EDUC 2220- Educational Technology Lesson Plan Template

Personal Information/Resumes/Job Applications

Nicole Adkins
11 & 12/ Food Service/Culinary Arts

Common Core Standards:

http://education.ohio.gov/getattachment/Topics/Career-Tech/Hospitality-and-Tourism/Hospitality-
and-Tourism-Career-Field-Standards-FINAL-1-JULY-2015.pdf.aspx

Strand 1. Business Operations/21st Century Skills Learners apply principles of economics, business
management, marketing and employability in an entrepreneur, manager and employee role to the
leadership, planning, developing and analyzing of business enterprises related to the career field.

Outcome 1.1. Employability Skills Develop career awareness and employability skills (e.g., face-to-face,
online) needed for gaining and maintaining employment in diverse business settings.

1.1.1. Identify the knowledge, skills and abilities necessary to succeed in careers.

1.1.5. Develop strategies for self-promotion in the hiring process (e.g., filling out job applications,
résumé writing, interviewing skills, portfolio development).

Lesson Summary:

For this lesson the Food Service juniors will be continuing to learn about personal information/job
applications and resumes needed to gain employment. At the end of this unit students will be able to
give basic personal information either verbally, written or both depending on the individual student’s
level. Students will also be able to identify parts of a job application and resume. This unit helps the
students to understand how to fill out basic forms when applying for a job and preparing for
interviews.

Estimated Duration:

This lesson will take place over one week during the Food Service Lab. We will spend the first 45
minutes of lab time on this lesson each day for one week. For a total of 225 minutes.

Commentary: This unit starts by assessing what personal information the students know. We use this
process to help fill in the gaps of what they know and what they need to know for this lesson. It is
explained to the students that this is the information needed to gain employment.
Instructional Procedures:

- The learning goals for this lesson will be communicated with the FS students at the beginning of the
week.
Day #1 -students will begin to gain/gather personal information to use when completing personal
information sheets/ job applications and resumes. (45 minutes) Some students will you assistive
technology programs to store personal information for use during this lesson.
— the lesson is shared with students both verbally as well as using google docs and hand-outs
— By using examples, handouts and verbal explanation all student learning types can be addressed by
various lesson types. We begin most lessons in a large group setting, as the lesson continues both
smaller and solo-groups will be used.
— Students will show knowledge in various forms. Some will verbally share the knowledge gained,
some will share the knowledge using the provided google doc, while others will complete written
hand-outs to show the knowledge they have gained during this lesson.
Day #2 -Students will complete on-line personal information forms shared with them using google
docs (forms will vary based on student needs) (45 minutes) I will demonstrate this using the short
throw projector
Day #3 -Students will search for relevant job listings using either chrome books or iPad, the job listing
found must be relevant to the Food Service industry and must include an on-line application. Students
will then share a link to me using google docs of the job listing (45 minutes)
Day #4 -Students will complete an on-line resume using a google resume template, I will walk the
students through this process by projecting step by step. Understanding and progress will be checked
throughout the lesson (45 minutes) They must then share the document with me and with one other
person
Day #5 -Students will go back to the on-line job listing and complete the application, they will then
take a screen shot of the application and email me the screen shot. (45 minutes)

Pre-Assessment:

Pre-assessment data was gained by asking the students what personal information they could verbally
identify
Pre-assessment data was gained using a written diagnostic assessment to determine students'
individual strengths, weaknesses, knowledge, and skills prior to instruction.
- The diagnostic assessment was in the form of worksheets, each student was given a worksheet
asking for basic personal information (first/last name and phone number) based on the initial
assessment data students were either given assistance on the basic information or given further
assessments to determine what prior knowledge was known prior to the start of this lesson.
Pre-assessment data is also gathered using students IEP's and learning goals determined by the IEP
team
Pre-assessment data indicated:

2 of 10 students were able to complete a personal information sheet with little or no assistance
3 of 10 students were able to complete a personal information sheet with assistance
2 of 10 students were able to complete a personal information sheet with one on one assistance
1 of 10 students were able to write first and last name with verbal prompts
2 of 10 students were able to write first name only

Scoring Guidelines:

Pre-assessment data is based on observations of students performing the pre-assessment; the pre-
assessment uses a basic personal information sheet, the students fill out the sheet using google docs.
The following information was gathered from the pre-assessment data:
2 of 10 students were able to complete a personal information sheet with little or no assistance
3 of 10 students were able to complete a personal information sheet with assistance
2 of 10 students were able to complete a personal information sheet with one on one assistance
1 of 10 students were able to write first and last name with verbal prompts
2 of 10 students were able to write first name only
Post-Assessment:
For the post assessment we will use the last two assignments to determine student growth and
understanding
Scoring Guidelines:

-Depending on the students learning level different outcomes are expected

Differentiated Instructional Support

-Each student is given individual instruction based on needs and learning levels
-various handouts will be used depending on the students learning level and abilities
-Food Service students work together to help each other balance out strengths and
weaknesses
-depending on the students learning level different outcomes are expected

Extension
https://www.thebalancecareers.com/high-school-resume-template-2063264
This web site will help students learn how to create a resume

Homework Options and Home Connections

We will continue to encourage both students and parents to work on memorization of personal
information for life skills use as well as for use when filling out job applications or completing a
resume.

Interdisciplinary Connections

This lesson will use English vocabulary as well as technology and life skills

Materials and Resources:

For teachers Lap top, short throw projector, Assistive technology programs, google docs,
internet

For students Assistive technology programs, google docs, internet, Chromebook, IPad

Key Vocabulary
Personal information
Resume
References
Prior job
Experience
Job posting
Application