JOB READINESS
WEEK TWO DAY
ONE
Lesson
Title: Why
Work?
Subject
Matter/Life Skill Area: Job
Readiness
Learning
Level/Prerequisite Skills:
9th Grade reading and math
Lesson Length: Two hours
Instruction
Type: Individual/Group
Overview
and Rationale:
This lesson will help students to understand the
importance of work, roles in society, and belief systems for work.
Also, this lesson will give a general overview of last week's theme.
Learning
Objectives / Skills:
At
the completion of this lesson, students will be able to recognize the need to
work and the different roles they play in society.
Skills:
Oral and Written Communication, Critical Thinking/Reasoning
Materials
/Equipment Needed:
Paper
Pencils,
pens
Journals
Handout:
Journal Activity (Cut into strips)
Poster
paper (for the web diagram)
How
to Prepare:
Review last week's theme "Discovery."
Prepare a general overview of week two.
Be prepared to discuss values.
Introduction
/ Warm Up / Review:
Review last weeks activities by asking students to
share what they learned last week in class with a partner and describe the
activity that meant the most to them and why. Partners can make a list of the
activities and discuss them with each other. Let them know that they should also
present their discussion to the class as a team.
Presentation
of Lesson:
After
students have had the opportunity to work in pairs, bring the class back
together so that pairs can present their discussion to the class.
At the end of the presentations, facilitate a
discussion on barriers to work. Ideas might include: transportation, childcare,
etc. Give ample time to the discussion on barriers to work and ask for student
input on how the problems might be solved. Record student responses on poster
paper and tape to the wall. Let students know that as they think of other
barriers or suggestions for solving barriers, they can add them to the list.
Lead a similar discussion on enhancers that
contribute to the ability to work with limited stress. Ideas might include:
supportive family, flexible time, tele-commuting, etc. Find the same format by
facilitating a discussion on enhancers. Record student responses on poster paper
and allow students the opportunity to amend the recordings at any time.
Practice
/ Activity:
Have
students take out a piece of paper (or use a journal) and divide it in half
(vertically) and label each side "barriers" and "enhancers."
With a partner, have each pair make a list of barriers and enhancers that match
their IDP short-term goals. Students can then discuss their lists with their
partners who can offer suggestions for overcoming barriers and accentuating
enhancers.
Application
/ Transfer:
Working
individually, students should use their journals to list and record the skills
and talents that they have that will help them to reach their short-term goals.
They should do the same for the long-term goals. Allow 20-30 minutes.
When
students have completed the journal activity, hand out the next journal
assignment addressing personal achievement and overcoming barriers. Allow 20
minutes.
When students have finished the journal assignments, break into groups of 2-3. Give each group a sheet of poster paper for this assignment. Each group should make a web diagram of the ideal work environment. An example of a web diagram could be drawn on the board using a similar topic. Example:
Innovative
Directive
Interest
Types
Methodical
After
each group has finished making their web diagram, groups should present their
diagrams to the class and post them for observation by other class members.
Reflection by
Teacher:
Make note of the discussions in class and bring in
any resources that might be helpful to help students overcome barriers to work
and add enhancers to their work situations.
Planning
for the Next Lesson:
Look
over tomorrow's lesson and be ready to address the importance of time management
as it pertains to life roles (parent, citizen, student, worker, etc.)
JOB READINESS
WEEK TWO DAY TWO
Lesson Title: Managing Time
Subject Matter / Life Skill Area: Job Readiness
Learning Level / Prerequisite Skills: 9th
Grade reading and Math
Lesson
Length: Two
Hours
Instruction
Type: Pairs
Presentations and Individual Activity with Calendars
Overview
/Rationale:
Students will be studying various tips and techniques
for managing time effectively. Students will work in pairs to access information
from the handout, organize the information in to a presentation, and will
present then present the information using an OHP. Each pair will have different
information about time management, though some tips may overlap. After
presentations, students will work on calendars to apply time management skills.
