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David Reiner
SPED 498 Internship
Planning Cycle for Lesson Plan: Evidence of Student Learning

Topic
This grouping of lessons was designed for use in a standard-level English 12 classroom at
New Town High School in Owings Mills, MD. The class in which the lessons were implemented
is made up of 18 students. Of these students, five have been designated special education
students and have active IEPs. As the students are in an English 12 course, they are 17 or 18
years old and on the verge of graduation. In this unit, students will prepare for senior mock
interviews that are a graduation requirement. Students will receive instruction concerning
professional resume building and interview skills and tips. In addition, preparation for mock
interviews will provide students with transferable skills that will be useful to them in their postgraduation plans.
While this mini-unit has been planned for senior English classes, it is not necessarily
aligned with the Baltimore County Public Schools English 12 curriculum. However, this unit is
directly aligned with requirements for all English 12 classes at NTHS. Mock interviews are a
requirement that must be fulfilled in order for seniors to graduate. The intent of making the
interviews a requirement is to help prepare students for their real lives, both immediately and
post-graduation. In addition, skills taught and mastered in these lessons are directly aligned with
Maryland State Department of Education (MSDE) Standards for English 12 concerning writing
and language.

Learning Goal

Alignment with MSDE Standards

o W4 CCR Anchor Standard: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
W5: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
o L1 CCR Anchor Standard: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
o L2 CCR Anchor Standard: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
o L3 CCR Anchor Standard: Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
o SL6 CCR Anchor Standard: Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of formal English when
indicated or appropriate.
Objectives

Day 1 Introduction to Resumes

o Students will recognize the required elements of a resume in order to prepare
to create drafts.
Day 2 Resume Workshop #1
o Students will engage in teacher conferences in order to revise their written
draft resumes.
o Students will make use of technology in order to create a typed draft resume.
Day 3 Interview Skills and Tips
o Students will identify key interview skills in order to prepare for senior mock
interviews.
Day 4 Final Resume Workshop
o Students will make use of technology in order to create a final draft resume.

Day 5 Mock Interview Day

o Students will utilize skills and knowledge gathered in order to successfully
participate in mock interview day.

Assessment Plan
The summative assessment for this grouping of lessons is mandatory senior mock
interviews. This group of lessons is designed to prepare students to successfully complete the
mock interviews. Therefore, participation in these interviews serves as a summative, end of unit
assessment. Students are graded, based on a rubric created by the NTHS English department (pg.
26), by their respective interviewers. The rubric contains nine categories in which students can
receive a grade of one, two, or three. These scores indicate a need for improvement, satisfactory
work, and excellent work, respectively. The completed rubric is used to gauge student
achievement and learning from the group of lessons leading up to the mock interviews.
Pre-assessments are used in this unit in order to determine baseline data of student
knowledge before instruction has begun. In this grouping, there are two pre-tests. Both preassessments come in the form of journal writing. The first journal occurs at the beginning of the
first lesson in the unit. Students are expected to write at least ten lines and answer what they
know about resumes, what a good resume looks like, and have you ever had to create a resume.
It is expected that students with more prior knowledge will write more information and will
receive higher scores than those with less prior knowledge. Student responses to these questions
will allow teachers to see what the students already know, what students need to be taught, and
will shape future instruction.

The second pre-assessment journal is given at the beginning of the lesson on day 3, which
focuses on interview skills and tips. Students are expected to write no less than ten lines while
answering, to the best of their ability, what they know about interviewing, the interview process
for a job, and if they have ever been a participant in an interview. As was the case with the
resume journal, it is expected that students with more prior knowledge will write more
information and will receive higher scores than those with less prior knowledge. Student
responses will allow teachers to see what the students already know, what needs to be taught, and
will shape future instruction.
For these lessons, there will be at least one formative assessment during each lesson. The
formative assessments are listed below.
o Day 1

o Day 2

o Day 3

o Day 4

Journal Writing
Resume Organizer
Resume Objective
Written Draft Resume #1
1st Typed Resume Draft
Journal Writing
Practice Interviews
Self-Reflection
Updated Typed Draft Check
Final Typed Resumes

Instruction (See Attached Lesson Plans)

Lesson #1: Introduction to Resumes (Pg. 12 16)

Lesson #2: First Resume Workshop (Pg. 17 20)
Lesson #3: Mock Interviews/Interview Skills and Tips (Pg. 21 25)

Analysis and Instructional Decision-Making

Resume
Pre

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Note:

