Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced

Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced
Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced
Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced
Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced
Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced
Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced
Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced
Career Ready, Honors, Middle/ High school, Evidence, Sort, Jobs, Advanced
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PDF

(518 KB)
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Standards
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  • StandardsNEW

I have used this as an anticipatory guide with my 8th graders. This is what I use to get students focused on career readiness. This activity helps us dive in deeper to society and norms. It's not just an idea about a career from a test. It's a deep dive into how students feel about the careers in our society.

Students are arranged in groups of four. They are given the jobs. I laminate and cut out the jobs prior to their sort. The honors groups are given all of the jobs, and my on level classes are given a page or two of jobs depending on what I deem most beneficial. I, also, will intentionally leave a few of the jobs I know students will need assistance in understanding for my honors class and encourage in class investigation using the class computer.

Students sort the careers based on whatever criteria you give. There are enough careers for each student to have one as well, if you decide to have students draw their careers, research them and then collaborate.

This is a simple resource but one that tends to get students really thinking.

Log in to see state-specific standards (only available in the US).
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Total Pages
N/A
Answer Key
N/A
Teaching Duration
30 minutes
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