Learning
Objectives / Skills:
At the completion of this lesson, the student will be
able to set and prioritize time effectively. Students will be able to plan
personal and professional time according to effective time management
information presented during class time.
Skills: Managing
time, planning, organization techniques, teamwork, critical thinking, material
and facilities, human resources, understands systems, monitors and corrects
performance.
Material/Equipment
Needed:
Paper
and Pencil
A
clock that all students can see, and a timer for presentations
Overhead
Projector, with two/three transparencies for each group
Handouts:
(Five handouts, two copies each for pair work [Based on ten students])
Pair
One: Time Management Skills on the Job Are
Expected (http://www.madisonmag.com/employment/qti/tips/qti-tips-990317-162515.htm)
Pair
Two: Time Management Tips
(http://www.gmu.edu/gmu/personal/time.html)
Pair
Three: Time Management Tips
(http://www/nau.edu/~fronske/timemgt.html)
Pair
Four: Thirteen Timely Tips for More
Effective Personal Time Management
(http://www.ianr.unl.edu/pubs/nebfacts/nf172.htm)
Pair
Five: Time Management (Counseling Center)
(http://www.counselingcenter.uiuc.edu/time.htm)
Calendar/
Planner: A daily page, a weekly page, and a monthly page (one set for each
student)
OHP
Transparency of each style of calendar/planner
Equipped
for the Future Role Maps
(A set for each student) (Not included in this curriculum)
The instructor should begin by reading over each of
the handouts provided for this activity. The instructor will need to make two
sets of each handout for pair work. Some handouts are longer and more detailed
than others are. You might think about whom should receive which handout.
Students will be adhering to a time schedule that will be listed on the board.
Have students be their own timekeepers for this activity. Think about how you
manage time and be ready to add input to presentations if necessary. Have copies
of the calendar/planner for each student.
Introduction
/Warm Up / Review:
Facilitate a brief discussion on time management and
what it means to the students in the course. Write answers on the board; define
any terms that are unfamiliar to students. Ask students how they go about
planning their time on a daily/weekly/monthly basis. Find out how many students
use a day planner or keep track of their time. Facilitate a brief discussion
based on student feedback.
Presentation of Lesson:
Pass out examples of daily, weekly, and monthly
calendars available from Microsoft Outlook. Lead a discussion on the differences
between the styles of calendar. Ask who uses a calendar and how who doesn't.
Discuss how to keep track of appointments, both personal and professional.
Using an OHP, present a monthly calendar to the
class. Hand out a copy to each student. Go over the use of a monthly calendar
and who might want to use the monthly style (someone who wants to see the entire
month at a glance, without great detail). Using the transparency, show some
examples of using a monthly calendar.
Ex: 9/22 Dr. Appt 9am/ Class 10-12
Hand out a sample of a weekly calendar to each
student. Do the same presentation with a weekly calendar. Weekly calendars
provide more space for writing and allow for more specific information.
Hand out a sample of a daily calendar. Do the same
presentation for a daily calendar. Daily calendars are organized on the half
hour and allows for scheduling on a daily basis.
Practice
/ Activity:
Divide the students into pairs. This could be done in
two ways, students may volunteer to work with another student, or the teacher
may assign students to work in pairs.
Let students know they will become experts on time
management and the expertise will come from accessing information from the
handouts and then presenting the information to the class. Let students know
that some information will overlap but they have control over how they will
present the information to the class.
Write
the following time line on the board and review with students:
TIMELINE FOR
TIME MANAGEMENT ACTIVITY
I.
Break
into Pairs and arrange materials:
Five
Minutes
II.
Read and
Review Handouts:
Fifteen Minutes
III.
Discuss
the Handout with Partner
Five Minutes
IV.
Discuss
the Presentation with Partner
Ten Minutes
V.
Formulate
Presentation Format
Twenty Minutes
VI.
Construct
Presentation
Thirty Minutes
VII.
Group
Presentations (Five minutes each)
Twenty-five Minutes
VIII.
Conclusion
by Instructor
Five Minutes
IX.
Calendar/Planner
Activity
Five Minutes
X.