Final Resume

(1st Written
Copy of
Resume)

(3 points; part of
mock
interview/summativ
e assessment grade)

m
m
m
80%
m
m
80%
100%
m
m
100%
M
80%
100%
100%
80%
100%

100%
N/A
100%
100%
100%
100%
33%
100%
100%
100%
100%
m
66%
N/A
N/A
N/A
100%

Student
Growth

+100%
N/A
+100%
+20%
+100%
+100%
-47%
0
+100%
+100%
0
N/A
-14%
N/A
N/A
N/A
0

Student
Growth

(10 points;
journal
writing)

Mock
Interview
(27 points;
summative
assessment)

60%
90%
100%
100%
N/A
100%
100%
40%
70%
N/A
45%
30%
90%
95%
N/A
N/A
100%

92.59%
N/A
100%
96.3%
77.78%
96.3%
88.89%
96.3%
88.89%
100%
100%
62.96%
88.89%
N/A
N/A
N/A
N/A

+32.59%
N/A
0
-3.7%
N/A
-3.7%
-11.11%
+56.3%
+18.89%
N/A
+55%
+32.96%
-1.11%
N/A
N/A
N/A
N/A

Interview
Pre

A grade of m indicates that work was either missing or incomplete. It is equal to a zero.
A grade of N/A indicates that the student was absent for the assignment and therefore did

not receive a score. An entry of N/A for any assignment indicates that no growth can be measured
for that student.

The achievement of the students in the class was measured from the very beginning of
the unit until the very end. For instance, the teachers in the room looked at changes from preassessments to summative assessment and at success on formative assessments in each lesson.
While the actual activities completed were different, the skills and knowledge needed to
complete these assessments were transferrable. Emphasis was placed on determining whether

students were gaining knowledge and skills, and if they were retaining this information. These
gains are referred to as growth.
Growth was measured by analyzing grades/assessment data for each student. For
example, by subtracting the percentage score of a pre-assessment from the percentage score of an
actual assessment, we can determine the percentage growth of that student. If a student received
a 50% on a pre-assessment and d a 90% on a test on the same subject, we can say that the student
has experienced a growth of 40%. Conversely, a student who received an 80% on a preassessment and a 65% on a test could be said to have experienced a regression of 15%. While it
is acknowledged that test grades/scores are not the only way to measure student accomplishment,
the teachers in the classroom decided that because grades are concrete and measureable, they are
acceptable to be used to determine achievement and growth.
This assessment of growth served two functions. One, this allows us to see if the lessons
and unit was a whole have been effective. We can look at the scores for the individual students
and for the class as a whole and see trends. If we see increases in scores from pre-assessment to
summative assessment, it is reasonable to assume that the unit, as a whole, was beneficial for
students and facilitated their success. To this end, we can also assume the opposite; consistently
poor scores can be indicative of an ineffective lesson or group of lessons. Data collection can be
exceptionally useful in finding out if students are learning what you what you want them to
learn.
Second, this allows us to make decisions about future instruction. Similarly to seeing if a
lesson or unit was effective, we can use data to determine how our next lesson or lessons will go.
For example, during this unit, a major change was made to a lesson due to analysis of student
achievement. When planning, it was expected that students would have equal numbers of

resume-centered days and interview-centered days before the mock interviews. However, we
discovered after the first resume workshop that students were going to need more in-class time to
work; they were struggling much more than we anticipated at the start of the unit. Therefore, we
adjusted the unit plan to have more time focused on the building of resumes. We used the data
found from completion of formatives assessments to shape future instruction to ensure that all
learning goals were met and that all students were successful.

Reflection and Self-Evaluation

I believe that, based on the data that was collected, instruction was generally effective.
First, we can look at student growth with regard to instruction on resumes. Of the 17 total
students, 12 had applicable data to calculate growth from pre-assessment to summative
assessment. Of those 12, seven students experienced growth with an average of 88.57%, three
saw no growth or decline (all stayed constant at 100%), and two regressed with an average of
30.5% (one student saw a decrease of 14% and the other saw a decrease of 47%). A majority of
the students saw increases in their work of over 80%, which would indicate that instruction
between pre-assessment and the mock interviews was successful. The decreased in achievement
for two students were noted, but were not determined to be indicative of the impact of the lessons
on students.
Next, we can look at the data for instruction and assessment based on interview skills.
The data shows success, but in a less dramatic fashion when compared to resume instruction
data. Of the ten students who had applicable data, five showed growth with an average of
39.15%, one student stayed constant at 100%, and four students regressed with an average of

