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Unit Title: Profession in IT

Grade level: 10th12

th

Unit in Sequence 6 of 6

Length of unit: 2 weeks

Stage 1 Desired ResultsStudents will be able to understand the professions in the Information Technology Field.

They will recognize the pathways to various careers.

Meaning

Enduring Understandings/Generalizations:

1. There are both technical and functional jobs in Information technology.

2. Technical professionals can be both use technology as well as support technology.

Essential Questions:

1. Where do we see professions progressing?

2. Do we judge which career choices to make?Rationale

In this Unit there is going to be a range of goals for students. The unit primarily revolves

around professional goals for students in accordance with the NBEA standards. With the

current climate of moving towards STEM education this unit is designed to provide vocational

and professional resources for student's via technology. There is going to be significant

importance placed on Networking, Careers that are available, Interviewing, Resumes, Job

Descriptions, and Professionalism.

Knowledge & Skills Acquisition

Learning Goals:Students will be able to:

Classify if a position is functional or technical.

Appraise resumes to find the most qualified applicant.

Plan an interview with a professional.

Develop a resume to match job description.

Design a visual representation of various career paths.

Diagram career paths including education and certifications

Deduce job expectations from job descriptions Compose a professional letter in the form of a thank you note.

Research salary information professions for various careers.

Perform an interview as both an interviewer and interviewee


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Standards: (e.g., Iowa/Common Core standards.)

I. SelfAwareness

Achievement Standard: Assess personal skills, abilities, and aptitudes and personal strengths

and weaknesses as they relate to career exploration and development.

II. Career Research

Achievement Standard:

Utilize career resources to develop a career information database thatincludes international career opportunities.

III. Workplace Expectations

Achievement Standard: Relate the importance of workplace expectations to career

development.

IV. Career Strategy

Achievement Standard: Apply knowledge gained from individual assessment to a

comprehensive set of goals and an individual career plan.

V. SchooltoCareer Transition

Achievement Standard: Develop strategies to make an effective transition from school to

career.

VI. Lifelong Learning

Achievement Standard: Relate the importance of lifelong learning to career success.

https://www.nbea.org/newsite/curriculum/standards/career.html

21.912.ES.2

Essential Concept and/or Skill: Adapt to various roles and responsibilities and work flexibly in

climates of ambiguity and changing priorities.

Objectives:

Upon completion of this lesson the students will be able to classify 11 different IT

professions

Upon completion of this lesson the students will be able to appraise resumes with

limited time to find the most qualified applicant in relationship to the provided job

description.

Upon completion of this lesson the students will be able to construct 5 interview

questions for a professional that works with technology. Upon completion of this lesson the students will be able to design a resume that fits the

requirement of a specific job description with details from three positions.

Upon completion of this lesson the students will be able to prepare an infographic in the

form of a flow chart of career paths that includes the certification and education needed

to advance while missing minimal steps.
https://www.nbea.org/newsite/curriculum/standards/career.htmlhttps://www.nbea.org/newsite/curriculum/standards/career.html


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Upon completion of this lesson the students will be able to deduce the requirements of

a job based on the job description as per a rubric.

Upon completion of this lesson the students will be able to develop a thank you letter

that is meant for professional correspondence with minimal errors.

Upon completion of this lesson the students will be able to role play being an

interviewer by asking at least 5 questions of a peer that is meant to be interviewing as

an IT professional.


interviewee by answering at least 5 questions of a peer that is meant to be an IT

professional.

Student will be able to differentiate between functional and technical Information

Technology positions.

Differentiation:

In these lessons there are going to be a variety of ways to make the lessons more

approachable by those with different learning needs. For the students that might need extra

time with test, there are actually no graded summative assessments that have time constraints.

These assessments even have opportunities to present rather then write in an essay format.

Providing this method allows students to express their understanding in a way that works for

them. One student does have an issue that can cause problems, due to vision. In the lessons

there are ample opportunities to use computers for both the job descriptions and the resumes.

These laptops could use different software to either convert the information to adaptive brail

printers or using larger text. Final there is one student that is in the gifted and talented

program. This student will get a chance to interact with two professionals that will have asignificant wealth of knowledge. The work that the students are doing is also mainly inquiry

based that can provide and opportunity for gifted students to move beyond the course work.


