Family & Consumer Sciences A

■ Verbs to define career pathways or attributes (e.g., have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Differentiation in Action Skill Building Strand 4, Standard 1 : Employability Skills ●​ Role-playing scenarios ○​ Students act out workplace scenarios demonstrating both effective and ineffective employee behaviors. ●​ Mock job interviews

○​ Conduct simulated job interviews where students assume the role of interviewee. ○​ Provide feedback using rubrics focused on verbal/non-verbal communication, preparation, and professionalism. ○​ Students analyze real-world job postings, identify common skills and qualifications, and discuss how to align their resumes and experiences accordingly. ○​ Invite professionals from various industries to share their hiring expectations and workplace experiences, providing students with authentic industry insights. ○​ Guide students through creating personal vision/mission statements and setting SMART career goals, fostering clarity and motivation for future planning. ○​ Present realistic workplace conflicts and have students practice professional communication and problem-solving strategies in a safe, supportive setting. ○​ Follow with group debriefs to reinforce key takeaways.

●​ Analyze real job postings

●​ Guest Speakers​

●​ Develop personal vision/mission statements

●​ Conflict resolution activities

Strand 4, Standard 2 : Free Enterprise Experience