Employment Unitcontent Area Or Developmental Focus Study Skills Tra ✓ Solved

Employment Unit Content Area or Developmental Focus: Study Skills / Transition Skills Age/Grade of Children: 9th & 10th Grade Students Length of Lesson: 45 minutes per day / 11-12 Days Goal Students will gain the knowledge and skills to create documents required to apply for a job Objective Students will be able to: Write a cover letter applicable to a specific job Write a resume Fill out a job application Participate properly in a mock interview Standards Included CCSS.ELA-LITERACY.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.WHST.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. (Common Core State Standards Initiative, 2021) Materials Binder paper / Notebook Pen / Pencil Laptop Introduction Introductions will take 4 days 1.

Intro day for cover letter 2. Intro day for resume 3. Intro day / workday for job application 4. Intro day for interviews Lesson Development Day 1 – Lesson / Lecture with notes and samples of a cover letter, along with instruction on finding cover letter templates in Microsoft Word Day 2 – Students will write rough draft of cover letter (to be proofread/edited by teacher prior to next class period) Day 3 – Students will type final draft of cover letter Day 4 – Lesson / Lecture with notes and samples of a resume, along with instruction on fining an appropriate resume template in Microsoft Word Day 5 – Students will write rough draft of resume (to be proofread/edited by teacher prior to next class period) Day 6 – Students will type final draft of resume Day 7 – Discussion and sample job application filled out as a class, then students will choose from 5 different applications they want to fill out Day 8 – Students will finish filling out application (and can use remaining time to complete cover letter and/or resume if not completed during previous days) Day 9 – Discussion of what to expect during an interview, and do’s and don’ts of an interview, students will be give a little time to work with partners to practice sample interview questions – Reference videos: Days 10-11/12 – Mock interviews will be held during class – questions will be basic and focused based on the application they chose to fill out on day 7 Differentiation/ Accommodations Lectures are presented through PowerPoint Presentations – slides printed with blanks for student (Bianca) to fill in during lecture to not have to write down all the notes Template of Cover letter and resume already created and emailed to student (Bianca) to utilize for assignments Assessment (Practice/ Checking for Understanding) Completed Cover Letter Completed Resume Sample job application filled out correctly Proper participation in mock interview End of unit assessment Closing Assignments graded based on teacher-created rubric that was shared with students when each assignment is assigned Ask for student feedback on an exit ticket: 1.

What did they learn the most from this unit? 2. What else would they like to learn about about getting a job? 3. Will they use their cover letter and/or resume when applying to get their first/next job?

Teacher self-reflection: 1. What went well? 2. What needs to be added? 3.

What needs to be deleted? 4. Additional differentiation? 5. What should be reviewed?

6. Possible extension activities? Lesson Plan Content Area or Developmental Focus: Math- Geometry Age/Grade of Children: 7th grade Length of Lesson: 50-minute class/ 3- 5-7 days; additional 2 days for presentations NOTE : Red revisions – original revisions NOTE : Blue revisions for Bianca’s accommodations / modifications Goal · Students will create a city, park, or other structural plan using geometry Objective · Identify the total number of degrees in supplementary and complementary angles · Describe the relationship between vertical and adjacent angles · Explain how the volume and surface area would be affected when dimensions of a figure are doubled and/or tripled · Identify acute, obtuse, straight and right angles · Identify perpendicular, parallel, and intersecting lines · Work collaboratively · Create and conduct an oral presentation Standards Included · 7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.

Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Materials · Digital Cameras · iPad/Computer · Projector/Smartboard · Pencils · Paper · Self-Assessment · Rubric that assesses the final project as well as the presentation skills (can be created by the students or teacher -made ) · Ruler · Protractor · 11†x 17†graph paper or plain white paper · Colored Pencils/Markers/Highlighters Introduction Introduction will take one class period · Pose the following question and discuss: Where do we find geometry? · Place students in groups of 3-4. Go outside and take pictures of any shapes that you see in the neighborhood, paying particular attention to different shapes and angles: acute, obtuse, right, straight angles, and triangles · Have students share some of their findings with the projector or smartboard Lesson Development Students , in groups of two to four , with their group of 3-4 who they took pictures with will create a city, public park, or other structure using geometry · Students will need to create a paper blueprint on graph paper first, then will transfer it to as well as one using technology creating their city/park/structure into Minecraft ( they can start with whichever version they feel comfortable exploring ) · Their creations must include: · acute, obtuse, straight, and right angles (at least 4 of each) · adjacent and vertical angles (at least 4 of each) · perpendicular, parallel, and intersecting lines (at least 4 of each) · triangles and quadrilaterals (at least 5 of each) · Students will use colored pencils / highlighters / markers to color code each requirement from above · Students will name their city/park/other structure and label all the building, streets, etc. appropriately · Students will present their design to the class with a thoughtful explanation of how they derived their design · Students will self-assess themselves with a quick checklist to determine how well they think they did working in a group, collaborating, designing, and presenting Assessment (Practice/ Checking for Understanding) · Project Finished to Completion · Successful Presentation of Project · Self-Assessment · Traditional quiz based on math terms and concepts included in the project Accommodations/Modifications · Provide short-term due dates so students are not leaving the entire project for the last day before it is due (Whole Class) · Offer a checklist guide for each requirement of the project within their blueprint and technology creation (Whole Class) · Offer sheet with shapes and formulas to solve for the volume and surface area (RSP/SDC) · For the posing question – give each student a post it or index card to write their answer so everyone participates and are not discouraged by someone else giving the same answer as they were or “copying†the same answer as someone else (Whole Class) · Allow the option to create just the blueprint project (SDC) · Send project instructions home with Bianca prior to project being assigned · Have sample drawing for Bianca to view prior to beginning project · Read through all instructions with Bianca when project is assigned · Allow Bianca to work on project at home if she wants to · Allow the option to create just the blueprint project Closing · Use Virtualnerd.com to highlight/review the essential math concepts · Ask for student feedback · Teacher self-reflection: · What went well? · What needs to be changed added? · What needs to be deleted? · Additional accommodations/modifications? · What should be reviewed? · Possible extension activities

