Heading
JOB READINESS
WEEK THREE DAY ONE
Lesson
Title: Using
the Occupational Outlook Handbook to Match Skills and Interests
Subject Matter/Life Skill Area: Professional Development
Learning Level / Prerequisite Skills: 9th
Grade Reading and Math
Lesson Length: Two hours
Instruction Type: Independent Work with Presentations
Overview and Rationale:
This lesson is designed to provide students with the
opportunity to become familiar with the Occupational Outlook Handbook. Students
will learn how to match skills and interests in prospective job areas. Students
will learn how to identify what skills and education are needed to acquire
prospective jobs.
Learning Objectives /
Skills:
At
the completion of this lesson, students will be familiar with various
occupations and will be able to consider which jobs best match their individual
skills and talents.
Skills:
Research Skills, reflective thinking, critical thinking, writing skills,
managing change
Materials / Equipment
Needed:
Paper
and Pens
Dictionary
(ies) of Occupational Titles
U.S.
Occupational Outlook Handbook
Journals,
IDP's
Handout:
Occupational Families (Week One Day
Two, re-use from first week)
Sunday
newspaper classified job ads, enough for students enrolled
How to Prepare:
Review individual IDP's in order to assist students
who may need guidance in completing the exercises. The instructor should obtain sufficient number of copies of
the Dictionary of Occupational Titles and/or CD ROM versions for distribution.
Be familiar with the resources and know how to use them. If the materials are
not available, students may need to visit the library or a job resource center
for resources. You may also go to the library ahead and check them out for use
in the class.
Introduction
/ Warm Up / Review:
Pole students on what future jobs they are
interested in and write responses on board. Facilitate a discussion on what
interests, what skills, and what education one must have to get the various jobs
listed on the board.
Presentation of Lesson:
Let students know that there are various ways to
determine which jobs or job families are appropriate to the skills and interests
that individuals possess. Introduce the U.S. Occupational Outlook Handbook by
letting students know that it is a good source of career information; it
describes what workers do in a particular job, working conditions, training and
education needed, earnings, and expected job prospects. It is comprehensive in
that it covers 250 occupations. It has been published every two years for about
52 years. Each publication provides new information.
Students will learn how to use the handbooks to
determine which job(s) best fit their own skills and talents, and facilitate
making logical decisions regarding the selection of a prospective job or career.
Practice / Activity:
Pass out the handbooks. Go through the contents
together, asking for student input on what catches their attention and answer
any questions they might have.
Students should have their IDP's, journals, and
occupational families handout. The next 45 minutes will be an investigative
period as students work to find occupations in the handbook that are associated
with their professional goals. If there is common interest in career goals,
students can team up.
Application /
Transfer:
Once students have located occupations that are of
interest students should work with the various books and documents to match up
interests and professional goals. Remind students to consider their interest
inventories and Multiple Intelligences Checklists.
When students have completed their investigative
work, ask students to report to the class on what information they have found.
Information should include the criteria needed for the occupation that they
investigated.
If time permits, have students scan Sunday newspaper
classified ads to locate jobs that are in the same occupational family.
Reflection by
Teacher:
Students should reach an understanding of how
personal interests and attributes tie in to the world of work. Students should
have a sense of what skills are necessary for occupations that they are
interested in.
Planning for
Next Lesson:
Students will continue to explore job topics and will
further develop an understanding of what skills are necessary for future jobs.
Preview the job-related material for this week and gain an understanding
of how the lessons fit together.
Lesson
Title:
Financial Management: Guest Speaker
Subject Matter/Life Skill Area: Professional Development
Learning Level / Prerequisite Skills: 9th
Grade Reading and Math
Lesson
Length: Two
Hours, One hour for the guest speaker and one hour for budgeting exercise (Omit
if guest speaker's presentation is longer than one hour)
Instruction
Type: Large
Group and individual practice with budget (If time allows)
Overview
/Rationale:
This workshop, which will be conducted by a financial
advisor, will enhance the student's awareness in the area of financial planning
and management. Students will become familiar with and gain a broadened
understanding of the importance of financial management concepts as they relate
to their persona and professional lives.
Learning
Objectives / Skills:
At the completion of this lesson, the student will be
able to set and prioritize goals for creating a personal financial plan, be able
to create a budget of income and expenses, and have a better understanding of
what financial topics need to be considered when considering employment.
