Unit 4 schedule
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This document outlines the schedule and assignments for a unit on analyzing user interfaces and spaces. It is divided into 4 weeks. Week 14 introduces the unit and includes a presentation on rhetoric beyond writing. Students will go on field trips to observe spaces. Week 15 focuses on analyzing spaces visually and includes assignment drafts and readings. Week 16 has individual conferences and instructions for a final reflection. Week 17 includes presentation days for student projects. The unit culminates the last week with no regular classes and the final reflection due.
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Unit 4 schedule
This document outlines the schedule and assignments for a university course's Unit 4 over several weeks. It includes an introduction to the unit, presentations on the multi-genre assignment, field trips, one-on-one conferences, volunteer presentations of student work, and a final reflection due at the end of the term. Students will analyze a real-world place or space through incorporating different types of writing and visuals into a cohesive project. They will receive feedback from peers and instructors during round-table discussions and have time in class to work on their multi-genre assignments.
Multi genre analysis presentation
The document provides instructions for a 5-10 minute presentation as part of a multi-genre/modal environment analysis project. Students must discuss their thesis on the spatial rhetoric of the University of Idaho campus, summarize their introduction and expository essay, discuss the 5 genres they chose and why, with emphasis on the genre related to their major, and provide a detailed discussion of their visual element. Presentations will take place the week of May 1st-5th, with the order determined randomly and projects due the day of each student's assigned presentation.
Multi genre analysis presentation
The document provides instructions for a multi-genre/modal environment analysis presentation assignment. Students must give a 5-10 minute presentation covering their argument for the spatial rhetoric of the University of Idaho campus, a summary of their introduction and expository essay, a discussion of 5 chosen genres and why they chose them, and a detailed discussion of their chosen visual element. Presentations are due the week of May 1st-5th, with the order determined randomly and projects due the day each student presents. Physical projects will be handed in after, while online projects require access information submitted to the Dropbox.
Multi genre analysis outline
The document provides instructions for a multi-genre/modal environment analysis project consisting of 5 parts: 1) a Dear Reader introduction previewing the project's focus and genres, 2) an expository mini-essay developing the focus thesis, 3) five chosen genres incorporating the focus, 4) a notes page justifying how each genre enhances understanding of the focus, and 5) an optional works cited page. Students will present their project the week of May 1st-5th and submit the physical or online compilation after their presentation.
Multi genre analysis of ui assignment
The document provides instructions for a multi-genre/modal assignment focusing on spatial rhetoric at the University of Idaho campus. Students are asked to analyze how the university environment conveys particular messages through its architecture and design. They must create a project using at least 5 genres to communicate their findings on how the campus space shapes the student experience. An introductory essay and works cited page are required, along with a note explaining how research informed each genre. Examples of possible genres are provided.
Multi genre analysis outline
This document provides instructions for a multi-genre/modal environment analysis project on the topic of the contemporary college experience. The project requires 5 parts: 1) a Dear Reader introduction, 2) an expository mini-essay on the topic, 3) a note page justifying how each genre enhances understanding of the topic, 4) a works cited page, and 5) 5 chosen genres in various formats. The genres should demonstrate different ways of thinking about the focus through different writing forms. Projects are due between May 1-5 with a presentation assigned on the due date.
Multi genre analysis of ui assignment
This document provides instructions for a multi-genre/modal environment analysis assignment focusing on the spatial rhetoric of the University of Idaho campus. Students are asked to analyze how the campus conveys messages and influences the experiences of students, faculty, staff and parents through its architecture and design. The assignment requires an introduction, 500-word expository piece, works cited page, note page documenting choices, and at least 5 genres including one relevant to the student's major and one visual element, all unified around the topic. Examples of possible genres are provided. Projects are due the week of May 1-5.