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Students will know

What facts, concepts, vocabulary,

terminology, and other types of

knowledge will students learn in this

unit?

Technical Position

Functional Position

Quality Analyst

Business Analyst

Data Analyst

Project Management

Software Architect

Software Developer/Engineer

Technical Writer

Report Writer System Engineer

Network Engineer

Help Desk

Career Path

Certifications

Job Requirements

Prerequisite Certification

Accrediting Organizations

Resumes

Job Descriptions

Basic Requirements

Preferred Skills

Interview

Interviewee

Interviewer

Question Flows

Rapport Resume Relevant Questions

Students will be able to

What discrete skills/abilities will students be

able to demonstrate in this unit?

Research terminology Categorizing Jobs

Differentiate Career Paths.

Professional Speaking

Professional Writing

Professional Networking

Research

Flow Carts

Progressive Skills

Resume Writing

Reading for critical information

Resume Assessment Being Interviewed

Reading Resumes

Conducting Interviews

Persuasive Writing

Resources/Materials:

Computer for each student Poster Board

Markers

Job Descriptions that includes certification requirements

Certification manuals.

Anonymous Resumes

Generic Job Descriptions

Envelopes (purple, gold, white, black)


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Computer for each student

Modified resume from past lesson

Generic Job Description

Return of all work up to that point

Stage 2 Evidence (Assessment)See Additional Assessment Information

Types of assessment:

Preassessment :

Lesson One Preassessment Graffiti Boards

Lesson Five Preassessment Entry Slip

Lesson Six Preassessment Think Pair Share

Formative Assessment:

Lesson One Formative Assessment of Research

Lesson Two Formative Generation of questions for a professional

Lesson Three Formative Generation of questions for a professional

Lesson Four Formative Group Concept Maps

Lesson Five Formative Matching Activity

Lesson Six Formative Role Play

Summative Assessment:

Lesson One Summative Assessment of research paper

Lesson Two Summative Thank You note

Lesson Three Summative Thank You note

Lesson Four Summative Individual Career Infographic

Lesson Six Summative Final Paper/Presentation

Grading:

20 Points Research Paper

15 Points Thank You Note

15 Points Thank You Note

10 Points Career Infographic

40 Points Final Paper/Presentation


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Stage 3 Learning Plan

See Individual Lesson Plans

Overview

Day 1: Lesson 1

Day 2: Lesson 1

Day 3: Lesson 2

Day 4: Lesson 3

Day 5: Lesson 4

Day 6: Lesson 5

Day 7: Lesson 5Day 8: Lesson 6

Day 9: Lesson 6

Day 10: Presentations


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Lesson Plan #1

Name of class:

Business Information Technology I

Introduction to Information Technology

Careers

Length of class:

2 class periods 40 minutes each

LEARNING GOALS/STANDARDS:

Goal:

Students will be able to classify if a position is functional or technical.

Standards:

NBEA:

Career Research


Utilize career resources to develop a career information databasethat includes international career opportunities.

21st Century Skills:

21.912.ES.2

Essential Concept and/or Skill: Adapt to various roles and responsibilities and work flexibly in

climates of ambiguity and changing priorities.

LEARNING OBJECTIVES:

Upon completion of this lesson the students will be able to classify 10 different IT

professions Student will be able to differentiate between functional and technical Information


CONTENT :

Technical Position

Functional Position

Quality Analyst

Business Analyst

Data Analyst

Project Management

Software Architect Software Developer/Engineer

Technical Writer

Report Writer

System Engineer

Network Engineer

Help Desk

SKILLS:

Research terminology

Categorizing Jobs

Differentiate Career Paths.


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RESOURCES/MATERIALS NEEDED :


Poster Board

Markers

LEARNING PLAN

LESSON PLAN SEQUENCE & PACING

DAY 1

1. After everyone is in the classroom and seated it will be time to introduce the lesson and to

a lesser extent. To get started the students are going to be asked: When you think of IT

jobs, what do you think of. What would you consider to be a technical job? What is a

functional job?(Passing time/First 5 minutes)

2. On 11 posters there would be one of each following following terms:

Business Analyst

Quality Analyst

Data Analyst

Project Management

Software Architect


Technical Writer


Network Engineer

Help Desk

Students will get to walk around the room and write a brief, one sentence, description of

each job type without being told what any of the positions do. (20 Minutes)

3. After the class has come back together and sits down they will be given the rest of the

class to work on researching and writing a paragraph about each of the types of work. To

provide scaffolding a definition of technical and functional positions will be provided.

