Community Connection Distribute Interview an Educator. Students will interview a successful educator and summarize his or her vision and goals for success in the classroom. Suggested questions include: Why did you want to become an educator? What is your ultimate goal in the classroom? What inspires you to continue teaching? CTSO connection Family Career and Community Leaders of America (FCCLA) STAR Events: Career Investigation – An individual event – recognizes participants for their ability to perform self-assessments, research and explore a career, set career goals, create a plan for achieving goals, and describe the relationship of Family and Consumer Sciences coursework to the selected career. SkillsUSA SkillsUSA Contests: Career Pathways Showcase – A team event – recognizes participants who use their course of study as the basis of a project that will benefit their class, school, community, or industry. Students will create and present a display that relates to the class, school, or community. Job Skill Demonstration A – A team event – recognizes participants who demonstrate and explain an entry-level skill used in the occupational area they are training in. Texas Association of Future Educators TAFE Competition: Exploring Education Administration Careers – An individual event – recognizes participants who job shadow an education administrator for 8 hours. Each participant observes the direction, leadership, and
Analyze the advantages and disadvantages of the different types of organizational structure. Understand that different types of organizational structure exist within businesses. Understand how to increase competitiveness depending upon the type utilized. Rationale It is important for students to recognize the importance of planning in an organization. Duration of Lesson Teacher’s Discretion Word Wall/Key Vocabulary (ELPS c1a,c,f; c2b; c3a,b,d; c4c; c5b) PDAS II(5) Organizing – Effectively accomplishing plans and using resources effectively Line organization – A form of organization where the line of authority begins with the top executive down through the lowest level in the organization Line and staff organization – Similar to line organization but utilizes specialized staff to assist employees at different levels Matrix organization – Temporary work teams are created and utilized to accomplish a specific task or project Organizational chart – A visual representation of an organization’s structure Team organization – Permanent work teams utilizing a team leader as opposed to supervisors Supervisor – Directs the work of the employees reporting to him/her Mid-manager – A middle-level manager who focuses mainly on one management function, although spends some time on other functions as well Executive – A top-level manager who primarily spends time on management functions Manager - Concentrates on all management functions and has others reporting to him/her Materials/Specialized Equipment Needed Poster board Flip chart paper Markers Computers for students to complete projects Projector for PowerPoint Corporate Organizational Chart Assignment #1 Corporate Organizational Chart Assignment #1 Rubric Org Structure Rap Assignment #2 Org Structure Rap Assignment #2 Rubric Case Study Report Assignment #3 Case Study Report Assignment #3 Rubric Teamwork Project Assignment #4 Teamwork Project Assignment #4 Rubric Anticipatory Set (May include pre-assessment for prior knowledge) Learner Preparation: Ask students what one thing that they think is the one thing that any business cannot do without, regardless of the size of the company or the industry it is in. Ideally, they should provide a response that has something to do with people or employees. Even in virtual businesses, Internet businesses with no locations, people are needed to perform business functions. Therefore, Human Resource Management is so essential for any business to succeed. Ask students to brainstorm functions of Human Resource Management. List on the board or document camera their responses. You will later compare their list to the information contained in the PowerPoint for this lesson.
