Title: Jobs, Internships, Careers! Whats the difference?

Grade Level: Freshmen (9th grade)

Duration: 40 minutes
ASCA/NYSSCA NATIONAL STANDARDS FOR STUDENTS:
Academic Development Standard A: Students will acquire the attitudes,
knowledge and skills that contribute to effective learning in school and
across the lifespan.
Competencies:
A: A1 Improve Academic Self Concept
A: A1.1 Articulate feelings of competence and confidence as learners
A: A2.2 Display a positive interest in learning
A: A1.3 Take Pride in work and achievement
A: A1.4 Accept mistakes as essential to the learning process
A: A1.5 Identify attitudes and behaviors that lead to successful learning.
A: A2 Acquire Skills for Improving Learning
A: A2.1 Apply time management and task management skills
A: A2.2 Demonstrate how effort and persistence positively affect learning
A: A2.3 Use communication skills to know when and how to ask for help when
needed
A: A2.4 Apply knowledge and learning styles to positively influence school
performance
Academic Development Standard B: Students will complete school with
the academic preparation essential to choose from a wide range of
substantial post-secondary, including college.
Competencies:
A: B1 Improve Learning
A: B1.1 Demonstrate the motivation to achieve individual potential
A: B1.3 Apply the study skills necessary for academic success and each level
A: B1.4 Seek information and support from faculty, staff, family and peers
A: B1.5 Organize and apply academic information from a variety of sources
A: B1.6 Use knowledge of learning to positively influence school performance
A: B1.7 Become self-directed and independent learner

Personal/Social Development Standard A: Students will acquire the

knowledge, attitudes, and interpersonal skills to help them understand
and respect self and others.
Competencies:
PS: A1 Acquire Self Knowledge
PS: A1.1 Develop positive attitudes toward as a unique and worthy person
PS: A1.3 Learn the goal setting process
PS: A1.5 Identify and express feelings
PS: A1.9 Demonstrate cooperative behaviors in groups
PS: A1.10 Identify personal strengths and assets
PS: A2 Acquire Interpersonal Skills
Competencies:
PS: A2.6 Use effective communication skills
Personal/Social Development Standard B: Students will make decisions,
set goals, and take necessary action to achieve goals.
PS: B1

Self -Knowledge Application

Competencies:
PS: B1.2 Understand consequences of decisions and choices
PS: B1.5 Demonstrate when, where and how to seek for help for solving problems
and
Making decisions
PS: B1.11 Use persistence and perseverance in acquiring knowledge and skills
Academic development Standard C: Students will understand the
relationship of academics to the world of work, and to life at home and in
the community.
Competencies:
C: C1 Relate School to Life Experience
A: C1.2 seek co-curricular and community experiences to enhance the school
experience
A: C1.3 Understand the relationship between learning and work
A: C1.5 Understand that school success is the preparation to make the transition
from student to

Community member
A: C1.6 Understand how school success and academic achievement enhance
future career and
vocational opportunities
Career Development Standard A: Students will acquire the skills to
investigate the world of work in relation to knowledge of self and to make
informed career.
Competencies:
C: A1 Develop Career Awareness
C: A1.1 Develop skills to locate, evaluate and interpret career information
C: A1.2 Learn about the variety of traditional and nontraditional occupations C:
A1.3. Develop an awareness of personal abilities, skills, interests and motivations
C: A2 Develop Employment Readiness
C: A2.5 Learn to respect individual uniqueness in the workplace
C: A2.6 Learn how to write a rsum
Career Development Standard B: Students will employ strategies to
achieve future career goals with success and satisfaction.
Competencies:
C: B1 Acquire Career Information
C: B1.1 Apply decision-making skills to career planning, course selection and
career
transition
C: B1.2 Identify personal skills, interests and abilities and relate them to
current career choice
C: B1.3 Demonstrate knowledge of the career-planning process
C: B1.7 Describe traditional and nontraditional career choices and how they
relate to career choice
C: B2 Identify Career Goals
C: B2.1 Demonstrate awareness of the education and training needed to
achieve career goals
Career Development Standard C: Students will understand the relationship
between personal qualities, education, training and the world of work.
Competencies:

C: C1 Acquire Knowledge to Achieve Career Goals

C: C1.1 Understand the relationship between educational achievement and
career success
C: C1.7 Understand that work is an important and satisfying means of
personal expression
New York State Learning Standards/Common Core

English Language Arts Standard 1: Language for Information and

Understanding
Students will listen, speak, read, and write for information and understanding. As
listeners and readers, students will collect data, facts, and ideas; discover
relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts. As speakers and writers, they will
use oral and written language that follows the accepted conventions of the English
language to acquire, interpret, apply, and transmit information.
English Language Arts Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use
oral and written language that follows the accepted conventions of the English
language for effective social communication with a wide variety of people. As
readers and listeners, they will use the social communications of others to enrich
their understanding of people and their views.
Common Core Key Points in ELA/Literacy standards for grade 9
College and Career readiness anchor Standards for Speaking and
Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others ideas and expressing their
own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally.
3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating

command of formal English when indicated or appropriate.
College and Career readiness anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
Vocabulary acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
6. 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 considering a word or phrase important to
comprehension or expression.
College and Career readiness anchor Standards for Writing
Text types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
NOSCA The College Board National Office for School Counselor Advocacy
1. College Aspirations