Students will need to rank the positions based on the technical skills that are needed. (15minutes)

Day 2:

1. As the students come into the classroom the students will get a computer and open the

work they started the previous day. To bring everyone back together and to reengage the

class the question will be asked, what are you having the most difficulty with? We will

discuss any obstacles that the group feels they are having. (5 minutes)


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2. The students will get an additional amount of time to work on the assignment. (2530

minutes)

3. Once the students have had a chance to complete, or get close to completing their

assignment there will be a discussion of each category. Some guiding questions would be(510 minutes):

What are some similarities between the positions?

What are some of the differences?

Which did you find to be the most technical?

Which did you find to be the most functional?

6. Assessment The assessment will be due several class periods later so that students

have time to complete the work at home or in computer during study periods.

Lesson Plan #2

Name of class:

Business Information Technology I Function

Positions

Length of class:

40 Minutes With prework


Goal:

Students will be able to:



Compose a professional letter in the form of a thank you note.

Standards:

II. Career Research

Achievement Standard: Utilize career resources to develop a career information database

that includes international career opportunities.


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questions for a professional that works with technology.

Upon completion of this lesson the students will be able to develop a thank you letterthat is meant for professional correspondence with minimal errors.



CONTENT :

Career Path

Functional Position

Project management

Technical Writer

Report Writer

Data Analyst

Business Analyst

SKILLS:




RESOURCES/MATERIALS NEEDED:


LEARNING PLAN

LESSON PLAN SEQUENCE & PACING1. Before the class students will be given an assignment sheet to help them with the

interviewing of a professional. When they come to the class students will need to have at

least 5 questions for a person that is working in Information Technology as a Project

Manager. (Prework)

2. Once the students arrive they will be introduced to the guest speaker. The guest speaker

in this case will be a professional that is a Project Manager. (First 5 minutes)

3. Guest speak has a chance to discuss their background (~20 minutes):

What they do

What is a SME? What are you an expert in? Years in the profession

Certifications

Education

Professional Organizations

What the other function positions do:

Technical Writer

Report Writer


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Data Analyst

What you look for when hiring

4. As the presenter finishes the students will be encouraged to ask their questions. (10

minutes)

5. As the guest is done and he is thanked for speaking one student will help him back down

to the office. Mean while the other students will be handed out the guidelines for the thank

you letter assignment. (5 minutes)

6. Assessment The assessment will be due within 48 hours so that students have time to

complete the work at home or in computer during study periods.

Lesson Plan #3

Name of class:

Business Information Technology I Technical

Positions

Length of class:

40 Minutes With additional prework


Goal:

Students will be able to:



Compose a professional letter in the form of a thank you note.

Standards:

II. Career Research

Achievement Standard: Utilize career resources to develop a career information database

that includes international career opportunities.


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Upon completion of this lesson the students will be able to develop a thank you letterthat is meant for professional correspondence with minimal errors.



CONTENT (What specific concepts, facts, or

vocabulary will be taught in this lesson?):

Career Path

Functional Position

Chief Technology Officer/ChiefInformation Officer

Quality Analyst

Help Desk

Software Architect


System Engineer

Network Engineer

SKILLS: (What skills will students practice

or apply?)




RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):


LEARNING PLAN

LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will

each part of the lesson take?)

1. Before the class students will be given an assignment sheet to help them with the

interviewing of a professional. When they come to the class students will need to have at

least 5 questions for a person that is working in Information Technology as a CTO or CIO.

(Prework)

2. Once the students arrive they will be introduced to the guest speaker. The guest speaker

in this case will be a professional that is a CTO/CIO. (First 5 minutes)

3. Guest speak has a chance to discuss their background (~20 minutes):


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What they do

What is a SME? What are you an expert in?

Years in the profession

Certifications

Education

Professional Organizations What the other function positions do:

Quality Analyst

Help Desk

Software Architect


System Engineer

Network Engineer

What you look for when hiring

5. As the presenter finishes the students will be encouraged to ask their questions. (10

minutes)

6. As the guest is done and he is thanked for speaking one student will help him back down

to the office. Mean while the other students will be handed out the guidelines for the thank

you letter assignment. (5 minutes)

7. Assessment The assessment will be due within 48 hours so that students have time to

complete the work at home or in computer during study periods.

