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CAREER QUEST |
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What career path am I headed toward? |
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How do I write a resume? |
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What is a cover letter? |
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And a thank you letter! What’s that for? |
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I’ve got a job interview; now what do I wear!? |
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The job I interviewed for was just offered to me! Now I’m not sure that it’s a good offer. How can I tell? |
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When people start talking to you about careers and resumes do your eyes glaze over? Do you think ”I’m too young to decide on what I want to do for the rest of my life!” This "web-quest" will help you sort through the confusion of selecting a career and assist you in developing the confidence and strategies needed to apply for a job and go on an interview. |
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THE TASK: What do you want to be when you grow up?
Your parents, teachers, relatives and friends are constantly asking you this
question. You don’t know how to answer them. When they tell you that you can
be anything that you want to be you feel overwhelmed and want to hide. By
completing this “web-quest” you will be prepared with an answer the next time
someone asks. Within this quest you will investigate careers and determine which career clusters you are best suited for and why. You will develop a resume which you can use to apply for any job. You will investigate job openings, write cover letters for each job, research interviewing tips, and compose follow-up letters. And you will learn ways to evaluate the offers once they start coming in to determine whether or not these jobs are right for you. |
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THE PROCEDURE: This web-quest is divided up into 6 sections. You must complete each section before moving on to the next. At the end of each section you are to submit your work to your teacher for correction and revision. At the end of the web-quest you will submit all of your corrected work to your teacher in a folder. It is to be neat, in order, mistake free, and turned in on time. Employers will not even give you a second glance if your resume and cover letter are not neat and if there are any mistakes in them. (Consult the scoring rubic at the end of this quest for scoring clarification.) TIMELINE: Click on this link to access the timeline.
Following this timeline will help you complete this web-quest by the due
date. |
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THE PERSONALITY/INTEREST SURVEY: In this section you will take a personality/interest survey. These
surveys have been designed to help you determine the careers you are most
suited for. You may complete one or all of the surveys then compare the
results. Click on any of the links below. Answer the questions and print out
the results. Submit the results to your teacher for review. |
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THE CAREER RESEARCH: These sites have information that will be helpful to you in researching your careers. Research 3 careers. Base your career research on your personality/interest survey results. For each career you research you are to: |
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* State the name of the career |
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* Give a description of the job |
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* What are the qualifications and requirements of this job? |
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* What is the salary range? (Make sure this is a current salary range.) |
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* Where is the job done? (Some can only be done at sea, in the mountains, etc.) |
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* State three facts as to why this career would or would not be suitable for you. Type your career research for all 3 careers and turn it in to your teacher for review. |
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THE RESUME: Now it’s time to write your resume! Search the sites below. Use the information gathered to design a suitable resume for yourself. Your resume should be neat, easy to read, and not have any mistakes in it. It should include the following information: |
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* Your name, address, phone, and e-mail address. |
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* Education/coursework related to your career choice. |
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* Work experience * Volunteer experience |
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* Interests, activities, honors, leadership roles |
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* Computer knowledge |
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* Any other related information that you think should be added to your resume |
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* References are put on a separate sheet of paper. Make sure you put your name address, phone and e-mail address at the top of your reference list just as you have it on your resume. For your references choose people who can attest to your character and work ethic. Those whom you use as references should not be related to you. |
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* Your final resume and reference list should be printed on quality stationary. Submit your resume and reference list to your teacher for review. |
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THE JOB SEARCH: Your resume is finished! Now it’s time to look for a job! The sites below will guide you in your search as well as show you actual job listings. Find 3 jobs that interest you. These jobs should be related to the career results from your personality/interest survey. Prepare a cover letter for each position. Print at least one of your cover letters on resume quality stationary. Submit your 3 cover letters to your teacher for review. |
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THE INTERVIEW: It's time for an interview! How do I present myself? What do I say? What do I wear? Investigate these sites and make a list of at least 10 tips to remember in preparing for an interview. Write thank you or follow-up letters for the 3 positions that you have applied for during your job search. Submit your 10 interviewing tips and 3 thank you letters to your teacher
for review. |
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THE JOB OFFER: You've pulled it off! They were so impressed with you that they've offered you the job! How can you tell whether it's a good offer or not? This site will help. Preview this site and make a list of 5 things to consider when evaluating a job offer. Submit your list to your teacher for review. |
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THE CONCLUSION: You have completed the job search process. While it may have seemed overwhelming in the beginning by now you should realize that it is manageable. With this portfolio you will be prepared to apply for any job you have an interest in. Proper advanced preparation will open many more doors for you. |
Now it is time to compile all of your papers into an order that chronologically follows this quest. Once you have put everything in order place it in a folder and turn it in to your teacher. This project is due by ___________.