TOTAL
120 Minutes (Two hours)
The above timeline outlines
this lesson. The practice/activity will be done while students are working as
pairs. Lend assistance to students as they go through steps one through six.
Help students to understand any information (located in the handouts) that they
don't understand, or provide resources for students to access information for
understanding. Be ready to help students brainstorm on presentation formats, but
allow students the opportunity to be creative and in control of this activity.
Remind all students of the
time line listed on the board! They need to follow the time line carefully and
adhere to the limits. All presentations must start on time. Help student see how
this relates to expectations in the world of work.
Application /
Transfer:
Number seven on the time line
is the application or transfer for this activity. Allow each pair five minutes
for their presentation. Make sure that both partners are participating in the
process. When students have reached four minutes, let them know that they have
one minute remaining. Encourage students to applaud for each other by providing
an example of positive feedback during presentations.
When presentations have ended,
facilitate a brief discussion on what tips students found useful. Write feedback
on the board and lend comments when necessary.
Handout on the
calendar/planner package and have students take the last remaining five minutes
to fill in the planners. Provide any dates that are applicable to the course.
Reflection by
Teacher:
How effective were students in
adhering to the time line? Was it easy to keep track of time or did students not
manage time effectively? Relate how managing time integrates with various roles
that we have in today's society. The Equipped for the Future Role Maps can be
utilized to further define roles that prevalent in 2001.
Planning
for Next Lesson:
Students can practice time management skills during the next lesson, a field trip using public transportation. Be sure to point out transportation schedules and other scheduling activities that students must consider in their daily lives.
JOB READINESS
WEEK TWO DAY
THREE
Lesson
Title: Work
Ethics
Subject Matter/Life Skill Area: Personal/Professional Development
Learning Level / Prerequisite Skills: 9th
grade reading and math levels
Lesson Length: Two hours
Instruction Type: Group Discussions and Activities, Individual Work
Overview and Rationale:
This lesson is designed to emphasize the relevance of
acquiring good working skills that lead to the development of a professional
work ethic.
Learning Objectives /
Skills:
At the completion of this lesson, students will be
able to identify the positive and undesirable characteristics that form a work
ethic. Students will demonstrate examples of both a positive and a negative work
ethic.
Skills:
Oral Communication Skills, social development, interpersonal skills, reflective
analysis, discussion skills, writing
Materials /Equipment
Needed:
Two
Chart papers entitled: Good Work Ethics,
Ideal Worker
Notebooks
Pens
Journals
How to Prepare:
The instructor should review the work ethic articles,
reading through each one. Have a sense of content and become familiar with
characteristics of positive and negative traits of a work ethics.
Label the chart papers as indicated above.
Introduction / Warm Up
/ Review:
Review the previous day's discussion about time
management. Ask students to state some reasons about how time is relevant to
work and personal life. Ask students then to relate their ideas about how time
fits into a positive or negative work ethic.
Presentation
of Lesson:
Review self-esteem, values, and teamwork experiences
topics that have previously been discussed in Job Readiness. Emphasize how being
a positive team members helps you to be successful in the workplace. Relate how
this positive and professional attitude should also be carried out in e-mail
correspondence.
Practice/
Activity:
Let students know that they are going to plan and
present a two-minute skit that demonstrates a negative work ethic. The skit
should represent a situation in which someone is gossiping and how students can
“turn it around” by changing the subject when the gossiping continues.
Have students pair up to plan
and present their skits. Allow about five minutes to plan. Then bring students
back as a group. Each pair should then present their skit.
Split students into two groups and give each group one
of the chart papers with the labels listed under materials. Each group should
identify their assigned topic and brainstorm as many examples as possible. They
should add them to the chart. Allow about ten minutes for brainstorming for each
group.
Ask each group to present their ideas to the class.
Allow about five minutes for each group. Add input when necessary and encourage
each group to facilitate a discussion as they present their ideas. If the
discussion generates new ideas, add those to the chart paper.