Lesson Plan #4

Name of class:

Business Information Technology I What are

Certifications and which are available?

Length of class:

40 Minutes


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Goal:

Students will be able to diagram career paths including education and certifications

Students will be able to design a visual representation of various career paths.

Standards:

III. Workplace Expectations


development.

IV. Career Strategy




Achievement Standard: Develop strategies to make an effective transition from school tocareer.

VI. Lifelong Learning

Achievement Standard: Relate the importance of lifelong learning to career success.


Upon completion of this lesson the students will be able to prepare an infographic in

the form of a flow chart of career paths that includes the certification and education

needed to advance while missing minimal steps.

CONTENT (What specific concepts, facts, or

vocabulary will be taught in this lesson?):

Certifications

Job Requirements

Prerequisite Certification

Accrediting Organizations

SKILLS: (What skills will students practice

or apply?)

Research

Flow Carts

Progressive Skills

RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):


Job Descriptions that includes certification requirements

Certification manuals.


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LEARNING PLAN

LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will

each part of the lesson take?)

1. After everyone is in the classroom and seated it will be time to introduce the lesson. To

get started the students are going to be asked: What is one certification you remember our

speakers discussing? Take some time to discuss with your group. (Passing time/First 5

minutes)

2. The students will work in pairs to research and sketch out an infographic that shows the

certifications that are available to a network engineer, or another field if there are at least

five certifications available. During this time the teacher should be roaming around asking

formative assessment questions. Some questions would be (25 Minutes):

Which certifications come first?

Why do some certifications come before others? Who gives certifications

Why would someone want certifications

If a person were to have more certifications what affect would that have on their job

title?

3. Assessment The students will then work individually to create a infographic that has

the progression of various certifications. This infographic will summatively assess the

understanding of certification processes. (10 minutes and due before next class)

Lesson Plan #5

Name of class:

Business Information Technology I Resumes

and Job Descriptions

Length of class:

40 Minutes each day for two days


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Goal:

Students will be able to

Develop a resume to match job descriptions. Appraise resumes to find the most qualified applicant.

Design a visual representation of various career paths.

Deduce job expectations from job descriptions

Standards:

I. SelfAwareness


Assess personal skills, abilities, and aptitudes and personal strengths

and weaknesses as they relate to career exploration and development.

II. Career Research X


Utilize career resources to develop a career information databasethat includes international career opportunities.

III. Workplace Expectations X


development.

V. SchooltoCareer Transition X

Achievement Standard: Develop strategies to make an effective transition from school to

career.


Upon completion of this lesson the students will be able to appraise resumes with

limited time to find the most qualified applicant in relationship to the provided job

description.

Upon completion of this lesson the students will be able to design a resume that fits

the requirement of a specific job description with details from three positions.

Upon completion of this lesson the students will be able to deduce the requirements

of a job based on the job description as per a rubric.

CONTENT:

Resumes Job Descriptions

Basic Requirements

Preferred Skills

SKILLS:

Resume Writing Reading for critical information

Resume Assessment


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Anonymous Resumes

Generic Job Descriptions

Envelopes (purple, gold, white, black)

LEARNING PLAN


Day1

1. As students come into the classroom they will be given two envelopes one that is either

purple or gold, the second is either black or white., each will be closed. They will be told to

not open either envelope. Once students have gotten seated there will be a directed

discussion of certifications and the different professions inside IT. (Passing time/First 20

minutes) Why do people get certified?

What are the professions have we talked about?

How do we communicate with people that are hiring what skills we have?

How do people looking for employees let interested parties know who they would like

to hire?

2. After the discussion comes to a conclusion the students will be asked to open either their

purple or gold envelope. Inside the purple envelope will be a resume. Inside the gold is a job

description. Students will then be given five minutes to find the matching person without

taking. This lack of talking would demonstrate the inability to just call when it comes to

online job postings. (10 Minutes)

3. Once the previous matches are made the students will be asked to open either their black

or white envelope. Inside the purple envelope will be a resume. Inside the gold is a job

description. Students will then be given five minutes to find the matching person without

taking. This lack of talking would demonstrate the inability to just call when it comes to

online job postings (10 minutes)

Day 2:

1. As the students come into the classroom there will be an entry slip. The question is,What are some of the best practices for resumes or job descriptions. (5 minutes)

2. As the students wrap up the entry slip they will take a seat. Each student will be given two

matches from the day before. We will then discuss:

What difficulties did you have?