Final reflection instructions
The document provides instructions for a final reflection assignment in an English 102 course. Students are asked to write a 1-2 page reflection discussing what they have learned over the course of the semester, including specific examples of goals and achievements. They should also consider how the knowledge and skills developed in the class will benefit them in the future as students and citizens. The reflection is due by May 10th at 11:59 pm and should be written for the audience of the student and instructor in a standard MLA format.
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Unit 4 schedule
This document outlines the schedule and assignments for a university course's Unit 4 over several weeks. It includes an introduction to the unit, presentations on the multi-genre assignment, field trips, one-on-one conferences, volunteer presentations of student work, and a final reflection due at the end of the term. Students will analyze a real-world place or space through incorporating different types of writing and visuals into a cohesive project. They will receive feedback from peers and instructors during round-table discussions and have time in class to work on their multi-genre assignments.
Multi genre analysis presentation
The document provides instructions for a 5-10 minute presentation as part of a multi-genre/modal environment analysis project. Students must discuss their thesis on the spatial rhetoric of the University of Idaho campus, summarize their introduction and expository essay, discuss the 5 genres they chose and why, with emphasis on the genre related to their major, and provide a detailed discussion of their visual element. Presentations will take place the week of May 1st-5th, with the order determined randomly and projects due the day of each student's assigned presentation.
Multi genre analysis presentation
The document provides instructions for a multi-genre/modal environment analysis presentation assignment. Students must give a 5-10 minute presentation covering their argument for the spatial rhetoric of the University of Idaho campus, a summary of their introduction and expository essay, a discussion of 5 chosen genres and why they chose them, and a detailed discussion of their chosen visual element. Presentations are due the week of May 1st-5th, with the order determined randomly and projects due the day each student presents. Physical projects will be handed in after, while online projects require access information submitted to the Dropbox.
Multi genre analysis outline
The document provides instructions for a multi-genre/modal environment analysis project consisting of 5 parts: 1) a Dear Reader introduction previewing the project's focus and genres, 2) an expository mini-essay developing the focus thesis, 3) five chosen genres incorporating the focus, 4) a notes page justifying how each genre enhances understanding of the focus, and 5) an optional works cited page. Students will present their project the week of May 1st-5th and submit the physical or online compilation after their presentation.
Multi genre analysis of ui assignment
The document provides instructions for a multi-genre/modal assignment focusing on spatial rhetoric at the University of Idaho campus. Students are asked to analyze how the university environment conveys particular messages through its architecture and design. They must create a project using at least 5 genres to communicate their findings on how the campus space shapes the student experience. An introductory essay and works cited page are required, along with a note explaining how research informed each genre. Examples of possible genres are provided.
Multi genre analysis outline
This document provides instructions for a multi-genre/modal environment analysis project on the topic of the contemporary college experience. The project requires 5 parts: 1) a Dear Reader introduction, 2) an expository mini-essay on the topic, 3) a note page justifying how each genre enhances understanding of the topic, 4) a works cited page, and 5) 5 chosen genres in various formats. The genres should demonstrate different ways of thinking about the focus through different writing forms. Projects are due between May 1-5 with a presentation assigned on the due date.
Multi genre analysis of ui assignment
This document provides instructions for a multi-genre/modal environment analysis assignment focusing on the spatial rhetoric of the University of Idaho campus. Students are asked to analyze how the campus conveys messages and influences the experiences of students, faculty, staff and parents through its architecture and design. The assignment requires an introduction, 500-word expository piece, works cited page, note page documenting choices, and at least 5 genres including one relevant to the student's major and one visual element, all unified around the topic. Examples of possible genres are provided. Projects are due the week of May 1-5.
Final reflection instructions
The document provides instructions for a final reflection assignment in an English 102 course. Students are asked to write a 1-2 page reflection discussing what they have learned over the course of the semester, including specific examples of goals and achievements. They should also consider how the knowledge and skills developed in the class will benefit them in the future as students and citizens. The reflection is due by May 10th at 11:59 pm and should be written for the audience of the student and instructor in a standard MLA format.