4.91% lost. It is entirely possible that the regression in those four students was not due to a lack
of knowledge; rather, it is possible that they knew the material well, but did not perform well
during the mock interviews because of nerves, poor implementation, or other personal factors
that werent caused by ineffective lessons. Regardless, 60% of students stayed constant or saw an
increase in their scores. As a whole, I am pleased with the unit and believe that the lessons were
overall effective.
The data collected from this unit has implications that will cause changes and shape the
way that these lessons may be taught in the future at NTHS. One implication that I have
determined is that students need more time to directly practice their interview skills. While data
suggests that most students showed improvement, we cannot simply ignore those who did not. I
think that it would benefit all students, even those who scored well, if they were able to get more
hands-on experience with interviews in the form of practices in class. I dont think that you can
over prepare for a mock interview, and I believe that more practice, whether it be one-on-one
with a teacher or their peers or in groups, could help to ensure that future classes do not have
students who perform worse on the summative assessment than they did on the pre-assessment.
Secondly, I would make my unit longer. My aim was to ensure that all students were
successful and showed improvement. While a majority of students certainly showed
improvement, this still leaves the minority that didnt. To me, it is unacceptable to just be alright
with a mostly successful class. To combat this in the future, I would ensure that I gave myself
more time to teach the unit. This way I could slow down the pace, do more assessments to
determine student progress and needs, and to better ensure that all of my students find success.
Finally, my experience planning and implementing this group of lessons has led to my
creating two professional learning goals, based on the Center for Exceptional Children (CEC)

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standards, for myself. One, stemming from CEC Standard C4 (Assessment) is to collect more
data from my students when implementing a unit or group of lessons. More grades are more data,
and more data gives me a better sense of if students are really mastering the skills and knowledge
expected of them. If I collect more data, the conclusions that I reach from said data will become
more reliable and valid. Also, more data allows me to see the more specific needs and struggles
of my students and will allow me to shape instruction more efficiently to give them what they
need.
Secondly, pulling from CEC Standard C5 (Instructional Planning and Strategies), I would
aim to plan more effectively. I say this because I want to make sure that Im reaching all of my
students. I think that if I had planned better, I would have allowed more time for collaborative
work between students and less independent work. I could have had students interview one
another a second time or even interviewed them myself. I think there were students who
understood the material, but needed to see it first hand in order to really get it. I truly believe
that working together and providing feedback would have made the students who showed
regression more successful, and could have made the successful students do even better.

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English 12, Day 1 - Intro to Resumes

About This Lesson
DESCRIPTION

In this lesson, English 12 students will receive instruction related to creating a

resume. Graduating senior students at New Town High School have
mandatory mock interviews on March 20, about a week after the
implementation of this lesson. Part of the grade for the mock interviews deals
with the student having a professional resume. Therefore, it is important that
the students understand the components of a strong resume and how to
compose one.

PREREQUISITES

Students should be aware of senior mock interviews that will be occurring at

the end of the following week.
Students are expected to have a basic understanding of what a resume is, but
aren't expected to know how to compose a professional resume.

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ESTIMATED TIME
1.5 hours

Potential Use
PURPOSE:

Classroom Instruction, Professional Development

GRADES:
11 - 12

CONTENT AREAS:
English/Language Arts

COMMON CORE:
College and Career Readiness: Anchor Standards
English Language Arts

Goals
INSTRUCTIONAL GOALS

Understand the components of a resume.

Prepare to create a rough draft resume.

OBJECTIVES

Students will recognize the required elements of a resume in order to

prepare to create first drafts.

VARIABILITY

All information is presented in a way that assumes that students do not

have background knowledge; the lesson starts from the very basic and
gets more detailed.

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To account for different learning styles, information is presented in a

variety of ways.

Assessments
FORMATIVE ASSESSMENTS

Journal Writing - Students will have their prior knowledge of resumes

and resume writing assessed via their completion of the daily journal
writing.

Resume Organizer - Students will complete a resume organizer

worksheet in which they are expected to provide the most basic
information that would be found on a resume. For instance, students are
expected to provide contact information, a personal profile, their eduaction
history, and work experience.

Resume Objective - Students will be expected to turn in a draft resume

objective that will be created following a formula. The formula is to take
what you want, why you want it, and why you should get it to create an
objective.