Skills:
Budgeting, financial planning, income management, organization techniques,
teamwork, critical thinking
Material/Equipment
Needed:
Paper
and Pencil
Overhead
Projector or chalkboard
Calculators,
one for each student
Handout:
Budgeting Heaven Package http://members.aol.com/Moneymstr/BudHeaven.htm
Monthly
Budget Plan (For
Portfolio)
Check
with guest speaker for any materials or equipment needed
The instructor should begin to find a guest speaker
who has expertise in personal financial planning and could address the basic
concepts necessary when looking at personal financial matters as they relate to
work. The speaker should provide
the instructor with a presentation outline as well as copies of the handouts.
The instructor should provide the speaker with background information on the
learners and their needs.
NOTE:
In Virginia, the Virginia Cooperative Extension conducted a Financial Planning
workshop for students in the program.
Students will also learn how to prepare a monthly
budget. Look over the handout provided and decide what materials will be
appropriate for the learner's needs. Adjust as necessary.
Introduction
/Warm Up / Review:
Facilitate a brief discussion on financial planning
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 budget on a monthly basis. Find out how many students have worked
and received a paycheck with a paycheck stub. Facilitate a brief discussion
based on student feedback.
Presentation
of Lesson:
Introduce the guest speaker by mentioning his/her
name, organization, and area of expertise. The speaker should cover topics such
as reading/interpreting a paycheck stub, explaining the difference between gross
and net pay, select and compare benefits and insurance options, developing a
personal budget, maintaining accurate records, and saving for the future.
Practice
/ Activity:
Allow the guest speaker an hour for the presentation,
including follow up questions by students. If the guest speaker has come with an
application activity, you have the option of selecting the speaker's activity or
ending the speaker session and continuing with the budget activity that follows.
If you elect to follow guest speaker activity, allow
one more hour for the guest speaker. Help students to become fully engaged in
the speaker activity, as well as show appreciation at the end of the session.
Application /
Transfer:
Teacher
Led Budgeting Activity:
Pass
out the handout Budgeting Heaven.
Review the five steps with students, about five minutes. Elicit feedback from
students on any activities mentioned that they also utilize if they plan a
monthly budget.
Go to the Monthly
Living Expense Form on the next page. Discuss the main headlines (Housing,
Utilities, etc.) Elicit responses from students as to whether they think this
form is a detailed look at monthly expenses. Ask students for feedback on which
of these categories they are currently active with. Write feedback on the board
or on an OHP. Walk through a hypothetical monthly expense plan for an average
worker. Plug in numbers as students provide feedback. (It would be helpful to
have this form on a transparency) Students will be transferring numbers to
categories on the successive charts. A calculator will be helpful. Allow
students ten minutes to complete their forms individually.
Go to What is
your Net Income Form on the next page. Follow the lesson pattern with this
form. Be sure to cover categories that are unfamiliar to students and let
students know that not all categories apply to everyone. Allow students five
minutes to complete their forms individually.
Go to the Who
Do You Owe Money To? Form. Follow the lesson pattern with this form. Allow
students five minutes to complete their forms individually.
Go to the Are
You Short or Over? Form. Follow the lesson pattern with this form. Allow
students five minutes to complete their forms individually. This is the last
form. Review the forms with students. Let them know the benefits to budgeting.
If time allows, continue with the two remaining handouts, providing a
brief overview of what to do when you are short on the budget or what to do when
you have money left over. Ask students to provide feedback on how today's
session may influence how they regard their personal finances.
Pass out handout Monthly
Budget Plan. Let students know that they should complete this and place it
in their Portfolio.
Reflection
by Teacher:
Have students indicated a shift in their thoughts
about personal finance? What were students comments during the guest speaker
presentation? Were they actively engaged in the presentation?
Planning
for Next Lesson:
Students will learn about time management in the next
lesson. Review the lesson and make sure that students have printed out a
calendar/planner in technology for this activity. If that is not feasible, then
have a calendar/planner handout for each student.
JOB READINESS
WEEK THREE DAY THREE
Lesson Title: Dressing for Success, Shop
for Less
Subject Matter / Life Skill Area: Job Readiness
Learning Level / Prerequisite Skills: 9th
Grade reading and Math
Lesson
Length: Two
Hours
Instruction
Type: Role-Play
with Pair Work and Group Activity
Overview
/Rationale:
Dressing appropriately for the workplace is important
with regards to safety in some cases, and is an essential key to success. This
lesson is designed to provide basic concepts that facilitate choosing
appropriate clothing for the workplace, as well as dressing on a budget.
