Project Guideline: Students will come to understand the relevance of foreign language study as to its import on their future studies and careers.
Goals:
a. Students will use the Internet to research career options and occupational opportunities in which foreign language skills are a key component. (CrCS-1.3, 1.4, 1.7)
b. Students will become aware of possible employment settings in which language skills may be utilized. (CCCS-World Language 7.2)
Activities: Students will approach the task as if they were majoring or minoring in Spanish as a college student. Their objective is to answer the question: What can I do with this Spanish major upon graduation? Using the web sites listed under URLs, they will find the answers to the following:
1. What are my possible career options and occupational opportunities?
2. What are some possible employment settings?
a. Divide those settings into:
*Primary Skills- (example-Teaching, Translation)
*Secondary Skills- (example-Corporations, Media, Government, Missionary Work, Health Care)
Assessments: Students will have three options. (This allowing for different ability levels of students)
a. Using the information they have obtained from their Web search, students will then proceed to do a job search. Using the Career Builder website, (www.careerbuilder.com/mjs/cbhomemega.html) they will attempt to find jobs that would be available to them based upon their career choices and Foreign Language skill. They will then word process a detailed report of their findings.
b. Using Power Point, students will prepare a presentation/show on the career/s of their choice. They will show how their knowledge of Spanish will be integral to this particular career choice.
c. Students will use a Graphics design program, or Microsoft Word to create a poster/advertisement which will encourage students to continue their study of Spanish, and illustrate the career opportunities available.
SUGGESTED ASSESSMENT RUBRIC
Observed Possible Earned
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The need for information was recognized |
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Student was insightful in determining the types of information that would benefit different parts of the project. |
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Student was effective in seeking out the needed information . |
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Student recognized how the additional information enhanced the project. |
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The finished project answered the questions as presented in Activities 1 and 2. |
Grade ____ Totals _____ ______
Project Time Line: Suggested time of five class days: allowing 1-2 days for research, and remaining time for completion of chosen project.
Computer Rules:
1. Web connectivity
2. Word Processing program: Microsoft Word
3. Color Printer
4. Graphic Design Program
Technology Checklist:
1. Schedule computer time
2. Check to see that all students have log on capabilities
3. URLs checked:
www.Careers.csulb.edu/monographs/foreign
www.foreignlanguages.eku.edu.careers.html
www.harding.edu/forlang/Careers.html
www.oswego.edu/other_campus/student/sucs/career_svcs/resources/career_booklets/bookletforeignlanguage.html