SUMMATIVE ASSESSMENTS

N/A

Instructional Methods
OPENING
Anticipatory Set

Daily Journal Writing - "What do you know about resumes? What does a good
resume look like? Have you ever had to create a resume?"

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Students will be encouraged to share their answers to the journal prompt

The journal will serve as a pre-test to determine any prior knowledge that
students may have about resumes and resume writing.

Introduction

Teacher will explain why the journal writing was centered on resumes.

The teacher will tell students that, as they know, they will be participating in
mandatory mock interviews at the end of the next week. Students will be informed
that since resumes are a crucial part of a job application and interview, it is
imperative that they create proper resumes before the interview date. This process
begins with understanding the requirements of a resume and creating a first draft.

Teacher will direct attention to the daily objective and explain what the class will
accomplish during the lesson.

DURING
Introduce New Knowledge

Teacher will give a definition of a resume - a document used to present one's

background and skills.

Teacher will ask for a show of hands of anyone who has constructed a resume
before, either in school or otherwise

Teacher will hand out "Resume Guidelines" packets to all students

Using the ELMO Projector, the teacher will go through the packet with students,
being sure to thoroughly explain all information - sections in packet include
overview, guidelines, examples, a resume organizer, a resume objective formula,
and a sample rubric for grading student resumes

Teacher will model annotation and highlighting key information on each page.

If students do not have any questions or concerns, the class will move on.

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Model New Skills and Knowledge

Teacher will redirect students to the Resume Objective and Resume Organizer
pages.

Teacher will explain that, by the end of class today, students will complete these
pages with their own information.

To show students what is expected, the teacher will complete a portion of both
the objective and the organizer with their own personal information or fake
information.

Objective - The teacher will give the "what I want," "why I want it," and "why I
should get it."

Organizer - Teacher has the choice of filling out no more than 2 of the 4 sections
of their choice.

Guided Practice

Using volunteers from the class, the teacher will complete their personal or fake
resume objective and organizer.

Teacher will encourage students to utilize the information supplied in their

packets.

Objective - Since the "what," "why," and "why I should get it" have been given, it
is up to students to demonstrate knowledge and combine these pieces to make a
coherent and cohesive objective statement. The statement will likely be given and
then revised by the class to make it stronger.

Organizer - Students will suggest what information should be presented on the

organizer and the manner in which the information is displayed.

At the end of modeling and guided practice, the teacher and students will
collaborated to create a version of what students will create on their own with their
real information.

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Independent Practice

Independently, students must complete their own resume objective sheet and
resume organizer sheet using their own information.

Teacher will circulate the room, offering feedback and answering any questions
that may arise.

CLOSING
Review

Teacher will direct attention to the daily objective; students will be asked if they
believe that the objective was achieved.

Closing

"Resume Organizer" sheets and "Objective Draft" sheets will be collected and
graded for completeness.

Students will be given a homework assignment - they are to create a rough,

written first draft of a resume. This draft will be checked in the next class and will be
the basis of a final copy that will be used at senior mock interviews.

If time remains in class, students will be allowed to get started on their first drafts.

Materials
MATERIALS AND SUPPLIES

"Resume Guidelines" packet

"Resume Objective" sheet

"Resume Organizer" sheet

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English 12, Day 2 - Resume Workshop

#1
About This Lesson
DESCRIPTION

In this lesson, students will create a first typed draft of their resumes. They will
present their written drafts to the teacher, the teacher will review each resume
and offer feedback, and students will use this feedback to create the typed
copy. The activities in this lesson are designed to both prepare students for

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senior mock interviews and for any possible real job interviews that they may
be a part of.

PREREQUISITES

In order to be successful during this class period, students need several

prerequisites. First, they need to have completed the resume outline and
objective sheets in a prior class session. Second, they need to have used
these sheets in order to complete a written first draft resume for homework.
Finally, students are expected to be proficient with computers so that they may
compose a typed draft.

ESTIMATED TIME
1.5 hours

Potential Use
PURPOSE:

Coaching, Classroom Instruction, Professional Development

GRADES:
11 - 12

CONTENT AREAS:
English/Language Arts

COMMON CORE:

College and Career Readiness: Anchor Standards

Writing

Production and Distribution of Writing

CCSS.ELA-Literacy.CCRA.W.4 Produce clear and

coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

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CCSS.ELA-Literacy.CCRA.W.5 Develop and

strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
Language
Conventions of Standard English

CCSS.ELA-Literacy.CCRA.L.2 Demonstrate
command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

Goals
INSTRUCTIONAL GOALS

Recognize strengths and weaknesses in written work

Create a typed draft resume

OBJECTIVES

Students will engage in teacher conferences in order to revise their draft

resumes.