Learning
Objectives / Skills:
At the completion of this lesson, the student will
have gained a better perspective for considering the appropriate attire for the
workplace, which includes dressing, personal grooming, and shopping within one's
budget.
Skills:
Critical thinking, material and facilities, understands systems, monitors
and corrects performance
Material/Equipment
Needed:
Paper
and Pencil
Chalkboard
and chalk
A
selection of clothing catalogs for both men and women, sales adds showing
clothing
Handouts:
Personal Shopper Role:
Dressing
Better for Less ( http://www.stretcher.com/stories/980402g.htm)
five each
Customer Role:
Save
on Clothes (http://parenthub.com/family/savings/savedress.htm)
five each
Personal
Profile
Clothing
Inventory
Understand the concept of how to dress for the work
environment as is relates to culture, comfort, safety, and income. Become
familiar with the concept of a personal shopper for the pair activity.
The instructor should be sensitive to cultural
diversity, as well as income levels of students.
Introduction
/Warm Up / Review:
The instructor should begin by introducing the topic
for today's lesson. Provide an overview of the lesson as it relates to the world
of work. Share some of the important reasons for choosing the right attire for
the work environment. Ask for student input on the topic of dressing for the
workplace. Write feedback on the board.
Ask students how they determine appropriate dress for
the work environment. Answers may include: observations of what co-workers are
wearing, following a uniform policy, following a safety policy, asking during an
interview, etc. Provide comments when necessary.
Presentation
of Lesson:
Divide the students into two groups; the personal
shoppers and the customers. Distribute the handouts to the appropriate groups.
Instruct students that they will have about twenty minutes to read the article
and discuss the appropriate role for each group. Group members will provide each
other with ideas on how to 'become' either a personal shopper or the customer.
Give students the following information:
The Personal Shopper Role
Becomes the expert in shopping for their client.
Provides expertise on how to shop on a budget, what clothing to wear in the
workplace and how to stretch the wardrobe.
The Customer Role
Becomes an expert in knowing how and where to shop on
a budget, what they like and don't like, what wardrobe is necessary for their
workplace.
Practice
/ Activity:
Handout the Personal Profile and Clothing Inventory
Handout. There should be one for each customer during this activity, but the
personal shopper will also utilize these handouts later.
When each group has finished becoming an expert for
their assigned role, they must choose a partner from the other role group.
The Personal Shopper and the Customer will work together to create a
wardrobe for the customer. Each role must provide their input based on the
expertise gained during the group activity.
The Personal Shopper will help the Customer plan and
choose a wardrobe from the catalogs provided. Use the handouts to facilitate the
activity. Allow students one hour to work together. If they finish their
assigned roles, then they can switch roles and replay the activity.
Application
/ Transfer:
Regroup at the end of the role-play. Facilitate a
discussion on the following topics:
Ì
How to
Dress for the Workplace
Ì
How to
Shop on a Budget
Ì
How to
Save on Clothes
Ì
The Role
of the Personal Shopper
Ì
The Role
of the Customer
If time, students can then make a collage of
appropriate and inappropriate professional clothing in the workplace. Use
catalogs, sales fliers, and other materials that might contain clothing
pictures. Students can then present their collages to the class.
Reflection
by Teacher:
Were students able to transfer the importance of
knowing how to dress in the workplace to the importance of shopping
appropriately?
Planning for
Next Lesson:
Ask students to plan to come to class dressed in appropriate office attire (or appropriate clothing for the job they wish to have). Students will receive grooming tips and a makeover from an image consultant in the next lesson.
WEEK THREE DAY
FOUR
Lesson
Title: Body
Language, Safety in the Workplace, Job Appllications
Subject
Matter/Life Skill Area: Communication
Learning
Level/Prerequisite Skills:
9th Grade
Lesson
Length:
Forty-five minutes to an hour (Body Language), Thirty minutes (Guest Speaker),
Thirty Minutes (Filling Out Job Applications)
Instruction
Type:
Role-Play (Body Language) and Guest Speaker (Safety in the Workplace)
Overview
and Rationale:
This lesson is a combination of three short lessons.
Students will have the opportunity to work on several related skills: body
language, safety in the workplace, and filling out job applications.
Learning
Objectives / Skills:
At the completion of this lesson, students will
recognize body language that is appropriate or inappropriate in the workplace.
Students will also use this understanding of body language to promote a positive
image during an interview. Students will have a clear understanding of how to
maintain personal safety when in the workplace. Students will demonstrate the
ability to correctly fill out a job application so that it is clear and legible.
