This lesson plan template outlines a 5-day lesson to teach 10th-12th grade special education students how to prepare for a job interview. Over the course of the lesson, students will learn to find job listings, research potential jobs and employers, prepare appropriate attire and resumes, and practice interview skills. On the final day, students will participate in mock interviews with their teacher and receive feedback. The goal is for students to gain the skills needed to independently complete all steps to apply for and interview for a job.
This lesson plan template outlines a 5-day lesson to teach 10th-12th grade special education students how to prepare for a job interview. Over the course of the lesson, students will learn to find job listings, research potential jobs and employers, prepare appropriate attire and resumes, and practice interview skills. On the final day, students will participate in mock interviews with their teacher and receive feedback. The goal is for students to gain the skills needed to independently complete all steps to apply for and interview for a job.
This lesson plan template outlines a 5-day lesson to teach 10th-12th grade special education students how to prepare for a job interview. Over the course of the lesson, students will learn to find job listings, research potential jobs and employers, prepare appropriate attire and resumes, and practice interview skills. On the final day, students will participate in mock interviews with their teacher and receive feedback. The goal is for students to gain the skills needed to independently complete all steps to apply for and interview for a job.
This lesson plan template outlines a 5-day lesson to teach 10th-12th grade special education students how to prepare for a job interview. Over the course of the lesson, students will learn to find job listings, research potential jobs and employers, prepare appropriate attire and resumes, and practice interview skills. On the final day, students will participate in mock interviews with their teacher and receive feedback. The goal is for students to gain the skills needed to independently complete all steps to apply for and interview for a job.
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Viterbo University
Lesson Plan Template
Effective Fall 2014
This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each of the lesson plan components, see the Viterbo Essential Elements posted on Moodle in the Education Majors course. All items below will expand as needed to add text. Name Kara Suckow Lesson Title Preparing for an Interview day.
Date 11/14/15 Grade Level 10th-12 Grade
Time Frame 5 Days, 50 minutes each
Learner Profile and Contextual Factors: 10 students in the special education classroom. Various ability levels present. 8 Caucasian students, 1 Hispanic student, and 1 African American student. Curriculum Standards: This lesson follows standards developed be The Wisconsin Standards for Business and Information Technology. Under the Common Career Technical Core, standards have been developed for Career Ready Practices. There are a total of 12 statements that address the knowledge, skills, and dispositions important to becoming career ready.
Unit Goal/Central Focus
Participating in a job interview involves more than just answering questions about individual skills. Appropriate attire, hygiene, how to sit, and gaining background information about the job is important as well. This lesson focuses on a daily approach to developing the skills necessary to complete a successful interview. This lesson will be taught after a student has completed some type of future plan and/or career assessment. All information gathered during the week will be placed in a job folder. These folders will be filed in the classroom, and students will have access to these folders and add to them each time they practice.
People: Special education teacher, paraeducator, general education teacher.
Unit Summative Assessment
The purpose of this unit is postsecondary preparation. This unit will assist those students working on their transition plan objectives.
Prior Student Knowledge: The students participating in this lesson have had prior work to determine what kind of jobs they are interested in. They have completed career assessments and narrowed down 3-5 jobs they could potentially apply for. It is important for students to complete and assessment and identify what job skills they have, to be able to for a job that will fit the skill set they have.
Lesson Objectives: Each student who participates in this
lesson, will develop the skills necessary to complete the following tasks independently:
1) Locate jobs in the newspaper, online, etc.
2) Research a job they are interested using appropriately technology 3) Put together an appropriate outfit for an interview 4) Prepare a resume 5) Learn appropriate job interview skills
Academic Language: What is the key language demand/function?
Formative Assessment: The assessment following this lesson
will be the final interview completed with the special education teacher.
What academic language will you teach and/or develop? What is the key vocabulary and/or symbols? What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency? What supports will you provide that will help students understand and successfully use the academic language?