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SECTION |
4 Executive Material |
3 Junior Executive |
2 Keep
Interviewing |
1 Keep Searching |
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Use of Technology The extent to which the student uses technology to
retrieve information. CDOS 3a.5A, .6A |
Student uses technology to access information. No assistance is
required from the teacher. |
Student uses technology to access information. Little assistance is
required form teacher. |
Student has difficulty using technology to access information. The
teacher is consulted at each level of the project. |
Student is unable to use technology to access information. The
teacher must walk the student through every section of the project. |
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Research The extent to which the student gathers information
from a variety of sources to complete a task. DM.C.3 CDOS 3a.1A, .7A |
Gathers, synthesizes, and confidently conveys information from a
variety of sources. |
Gathers, and conveys information from a variety of sources. |
Collects information from a variety of sources. Communication of
information is limited. |
Collects information from one source. Communication of information is
not evident. |
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Time Management The extent to which the student manages time to complete a task. CDOS 3a.7A |
Student plans and utilizes time efficiently to complete a task.
Timeline is thoroughly filled out. |
Student uses time efficiently to complete a task. Some planning is
evident. Timeline is filled out. |
Student is easily distracted and needs reminding to get back on task.
There is little evidence of planning. Not all sections of timeline are filled
out. |
Student needs constant reminders to stay on task. There is no
evidence of planning. Timeline was not used/filled out. |
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ELA The extent to which the student uses standard English. ELA 1.2F, 2.2D, 4.2B |
Consistently demonstrates correct use of the mechanics of standard
written English making the response easy to read and understand. |
Demonstrates correct use of the mechanics of standard English making
the response readable and easy to understand. |
Uses of standard written English are generally correct byt interfere
with the reader’s ability to read and understand. |
Mechanics of English causes o level of confusion that prevents the
reader from understanding the responses. |
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Presentation The extent to which the
portfolio is readable and clearly written. ELA 2.2D, 4.2D |
Portfolio is presented in a
professional manner, is fluent, easy to read and typed. Portfolio is in order |
Portfolio presentation is
fluent, easy to read, and is typed. 2 pieces of portfolio are out of order. |
Portfolio is sloppy and/or
carelessly written. 3-4 pieces are out or order. |
Portfolio is illegible. It
is completely out or order. |
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Completion The extent to which the
student has completed all segments of the web-quest. CDOS 3a.2A |
Student has completed and
submitted all sections of the web-quest. |
Student has completed and
submitted most sections of the web-quest. |
Student has completed few
sections of the web-quest. |
Student has completed and
submitted no more than 2 sections of the web-quest. |
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Deadlines The extent to which the
student applies occupational skills in school learning. CDOS 3a.7A |
All deadlines are met. |
Late due to extenuating
circumstances. |
Late due to unforeseen
circumstances. |
Unacceptably misses
deadline. |
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28/28=100% 27/28+96% 26/28=93% 25/28=89% 24/28=86% 23/28=82% 22/28=79% 21/28=75% 20/28=71% 19/28=68% 18/28=64% 17/28=61% |
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