Students will make use of technology in order to create a typed draft

resume.

VARIABILITY

Teacher feedback is presented orally and visually via markings on

written copies of resumes

Assessments
FORMATIVE ASSESSMENTS

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Draft Resume #1 - Written copies of students' first resume drafts, which

were assigned as homework during the last class period, will be checked
for completeness and appropriateness at the beginning of the class.

1st Typed Copy - By the end of the class period, students are expected
to have composed a second resume draft (first typed). These drafts will be
saved to student flash drives and copied to the teacher's desktop
computer only if students have made changes based on the 1-on-1
conferences.

SUMMATIVE ASSESSMENTS

N/A

Instructional Methods
OPENING

Daily Journal writing - "Describe your experience in creating your first

resume draft. What was easy? What was hard? Share anything that you
feel about the experience so far."

Students will be encouraged to share their responses to the journal

prompt.

Introduction

Teacher will direct students to the daily objectives, outlining the agenda for the
lesson.

Teacher will ask about student progress on resumes. Struggles? Successes?

Comments? Concerns?

Students will be reminded that they have just over a week until mock interviews.

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DURING
Model New Skills and Knowledge

Using the resume objective and outline created by teacher and students in prior
lesson, the teacher will briefly model the creation of a resume in Microsoft Word

Teacher will model several templates, show students appropriate/inappropriate

font styles and sizes, and show an example of a drafted resume that they have
constructed together.

Students will be encouraged to speak about what they think looks good/bad,
works well/doesn't work well, etc.

Teacher will encourage students to refer to their Resume Guideline packets,

specifically the complete examples, to help them craft their typed resumes.

Independent Practice

On their own, using laptops provided by New Town High School, students will
compose their first typed resume draft.

While typing their drafts, students will individually be called to meet with the
teacher.

Using the written copy as a guide, the teacher will make corrections, comments,
and suggestions to the student. The informal conversation will be centered on how
the student can make their work the best that it can be.

During this time, the teacher will give the written copies a grade.

Students will use information gained in the conference to take what they have
written and turn it into a strong first typed draft.

Students will have until the end of the class to finish the typed copy, present it to
the teacher, get it approved, and save it to the teacher's desktop via their flash
drive.

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CLOSING
Review

Students will be redirected to the daily objectives. The teacher will ask if
the students believed that the goals set in the objectives were achieved.

Closing

Students will be reminded that they will only have one more class session to work
on resumes.

Students will be encouraged to work on their resumes on their own time and to
be ready to submit a final copy in two class periods.

Materials
MATERIALS AND SUPPLIES

Written draft resumes (HW from previous lesson)

Resume Packets (provided in previous lesson)

New Town High School laptops

English 12, Day 3 - Mock Interviews/Interview

Skills and Tips
About This Lesson
DESCRIPTION

In this lesson, English 12 students will receive instruction related to job

interviews. Graduating senior students at New Town High School have
mandatory mock interviews on March 20, four days after the implementation
of this lesson. Therefore, it is crucial that these students understand the skills

23

needed to be successful during an interview and gain experience via practice

interviews.
During the lesson, students will be given all relevant information about mock
interviews, will be taught how to prepare for and complete an interview, and
participate in practice mock interviews with their peers. It is the goal of the
lesson to develop the interviewing skills of the students to prepare for not only
the required mock interviews, but for life after high school.

PREREQUISITES

Students should be aware of senior mock interviews and should have

successfully created a draft resume.
Students are not expected to have a mastery of interview skills, but should
have an understanding of professional behavior and attire.

ESTIMATED TIME
1.5 hours

Potential Use
PURPOSE:

Classroom Instruction, Small Group, Professional Development

GRADES:
11 - 12

CONTENT AREAS:
English/Language Arts

COMMON CORE:
College and Career Readiness: Anchor Standards

Goals
INSTRUCTIONAL GOALS

Determine the purpose of interviewing for jobs

Recognize what is a "good" and "bad" interview

24

Understand how to prepare for an interview

Understand how to participate in an interview

OBJECTIVES

Students will identify key interview skills in order to prepare for senior
mock interviews.

VARIABILITY

All information is presented in a way that assumes that students do not

have background knowledge; the lesson starts from the very basic and
gets more detailed.