Was there anything you thought was easier then you expected?


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What could make this easier?

What would you add to the resume to make it a better fit for the job description?

Was there anything that was on the resume that made it tough to match up with a job

description?

What was on the job description?

Was your job description a fit for one or many people? What would you have added to the job description to find a more people to see

resumes from? (20 Minutes)

3. Assessment After the discuss students will be asked to rewrite both the resume and

the job description. They will be able to make the edits from the digital versions. (15

minutes)

Lesson Plan #6

Name of class:

Business - Information Technology I

Interviewing

Length of class:

40 Minutes


Goal:

Students will be able to plan an interview with a professional

Students will be able to perform an interview as both an interviewer and interviewee

Standards:

IV. Career Strategy




Achievement Standard: Develop strategies to make an effective transition from school tocareer.


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interviewer by asking at least 5 questions of a peer that is meant to be interviewing as

an IT professional. Upon completion of this lesson the students will be able to role play being an

interviewee by answering at least 5 questions of a peer that is meant to be an IT

professional.



CONTENT

Interview

Interviewee

Interviewer Question Flows

Rapport

Resume Relevant Questions

SKILLS:

Being Interviewed

Reading Resumes

Conducting Interviews Persuasive Writing



Modified resume from past lesson

Generic Job Description

Return of all work up to that point

LEARNING PLAN


Day 1

1. When students come into class they will have their papers, resume and job

description, printed off. Each student will be asked to review with a neighbor how

they prepared their resume and job description (Passing time/First 3 minutes)

2. After students have had a chance to work with a partner they will be given the

assignment sheet for the interview role play. The students will then swap job

descriptions with their neighbor. Students will research interview questions so thatthat can create an interview that will last at least 10 minutes. Students will also use

the preparation time to make sure they know their resume thoroughly. (17 Minutes)

3. Role Play Round 1: Each person will have 10 minutes to act like the person that is

hiring for the job description they were handed. The other participate should try to

answer the questions the best they can, like the resume that they crafted is their own.

If the questions don't the full time each pair should be redirected to work on the


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interview, or take notes of what they would like to discuss in their reflection. Guiding

questions to ask while walking around? (10 Minutes)

Do you think your questions provided you enough info to hire or not?

Do you think your resume would prepare you for this job?

Have you asked everything that you would like to ask?

4. Role Play Round 2: Students will swap roles. Using the other partners resume and

job description. The same questions will be asked.

5. Assessment Students will be asked to write a two paragraph reflective

response to the interview.

Day 2

1. When students walk in they will write on the white board at the front of the room a

response to, What was the most difficult part about the interview exercise?

(passing/2 minutes)

2. Assessment Students will need to perform a unit comprehensive

summative assessment. The students will be given an option they can create a

presentation or essay. This differentiation is to help with students that have

strengths in different areas. Topics covered in both should be:

Types of IT Job

Technical

Functional

Certifications

What they are?

Why they can help?

Characteristics of a Resume

Characteristics of a Job Description

Interview questions

(remaining portion of class for work)

3. Before students leave they will sign up for a presentation spot if they choose to do

that route.


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__________________________________________________________________

Assignment 1 Lesson 1

Research of positions 20 Points

For your assignment you will need to describe each of these positions below. When

describing them you should compare and contrast them to the other types of jobs.Finally you will need to decide which in the most technical and which is the least

technical with reasoning behind your opinion.

Quality Analyst

Business Analyst

Data Analyst

Project Management

Software Architect


Technical Writer


Network Engineer

Help Desk

__________________________________________________________________

Assignment 2 Lesson 2 and 3

Thank You Note 15 Points Each

We are going to be having two guests that have been gracious enough to take time out

of their busy schedule to be with us. You need to send them a professional thank you

note. In your letters you should provide professional greetings, messages, and

signatures. To help with your messages you should ask additional questions, point out

what you found interesting, and most importantly thank them from their time. These

letters are due within two class periods of the speaker joining us so that I can get them

sent to the guests in a timely fashion.

