OTTAWA UNIVERSITY

TEACHER EDUCATION DEPARTMENT

LESSON PLAN OUTLINE
Level 1

Name: Jenice Armstead-Robinzine Grade Level: 9-12

Date: 4-6-2018 Approximate length of time: 15-30 minutes
School: Buckeye Union High School Subject: Transition to Work
Title: Paper Application
Unit Goal: Complete a paper application

STANDARD, BENCHMARK, INDICATOR(S): 9-12

CCSS-ELA-LITERACY.CCRAL.1, CCSS-ELA-LITERACY.CCRAL.2,
CCSS-ELA-LITERACY.CCRAL.3, CCSS-ELA-LITERACY.CCRAL.4,
CCSS-ELA-LITERACY.CCRAL.5, CCSS-ELA-LITERACY.CCRAL.6
WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?
After this lesson the students will be able to not only look online for a specific job they
will also have the ability to complete the application. Today the are learning to work with a
peer(s) B this semester is over the student(s) will be able to fill out the complete application with
little or no errors.
HOW WILL YOU ASSESS STUDENT LEARNING?
Formal Assessment Examples:
A pre-test will be given to determine how much the student knows and then a
post-test to show what the student has learned.
Informal Assessment Examples:
An observation of the students doing mock interviews with their peers.
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO
TEACH THIS LESSON?
 School issued laptop, Google.com and Indeed.com
The students will sign log online to Indeed.com locate the job of his/her choice
and fill out the paper application.
What might happen if?
The student will follow through and apply for the job and if all goes well the student
could be hired.
What approach/strategy could you use to?
Encourage the student to be make sure he/she follow on any jobs they apply for.
What might you infer from?
What I concluded is if the students are sincere about employment he/she will follow the
necessary steps in order to try to be the most impressive candidate for the job.
Why?
Applying for a job the individual must present themselves as being the best of the best.
Where did you get the ideas, information and materials for this lesson? (textbook,
teacher’s manual, websites, professional journals, etc.)
Most of the information comes from working with the students and having knowledge of
(IDEA.ed.gov) as of April 8, 2018 the new site will be (https://sites.ed.gov/idea)

WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?

Enlarge the print, allow students to use the online translator as needed.
WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?
 Technology Integration: school issued laptop
 Cooperative Learning Groups: work in small groups
 Discovery Learning: ability to recognize career vocabulary words from the
previous lesson
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
What pre-requisite skills and/or knowledge are required for this lesson?
 No pre-requisite skills needed for the entry jobs the students were applying for.
Identify skills and knowledge previously learned that students need in order
to successfully learn the skills and knowledge taught in this lesson.
 Personal information
 Career vocabulary words
  Include a cover letter and current resume’

How will you check for understanding throughout this lesson?

 Review the student’s application
 Show a copy of a completed online application

From here on, write as if you are talking to the children/students.

FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR

KNOWLEDGE)
Titanna, make sure you use dictionary.com to check the spelling, do not forget to capitalize, also
make use your writing is legible. When you apply for a job you have to understand there are
other candidates that’s just as qualified as you.
DELIVERY OF INFORMATION
Please do not let this discourage you if you are not selected for the job continue to search other
company’s website to see if they are accepting applications. Remember what the recruiter stated
in the interview, by the end of May, they will be looking for more people to fill the upcoming
seasonal jobs.
MODELING/DEMONSTRATION/SKILL CUES
Class do you remember earlier this year, several of your class were call back in when
they did not get the job on the first interview.
 Ages
 Driver license
 Diploma/GED
GUIDED PRACTICE
 Peer to peer discussions
 Mock interviews
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS
 Complete the application without assistance

CLOSURE/WRAP-UP (ENDING THE LESSON)

Today each individual was responsible for completing his/her on job application. Each
student had someone from your table to work with on the draft along with watching
example of several completed applications. You were give the paper application oppose
 to completing it online because several companies still use paper application. You must
learn to write legible so other can read and understand what you wrote.
REVIEW, EVALUATE, AND REFLECT
What data do you have to support the instruction?
 Application
What indications do you have, in addition to the data, that your instruction
was successful?
 Several students were contacted for an interview
What do you perceive as the strengths of your instruction?
 A few students were hired
What would you change when teaching this lesson again?
 Select more companies
What have you learned about content, teaching and learning from teaching
this lesson?
 More companies are willing to hire individuals with a disability