Multi genre analysis assignment
This document provides instructions for an assignment in an English 102 course to analyze the spatial rhetoric of the University of Idaho campus. Students are asked to create a multi-genre/modal project conveying their thoughts on how the campus environment sends messages to its inhabitants. The project requires an introduction, expository essay, and five chosen genres including at least one relevant to the student's major and one visual genre. Students must also include a goals and choices page explaining their genre selections and how they connect to the topic.
Multi genre analysis outline
This document provides instructions for a multi-genre/modal environment analysis assignment. It outlines 5 sections for the project: 1) a 200-word Dear Reader introduction, 2) a 400-500 word expository mini-essay analyzing the environment's rhetoric, 3) three chosen genres displaying the focus, 4) a goals and choices page justifying how each genre enhances understanding of the topic, and 5) an MLA works cited page if sources are used. The assignment requires analyzing the rhetoric of a college campus environment through various writing genres to give readers different perspectives on the focus.
Multi genre analysis outline
This document provides instructions for a multi-genre/modal environment analysis assignment. It outlines 5 required sections: 1) a 200 word Dear Reader introduction, 2) a 400-500 word expository mini-essay analyzing the environment's rhetoric, 3) 5 chosen genres exploring the topic, 4) a goals and choices page justifying how each genre enhances understanding, and 5) an MLA works cited page if sources are used. The analysis focuses on spatial rhetoric on a college campus, addressing the environment's message, speaker, audience and the student's perception.
Final reflection instructions
The document provides instructions for the final reflection assignment in an English 102 course. Students are asked to write a 1-2 page reflection discussing what they have learned over the semester about writing and expression, their personal goals and achievements, and how the class will benefit their future. The reflection should be written for the audience of the student and instructor, follow MLA formatting, and fully reflect on the student's experience to end the class on a positive note. Reflections are due by December 12th at 11:59 pm.
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This document provides an overview of Unit 1 of a course on sense of place and visual rhetoric. The purpose of the unit is to ease students back into academic writing with a creative genre, consider how environments can be rhetorical, and use writing to express images, emotions, and thoughts. The major assignment is a sense of place essay demonstrating how a specific environment can have a rhetorical effect. Readings and assignments are designed to build skills for this, including writing journals, discussion posts, a process assignment on voice and style, and analyzing examples. Deadlines are provided for rough and final drafts of the essay.
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The document provides guidance for students to choose an inquiry challenge on which to focus. It suggests choosing a topic that interests the student but that they don't already know a lot about. Some example challenges are given, such as investigating themes in Shakespeare's works, tracking the evolution of a language over time, or examining how a particular genre portrays women and what this reveals about society. Students are then instructed to brainstorm ideas in their journal based on topics they found interesting during previous activities before formulating their own inquiry challenge question. The document concludes by noting that students will present their findings to peers.
Year 13 practice
This document outlines areas to focus on for an exam, including media language, genre, narrative, representation, and audience. It recommends practicing constructing responses by drafting 2 essays for each area ahead of time. It also provides guidance on essay structure, suggesting introducing the project, target audience, applying 1-2 relevant theories, and concluding.
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This document outlines the 5 stages for completing an Added Value Unit (AVU) comparing two texts relating to war. Stage 1 involves planning and reading the texts. Stage 2 focuses on selecting information from the first text. Stage 3 requires understanding and evaluating both texts through notes. Stage 4 is writing a critical response comparing the texts. Stage 5 involves answering oral questions about the findings. The document provides deadlines for completing each stage throughout June.
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This document provides guidance on answering exam questions in three sections. Section A outlines a three step process: 1) read the question first and choose which to answer, 2) highlight key areas to address the question, and 3) plan examples to refer to. The guidance recommends introducing the topic, writing a main body using the PECA method of making a point, providing evidence, comparing to another text, and analyzing relevance. It also recommends concluding by summarizing findings and answering the original question.
