Leo Lebal
Career and Technical Education, English Language Arts
Material Type:
Assessment, Interim/Summative Assessment
Middle School
  • CareersInTheClassroom
  • License:
    Creative Commons Attribution

    Education Standards

    Careers - Informative Slideshow

    Careers - Informative Slideshow



    As part of our new ELA curriculum, the students spend about 7 weeks reading and studying human intelligence and how all people are smart in different ways. At the end of the unit, students are to create an informative presentation.  I decided this would be the perfect place to incorporate CTE into my ELA curriculum by having students read, research, write and then present Google slideshows which would connect their possible future careers with their current learning styles and how they each feel they are “smart”.  

    Informative Presentation Directions

    Informative Presentation Directions:

    At the conclusion of the unit, students were assigned a research project, followed by an informative presentation.  First, students were to complete an interest inventory to generate a list of careers that may fit their individual likes & learning styles.  You can use whatever tool you are familiar with, but I chose to use the following website:  After finding a career that interests them, each student did research on his/her selected career to create a slideshow of about 12 slides. Slide topics included, but were not limited to the following:

    -What the career involves

    -High school classes beneficial to future career plans

    -Multiple intelligence type(s) best suited for the career

    -Skills needed

    -Personality type needed

    -Technology skills needed

    -Education Level (HS, training/certifications, tech school, college, etc)

    -Salary (national, WI, other states of student choice)

    -Job Outlook (best/worst places to find job)

    -Other interesting facts/figures                                                                                                        

    Students were encouraged to make their slideshows their own by choosing their own background designs, fonts, colors, graphics, etc. Final copies of the slideshows will be printed, put in a binder, and given to the school counselor as a resource to use until the class graduates.  This can be done each year with each new 8th grade class.




    This is just a sample of things we read/discussed throughout the unit, but you may select any reading materials that connect to the topic of human intelligence.


    A Mango-Shaped Space by Wendy Mass (whole novel)

    Flowers For Algernon by Daniel Keyes (excerpts only)

    “Is Personal Intelligence Important?” by John Mayer, Ph. D (argument)

    “Why is Emotional Intelligence Important for Teens?” by Divya Parekh (blog post)

    “The More You Know, the Smarter You Are?” by Jim Vega (explanatory essay)

    “The Theory of Multiple Intelligences Infographic” by Howard Gardner (media)

    “Retort” by Paul Laurence Dunbar (poetry)

    Timeframe, Grading, & Reflection


    I have a 90-minute ELA block.  Students were given three periods to research and create their slideshows.  The students printed their slideshows for me to make final edits on.  Slideshows were then returned, and students made their final corrections.  They shared their slideshows with me for presentation purposes.  We spent 2, 90-minute periods presenting/discussing the slideshows.


    This first year, I chose to score the informative presentations myself.  Slides were graded based on content, readability, & conventions.  Presentations were also scored.  In the future, I may create a scoring sheet for students to score others while they are watching the presentations. This would add ownership to the project while requiring students to read/listen more carefully.


    This project not only meets the necessary ELA curriculum requirements, but it also allows me to incorporate careers into the 8th grade curriculum.  This project fits perfectly with the performance-based assessment on informative presentations, and it will help to fill some of the CTE gaps in our 6-12 coursework.  This project is flexible and allows for plenty of student choice, so students of all ability levels can show what they know and can feel a sense of accomplishment and success.  I will continue to use this project on an annual basis.