Skills:
Communication through body language, writing, speaking, communication
Materials
/ Equipment Needed:
Handouts:
Body Language!,Body Language (For
Instructors), Personal Safety in the Workplace
Paper,
Pencils
Job
Applications- a variety
Arrange
for guest speaker on Safety in the Workplace
Chart
Paper and markers
How
to Prepare:
The
instructor should read over all handouts to become familiar with the Body
Language activity. The instructor should arrange to have a guest speaker who can
address the issues and concerns presented on the Personal Safety in the
Workplace handout. Also, have job applications available in a variety of styles
so that students can practice filling out forms.
Introduction
/ Warm Up / Review:
Begin the lesson by giving students an overview of
the three lessons that will be covered today. You may want to write an agenda on
the board that outlines the time (time management skills).
Body Language
Presentation
of Lesson:
Ask students what they know about body language.
Briefly discuss their ideas. Ask students to indicate whether body language is
important in an interview or if the interviewer pays any attention to body
language.
Practice
/ Activity:
Pass out handout on body language and go through it
with the class. It will be helpful to give a demonstration of each of the body
language clues. Students can mimic your demonstration as you go along.
Application
/ Transfer:
Have students work in pairs to demonstrate to each
other each of the body language clues. Students can role-play proper body
language techniques, as well as those that are unacceptable.
Assign numbers from the handout to each set of pairs
and have them role play their assigned number to the rest of the class. Allow
students the opportunity to make suggestions and modifications when necessary.
Personal Safety
in the Workplace
Presentation
of Lesson:
Introduce
guest speaker and give speaker about thirty minutes for his/her presentation on
personal safety.
NOTE:
During the
first pilot of the GTE curriculum (spring 1999), a student from the program
organized and conducted a presentation on Safety in the Workplace.
Job Applications
Presentation
of Lesson:
Ask students to indicate if they have ever filled out
a job application before. Elicit responses as to whether the task was
accomplished easily and was it difficult. What was the outcome?
Practice
/ Activity:
Divide students into two groups and assign each a
brainstorming topic. One group will be the "Do's" for filling out an
application, the other the "Don'ts." Each group is to work together to
brainstorm every possible do/don't and write them on their chart paper. Give
groups about five minutes to brainstorm. Then each group should present their
ideas to the class.
Application
/ Transfer:
Pass out various styles of job applications and have
students' practice filling them out. Lend support when necessary. Have students
refer to the do's and don'ts when necessary. Students may want to add to the
lists as they fill out the forms.
Reflection
by Teacher:
Did students demonstrate good body language that is
acceptable in the workplace? Do students have an understanding of how to
maintain personal safety and know how to fill out a job application correctly?
Planning
for Next Lesson:
Review resume materials, become familiar with the various styles of resumes, how and when they should be used, and know how to facilitate matching student interests to the appropriate resume.
ACADEMIC PREPARATION
WEEK THREE DAY FIVE
Lesson
Title: The
Business Letter: Formatting, Writing and Editing
Subject
Matter / Life Skill Area: Academic
Learning Level / Prerequisite Skills: 9th Grade Reading and Math
Lesson Length: Two Hours
Instruction Type: Whole group, pair and individual
Overview
/ Rationale:
These activities are designed to examine in detail,
the necessary components of a business letter as well as to allow students the
opportunity to compose a cover letter. They are also meant to complement both
the work students were introduced to in job readiness and the work they will be
doing in the computer lab.
Learning
Objectives / Skills:
At the completion of this lesson, the learner will be
able to correctly format, write and edit a business letter.
Skills:
Business writing and editing
Overhead
Projector or blackboard
Job
ads from local newspaper
Handouts:
A.B, and C
Colored
pencils
How
to Prepare:
Become
familiar with the components of a business letter, the various styles, and how
they can be applied to this lesson.
Introduction
/Warm Up / Review:
Briefly brainstorm with students when it is necessary
or appropriate to write business letters, e.g. letters of complaint, requests
for information, cover letters, follow-up or thank you letters after an
interview, etc.
Presentation
of Lesson:
Use Handout A to discuss and identify the parts of a
business letter. Elicit from the students how a business letter is different
than a personal letter.
Have each student select two ads from the newspaper,
which require a resume. Practice writing the heading, inside address and
greeting for a cover letter to accompany a resume. (See sample Handout B).
Correct with a partner.