Case study marc
Marc Lee was an English major from China who struggled with academic writing but had strong oral skills. The tutor met with him weekly, dividing each session into writing and reading/vocabulary parts. For writing, they used brainstorming, prewriting, and rubrics to generate and review essays. For reading, they analyzed sample essays, articles, and built vocabulary through context and strategies. The tutor recommended choosing interesting texts, emphasizing progress, and using visual aids to boost confidence and motivation.
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This document outlines academic and career goals, including becoming a professor of rhetoric and composition or pursuing administration. It examines the requirements for an assistant professor position, such as a PhD in composition, evidence of teaching experience, research and publishing potential, and service. The document proposes a plan to better prepare, including completing a degree, gaining more teaching experience, attending and presenting at conferences, publishing work, participating in department activities, and joining a hiring committee.
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This assignment asks students to write a 2.5-3 page descriptive essay exploring their sense of place about a location that holds significant meaning for them. Students must accompany their essay with a photograph representing the place and feelings conveyed in the essay. The essay should balance reflection and rhetorical description to show why the place evokes emotions. Students should adopt the persona of a professional blogger and follow blog conventions rather than MLA formatting. A rough draft and final draft are due by specified dates. The evaluation rubric focuses on use of senses, style and voice, clear theme, and mechanics.
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activities progress gradually step by step-from vocabulary building and structure
practice to writing sentences and their own fully developed paragraphs. The
series introduces students to increasingly complex paragraphs-from descriptive
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Exposure to different paragraph types
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This document outlines the schedule and assignments for a unit on analyzing places and spaces through multiple genres. It is divided into 4 weeks. Week 14 introduces spatial rhetoric and includes a field trip. Week 15 covers message cohesion, multi-modality, and expectations for the multi-genre assignment. Week 16 has individual conferences in place of classes. Week 17 includes 3 days of student presentations. Week 18 is finals week with a final reflection due.
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This document contains the course schedule for an English composition class over 17 weeks. It outlines the units of study, including personal narratives, research essays, and a final multi-genre project. It lists the weekly topics, assigned readings, and major writing assignments. Students will explore narrative writing, research methods, source integration, and a variety of composition skills. Major assignments include journals, drafts, proposals, bibliographies, essays, and a final reflective piece. The schedule provides structure and deadlines to guide students through the composition coursework over the semester.
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This document provides instructions for an assignment in an English 102 course to analyze the spatial rhetoric of the University of Idaho campus. Students are asked to create a multi-genre/modal project conveying their thoughts on how the campus environment sends messages to its inhabitants. The project requires an introduction, expository essay, and five chosen genres including at least one relevant to the student's major and one visual genre. Students must also include a goals and choices page explaining their genre selections and how they connect to the topic.
Multi genre analysis outline
This document provides instructions for a multi-genre/modal environment analysis assignment. It outlines 5 sections for the project: 1) a 200-word Dear Reader introduction, 2) a 400-500 word expository mini-essay analyzing the environment's rhetoric, 3) three chosen genres displaying the focus, 4) a goals and choices page justifying how each genre enhances understanding of the topic, and 5) an MLA works cited page if sources are used. The assignment requires analyzing the rhetoric of a college campus environment through various writing genres to give readers different perspectives on the focus.
Multi genre analysis outline
This document provides instructions for a multi-genre/modal environment analysis assignment. It outlines 5 required sections: 1) a 200 word Dear Reader introduction, 2) a 400-500 word expository mini-essay analyzing the environment's rhetoric, 3) 5 chosen genres exploring the topic, 4) a goals and choices page justifying how each genre enhances understanding, and 5) an MLA works cited page if sources are used. The analysis focuses on spatial rhetoric on a college campus, addressing the environment's message, speaker, audience and the student's perception.