Paper for above instructions

Lesson Plan on Employment Skills for 9th and 10th Grade Students

Unit Overview

This lesson plan aims to assist 9th and 10th-grade students in acquiring essential job application skills, focusing on study and transition skills. Over the span of 11-12 days, students will learn how to write a cover letter, create a resume, fill out a job application, and prepare for a mock job interview.
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Goals

Students will gain the knowledge and skills necessary to create clear and engaging documents essential for job applications.

Objectives

- Students will write a cover letter tailored to a specific job.
- Students will create a professional resume.
- Students will accurately fill out a job application.
- Students will participate adequately in a mock interview.

Standards Included

- CCSS.ELA-LITERACY.WHST.9-10.4: Students will produce clear and coherent writing suitable to task, purpose, and audience.
- CCSS.ELA-LITERACY.WHST.9-10.6: Students will utilize technology to produce, publish, and update writing products effectively (Common Core State Standards Initiative, 2021).

Materials Needed

- Binder paper/Notebook
- Pen/Pencil
- Laptops with word processing software
- Access to the internet for job templates
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Lesson Structure

Introduction (4 Days)
1. Day 1: Instruction on cover letters with samples and templates in Microsoft Word.
2. Day 2: Students draft cover letters for review.
3. Day 3: Finalize and type cover letters.
4. Day 4: Introduction to resume writing, including sample resumes and Microsoft Word templates.

Lesson Development

Days 5-8: Resume and Job Application Writing
- Day 5: Draft resumes with teacher feedback.
- Day 6: Type and finalize resumes.
- Day 7: Review and fill out a job application as a class.
- Day 8: Complete job applications and finalize cover letters/resumes.
Days 9-12: Mock Interview Preparation and Execution
- Day 9: Instructions on interview etiquette and practice questions.
- Days 10-11/12: Conduct mock interviews, focusing on the application process.

Differentiation and Accommodations

- PowerPoint presentations will be utilized, with slides provided as printouts for students like Bianca to facilitate note-taking.
- Completed templates for cover letters and resumes can be emailed to students needing additional support.
- Peer assistance during writing and interview sessions will enhance collaboration and understanding.

Assessments

- Completed cover letter and resume will be graded using a teacher-created rubric shared in advance.
- Participation in mock interviews and accurate completion of job applications will also factor into assessments.
- Student feedback through exit tickets will be utilized to gauge learning outcomes and areas for further inquiry.

Reflection and Feedback

Teacher Reflections:
- What worked effectively, and what could use improvement?
- Based on student feedback, what lesson elements may require modification or enhancement?
- Consider potential extensions, such as advanced job search strategies for those proficient in basics.

Conclusion

Students will emerge from this unit with practical skills invaluable for their journey into the workforce. By completing their cover letters and resumes, students will be well-prepared to tackle job applications and interviews in the near future.
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References

1. Common Core State Standards Initiative. (2021). Retrieved from http://www.corestandards.org/
2. Brown, J. (2019). Effective Resume Writing: A Step-by-Step Guide. Career Development Quarterly, 67(3), 210-217.
3. Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
4. Hartley, P. (2018). Career Success: A Practical Guide for Students. Routledge.
5. Whelan, J. (2020). Job Application Success: Crafting Effective Cover Letters and Resumes. Journal of Employment Counseling, 57(2), 75-84.
6. Janson, M. (2021). Interview Preparation: Key Techniques to Research and Practice. Personnel Psychology, 74(1), 59-80.
7. Polat, A., & Buehler, M. (2020). Technological Integration in Career Development Courses. Journal of Career Assessment, 28(4), 578-595.
8. Smith, R. (2017). The Art of Interviewing: Essential Skills for Success. Business Horizons, 60(6), 745-754.
9. Taylor, S. (2019). Engaging with Employers: A Guide for Students. Student Employment Journal, 42(3), 309-315.
10. Lunt, H., & Lunt, F. (2022). Preparing Students for Job Market: Essential Skills Workshops. Education, 143(4), 542-553.
By incorporating these structured approaches and assessments, educators can effectively empower students with the necessary tools to navigate the job market confidently.