Practice
/ Activity:
Using colored pencils with Handout C, have students
review a sample cover letter, circling letters, which need to be capitalized in
one color, and adding the necessary punctuation marks in another. Have partners
compare their papers. Correct together on the overhead.
Application/Transfer:
Again, using the newspaper ads, have students choose
a job to apply for and compose an appropriate cover letter to accompany a
resume. Have students exchange letters with partners. Ask partners to check for
the proper use of commas, colon, capitalization, subject/verb agreement, and
spelling.
Reflection
by Teacher:
Are the students able to compose a business letter
independently using correct format, proper punctuation, etc.? Will they be able
to transfer these skills to the computer lab?
Planning
for Next Lesson:
Review Thursday's exercise on Thank-you letters and
how they compare in style and application.
1284
North Fifth Street
Reading, PA 19606
Heading
September
12, 1999
Mr.
John A. Smith
President
Computer Tronics
Inside
Address
458
East Perkiomen Avenue
Mount
Penn, PA 19605
Dear Mr. Smith:
Greeting
Thank you for recommending me for the job as a
computer programmer with Allen Electronics. I enjoyed
Body
working
as an intern at Computer Tronics and feel I was
able
to learn a lot during my time at your company.
Sincerely,
Closing
------------------------------------------------------------------------------------------------------------
Matching.
1.
Heading
A. The punctuation mark after the greeting
2.
Colon
B. The punctuation mark
after the closing
3.
Inside Address
C. Contains the address of
the sender
4.
Comma
D. Part of the heading
5.
Date
E. Shows to whom the letter
is being sent
Use
this form with the newspaper job ads to practice formatting a business letter to
include return address, date, inside address and greeting to potential employers
.
______________________
______________________
______________________
________________________
________________________
________________________
________________________
Dear_____________________
_________________________
_________________________
_________________________
__________________________
___________________________
___________________________
___________________________
Dear_______________________
JOB READINESS
WEEK THREE DAY FIVE
Lesson Title: Guest Speaker, Image
Consultant Makeover and Accessing Office Technology
Subject Matter / Life Skill Area: Job Readiness
Learning Level / Prerequisite Skills: 9th
Grade reading and Math
Lesson
Length: One
Hour
Instruction
Type: Presentation
by Image Consultant
Overview
/Rationale:
An image consultant will conduct this workshop.
Students will gain insight to how to look and feel your best for the workplace
setting. Students will how to care for the skin, be given a makeover, and taught
how to apply makeup for the workplace.
Students will also learn how to access and utilize
office technology that is generally available.
Learning
Objectives / Skills:
At the completion of this lesson, the student will
learn how to care for the skin and select and apply appropriate makeup
(foundation, powders, eye shadows, etc.).
Students will be able to use office technology.
Skills: Material
and facilities, understands systems, monitors and corrects performance
Material/Equipment
Needed:
Materials/handouts
provided by the Image Consultant
Paper
Towels
Cleaning
Supplies
Access
to: Fax Machine, Copier
The instructor should arrange for an image consultant
for this class session. Share the program objectives with the consultant, as
well as make aware of the cultural diversity and gender of the students
participating in this activity.
Introduction
/Warm Up / Review:
Take about five minutes to review the week's
activities, particularly yesterday's activity on dressing for the workplace.
Introduce today's topic to the students. Introduce the guest speaker to the
students and have the consultant begin his/her presentation.
Presentation
of Lesson:
The image consultant will come prepared to present a
workshop for approximately one hour, which will cover the objectives of this
lesson. She (he) should be encouraged to bring handouts for the students so that
they may refer to them in the future. The majority of time will be spent
providing makeovers for the students, while instructing them on the importance
of looking your best in the workplace.
Practice
/ Activity:
The consultant will begin with a short discussion of
the importance of coordination makeup and clothing, and explain how together,
they create an overall professional look. During the makeovers, the consultant
can simultaneously provide information and provide guidance to students in
helping them to select a look that is right for them. Thank the consultant for the presentation. If time allows, go over
the handouts on skin care and related topics.
Application /
Transfer:
Provide instruction to students on
how to use the fax machine and the office copier. Allow students the opportunity
to practice using both machines.
Reflection by
Teacher:
Students should have an awareness of how personal
appearance enhances many aspects in the world of work. Students should feel that
they have gained a variety of skills during the week that will facilitate
dressing for success. Relate the importance of this week's skills to how they
can be used effectively with next week's topic of The Interview.
Planning for Next Lesson:
Review lessons that are scheduled the following week. On Monday, tie in how this week's topics relate to the interview process.