W   

Students are directly involved in the process of finding a job. The vocabulary is introduced to assist in understanding all of the components in the process. The projects are assessed based on completion and a rubric which is reviewed before students start the project.

In order to serve 504, ESL, and those students identified with disabilities, the instructor and the special education/special population's staff will consider and identify appropriate goals, adaptations,
and student strengths/weaknesses as per individual 504 plans and IEP's to ensure student success.

H   =

The students pick jobs of interest and work on projects that they can use as a tool in their futures therefore ensuring student engagement in the completion of the projects.

E   =

Activities are given to the students that allow them to research job openings and gain experience through appropriate levels of response.

R   =

Open discussions about job applications and related topics assist in the student's understanding. There are many opportunities to receive feedback on projects and class activities.

E   =

The students complete a basic resume by the end of the unit. Through the lessons and activities the students will identify the application of personal strengths and skills to a career pathway of choice.

T   =

The visual aspects of the lesson facilitate the retention of information. Many of the activities are done in groups but have additional personal components completed visually and then recorced for future use in job applications and resume construction.

O   =

The concepts are introduced with examples. The students will use the examples to create their own resumes and completed job applications. The lesson begins with factual ideas and progresses into activities that are personal to the individual student.

Strategy

Outline

Resources/Equipment

Performance Standard 1

Using notes, compose a letter of introduction, reflecting qualities of an available position and including 100% of the identified key elements as listed on the format sheet.

Introduction

Show students samples of “Help Wanted” ads from the local newspaper, online sources, etc. Ask them to select one of the jobs for which they would like to apply. As a class, generate a master list of what steps would need to be taken in order to apply for a position of interest.

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Presentation/ Discussion

Begin with a general discussion of letters of introduction. Discuss their purpose and essential elements. In groups, ask students to compare two letters of introduction and highlight similar elements in each using the same color-coding. Review elements identified. A presentation from the personnel manager of a local business explaining the topics of letters of introduction, job applications, and resumes will be included. The personnel manager will be prepared to discuss non-discrimination practices and labor laws that affect hiring practices.

Related SCANS/Soft Skills: Interpersonal A

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Activity/ Demonstration

Post a large, “Help Wanted” ad for a job of interest to students. As a class, compose a letter of introduction for the job. Assist in “thinking aloud” and providing guidance in the composition.

Related Academic Skills: 1.4.8 B; 1.5.8 B,C,F; 1.6.8 E

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Assessment

Have students assume the persona of a plant cell organelle (chloroplast). From the perspective of a “chloroplast”, have students compose a letter of introduction, expressing interest in the position of photosynthesis manager for a “plant”. An understanding of key vocabulary must be conveyed. Students should utilize any available word-processing software. Use of a word bank is permitted. (Note: A different cell organelle or other structure of an organism may be substituted to meet particular curriculum-specific goals.)

Related Academic Skills: 1.4.8 B; 1.5.8 B,C,F;

3.3.10 A,B

Related SCANS/Soft Skills: Information D

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Performance Standard 2

Generate a resume, including 100% of the identified key elements, using personal data and format sheets, according to teacher criteria. 

Introduction

Distribute a job description for students to view (select a high-interest position from a local newspaper or posting). Ask students to generate lists of basic qualities, education and skills an individual would need to secure the position.

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Presentation/ Discussion

Distribute copies of three examples of resumes of varying styles. In groups, ask students to analyze, collaborate and rank the candidates in order, from most qualified to least qualified for the job posted. Evidence and justification for the selection process must be of sound reasoning and clearly communicated.

Related Academic Skills: 1.6.8 E

Related SCANS/Soft Skills: Interpersonal A; Information B

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Activity

Using a given format sheet and sample resumes of varying styles, assign students the task of working collaboratively to generate a resume of a chloroplast (plant cell organelle) who would be qualified for the position of “Plant Photosynthesis Manager” (Note: A different cell organelle, or other structure of an organism may be substituted to meet particular curriculum-specific goals.).

Related Academic Skills: 1.5.8 F; 1.6.8 E; 3.3.10 A,B

Related SCANS/Soft Skills: Interpersonal A

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Assessment

Using a given format sheet and sample resumes, assign students the task of generating their own, personal resume. Students should utilize any available word-processing software.

Related Academic Skills: 1.5.8 B,F

Related SCANS/Soft Skills: Information B,D; Technology B

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Performance Standard 3

Prepare a job application, with 100% accuracy and neatness, according to teacher criteria.

Introduction

Distribute a packet of sample job application forms. Compare and contrast differing forms. Examine and discuss variations in requested information.

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Presentation/ Discussion/ Demonstration

Conduct a class discussion focusing on key elements/characteristics found on a completed job application that an employer would be looking for when selecting qualified applicants to interview. Demonstrate how to download, save and insert data into a basic job application (online). The teacher or a qualified business leader will review nondiscrimination statements affecting hiring practices and discuss other required employee disclosures and the possibility of potential employees completing drug testing prior to hiring ; Pre-employment costs to potential employees will be discussed.

Related Academic Skills: 1.6.8 E

Related SCANS/Soft Skills: Interpersonal A

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Activity

Using a hard copy of a job application form, assign pairs of students the task of completing the application from the perspective of a “chloroplast” – including fictitious, but appropriate information and data related to the organelle’s functions/experiences. (Note: A different cell organelle, or other structure of an organism may be substituted to meet particular curriculum-specific goals.)

Related Academic Skills: 1.5.8 F; 1.6.8 E; 3.3.10 A,B

Related SCANS/Soft Skills: Interpersonal A

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Assessment

Using a downloadable job application form (online), assign students the task of downloading and completing the application using personal information. Information should be entered using the designated computer program.

Related Academic Skills: 1.5.8 F

Related SCANS/Soft Skills: Information B,D; Technology B

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