Key Language demands and
Academic Language Practice Support functions Interview, Employment, Hygiene, Exposure and discussion of terms Smart Board activity of connecting Analyze Job Application, Resume, Cover the term and definition Explore Letter Connect the term and definition INSTRUCTION Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment. You should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the lesson from the plan. Time
Intro/Motivation/Anticipatory Set: This lesson will be
introduced by watching a short video on a person applying for a job, and following the steps appropriate to prepare for the interview. Students will also watch short video clips of good and bad interviews when that topic is introduced later in the week. Instructional Procedures/Developmental Lesson/Universal Core: Day 1 (Monday)- Students will learn where to find available jobs, and choose a job they would like to apply for
Students will be shown the employment
section of a local newspaper Students will be shown on the smart board of the classroom how to search for jobs using the internet Students will work in groups using the newspapers and an iPad to find a job they are interested in. When they have selected a job to apply for,
Differentiation for All / Multiple Pathways/Alternative Teaching
Approaches: Use visual aids, recordings, and videos for auditory and/or visual learners. Collaborate with general education teachers for assistance. Offer a variety of resources to locate jobs. (Newspapers, iPad, Computers)
they will print it out, or cut it out of the
newspaper, and place it in their job folder. Day 2 (Tuesday)- Students will do research on the job they are applying for, and the company/employer
Students will use their iPads to first identify
information on specific skills necessary for the job they are applying for. Students will also research the company or employer who will be hiring for the job Students can write down information about their job, receive assistance from someone else to write down information, or print the information they found Information found can be filed in their job folder when they are finished.
Day 3 (Wednesday)- Students will discuss
hygiene and proper attire for an interview, and come up with an appropriate outfit to wear.
The class will start with having a group
discussion about personal hygiene and how they should look when going to an interview o Personal hygiene includes taking a shower, shaving, brushing teeth, combing hair, wearing deodorant, putting on clean undergarments The class will discuss what they believe they should and shouldnt wear to an interview. Students will use their iPads, a newspaper, or a magazine to look at outfit options for their interview. Students can print out clothing options, cut options from magazine or newspaper clippings, or draw out what they would like to wear. Clothing options will be put in the job folder.
Day 4 (Thursday)- Students will learn interview
specific skills and review the information they looked up during the week.
The class will start by receiving a hand out on
questions most commonly asked by an interviewer. The class will have a group discussion about appropriate interview skills o Making eye contact o Not rushing through answers to questions o Where to place hands o How to sit in the chair o Coming up with questions to ask the interviewer Students will break in to groups and work with peers and teachers/support staff. o Students will ask each other questions from the handout, and have the opportunity to practice interview skills talked about o Support staff and teachers will provide constructive criticism and offer tips and encouragement Students will review their job folders. They will be encouraged to dress appropriately to participate in a mock interview the following day.
Day 5 (Friday)- Students will participate in a mock
interview with their special education teacher
Students will be given an assigned time to
meet one on one with their special education teacher The special education teacher will prepare
questions specific to the job the student chose
to interview for earlier in the week Students will participate in the interview with their teacher The teacher will review with interview with the student when it is over o The teacher can provide the student with a rubric, and fill it in with the student after the interview o The student and teacher can talk about how the interview went and come up with strategies to make the next interview better As a group, students can complete a selfreflection about their interview and put it in their job folder to be used for the next round of interviews.
Closure: Each students mock interview will be filmed with
the teacher. The class will watch the videos and comment on the pros and cons of each. The class will share what was easy and what was difficult about finding a job to apply for. IEP Requirements: Refer to each individual students IEP.
Rationale/Theoretical Reasoning/ Research: This lesson plan follows the Gradual Release of Responsibility best practice teaching method. Each day, the instructor models the task at hand. The teacher then works with the students, then the students work together, and finally each student works independently. This type of best practice also leads up to each student independently completing a mock interview at the end of the week.
Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?
Classroom Management: Individual students behaviors and special needs should be considered.
Safety: There are no safety concerns associated with this lesson.
Analysis: Include quantitative (numerical) and qualitative (descriptive) data which address the questions: Did the students attain each objective? How do you know? What is your evidence?
Reflection/Future Modifications: Provide specific, evidence-based example, not generalizations.
To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of student learning? What did you learn about your students as learners? What will be your next instructional steps? What have you learned about yourself as a teacher?
