Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Elizabeth Bails

School: Lutz
Grade and Subject Area(s): 13th (ages 22-26) and life skills
Lesson Title: What Makes a Good Employee?
Time Needed for Lesson: 30-35 minutes
1. LEARNERS & LEARNING ENVIRONMENT
a) Engaging and Supporting Diverse Learners:
Demographics:
When looking at the demographics of my students, I looked at many different characteristics such as
gender, race, linguistic background, and special education status. I have provided multiple pie charts
below to depict the approximate percentages in these specific categories. Also, the linguistic
background of the students in the class is 100% speak English as their first language and 1 student or
about 5% of the class speak Spanish as their second language.

Race
Gender

Hispanic
5%

Females 55%
Males 45%

African
American
28%
Caucasian
67%

Special Education
Status
AI 5%
Mild CI 28%
Moderate CI
67%

Students' Strengths
When it comes to the qualities of a good employee, from student to student it varies what their
strengths are. Throughout our classroom we have honest, hardworking, pleasant students who are on
time. Some of our students will also work at any jobsite and are open to change.
Students' Needs
It also varies from student to student when it comes to needs. Some of our students cannot tell time so
they have trouble with being on time, taking breaks, and leaving at the correct times. All of our students
are allowed to bring a watch or their phone, as long as it is used appropriately to tell time. Some of our
students need to work on being flexible and helping out when they are asked. Many of our students
have developed preferences of job sites and are not particularly happy when they are asked to go
somewhere that is not their favorite. We have made a set schedule for the students, but it can still
change when students are absent.
b) Universal Design for Learning:
I arranged the classroom so that the students would be able to see the front of the room as well as work
with a partner at their table. I also kept in mind that a few students use peripheral vision and do not
look straight on at people or objects.

c) Materials & Digital Tools Needed:

PowerPoint presentation on computer

18 iPads, or as many as available

2. OUTCOMES & ASSESSMENT

a) Learning Outcomes, Content, Skills, and Thinking ToolsKnowledge Students Will Construct as
They Engage in This Lesson: Students will be able to:
State Standards:
Lutz School Student Transition Assessment (LSSTA): Demonstrate the qualities of a good worker
Student Outcomes:
As a result of all the activities and discussion in this lesson and further practice at the jobsites, the
students should be able identify qualities that make a good employee as well as be able to demonstrate
them at their jobsites.
Students will be involved in whole class discussion about what makes a good employee as well as
engaging in a Quizizz to test their knowledge.
b) Assessment and EvaluationEvidence of Student Learning:
Teacher will conduct a formal assessment through Quizizz. Each student will use an iPad to take the quiz
on Quizizz. Teacher will use this as a pretest to be able to see where the student may struggle. Teacher
will then record baseline data on a specific work quality that the individual needs to improve on by
visiting student at worksite. Each student will have a specific quality to work on and will focus on it when
at job site. For example, Sally struggles with telling time and remembering when to take her break.
Teacher can make a reminder card for student to put in her name tag that has a picture of what the
clock should look like when it is time for her break.

3. INSTRUCTIONAL PRACTICE
a) IntroductionEngaging Students, Activating Prior Knowledge, Setting Lesson Goals:
Journal question: What makes someone a good employee?
Students will have time to answer journal question and then we will brainstorm as a class what makes
someone a good employee. Students will come up to the board to write these qualities on the board.
b) Instructional MovesEngaging Students in Actively Constructing Deep Understanding
After class has discussed what they think makes someone a good employee, teacher will pull up the
PowerPoint presentation to engage the class in. There are specific qualities listed that make a good
employee and questions to go with each quality. Class will go through PowerPoint and discuss each
quality of a good employee. At the end we will compare and contrast the list on the PowerPoint and the
list we brainstormed as a class.
Next, students will be instructed to grab an iPad. Depending on the amount we are able to get for our
class, some students may have to share. Teacher will pull up Quizizz online and have students take a quiz
about the qualities that make a good employee. Teacher will read aloud with questions and possible
answers. After each question, class will discuss the answer and give possible examples of how they have
shown these qualities at their job sites.
c) ClosureStudents Summarizing and Synthesizing Their Learning:
For closure to this lesson, the teacher will ask the students to think about what qualities they are doing
very well with and the qualities that they need to work on. Teacher will call on students to share. Class
can help brainstorm how students can improve qualities as well as keep up the good work.

As an exit slip, students will be instructed to write in their journal one of the qualities that they need to
improve. We will use this to work with students on an individual basis so that students can work on their
goal of improving their work quality and being a good employee.
4. REFERENCES & RESOURCES:
Inspiration for PowerPoint from the Utah Education Network (uen.org)
5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection:
After teaching the lesson, I feel that I should have allotted more time. With the discussion of the
journal question, the PowerPoint about what makes a good employee, and the Quizizz, this lesson took
a little under an hour. However, it did work out that we had enough time to complete all sections of the
lesson. It was also my first time using Quizizz and I usually read the questions and possible answers out
loud to the students, but each student ended up having a different order of the questions on their iPad.
The teachers and paraprofessionals went around and helped each students read the questions and
answers. Next time, I will know to check the settings on Quizizz to make sure each student has the same
order of questions. Overall, I felt that the lesson went well and the students really enjoyed the
technology aspect.