__________________________________________________________________

Assignment 3 Lesson 4

Infographic Assignment 10 points

You are going to be creating an individual infographic. You will need to show:

How a career starts

How a career progresses

How a career can move in one straight line

How education is involved

How certifications are involved

__________________________________________________________________


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Assignment 4

Final Paper/Presentation 40 points 40% of this unit

We have talked a lot about job choices, so I would like to get you a choice. You

will need to write a paper or make a presentation about our last couple of weeks of

work. To get full credit you will need to reflect on all of the IT jobs we discussed, reflecton certifications and education, describe the characteristics of a good resume,

characteristics of a good job description, and reflect on interview questions. You will

have limited time to work on this is class so please plan accordingly. Presentations

should be limited to 7 minutes, if you decide to present please let me know after we

start working on this report.

__________________________________________________________________

Rubric for Research Paper

Exemplary

5 Points

Median

2.5 Points

Unsatisfactory

0 point

What are

some

similarities

between the

positions?

Adequately describe similarities

between both technical and

functional careers with at least 3

examples.

Describes only functional

or technical roles.

Describes neither

functional or

technical

What are

some of the

differences

?

Adequately describe differences

between both technical and

functional careers with at least 3

examples.

Describes only functional

or technical roles.

Describes neither

functional or

technical

Which did

you find to

be the

most

technical?

Provides a reasoning behind their

assertion of which is the most

technical

Doesn't Address

Which did

you find to

be the

most

functional?

Provides a reasoning behind their

assertion of which is the most

functional

Doesn't Address

__________________________________________________________________


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Rubric Thank You Note Lesson Two and Three

Exemplary

5 Points

Proficient

2.5 Points

Unsatisfactory

1 point

Writing

Free of grammaticalerrors Minimal Errors(3-4) Significant Errors

(5+)

Message Appreciative

language with

professional tone.

Proper greeting and

signature.

Appreciative language

with professional tone.

Missing

proper greeting or

signature.

Appreciative language

with professional tone.

Missing

both proper greeting and

signature.

Body Provides examples of

areas of interest and

asks further

questions

Provides examples

either areas of interest or

asks further questions

Fails to provide

examples of areas of

interest and asks further

questions

_________________________________________________________________

Rubric for Lesson 3

Infographic Rubric Meets Requirement Doesn't Meet Requirement

Select One

Has a logical Start 2 Points 0 Points

Demonstrates Career

Progression

2 Points

0 Points

Connections made between

steps

2 Points 0 Points

Shows Linear Nature of

Careers

2 Points 0 Points

Demonstrates importance

of education and/or

certifications

2 Points 0 Points

__________________________________________________________________


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Rubric Lesson 4

Rubric for Final

Paper/Presentation

Exemplary

5 Points

Proficient

4 Points

Below Proficient

3 Points

Unsatisfact

ory

1 point

Describing IT Jobs

x2 points

Reflectively

describes

technical and

functional IT

Professions with

examples

Describes technical

and functional IT

Professions with

examples

Describes technical

or functional IT

Professions with

examples

Describes

neither

technical

or

functional

IT

Professions

Certifications and

Education

Reflectively

describe

differencesbetween both

certification and

education with

examples

Describe differences

between both

certification andeducation with

examples

Describe

differences either

certification oreducation with

examples

Describes

neither

certification or

education

Characteristics of

a resume

Describe all

important aspects

of a resume

Describe most of the

important aspects of

a resume (missing

1-2)

Missing significant

aspects of a resume

(missing 3-5)

Doesn't

Address

Characteristics of

a job description

Describe all of the

important aspectsof a resume

Describe most of the

important aspects ofa job description

(missing 1-2)

Doesn't

Address

Interview

Questions

Reflectively

describes

Interview

Questions and

practices

Describes Interview

Questions and

practices

Poorly describes

Interview questions

and practices

Just

addresses

Interview

Questions

Grammar Free of

grammatical

errors

Minimal Errors

(3-4)

Significant

Errors

(5+)

Writing Appropriate

language with

professional tone.

Appropriate

language with

professional tone.

Missing transitions

Appropriate

language with

unprofessional

tone.

Missing transitions

No flow of

message


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