Lesson Plan. Preparation

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1 Course Title: Engineering Design and Presentation Lesson Plan Session Title: Career Research and Employment Skills Project #2: Work Ethics, Employability, and Interpersonal Skills Vocabulary Video (6 day lesson) Performance Objective: Upon completion of this lesson/assignment the student will be able to use the computer and internet and the PowerPoint presentation to determine what their work ethics, employability, and interpersonal skills are, explain how social networking sites like Facebook can make or break their career, and create a Work Ethics, Employability, and Interpersonal Skills video per the rubric provided. Specific Objectives: Use the computer, internet, save work correctly Explain what work ethics, employability, and interpersonal skills are and what theirs are Explain how social networking sites like Facebook can make or break their career Create a Work Ethics, Employability, and Interpersonal Skills video per the rubric provided NOTE Sequencing of lesson that is recommended: Day 10 = Go over the Work Ethics and Employability PowerPoint presentation and complete the Employability handout Day 11 = The 6 Career-Killing Facebook Mistakes handout Day = Work Ethics, Employability, and Interpersonal Skills Vocabulary Video Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Engineering Design and Presentation: (c)(1)(A)(B)(C)(D)(E)(F)(G)(H)(I)(J)(K) distinguish the differences between an engineering technician, engineering technologist, and engineer; identify employment and career opportunities; investigate and work toward industry certifications; demonstrate the principles of teamwork related to engineering and technology; identify and use appropriate work habits; demonstrate knowledge related to governmental regulations, including health and safety; discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects; demonstrate respect for diversity in the workplace; demonstrate appropriate actions and identify consequences relating to discrimination, harassment, and equality; demonstrate effective oral and written communication skills using a variety of software applications and media; and explore career preparation learning experiences, including, but not limited to, job 1

2 shadowing, mentoring, and apprenticeship training Interdisciplinary Correlations: English Language Arts and Reading, English IV: (b)(1)(E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed (b)(11)(A)(B) draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations (b)(12)(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; (b)(13)(A)(D)(E) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; edit drafts for grammar, mechanics, and spelling; revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences (b)(15)(B)(D) write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include: (i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and address their potential problems and misunderstandings; (iv) accurate technical information in accessible language; and (v) appropriate organizational structures supported by facts and details (documented if appropriate); produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view (b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization (b)(19) - Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. 2

3 110.34(b)(25) - Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively (b)(26) - Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria. Teacher Preparation: Prepare handouts for each student. References: Work Ethics & Employability PowerPoint Employability Skills Work Ethics 6 Career-Killing Facebook Mistakes Instructional Aids: 1. Computer, Internet, Printer, Word, PowerPoint (or equivalent software) Materials Needed: 1. Work Ethics and Employability Skills PowerPoint presentation a. One (1) of each of the two handout sheets for each student b. Employability handout c. The 6 Career-Killing Facebook Mistakes 2. Photo Story or Movie Maker Video instructions handout 3. Print out of PowerPoint for students who need hard copies 4. Writing utensils for students who don t have any 5. Computer with internet access and printer access Equipment Needed: 1. Data projector for PowerPoint 2. Computer with internet access Learner Preparation: 1. At the beginning of the class, go over the Work Ethics and Employability PowerPoint. At each slide ask for at least one student s input about what the slide is trying to explain, making sure every student responds at least once. 2. Complete the two handouts given. 3. At the end of the lesson, the students should all be able to create a video in Photo Story or Movie 3

4 Maker that covers all the requirements given in the rubric. (Advanced students can be challenged by using Prezi, Ulead, Adobe Premiere, or Animoto.) Lesson Plan Introduction (LSI Quadrant I): NOTE: The class discussion is meant to be Socratic in nature and not true/false, or this is the only correct answer. Encourage your students to explain WHY they think they way they do! There is NO wrong answer if they can explain the WHY! ASK/SHOW: As we go over the Work Ethics and Employability PowerPoint, I will be asking for your input per slide. So be prepared to be called upon. ANSWER: There is no right or wrong answer as long as you can give an example or fact to back up your point of view. SAY/SHOW: The two handouts to be completed. (Employability, and The 6 Career-Killing Facebook Mistakes) SAY/SHOW: Show and explain the grading rubric for the video. Ask for any questions and give students time to respond. SAY/SHOW: How to start video in Photo Story and/or Movie Maker. SAY: Now it is time for you to work on your video. You will have four days to complete it. Do your best and I will be helping each of you as you need help. Outline Outline (LSI Quadrant II): Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor Day 10 = Go over the Work Ethics and Employability PowerPoint presentation and complete the Employability handout Day 11 = The 6 Career-Killing Facebook Mistakes handout Day = Work Ethics, Employability, and Interpersonal Skills Vocabulary Video This lesson is Project #2 of a Career Research and Employability Skills Unit. This lesson is Days of the unit. The lesson is best presented in 6 days as listed in the outline. I. Go over the Work Ethics and Employability PowerPoint. As you go through it ask different students for his/her input about what the slide is trying to teach. Day 10 - Socratic discussion on what the slide is trying to teach. Allow enough time for input so that every student gives input for at least one of the slides. II. Go over and complete the two handouts a. Employability handout b. The 6 Career-Killing Facebook Mistakes handout Days Give students 1 day to complete each handout. If they finish early have them start to work on the video. 4