To account for different learning styles, information is presented in a

variety of ways. Information is presented visually via PowerPoints, verbally
via the teacher, and through video.

Assessments
FORMATIVE ASSESSMENTS

Journal Writing - Students will have their prior knowledge assessed via
their completion of the daily journal writing.

Practice Interviews - The practice interviews give students the chance to

actively show what they have learned during instruction.

Self-Reflection - Students will complete a reflection of their practice

interviews. This allows the teacher to see if the students have learned
what was aimed for in the objective. Students are expected to point out
the good and bad elements of their interview (based on what they learned

25

during instruction), what they believe is the most important thing that they
learned during the lesson, and if they, in the role of an employer, would
hire themselves based on their interview.

SUMMATIVE ASSESSMENTS
N/A

Instructional Methods
OPENING
Anticipatory Set

Daily journal writing - "What do you know about interviewing/the interview

process for a job?" "Have you ever been a participant in an interview? If so,
explain."
Students will be encouraged to share their answers to the journal question
The journal will serve as a pre-test to determine any prior knowledge that
students may have about interviewing

Introduction

Teacher will relate what the students have already done (draft resumes)
with what they will be learning in this lesson.

"Applying for a job is a two part process - the application form and
resume are part one; they are a snapshot of who you are, what you want
to accomplish, and are intended to get an employer interested in you. Part
two is being interviewed by a representative of the company."

Teacher will direct attention to the daily objective and explain what the class will
accomplish during the lesson.

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DURING
Introduce New Knowledge

"What is an interview? Why do we interview?"

Teacher will explain that interviewing is a crucial part of the application process
for jobs, college/university, etc.

Due to mandatory senior mock interviews occuring at the end of the week,
students will learn about interview skills, proper interview attire and etiquette, and
participate in mock interviews.

Students will be asked if they have ever been a participant in an interview in any
capacity. If so, they will be asked to share this information with the class.

Teacher will share any personal experiences with interviews - importance of

preparation and the usefulness of a mock interview

After students and teacher have shared, the teacher will guide students through a
PowerPoint presentation about senior mock interviews that will take place at New
Town High School on 3/20/15

If students understand what to expect from mock interviews and do not have any
questions/concerns, the teacher will move on to a second PowerPoint presentation.

Model New Skills and Knowledge

The second PowerPoint will be concerned with interview skills, preparing for an
interview, and what to expect from a typical interview.

During the second PowerPoint, the teacher will periodically pause to model
certain interview skills/techniques (e.g. - firm handshake, maintaining eye contact,
how to speak when interviewing, etc.)

Students will be encouraged to take Cornell notes (on provided Cornell notes
sheets) to refer back to before participating in mock interviews.

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If time permits, students will be shown a video (7 minutes) that shows an

example of a good interview and a bad interview. Following the video, students will
be asked to share their thoughts and opinions on what they saw in the video.

Independent Practice

Students will be divided into groups of three (pairs if necessary)

The teacher will distribute Practice Interview sheets and Practice Interview Peer
Evaluation sheets - instructions will be given to students.

Students are expected to first review the mock interview questions and will be
allowed to take brief notes on the sheet

In groups, students will take turns interviewing one another using the questions
provided on the mock interview sheets.

During each interview, a member of each group/pairing will complete a Practice

Interview Peer Evaluation sheet for the interviewee.

Following each interview, the group will provide feedback to the interviewee
concerning the strengths and weaknesses of their interview.

CLOSING
Review

Teacher will direct attention to the daily objective; students will be asked if they
believe that the objective was achieved.

Students will be asked to share any and all thoughts about the practice interviews
- What was easy? What was difficult? Was the experience what you expected or
not? What will you do differently during senior mock interviews?

Closing

Exit Ticket: Self-Reflection

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Before the end of class, students are expected to complete a brief reflection
about the lesson. They will be asked to share their interview strengths and
weaknesses, the most important thing that they learned, and if they, in the role of
an employer, would hire themselves based on their interview.

Materials
MATERIALS AND SUPPLIES

Journal Sheets

Cornell Notes Sheets

Mock Interview PowerPoint

Interviewing Tips and Skills PowerPoint

Good/Bad Interview Example Video - YouTube

[https://www.youtube.com/watch?v=Gww2vrIhjeU]

Practice Interview Sheets

Practice Interview Peer Review Sheets

Self-Reflection Sheets

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Summative Assessment Rubric:

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Sample Resumes: