Rachel Otto

11-3-97

Prefatory Statement

Students are slowly reaching the age where they will be faced with entering the work force. They need to obtain the skills necessary to compete in the world for various vocations and occupations not only while they are in high school, but more importantly, after they graduate. If students are not prepared for what is to come, they will not be qualified as prime candidates and future employees. Even in what is quickly becoming a computer dominated world, interpersonal communication is also needed to get one's foot in the door. This unit will focus on the important aspects students need to keep in mind when entering the work field, such as equal opportunity employment, skills needed to complete application processes, interviewing techniques, and exploring their own possible interests in the work field. Within all of these aspects, students will be sharpening grammar skills, computer usage, language use and appropriateness, research skills, and social awareness. All of which are needed everyday and can be helpful tools for entering the work force. In order to accomplish these goals, students will be asked to assess their priorities for job considerations, search want ads for possible openings in jobs, select a job and fulfill the regular requirements they would have to meet if actually applying for the position. Group work and activities, accompanied by individual assignments will help sharpen the communication and cooperation skills every student will need to possess once they become employed. The focus of this unit is to help students feel prepared for what is to come.

Class Specification

This unit was created with eleventh and twelfth grade writing classes in mind. Because of the amount of individual, outside work that is required for the research paper, the unit is geared towards the upper level of high school students that have the skills needed to write an organized paper. Also, the unit is ideal for this age group because many students begin to obtain after-school jobs at this level. Different topics could be varied from class to class, depending on the students involved. For instance, the interviewing skills section could be modified to focus more in depth on what students would be asked at college entrance exams or interviews. Or, if the make-up of the class contains many students that do not have a firm grasp of "standard," spoken English, the emphasis could be placed on appropriate responses to interviewing questions. This unit is ideal for any socio-economic group because the universal skills being taught are necessary no matter what future plans a student may have. But, students need to be motivated and aware of the importance to use and rely on the unit's lessons.

Significant Assumptions

In teaching this unit, it is assumed that...

-Students have the drive and motivation to enter the workforce.

-Students will need the skills taught in the unit to promote future employment and further qualify them for occupations.

- Students can work productively and cooperatively in small groups.

-Students have the capabilities to keep themselves on task while doing individual work.

-Students have the necessary skills to write an organized paper.

-Students can read, speak, and understand "standard" English and grammar.

-Students have word-processing skills.

-Computers and/or word processors are available for use.

-Students have past research experience and knowledge.

-Students are able to see the significance of this unit and how it affects themselves in their own life.

Standards to be Met- (Minnesota High Standards Completed in Unit)

-Decision Making: Using information to make decisions.

Occupational Experience: Apply a decision making process to real work situations.

The students will complete this in a variety of ways through out the unit. By using the newspaper's want ads and their worksheet on ranked priorities of job considerations, the students will narrow the field and decide which job they will be "applying for, interviewing, and researching." Through out these processes, they will also be able to practice decision making by practicing interviewing skills and responses and creating an acceptable interview for a peer.

-Writing and Speaking- Writing and speaking effectively in the English language.

Technical Writing: Write for a variety of technical purposes, situations, and audiences.

By completing the various assignments through out the unit, students will get the feel for writing in professional situations (resume and cover letter), business/personal reasons (proper thank-you letters and requesting letters of reference), and academic purposes (research paper on company and occupation chosen to apply for). The students will take home an understanding of correct form and application for all of the above. The students will be able to practice and rehearse their technical writing skills, but their word processing skills, as well.

Interpersonal Communication: Demonstrate effective communication and problem-solving skills in personal, family, community, and work situations.

The interviewing skills section of the unit will help students rehearse their communication skills and help build experiences they can fall back on when they actually do begin to interview for jobs and colleges. Students will also practice they group communication and cooperation when working in groups on interviews, editing papers, and discussions.

Possible Whole-Class Activities

- Read newspaper's want ads and highlight ones of interest

- Visit by guest speaker, Community member and/or business manager discussing importance of interviews

-Class discussion about the guest speaker and important points made.

- Discussion on acceptable means of requesting letters of reference

- Discussion on legal/acceptable interviewing questions.

- Computer lab access to type cover letter, resume, research paper, thank you letter, letter of reference requests.

- Computer lab access for research on the net for paper project

- Discussion and lectures on correct form for cover letters, resumes, requests, thank you letters, and research papers

- Library research for paper project

Possible Small-Group Activities

- Small group peer editing of written assignments

- Practice interviewer/interviewee role playing: help formulate questions, possible responses, situations

- Peer assessment of each other's interview skills and strengths: complete written form and discussion with partner

- Sharing ideas and journal entries: generate questions for in-class discussions

Possible Individual Activities

-Individual work on all written assignments

-Individual research on paper; Web access, library, interviews, community

-Conduct an interview with a community member relating to chosen job

- Self evaluation of videotaped interviewee role playing

- Completion of drafts and final draft of research paper

- Completion of ranking priorities for job considerations worksheet

- Completion of Resume Checklist

Ongoing Activities

-Personal journal writing: pros and cons of chosen job, future goals, centered beliefs about business world, personal growth and achievement

-Research for paper

- Weekly individual progress reports

-In-class individual work time

- Weekly "field discussion": Teacher chooses a popular professional field, gives information about requirements to enter field, synopsis of people who have excelled in the field, student reactions

Student Resources

-Library access

-Computer lab Access

-Journal/notebook

-Newspapers

-Handouts on:

- Ranking priorities for job considerations

- Researching prospective employers

- Requesting letters of reference

- Designing cover letters

-"Creating a Winning Resume"

- Suggestions on Resume Design

- Action words to be used in resume

- Resume Checklist

- Qualities employers seek in applicants

- Knockout Factors

- Types of employment interviews

- Interview questions

- Applicant questions

- Acceptable and unacceptable interviewer questions

- "Planning a Successful Interview"

Unit Launch- Lesson Plan (Week 1, Day 1)

Class Description:

The class type that this is geared for is described previously in the unit's class specification. Students at this point, should be comfortable enough to interact in small and large group settings. It is up to the teacher's discretion whether partners should be assigned or the students given the freedom to choose for the group work in the next couple of days. Keep in mind, there will be some self-disclosure required, which might be kept in mind when considering group placement.

Rationale:

This introductory lesson is important in setting the tone for how the unit will flow. Students are given the chance to explore possible career and/or job choices, opening their eyes up to their potential as contributing members of society. By having the students assess their priorities, they will become more focused and realistic, which might also help reluctant students make a choice for what job they choose to focus on and research in the unit. Finally, by including local newspaper want-ads, students will be able to discover how broad or narrow the work field is in their location. All of these activities will help motivate students and keep them focused on lessons to come in the unit.

Standards:

This lesson only begins to touch upon the Minnesota High Standards being met through out the unit, mentioned earlier.

-Decision Making: Occupational Experience

-Writing and Speaking: Interpersonal Communication

Methods:

1. Greet class. (2 minutes)

2. Students free write in their journal about any possible jobs or careers they are interested in or would like to enter. (10 minutes)

3. Hand out and explain the "What are my priorities?" worksheet. (3 minutes)

4. Students complete worksheets. (8 minutes)

5. Describe the research project that students will begin working on over the next few weeks. Answer any questions. (15 minutes)

-Students will choose a job opening listed in the want ads, apply for it, and write a research paper

-They will do research pertaining to that job.

-examples for research topics can be

-career the job is involved in

-the company that they are applying

- interview people involved in the community that have a similar job

- research famous people who have excelled at the job

-While working on the research paper, the entire class will complete activities that relate to applying for jobs. (cover letters, resumes, references, thank you's, interviews)

6. Students use the remainder of time to page through the want-ads and start thinking about what job they might want to apply for.

Assessment: I will know the students are learning if :

-They complete the "What are my priories?" worksheet.

- They seem anxious and excited to find jobs in the newspaper

- They write reflective journal entries about their interests.

Week 1, Day 2

- Students should use the first ten minutes of the period to find and list five jobs in the want-ads that they might want to research and apply to. The list of jobs is to be handed in at the end of class.

- Students should free write in their journal about these jobs and how they fit into their ranking of priorities they did yesterday. (15 minutes)

- Break up into small groups and share their insights about possible jobs and priorities.(10 minutes)

- Regroup. Students will work independently, deciding which job they will apply to. They will write down all of the information given in the ad. (8 minutes)

- Distribute the handout, "Researching Prospective Employers." Begin giving overview about how you would like the students to complete their research paper.

Week 1, Day 3

- Finish any explaining needed for the research paper assignment.

- Have students share with class what job position they are applying for and why. Be sure to make a class list so that you can focus some of your weekly "field discussions" on what will be covered by some of your students.

- Introduce segment on the application process to a job.

- Use your own resume, cover letter, and personal reference letters to illustrate what they will be completing.

- Hand out sheets on Requesting letters of reference

- Begin teaching correct form for a business letter/request. (See St. Martin's Handbook)

-use overhead to show examples and instructions.

- Assign students to return to class the next day with a list of three people they could write to about a personal reference and a description on why they would be effective references.

Week 1, Day 4

- Use this day to have students write their rough draft of the request for a personal reference. Be sure to monitor class for confusion and/or understanding.

Week 1, Day 5

- Students should edit each other's requests for personal references.

- Introduce and teach lesson about cover letters

-explain function

-explain form

-use examples

- Distribute "Cover Letter Design" handout

-See St. Martin's Handbook for instruction and description. You may want to include this in your lesson.

-Have students begin writing their cover letter with remaining class time. Whatever they do not finish will be assigned as homework.

Week 2

Use this week to wrap-up the request for personal references and cover letter assignments. Computer lab time should be reserved so that students have time and access to type the assignments. The remainder of the week should be dedicated to teaching the correct form and use of a resume. Have students try to create their own resume as realistically as they can. This will give them a chance to learn how to make the most out of their past experiences and to explain them using professional language. Distribute any handouts relating to resumes, including the "Action Words." Resumes should be typed by individuals outside of class time.

Week 3

The first day of this week should be dedicated to a guest speaker. Try to find someone from the community that has experience in hiring applicants and employees for a company that would be of interest to most of your students. Have your speaker touch on the important qualities that they look for in their applicants. Have them give interesting stories about the best and worst applicant they have ever interviewed. This will allow students to have models for their interviewing assignments. Be sure to allow enough time at the end for student questions.

Lesson Plan (Week 3, Day 2)

Class Description:

Noted previously.

Rationale:

Students need to be able to write and speak effectively in the English language. The next two days will focus on the interpersonal communication sub-standard and the occupational experience sub-standard. Students will gain experience and practice in demonstrating effective communication and problem-solving/decision making skills in community and work situations. It is important for the students to obtain the necessary interview skills they will use when entering the work field. They will practice during the next two days in role playing situations to help develop a level of comfort when using professional and standard English while asking and answering interviewing questions.

Standards:

Stated previously.

Methods:

1. Ask students for input about what yesterday's speaker talked about. (5 minutes)

2. Hand out sheets on "Qualities that Employers may Seek in Applicants." Have an overhead made of this handout.

3. Have class discussion about which attributes the speaker touched on that are included in the handout. Debate their importance. (10 minutes)

4. Distribute "Knockout Factors". Have students read through the factors, choose one and free write in their journal on why that factor is important. (10 minutes)

5. Describe the different types of employment interviews to the class. Distribute handout. (8 minutes)

6. Have students partner up. Explain to them that they will do some role playing as interviewers for the job they have been preparing for by writing cover letters and resumes.(5 minutes)

7. The students will be using the format for a standard employment interview, with the time period of twenty minutes per interview. Each will have a turn as the interviewer and the interviewee. If needed, create your own handout to further explain this assignment.

8. Distribute copies of interviewer questions and applicant questions. Run through the categories of each. (Remaining class time)

Assessment: It will know the students will have completed my objectives by listening to the class discussion and by examining the final completion of the interviewing project.

Lesson Plan (Week 3, Day 3)

Class Description:

See above.

Rationale:

See above.

Standards:

See above.

Methods:

1. Begin class by having students meet with their partners. They should discuss what job they are applying for and why. Possible topics of discussion: (10 minutes)

-Why they chose this job?

-How they are doing on their research project.

-Are they considering this as a future job after high school and/or college?

2. Journal entries about their partners and what they learned. (5 minutes)

3. Teach lesson on what questions are legal and illegal for an employer/interviewer to ask. Distribute the "Acceptable and Unacceptable Interviewer Questions" for a model. Class discussion about why it is important to have such laws and guidelines. Touch on Equal Opportunity Employers (20 minutes)

4. Students are to create their own interview sheet for their partners. Be sure they keep in mind what position they are applying for and the type of questions that would be asked. They may refer to the handouts for examples and ideas of questions. Remind them that the interview will take a full twenty minutes. (Remainder of class time)

5. Hand out the "Planning a Successful Interview" sheet for students to read at home that night.

6. Any work not completed must be done at home. Tomorrow its time to role play!!!

Assessment: I will know the students are reaching my objectives by

-creating their own interviewing sheet.

-contributing to discussion.

-their performance in the role playing project.