5 III. Go over the Digital Storytelling: Photo Story 3 Rubric for Work Ethics and Employability Skills rubric in detail Day 12 - Each student should have a copy of the rubric to look at as they work. Before they start creating everyone should have a chance to ask questions. Distribute and go over the Photo Story or Movie Maker Video instructions handout. IV. Create the video per the rubric Days As students are working do progress checks and redirect to follow the rubric as needed. Students will follow the Photo Story or Movie Maker Video instructions handout to create the video. V. Show the videos Remind students about what is and is not appropriate behavior to exhibit during presentations. Remind them it is part of their grade. VI. Grade videos per rubric Grade based on the rubric. If time allows, you may have the students grade each other based on the rubric and have them turn that in for BONUS (10 pts.) to the grade or as a separate grade. Copy and paste Multiple Intelligences Graphic in appropriate place in left column. 5

6 Verbal Linguistic Logical Mathematical Visual Spatial Musical Rhythmic Bodily Kinesthetic Intrapersonal Interpersonal Naturalist Existentialist Application Guided Practice (LSI Quadrant III): Teacher gives feedback as students are completing each of the two handouts, creating the video per the rubric, and showing every student s video. Independent Practice (LSI Quadrant III): 1. Complete each of the two handouts 2. Create the video using Photo Story or Movie Maker Video handout per the rubric 3. Appropriate behavior is used when showing student s video Summary Review (LSI Quadrants I and IV): Students will review what they have learned referring to the information from the handouts and PowerPoint presentation to be able to create a video that covers what they learned and felt was most important about Work Ethics and Employability. Evaluation Informal Assessment (LSI Quadrant III): Make sure each student has a video to show. Formal Assessment (LSI Quadrant III, IV): 1. Each of the two handouts should be graded as daily work 2. Video per the rubric is the actual major grade of project. Extension/Enrichment (LSI Quadrant IV): Students who need a challenge can use Prezi, Ulead, Adobe Premier, or Animoto to create their video. Have students grade each other per the rubric and turn this in either for 10 pts. BONUS or as a separate daily grade. 6

7 Name: Class/Period #: Date: Employability Define what the following words mean and copy/paste a graphic from the internet that you feel best represents it: Interpersonal Skills: Initiative: Being Dependable: Employability Skills: Web Link My Employability Skills Are: Complete the 23 questions and answer the following: Your Interpersonal score is out of 7 Your Initiative score is out of 7 Your Dependability total is out of 7 Occupational Work Ethic: Web Link My Work Ethic Skills Are: Complete the 50 questions and answer the following: Your Interpersonal score is out of 7 Your Initiative score is out of 7 Your Dependability total is out of 7 7

8 Name: Class/Period #: Date: The 6 Career-Killing Facebook Mistakes: Slideshow: Article to Read: Facebook: Can be a very valuable networking tool to connect with not just family and friends, but colleges and employers. However, social networking like Facebook can get you hired and fired! Facebook Mistake #1 = Explain in your own words what this means and what you should do to be professional? Facebook Mistake #2 = Explain in your own words what this means and what you should do to be professional? Facebook Mistake #3 = Explain in your own words what this means and what you should do to be professional? Facebook Mistake #4 = Explain in your own words what this means and what you should do to be professional? Facebook Mistake #5 = Explain in your own words what this means and what you should do to be professional? Facebook Mistake #6 = Explain in your own words what this means and what you should do to be professional? 8

9 Read the Forum s Postings about this: CONCLUSION: Have you learned anything about professionalism in social networking sites? What have you learned that you need to do differently to be successful and professional? Do you think potential employers should be able to use social networking sites as a means of screening applicants? Do you believe that the way a person portrays him or herself on a site such as Facebook accurately reflects how he or she will perform at the job? 9

10 Photo Story or Movie Maker Video: Pick and save graphics to a sub folder in your drive (Photo Story Ethics) for the following to create your own video. Pick something you learned from the PPT: Dress Professional Be on time Reputation Body Language Hand Shake Extrovert, Introvert, Intuitive/Initiative Work Ethic 21 st Century Skills Top 10 things that companies look for Pick of the words given or used to describe you. Interpersonal Skills: Appreciative Emotional Stable Patient Likeable Helpful Pleasant Cooperative Hard Working Cheerful Devoted Courteous Modest Considerate Well Groomed Friendly Loyal 10

11 Intuitive/Initiative: Independent Ambitious Effective Initiating Perceptive Efficient Adaptable Accurate Conscientious Persevering Orderly Enthusiastic Persistent Dedicated Productive Resourceful Be Dependable: Dependable Follow Regulations/Rules Follow Directions Reliable Honest Careful Punctual Timely 11

12 Digital Storytelling: Photo Story 3 Rubric for Work Ethics and Employability Skills Points Possible Introduction Slide Has title of the video, your name, and date 5 Explain Extrovert, Introvert, and Intuitive Explain Interpersonal and Your Scores Explain Initiative and Your Scores Explain Dependability and Your Scores Pick Interpersonal, Initiative, and/or Dependability Vocabulary Words Use a graphic to explain what it is and tell what type you are 5 Use a graphic to explain what it is and tell what type you are 5 Use a graphic to explain what it is and tell what type you are 5 Use a graphic to explain what it is and tell what type you are 5 Use a graphic to explain what it is 50 Work Cited Did you add MP3 audio and cite the artist name and song 5 Originality / Creativity / Quality Did you customize it to match you 10 Professionalism Behavior during ALL presentations 10 School Appropriate If any part is not then 30 points TOTAL k 12