Ring to hold index cards Spreadsheet software Database software Anticipatory Set (May include pre-assessment for prior knowledge) Have each student gather information from a business on how the business’s employees report their time. Have them include why they chose this particular type of input for reporting work hours as well as other types of reporting they have used. Include in the report the length of pay period they use in the business. Your students can get their information from a Manager or Assistant Manager by telephone interview, personal interview, or e-mail contact. Ask students to report their findings to the class in a short presentation. Direct Instruction * Introduction to payroll procedures with a beginning emphasis on terminology related to payroll. Students learn how to calculate hours worked using a time card and use that calculation to calculate gross pay. The lesson also covers calculating payroll taxes and adding in other types of deductions. Students complete payroll registers using all the above skills as well as learn control systems used in payroll payment. Activity 4.1.1 and 4.1.4 and 4.1.5 Guided Practice * Discussion Observation Demonstration Questioning Independent Practice/Laboratory Experience/Differentiated Activities * Activity 4.1.2 and 4.1.3 Lesson Closure Summative/End of Lesson Assessment * Observation Graded Assignments Quiz on Terms Related to Payroll Quiz on Formulas for Payroll References/Resources/ Teacher Preparation Textbooks: Guerrieri, Donald J., Haber, Hoyt, Turner. Glencoe Accounting Real-World Applications and Connections. Glencoe McGraw-Hill, 2000. ISBN/ISSN Ross, Kenton, Gilbertson, Lehman, and Hanson. Century 21 Accounting Multicolumn Journal Anniversary Edition, 1st Year Course. South-Western Educational and Professional Publishing, 2003. ISBN/ISSN: 0-538-43524-0 Ross, Kenton, Gilbertson, Lehman, and Hanson. Century 21 General Journal Accounting Anniversary Edition, 7th Edition. South-Western Educational and Professional Publishing, 2003. ISBN/ISSN: 0-538-43529-1. Websites: Mt. Nebo Accounting Simulation. Carl Lyman, 2009. Business Partners:
Articles pertaining to this lesson that students may read include: How to Prevent Toenail Fungus and Infections Toenail fungus and toenail infections are common, but there are ways to prevent them from occurring. Risks of Using Another Person’s Nail Clipper Sharing personal hygiene equipment should be avoided whenever possible and this includes nail clippers. Salon Health & Safety Policies Some salon activities pose risks to the health and safety of clients and staff. Salons establish policies to address and minimize these risks. Reading strategy: Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scrap paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful. Quotes Go confidently in the direction of your dreams. Live the life you have imagined. -Henry David Thoreau We must be willing to let go of the life we have planned, so as to have the life that is waiting for us. -E. M. Forster If you love life, don’t waste time, for time is what life is made up of. -Bruce Lee I pretty much make time for that weekly manicure. -Yancy Butler I can scarcely stand to have a manicure. I have to have them because you don’t want to look like a disgusting human being – it’s self-care and it has to happen, but I get very restless. -Laura Linney Writing Strategies Journal Entries + 1 Additional Writing Strategy Journal Entries: Strep throat is caused by the bacteria …. (streptococci). The signs and symptoms are …. Tetanus, commonly called “lockjaw”, is caused by …. (bacilli) and can cause …. Human Immunodeficiency Virus can be contracted by …. Hepatitis has many different symptoms, including …. A dirty salon means ……. Writing Strategy:
"School" means a private or public elementary or secondary school. Guided Practice * View and discuss videos about property crimes. To find videos do an Internet search for the following: Attempted burglary Alameda Surveillance Video Idiot of the Day: Stupid Criminal Big Red Burglary Duncanville Pump N Pantry - Smash N Grab the ATM video Use the Discussion Rubric for assessment. Independent Practice/Laboratory Experience/Differentiated Activities * Newscast activity. Divide the class into five groups. Assign each group four property crimes to cover in the newscast. Give each group five minutes to cover its crimes and create a story (skit, drawing, computer-based presentation, etc.) for each crime. Allow each group to decide the level of creativity to use. Give each group the option of an additional minute to perform its own commercials during their segment of the newscast. Use the Group Evaluation Rubric, Peer Evaluation Rubric, and Presentation Rubric to assess the newscasts. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: Accommodations for Learning Differences For reinforcement, students will find articles in the newspaper or online about property crimes and determine which charge should be used and why. Use the Research Rubric for assessment. Lesson Closure Have students complete the open-note quiz. Summative/End of Lesson Assessment * Property Crimes Exam and Key Property Crimes Quiz (Open Note) and Key Discussion Rubric Group Evaluation Rubric Peer Evaluation Rubric Presentation Rubric Research Rubric References/Resources/ Teacher Preparation Texas Penal Code: Do an Internet search for the following: Attempted burglary Alameda Surveillance Video
