How Can My Personal Interests Relate to Jobs?

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How Can My Personal Interests Relate to Jobs?

• A transition-focused unit
• developed and taught by
• Ashley Curtis
• Spring 2007

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Student Descriptions

• 3rd and 4th grade students
• Four in 3rd grade and three in 4th grade
• Self contained DHH classroom
• except for science and specials
• All 7 use ASL and 5 use spoken English as well
• 2 have cochlear implants and 5 have hearing aids
• 4 hearing aid users are HH and use spoken
  English
• 1 cochlear implant student uses spoken English as
  well
• None of the students comprehend spoken English
  consistently.

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Transition Needs

• Prior Experiences
• Students have been exposed to community and
  transition units each spring
• This unit builds on these experiences
• Related Life Centered Career Education (LCCE)
  Competencies
• Daily Living Skills
• 1. Managing Personal Finances
• Personal-Social Skills
• 43. Identify interests abilities
• 15. Making Adequate Decisions
• Occupational Guidance and Preparation
• 17. Knowing Exploring Occupational
  Possibilities.

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Instructional Focus

• Unit Content Areas
• Math, Social Studies, and Science
• These 3 content areas are integrated into one
  thematic unit, presented here
• Language Arts was taught by another teacher
• Elements of the unit were integrated with the
  unit (also posted on website) by Lindsey Cecala

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Language

• The Language Proficiency levels for my students
• 3 students on Level 6
• They can communicate with people that they dont
  know and both parties are able to comprehend each
  other, with some clarifying.
• 2 students on Level 5
• They are generally understood but more
  clarification is needed by both parties in order
  to comprehend all details.
• 1 student on Level 4
• Strangers would had a hard time communicating
  with this student and familiar adults have to ask
  for clarification frequently.
• 1 student on Level 3
• This student is hard to understand by most people
  
• -leaves out a lot of details
• -other person has to figure out what the student
  is trying to say.

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Math

• 3rd and 4th grade skills
• Students can do two-digit addition
• Most of the time they remember to carry, if
  needed
• Students can do two-digit subtraction
• They forget to borrow most of the time
• Students are just now learning multiplication
• They know the 0, 1, 2, 5, 10, 11 facts
• The biggest problem is retention
• Students forget many things they have learned if
  they stop using these skills for awhile.
• They also struggle with money

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Social Studies

• 3rd and 4th grade
• Students need maps to help them locate places and
  need timelines to place events over time
• The biggest instructional challenge is the
  students difficulty in answering questions
• They give up when asked to read and answer
  questions by themselves.
• They often cry or immediately sign/say I dont
  know.
• They are much more successful when worksheets or
  questions are signed to them.
• They really enjoy social studies once they
  realize that they can do the work!
• They need a lot of prompting to get them going.
• They do really well on map work

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Science

• 3rd grade
• Class is mainstreamed
• I go with them to help teach
• Challenges
• Vocabulary is very hard for these students.
• Questions that they must read and answer own
  their own
• They give up when they see a questions with
  lines for the answer.
• Not paying attention to the interpreter
• They miss the content knowledge and information
  that they need.
• Skills
• They excel in hands-on work

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Science

• 4th grade
• They are mainstreamed with only an interpreter
• They take tests in my room
• I help with their homework when time allows
• I work with them every Friday to review and do
  tests
• 2 out of the 3 do really well
• They only need help when language is challenging
  so I interpret questions for them
• 1 student wants to be told the answers
• Needs a lot of prompting to complete the
  worksheets and tests
• Vocabulary is the biggest challenge for the
  students in this class, too.

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Unit Design Stage 1 Identify Desired Results
Unit Goals Developed by combining standards and
student needs 1) Students will explain and
discuss different jobs they would like and not
like to do in the future. 2) Students will design
a chart/graph and interpret meaning from the
chart/graph 3) Students will explain how outside
factors affect the local job market. 4) Students
will keep their own records and observations, and
be able to explain why it is important to keep
records.
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Stage 1 Overarching Questions Unit
Understandings
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What key knowledge and skills will students
acquire from this unit?

• Students will know
• That there are many different jobs/careers in the
  world
• That not everyone likes the same jobs as another
  person, and that is okay
• That each job has different requirements
• How to read and make a graph (about jobs)
• Students will be able to
• Explain what jobs they like and dont like
• Keep accurate records
• Make good personal decisions about purchases
• Design and pass out a survey about job interests,
  and interpret the results

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Unit Design Stage 2 Assessment
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Stage 2
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Stage 2
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Stage 2
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Stage 2
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Stage 2
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Stage 3 Lessons Activities
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Stage 3
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Stage 3
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Unit Table for Math
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Unit Table for Math
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Unit Table for S.S.
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Unit table for S.S.
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Unit table for Science
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Unit table for Science
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Lesson Plans

• Here are my weekly lesson plans for the unit.
• Math Week 1
• Math Week 2
• Math Week 3
• Social Studies Week 1
• Social Studies Week 2
• Social Studies Week 3
• Science Week 1
• Science Week 2
• Science Week 3

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Assessment of Standards
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Assessment of Unit Facets
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Assessment of Unit Facets
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Assessment of Unit Goals
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Unit Results

• Overall Results
• Students have detailed knowledge on the parts of
  graphs
• how to make a graph,
• how to read a graph, and
• how to answer questions about graphs.
• Students can describe the difference between a
  want and a need
• Students are aware that families have a monthly
  budget and that they have to plan for the future
• Students know that they need to read coupons
  carefully
• Students understand they need to plan for
  emergencies and need to save for the future.

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Unit Results
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Unit Evaluation

• My Evaluation
• The unit was plan was for 3 weeks and I taught it
  for 6 weeks
• I still did not finish the unit!
• Most of the lessons were pretty high
• I had to modify them to meet my students needs
  better
• The students really enjoyed the unit once they
  got into the topic.
• The unit went in a very different direction
• I had to re-plan based on how the students
  responded
• I had to fill in the gaps and holes in their
  learning

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Evidence

• Here are pictures of my students work from the
  unit.

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Bulletin Board
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Student Surveys
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Final copies of graphs
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Wants and Needs
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Students Unit Book
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Student work sample 1
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Student Income Record
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Apartment Rental
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How will this help in the real world? (What
transition skills did they learn?)

• Social Studies
• They know they should read coupons carefully
• They need to buy things that they need before
  they buy things that they want
• They need to have a plan and a budget for their
  money
• Math
• They can read tables, charts, and graphs
• They can make tables, charts, and graphs
• They know the importance of keeping good records

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Teaching Tips

• Advice about teaching this unit
• Be flexible with the time framework for the
  lessons
• Let the students move at their own pace
• Move at your pace as well
• Eliminate modify lessons or activities based on
  timelines and the needs of your students
• Follow the path of your students within the unit.
• Have fun teaching and the students will have fun
  learning!