Unit Plan Template s10

Intel® Teach Program

Essentials Course

Mock Job Interview Unit Plan

Unit Author
First and Last Name / Margie Swanger
School District / Highland County Public Schools
School Name / Highland High School
School City, State / Monterey, Virginia
Unit Overview
Unit Title
“Get a Job”
Unit Summary
There comes a time when all young people have to take that leap into adulthood. In this unit students will prepare for this monumental dive by going through the process of getting a job. They will choose a career, research key information about the career, do a job search for openings in the geographic area of their choice, write a letter of application and a résumé, schedule an interview, and go through a formal interview.
Subject Area
Spanish Language, written and oral communication
Grade Level
Spanish 3
Higher-Order Thinking Skills
Analysis, Interpretation, Evaluation
Approximate Time Needed
9-10 days of 50 minutes classes
Unit Foundation
Targeted Content Standards and Benchmarks
Virginia Standards of Learning
SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in
Spanish, applying familiar vocabulary and structures to new situations.
1. Participate in sustained exchanges that reflect past, present, and future time.
2. Exchange detailed information on familiar topics via conversations, notes, letters, or
e-mail.
3. Use paraphrasing, circumlocution, and nonverbal behaviors to convey and comprehend messages in level-appropriate Spanish.
21st Century Skills
Information, Media and Technology Skills
ICT (Information, Communications and Technology) Literacy
· Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information
Life and Career Skills
Productivity and Accountability
· Setting and meeting high standards and goals for delivering quality work on time
· Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)
Student Objectives/Learning Outcomes
Students will
· choose a career path and write an essay telling why they chose the career.
· meet with the school guidance counselor to discuss careers and research information on the career including educational and/or training requirements, average salaries, job forecasts for the career, and availability of jobs in their geographic area of interest.
· write a résumé using word-processing templates or wizard.
· search the Internet for job openings in their chosen career in the geographic area of interest that matches the qualifications in their résumé.
· write a letter of application for the job that most interests them.
· schedule a job interview.
· brainstorm and research the most frequently asked interview questions and tips on the interview process.
· practice interviewing each other.
· participate in a formal interview with the teacher.
· write a reflective essay on the interview
Curriculum-Framing Questions
Essential Question / What does the future hold?
Unit Questions / What career do you want to pursue and why?
How do you obtain a job in this field?
Content Questions / What education and/or training are required for this career?
How do you search for jobs on the Internet?
How do you write a letter of application?
How do you write a résumé?
What questions are typically asked in a job interview?
How should I prepare for a job interview?
Assessment Plan
Assessment Timeline
Before project work begins / Students work on projects and complete tasks / After project work is completed
· Questioning / · Career choice essay / · Checklist for Internet research
· Résumé
· Checklist for job search
· Letter of application / · Telephone conversation rubric
· Student created rubric for practice interviews / · Mock job interview / · Reflective essay
Assessment Summary
The unit begins with students offering their opinions on the essential question, “What does the future hold?” to guide the students toward reflection of their future careers in the form of an essay. Checklists are used for career background and job availability research to help students guide their learning and self-assess their progress. Students will create résumés and letters of application to simulate the actual job search process. They will collaborate to create a rubric for practice interviews to provide feedback before the formal interviews. In order to create an real world experience, students will go through a formal job interview with the teacher. At the end of the unit, students will write a reflective essay in order to evaluate their interview and propose ways to improve their performance in the future.
Unit Details
Prerequisite Skills
Basic work and career vocabulary in the target language, Internet search skills, basic word processing skills
Instructional Procedures
All assignments lead up to “obtaining” a job in the career of choice for the student. Each day the students will research and plan for the formal job interview.
Day 1
The unit begins by asking the essential question, What does the future hold? Students are given 2-3 minutes to consider the question before group discussion begins. The discussion will be used to lead up to the first unit question, What career do you want to pursue and why? The teacher will show the Intro to Unit PowerPoint presentation and discuss the new unit.
Students will
· choose a career path
· write an essay telling why they chose the career.
Assessment used: Questioning participation checklist
Career choice essay rubric
Days 2-3
The school guidance counselor will visit the classroom to discuss careers and the Internet tools available for career specific information.
Students will:
· research information on their chosen career including educational and/or training requirements, average salaries, job forecasts for the career, and availability of jobs in their geographic area of interest .
· write a résumé using word-processing templates or wizard.
Assessment used: Checklist for Internet career research:
Résumé rubric
Days 4-5
This time will be used to explore the jobs that are actually out there.
Students will:
· search the Internet for job openings in their chosen career in the geographic area of interest that matches the qualifications in their résumé.
· write a letter of application for the job that most interests them.
· schedule a job interview.
Assessment used: Checklist for Internet job research
Letter of application rubric
Telephone conversation rubric
Days 6-7
This is the formal interview preparation stage.
Students will:
· brainstorm and research the most frequently asked interview questions and tips on the interview process.
· create a rubric for practice interviews
· practice interviewing each other.
Assessment used: Student created rubric
Days 8-9
This is the big day!
Students will:
· participate in a formal interview with the teacher.
Assessment used: Mock job interview rubric
Day 10
This is self-evaluation day
Students and teacher will:
· write a reflective essay on the interview and the process
Assessment used: Relective essay rubric
Accommodations for Differentiated Instruction
Special Needs Students / · Provide additional guidance with Internet searches
· Hold additional conferences to help organize data
Native Speakers / · Provide additional guidance with Internet searches in English language websites
Gifted/Talented Students / · Have students write and perform a comedy skit showing how a job interview can go wrong
Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)

Intel® Teach Program

Essentials Course

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection / Laser Disk
Printer
Projection System
Scanner
Television / VCR
Video Camera
Video Conferencing Equip.
Other
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM / Image Processing
Internet Web Browser
Multimedia / Web Page Development
Word Processing
Other Oxford Standard Spanish Dictionary

Intel® Teach Program

Essentials Course

Printed Materials / Questioning participation checklist

Checklist for Internet job research
Letter of application rubric

Relective essay rubric
Supplies
Internet Resources / Career Information Sites
America’s Career InfoNet http://www.acinet.org/acinet/
US Department of Labor Bureau of statistics with Occupational Outlook Handbook http://www.bls.gov/oco/home.htm
Virginia View http://www.vaview.org/
Intel Resources
http://www.intel.com/education/
Other Resources / Guest speaker: school guidance counselor

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