Idiot of the Day: Stupid Criminal Big Red Burglary Duncanville Pump N Pantry - Smash N Grab the ATM video Additional Required Components English Language Proficiency Standards (ELPS) Strategies College and Career Readiness Connection II. Foundational Skills C. Research across the curriculum Synthesize and organize information effectively. Design and present an effective product. 8. Present final product. Recommended Strategies Reading Strategies Quotes Multimedia/Visual Strategy Presentation Slides + One Additional Technology Connection Graphic Organizers/Handout Writing Strategies Journal Entries + 1 Additional Writing Strategy Communication 90 Second Speech Topics Other Essential Lesson Components Enrichment Activity (e.g., homework assignment) For enrichment, students will research the financial effect property crimes have on society. Use the Research Rubric for assessment. Family/Community Connection CTSO connection(s) SkillsUSA
of the Himalayas. It reaches more than five and a half miles into the sky. The Himalayas form a natural border between the Indian subcontinent and most of the rest of Asia. The Himalayas live up to their name, which means “home of snows.” The highest peaks are always covered in snow and ice. Fierce storms can dump 10 feet of snow on the area at one time. Water from glaciers in the Himalaya Mountains feeds northern India’s major rivers. Underneath the Himalaya Mountains, the Earth is always moving. This movement causes Mount Everest to rise slightly every year. It also makes earthquakes and landslides common in the area. Section 7 – Hindu Kush Mountains The Hindu Kush mountains form a rugged barrier between the Indus (IN-duhs) River valley and Afghanistan. This mountain range is not as tall as the Himalayas, but it is still one of the highest in the world. Some of its peaks are almost five miles high. Many parts of the mountain range are unlivable. Snow and ice permanently cover the steep slopes and peaks. The Khyber (KIE-ber) Pass forms a gap about 30 miles long in the mountains on the Afghanistan-Pakistan border. The pass connects central Asia to the Indian subcontinent. For thousands of years, traders used the pass to enter the Indus River valley. Invaders also used the pass. But many died in the mountains’ unforgiving landscape. Section 8 – Indus River The Indus River begins in the Himalaya Mountains. It gets water from snow melting in the Hindu Kush mountains and other mountain ranges. This runoff of melting snow and ice from the mountains keeps the river’s water level high. Eventually, the river flows through present-day Pakistan and empties into the Arabian Sea. The Indus River valley contains some of the best farmland in the world. Like the Ganges River, the Indus River carries silt from the mountains to the plains. The silt leaves the surrounding soil rich and fertile. The Indus River has often been compared to Egypt’s Nile River. Like the Nile, the Indus is an important source of water for the farmland that lies along its banks. Section 9 – Thar Desert
Students select and open an Internet browser and type in the suggested URL to obtain information for question two on the Internet Scavenger Hunt. Teacher prompts students for correct response to question two and redirects and/or reteaches key concepts as necessary. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: None Independent Practice/Laboratory Experience/Differentiated Activities * Students complete the remainder of the Internet Scavenger Hunt in class. The teacher will collect this assignment and assess student understanding of concepts related to research procedures/methods based on the accuracy of the student findings. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: None Lesson Closure (To be completed after presentation/demonstration) Ask- What do you think it means to practice ethical behavior? What are some examples of ethical behaviors you are expected to demonstrate in the computer lab/classroom? What are some examples of unethical behaviors that are considered inappropriate in the computer lab/classroom? What is the purpose of a Boolean search? How does the use of Boolean operators assist an individual when conducting research? What does CEA stand and for? IEEE? EIA? What is the general purpose of these organizations? Where are some sources of information on jobs and employment trend projections? What are some of the employment requirements and trend projections you discovered in your research? Did the wage statistics you found in your research match your initial ideas about wage possibilities in this field? How are the various employment opportunities in the electronics field similar or different from one another? Which knowledge, skill, or task requirements found in your research most surprised you? Why? What is one new piece of information you have found interesting or helpful as a result of your research? How can you use the information from this assignment to help you now? How can this activity/assignment benefit you in the future? Summative/End of Lesson Assessment * Informal Assessment- Teacher monitors progress of students working on computers and evaluates understanding of key concepts/policies. Teacher redirects inappropriate behavior or reteaches concepts related to lesson. Formal Assessment-