Career Research Blog Project
1 Introduction/Warm Up
Introduce a discussion of the blog format by inviting students to tell you what they know about blogs. Ask students
How many of you read blogs?
What types of blogs do you like?
Who do you know who writes a blog?
What kind of content do you see on blogs?
Warmup: Have students use one of the technology tools to respond to the questions about blogs:
- Do you read any blogs?
- What types of blogs do you like
- Do you know someone who writes a blog?
- What kind of content do see on blogs?
Explanation: Tell students they are about to do a short research project on the career of their choice and they will communicate their findings using the blog template on a website called Tackk. Explain to students that their occupational summaries should contain information that would be relevant and interesting for a school audience, which could include classmates, other students and classrooms, teachers, and parents. Ask students what types of information they think would be important and of interest for an occupational summary for this audience. They will also want to include other what types of information about that career that they personally find interesting. Possible interesting facts include: work schedule, famous people who have worked in that career, job availability, and more.
What should be included on Tackk blog:
Description of career
Other interesting facts
Other tackk media of your choice (more points for its relevance to your career)
Demonstration: Teacher may create a tackk that features 3 occupational careers they were interested in as a student. Include a variety of media and posts/comments. This can serve as an example for students. It can also be used to share the links to resources that students will need:
Occupational handbook: http://www.bls.gov/ooh/
Careers website: www.careers.org
Students review project criteria for Career Research Blog. Choose the career they would like to investigate. Refer to the teacher's tackk example to access career websites. Students should also take notes about the career they chose in the word processing/note-taking software of their choice. Students will need to write a first draft of their research.
When students have completed their first draft, have them get with a partner to edit their draft. Give students a specific list of items to consider. For example, students may want to look for: voice, organization, sentence variety, appropriateness for school audience, and spelling. Then students need to revise their papers.
Students share their first draft with a partner and edit their partner's paper focusing on: voice, organization, sentence variety, appropriateness for school audience, and spelling.
Students then need to make changes to their draft according their partner's feedback.
Create a class bulletin board for students to post all their tackk blogs in Tackk. Demonstrate to students how they will need to access and post their blogs here. Explain to students they will be required to comment on other classmates blogs. Discuss guidelines or expectations for commenting.
Students will publish their career research findings using the blog template in Tackk. They will sign in using their Edmodo accounts (if you use it). Students need to check the rubric to see if they have met all requirements.
Students will then comment on other classmates blogs.
Key Standards Supported
Speaking & Listening
|SL.9-10: Comprehension and Collaboration|
|SL.9-10.2||Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.|
|Presentation of Knowledge and Ideas|
|SL.9-10.4||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|SL.9-10.5||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|W.9-10: Production and Distribution of Writing|
|W.9-10.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.9-10.5||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|W.9-10.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.|
|Research to Build and Present Knowledge|
|W.9-10.7||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|W.9-10.8||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.|