Goal: Build a college-going culture based on early college awareness by nurturing in

students the confidence to aspire to college and the resilience to overcome
challenges along the way. Maintain high expectations by providing adequate
supports, building social capital and conveying the conviction that all students can
succeed in college.
2. Academic Planning for College and Career Readiness
Goal: Advance students planning, preparation, participation and performance in a
rigorous academic program that connects to their college and career aspirations
and goals.
3. Enrichment and Extracurricular Engagement
Goal: Ensure equitable exposure to a wide range of extracurricular and enrichment
opportunities that build leadership, nurture talents and interests, and increase
engagement with school.
4. College and Career Exploration and Selection Processes
Goal: Provide early and ongoing exposure to experiences and information necessary
to make informed decisions when selecting a college or career that connects to
academic preparation and future aspirations.
5. College and Career Assessments
Goal: Promote preparation, participation and performance in college and career
assessments by all students.
6. College Affordability Planning
Goal: Provide students and families with comprehensive information about college
costs, options for paying for college, and the financial aid and scholarship processes
and eligibility requirements, so they are able to plan for and afford a college
education.
Classroom Setup and Behavior Management:
The classroom is limited in space therefore desks will be pushed together where
there will be six groups of four students at each desks. In order to prevent disruptive
behavior co-leaders will be walking around or sitting with groups while the school
counselor gives the lesson. School counselor will also explain the duration of the
lesson and that their cooperation is needed throughout the lesson in order for all
students to learn and disruptive behavior will not be
Learning Objectives: Students in the 9th grade will be able to be able to
distinguish the difference between jobs, careers and internships. It is expected that
90% of students will have increased their knowledge of each.
Co-Leaders: 9 12th Grade classroom teachers
Materials:

1. Computer and overhead projector

2. Define Each Category?
3. Exit Sheets: What did you learn today?
4. Career (Internship) and Job Poster

Behavior Management: The following rules will be set and explained to the
students. They will also be told that failure to comply with the rules will result in a
warning, a call home and a visit to the principals office

Raise your hand at all times

Do not call out
Respect everyones answers and opinions
Be respectful to your peers and staff
Ask for permission to use the restroom

Developmental Learning Activity:

Introduction: School counselors will begin with a brief introduction of who they are
and where they are located. Counselors will then begin to give a brief overview of
how students are expected to behave and what they will expect to get out of the
lesson. Then, students will be asked by a show of hands if they know the
differences between jobs, careers and occupations.
Activity #1: Students will be handed out the Define Each Category sheets that will
assess how much they know about these categories before the lesson begins. After
they have finished counselors will begin to present their lesson to the class.
Counselors will need a computer at their disposal in the event that internet access
is needed. Counselors will also begin to explain to students that jobs and careers
are often used to describe the same thing but they are very different. When each
category is presented counselors will call on students to ask different questions.
Questions that will be asked are:
Have you thought of getting a job?
Are you thinking about getting an internship?
How soon is too soon get an internship?
What are different careers that you know of?
What are careers you have thought of, if any?
What are some steps to get to a desired career?
Activity #2: After students learn the differences of each category. They will be
handed a Student Interest sheet with various questions. School counselors will
inform students that it is important to understand themselves and interests when it
comes to working at jobs or choosing a career for the future. This assignment is also
meant for students to that have not thought about their future careers or are
undecided to build a foundation and begin exploring things that they may be
interested in. After they fill out the sheets students will be asked to keep the sheets
and visit the school counselor if they would like to further discuss their interests.

Conclusion: Counselors will ask students to return to their seats. Counselors will
then distribute a sheet that will state What did we learn today? where students
will have to answer a few questions on the lesson, once students are done filling out

the sheets counselors will collect them and they Do Now sheets. Counselors will
proceed by emphasizing to students that is okay for them not to know what they
want to do but that it is important for them to be able to differentiate each term
that was taught to them. They will also give a brief recap of what was learned and
will also begin to emphasis to students to become aware and participate in career
events that will happen throughout the school year.
Follow up: School counselors will hold a career event and track how many
freshmen attend the event. In order to track the students a survey will be held
where students will indicate their grade level.

Name:
Date:

Whats the Difference?

1). In 3 sentences describe what the word job means to you

2). In 3 sentences describe what a career means to you

3). In 3 sentences describe what an internship means to you

Name__________________

Date___________________

What Did I Learn Today? Exit Ticket

Can you list 3 things you learned in class today?

1).

2).

3).
What was your favorite part of the lesson?

What was the most important thing you learned today?