James Testo EDU 578 Physiological Aspects of Teaching

Lesson Plan How do you make a good first impression when seeking employment and job success skills?

Grade: 7 Career Unit Materials: Stickers, handouts, poster, rating sheet, guided notes Length of activity: 20 minutes. Following day will begin with independent practice activity from previous days lesson.

Anticipatory Set: Students have already spent a week with the guidance counselors and teacher exploring career interests. Use Bell Ringer poster of people applying for the same job and Essential Question responses. Ask students which person is dressed the most professionally for the interview?

Objective: Students will describe the importance of a good first impression when seeking employment using proper dress, etiquette and communication with 100% accuracy. Purpose: With todays economy and competitive market gaining employment is no easy task. Giving students the necessary skills and tools to help them enter the workforce and be successful is vital to their future.

Procedure:
A. Bell Ringer Bell ringer will be used to identify professional dress

attire.

1. Essential Question - When seeking employment, how do you think that you could make a good first impression?
2. Photo is used to identify which person is dressed the most

professionally for a job interview. Discussion to follow related to proper dress attire for different occupations. B. Introduce Objectives
C. Communication Activity and discussion of procedures and results.

Guided notes will be used to reinforce new concepts addressed in the lesson. The students will learn first hand the importance of communication to accomplish work related tasks.
D. Professional Greeting Activity / Modeling discussion of procedures and

results. The students will practice the proper way to greet someone to increase the chance of making a good first impression. E. Independent practice and Closure

Standards:
Learning Standards for Career Development and Occupational Studies: Intermediate Standard 1. Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals. Performance Indicator 1.1, 1.1-E Standard 2. Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work. Performance Indicator 1., 1.1, 1.2, 1.3 Standard 3a #2. Thinking Skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations. 3a #3. Personal qualities generally include competence in selfmanagement and the ability to plan, organize and take independent action.

Family and Consumer Science Intermediate Standards: Standard #3 Students will understand and be able to manage personal resources of talent, time, energy and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources. Performance Indicators: #1.5, #1.5-J