Application
/ Transfer:
Ask
students to individually think about and determine what traits they feel they
have that relate to a good work ethic and what traits they need to work on.
Using the Work Ethic handout, pair students up and
hand out two copies of one article to each pair. Students should read the
article silently and then should then work with their partner to summarize using
the work ethic journal activity questions. After formulating the summary (about
25 minutes), students should share information with the class.
Reflection
by Teacher:
Students
should reflect in their journals about today's
lesson, and expand further on their thoughts concerning the objectives in this
lesson.
Planning
for Next Lesson:
Review tomorrow's activity.
Lesson
Title:
Mission Statements
Subject Matter/Life Skill Area: Personal development
Learning
Level/Prerequisite Skills:
9th Grade
Lesson
Length: Two
hours
Instruction
Type: Small
group activities
Overview
and Rationale:
Everyone has interests and goals that are unique to
them. Students will explore how mission statements are used in the workplace,
for organizations and companies, and at the personal level.
Learning Objectives /
Skills:
At the completion of this lesson, students will be
able to identify and know how to use and examine a mission statement for a
company, for a worker, and for personal use. Students will gain an understanding
of how a mission statement is like a goal development plan.
Skills:
Oral Communication Skills, social development, interpersonal skills, reflective
analysis, discussion skills, writing
Materials /Equipment
Needed:
Teacher Resource: A Shared Vision, available at: www.business.leader.com/blsep96/shared.html
(Make
copies for each student as a reference)
Handout:
Mission Statement Checklist, Mission
Statements, Best Buys Mission Statement
Overhead
Transparencies (for each group of three students)
Overhead
Transparencies (Teacher's presentation, See Mission Statements: Student Handout)
Notebooks
Pens
Journals
How to Prepare:
The instructor should review the article “A
Shared Vision" and prepare handouts by making copies, one for each
student.
Presentation
of Lesson:
Introduce topic and give overview of the day’s
activities. Have student’s highlight key points from the previous day’s
lesson and write them on the board. State the importance of the lesson and how
it relates to Day Three's lesson and the week’s theme.
Begin the topic of mission statements by relating
general information:
þ
Most
companies have them
þ
Mission
Statements are like a goal
þ
Companies
publish them and ask employees to adhere to the statement
þ
Mission
statements are an integral part of team building
þ
Mission
statements promote a positive work environment
Read the story from the "Shared Vision"
handout to the class. Students can follow along as you read or listen to the
story as it is read.
Practice /
Activity:
Beginning with the first transparency, begin to
discuss the formation of mission statements by stating that they describe the
purpose for an organization. Facilitate a discussion on stating purposes and why
we do so.
For each of the company mission statement
transparencies, ask students, "What
steps do you think this company/organization would take to carry out this
mission?" Facilitate the
discussion from each mission statement.
Pass out handout on mission statements and the
checklist. Compare this information and checklist to each of the overhead
transparencies. (Go through them again). Ask questions such as, " How does
this company rate?" and "Which mission statements are best?"
Application /
Transfer:
Pass out copies of a few mission statements for
students to read and highlight. Students should work independently while reading
and highlighting.
When all students have completed the reading
assignment, form teams of three to develop a class mission statement. Each team
should create the statement as a group and then write it on a transparency.
Each team should have about twenty to twenty-five
minutes to prepare their statements. After the teams have completed their
mission statements, ask each group to present their statement to the class.
Students should discuss each team statement and compare it to the checklist.
They should ask how they statements rate compared to the checklist. Students
will then vote for one class mission statement.
Ask students to write the mission statement in the
journal and ask them to type (using a large font and bold print) the mission
statement in technology so that it can be posted in the classroom.
Ask students to continue with journal writing by
writing a personal mission statement. Use handout strip for help.
Reflection by
Teacher:
Read over the mission statements in the journals and
reflect upon how you can facilitate the accomplishment of the student's personal
mission statements. Statements should be similar to the goals stated in the IDP.
Planning for
Next Lesson:
Review next week's lessons and be prepared to review
this week on Monday. Be able to create a continuum between the two weeks'
activities.