Week 3, Days 4 and 5

Students will complete the role playing activity. The following day should be devoted to self evaluation and peer evaluation. You may draw up your own evaluation sheets or guide them with a few discussions. Be sure to emphasize the importance of positive criticism. Each evaluation should include specific suggestions and compliments. Students should also journal about their emotions and reactions to the interviewing process. Were they nervous, at ease, excited, etc? What could they have done that would have improved their performance? Would they hire themselves on the basis of their role playing?

Week 4

The beginning of this week should be dedicated to writing thank you letters. See St. Martin's Handbook for correct form. Be sure to stress to students the importance of following up an interview with a verbal thank you as well as a written thank you letter. Time should be given the last couple of days for Computer Lab access. Students can write their final thank you letter and begin a draft of their research paper. Use class time to work on research papers and assist in any questions the students might have about resources and content.

Week 5

This is the final week of the unit. Students should have a completed draft of their research paper. Break into groups and have each student give a copy to each member of the groups. Use an entire class period to have the students read through their groups' papers and edit and critique them. The next day should be set aside for revisions. Finally, allow one last time in the computer lab for students to finish final corrections made on their research paper. At the end of the week, a Unit test will be given to students to assess what they have learned.

Teacher Resources

-A photocopy machine to duplicate the many handouts necessary for the unit.

-An overhead projector

-Lunsford, Andrea and Robert Connors. The St. Martin's Handbook. St. Martin's, 1992.

-Community resource. Acquire a list of possible guest speakers.









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1. In this unit we learned a number of qualities that employers seek in applicants. List three of these and explain how you incorporated them in your own in-class interview.

2. Give an example of an unacceptable interview question. Why is this unacceptable?

3. How could you change the question you wrote above into an acceptable interview question?

Do so.

4. List two different types of employment interviews and give examples on how they might be used.

5. What was the most useful, in your opinion, activity you learned in this unit? Please explain why and how it will help you in the future.

Every student is required to complete the requirements for the C option. You are asked to hand in only the highest quality of work. If the work you hand in is not acceptable, you will be asked to revise. Late work is not acceptable. Please keep your mind centered on due dates!

C Option:

______ Completion of the "What are my Priorities?" worksheet.

______ List of five jobs found in the want-ads that will be considered as possible applications.

______ List of three people you could get personal references from and a description stating why they would be effective. See handouts and class instruction for necessary information.

______ Final draft of the request letter for a personal reference. This draft should be flawless! Grammar, punctuation, form, mechanics, and vocabulary will all be assessed!

______ Final draft of your cover letter. This should also be flawless!

______ Final draft of resume. As usual, I expect this copy to be without a flaw!

______ A list of the questions you asked when you were the interviewer during our role-playing activity. This does not need to be typed.

______ A written self-evaluation of your performance while you were being interviewed. Be sure to highlight and explain six things you felt went well. What are your strengths? Look at your handouts on interviewing if you need guidance. What are two things you know you need to work on for next time? Why?

______ Final draft of thank you letter. Flawless.

______ Positive contributions to class discussions and group work.

______ Thoughtful completion of journal assignments. Prove to me that you have something rolling around in that head of yours!!!

______ Final draft of research paper. This must be no less than 5 pages long, with at least two outside sources. Look to class notes for requirements. Once again, flawless!

B Option

*All of the above, including:

______ Two rough draft, edited versions of your research paper. The editing will be done in groups during class time.

______ Weekly progress reports to be completed on your own time and handed in to me. Tell me how you are doing on your research and completion of the other assignments.

A Option

______ Interview a member of the community that relates to the field you are interviewing and applying for. Type this interview up and hand it in to me sometime in the fourth week of the unit. This is a great way to get an additional resource for your paper!

______ Write a two page, typed reaction paper to this unit. Tell me if you learned any skills that will help you in the future. What wasn't covered that you would have liked to see? How did this unit influence your opinion about the application process of the work force? This paper is due one week after you hand in your research paper.

*Students who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor so that together we can adapt methods, materials, or testing as needed to provide equitable participation.



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Using the list below, rank the priorities you would consider when looking for a job. 1 denoting the most important consideration, 12 being the least important.

______ Geographical location

______ Size of company/corporation

______ Salary/benefits

______ Educational opportunities

______ Partner/spouse/relationship

______ Urban vs. Rural

______ Specialist vs Generalist

______ Level of physical activity

______ Public vs. Private

______ Job responsibilities

______ Room for promotion

_______ Self satisfaction