Direct Instruction Lesson Plan Template

GENERAL INFORMATION
Grade: 9 Grade
Subject: Transition
Teacher: Ms. Emily Petkus
Planning
Unit: Life Skills
Lesson: Job Applications
Approximate time: 40
minutes
Number of students taught: 1 student
Date of lesson: March 1, 2016
th

Standards/Indicators: (Common Core, ISTE, GLEC*s, HSCS, CEC)

Materials needed:
Copy of a blank standard job application
Example of a filled out job application
Notecards (flashcards)
Students personal information
Pencil
Highlighter
Technology needed: N/A

OBJECTIVES AND USING DATA TO MEASURE OUTCOMES:

The student will be able to:
Record personal information such as his address, phone number, date of birth,
possible resources, education information, etc. in a job application with 100%
accuracy.

DIRECTION INSTRUCTION LESSON OUTLINE

INTRODUCTION OF LESSON
Anticipatory Set:
The teacher will show the student a fully filled out application and explain that, by the
end of the lesson, the student will be able to fill an application out with the same level
of accuracy.
Stating the Objective in student language:
Today, we will be learning how to fill out a job application. You will learn about the
different parts of an application and you will create a document that includes your
important personal information to reference when you fill out a real application for a
future job.
Rationale of lesson in student language:
You will be learning how to do this because you will need to know how to do this in
order to get a job when you turn sixteen. In order to be hired for a job, you must first
fill out an application that the company can look over in order to get to know a little bit
about you.
Stating behavioral expectations in student language:
In order for you to learn all of the necessary parts of an application, I will ask that you
try your very best to stay focused on this activity. If you think about a story that you
want to share or have a comment to make that is unrelated to the activity, then you
can share it with me in the last 5 minutes of class.
BODY OF LESSON: (I do or Teacher Does)
Input: How is teacher going to teach the lesson?
The first half of the lesson will be direct instruction. The teacher will walk
through the steps of filling out a job application with the student. The steps go
in the following order:
1. Pick up the application.
a. The teacher will emphasize that the student may need to be prepared
for an interview. Thus, the student must be dressed appropriately in
order to make a good first impression.
2. Read the application carefully.
a. The teacher will emphasize that it is important to know what is being
asked before actually filling out the form. She will remind the student
that employers want to see that you follow the instructions.
3. Answer all of the blanks on the application that the student can answer right

away.
a. The teacher will emphasize the importance of filling in the blanks
completely and accurately. The teacher will also emphasize that honesty
is essential. She will explain that sometimes things do not apply to the
student, and in that case, the student should write N/A which stands
non-applicable.
4. Read through the application to check for mistakes and edit the form.
a. Check for spelling errors.
b. Check for grammar errors.
c. Check for accuracy.
The teacher will also use direct instruction to teach the student tips for filling out the
application. She will give the students the following tips:
1. Use ink (blue or black) or type the application.
2. For the position blank, avoid using the word anything. Write down a specific
job. Employers want to see that you have a goal as you walk into the interview.
3. Be prepared to attach different documents or certificates from educational
facilities.
4. For work experience, give the most recent employer first. Give complete and
accurate information about past employers.
5. For references use teachers, counselors, principals, coaches, ministers, etc.
Avoid using relatives. Make sure that their contact information is accurate as
well.
Modeling: Show examples to students and talk through the examples
The teacher will walk through an example of an interview with the student. She will
show him an application that is well done, but will also show the student an
application with mistakes. The teacher will ask the student to point out any of the
mistakes that he sees. The teacher will also ask the student what he notices about the
application that is filled out properly. The teacher will then walk through the good
application step-by-step.
Checking for understanding: Ask the student to show/demonstrate his/her
understanding of the instruction. Reteach if student does not understand
The student will be asked to write out the different required pieces of his personal
information. The teacher will help the student, when needed. If the student forgets a
specific portion of personal information that might be needed on an application, the

teacher will remind him. The teacher will also remind the student of the tips for writing
an application. After the student finishes, he will be able to keep this piece of paper in
his wallet or in a folder to use while filling out a real job application.
PRACTICE
Guided Practice (we do it together)
1.) Give a problem. See if student can do problem while the teacher watches.
Reteach if the student does not do the problems correctly.
The student will then be given a blank job application form. He will read
through it with the teacher in order to confirm that he has all of the necessary
pieces of information to fill it out completely. He will be asked to transfer the
information from the copy of his personal information to his job application. The
teacher will help read the application to the student, and she will also help the
student with spelling and grammar. If the student is confused about what a
specific word means, such as references or felony, she will reteach that part
of the application form and help the student answer those questions
specifically.

Independent Practice (student does it by himself)

1.) Give student an activity or assignment that is fully related to the objective
and is done independently. If possible, this activity should be in the Special
Education classroom. This allows for immediate feedback and re-teaching if
necessary.
The specific student that this lesson plan is written for cannot focus when
working completely alone. The student also struggles with comprehension
while reading, so the teacher will continue to work with the student during this
part of the lesson. The student will be asked to review his work. Then the
teacher will ask him to think of the steps for applying for a job. He will recite the
steps and explain some of the helpful tips that he remembers from the lesson.
CLOSURE: Summarize what was learned today:

Today, you learned how to fill out a job application. I am so proud of you! Thank you
for working so hard and for focusing during the last 40 minutes. I know that with a little
practice, you will be on your way to writing an awesome application. Great job!

EVALUATION: (Can use Independent Practice or do another evaluation. How will the
teacher measure the mastery of the objectiveNEEDS TO USE DATA, needs to
match the objective.)
The student will fill out a blank job application form with personal information, school
information, and at least one reference with 100% accuracy.
REFLECTION ON TEACHING & MANAGEMENT:
1.) What does the data show about the student(s) learning?
The data shows that the student was willing to work hard. I dont think that the student
would be able to fill out a job application without help, and he definitely needs
practice. However, he is very determined to learn this skill because he wants to get a
job to help pay the bills at home.
2.) Were my behavioral expectations stated in a clear fashion?
My behavioral expectations were definitely stated clearly, but the student I work with
has an extremely hard time staying on task. He also loves to tell stories and has a
hard time remembering things that were just taught to him. He needs a lot of
repetition in order to learn.
3.) Cite examples of proactive behavior management.
I was always able to reroute the conversation when the student told a story. I was also
able to keep the students attention by reminding him of the purpose for the lesson. I
used motivation to keep the student engaged, and I also worked at a table with just
myself and the student. We sat in a place in the classroom with little distractions.
4.) Cite examples (if appropriate) of how behavioral issues were addressed.
Off-task conversations. I addressed these by reminding the student of the goal of the
lesson, as discussed in question #3.
5.) What would I repeat if I were to teach this lesson again?
If I were to teach this lesson again, I would definitely teach the steps of applying for a
job. I would also teach the students tips to use when filling out a job application.

6.) What would I change if I were to teach this lesson again?

If I were to teach this lesson again, I may not use the poor example of a students
education. This student in particular did not seem to think that the poorly filled out
application had anything wrong with it. However, there were many mistakes. I think it
may have confused him more than help in.

Revised October 24, 2014

Date that this lesson was taught: _________3/2/16______________

Mentor Teachers Signature: ____(Emily Petkus)_______________
Hope College Students Signature: ____(Jessie Hermann)__________
Hope College Professors Signature: ___(Susan Cherup)__________
**(will scan the signatures when I have access to a scanning machine)