Final reflection instructions
The document provides instructions for the final reflection assignment in an English 102 course. Students are asked to write a 1-2 page reflection discussing what they have learned over the semester about writing and expression, their personal goals and achievements, and how the class will benefit their future. The reflection should be written for the audience of the student and instructor, follow MLA formatting, and fully reflect on the student's experience to end the class on a positive note. Reflections are due by December 12th at 11:59 pm.
Unit1_Overview
This document provides an overview of Unit 1 of a course on sense of place and visual rhetoric. The purpose of the unit is to ease students back into academic writing with a creative genre, consider how environments can be rhetorical, and use writing to express images, emotions, and thoughts. The major assignment is a sense of place essay demonstrating how a specific environment can have a rhetorical effect. Readings and assignments are designed to build skills for this, including writing journals, discussion posts, a process assignment on voice and style, and analyzing examples. Deadlines are provided for rough and final drafts of the essay.
Choosing a challenge
The document provides guidance for students to choose an inquiry challenge on which to focus. It suggests choosing a topic that interests the student but that they don't already know a lot about. Some example challenges are given, such as investigating themes in Shakespeare's works, tracking the evolution of a language over time, or examining how a particular genre portrays women and what this reveals about society. Students are then instructed to brainstorm ideas in their journal based on topics they found interesting during previous activities before formulating their own inquiry challenge question. The document concludes by noting that students will present their findings to peers.
Year 13 practice
This document outlines areas to focus on for an exam, including media language, genre, narrative, representation, and audience. It recommends practicing constructing responses by drafting 2 essays for each area ahead of time. It also provides guidance on essay structure, suggesting introducing the project, target audience, applying 1-2 relevant theories, and concluding.
Added value unit deadlines
This document outlines the 5 stages for completing an Added Value Unit (AVU) comparing two texts relating to war. Stage 1 involves planning and reading the texts. Stage 2 focuses on selecting information from the first text. Stage 3 requires understanding and evaluating both texts through notes. Stage 4 is writing a critical response comparing the texts. Stage 5 involves answering oral questions about the findings. The document provides deadlines for completing each stage throughout June.
Tesol 2012 Audacity Use by Students to Create Audio Journals
This document discusses the use of Audacity by students in the Georgetown English for Heritage Language Speakers program to create audio journals. Students are assigned to listen to online presentations each week and then record their opinions on the topics in Audacity. Their recordings are posted online for the instructor to provide feedback on content, organization, and pronunciation. The assignments aim to help students develop skills like defending opinions, speculating on abstract topics, using extensive vocabulary and structural devices, and discussing social and professional topics with near-accurate intonation and stress in English.
Exam structure
This document provides guidance on answering exam questions in three sections. Section A outlines a three step process: 1) read the question first and choose which to answer, 2) highlight key areas to address the question, and 3) plan examples to refer to. The guidance recommends introducing the topic, writing a main body using the PECA method of making a point, providing evidence, comparing to another text, and analyzing relevance. It also recommends concluding by summarizing findings and answering the original question.
Case study marc
Marc Lee was an English major from China who struggled with academic writing but had strong oral skills. The tutor met with him weekly, dividing each session into writing and reading/vocabulary parts. For writing, they used brainstorming, prewriting, and rubrics to generate and review essays. For reading, they analyzed sample essays, articles, and built vocabulary through context and strategies. The tutor recommended choosing interesting texts, emphasizing progress, and using visual aids to boost confidence and motivation.
SK6 / U.9 - Controversial Issues
This document provides instructions for a series of activities to practice discussing controversial issues. It outlines steps for students to analyze a video on environmental problems, select and organize a controversial topic, create a concept map, and present their topic. Students are encouraged to test their political knowledge, summarize conversations, paraphrase a photo story, and discuss opinions on issues. They also work on related vocabulary, grammar, listening and speaking exercises, with a focus on recycling language and strategies.
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This document provides guidance for a lesson on reading academic texts. It discusses defining academic writing and distinguishing it from other types of writing. It identifies the importance of determining the structure, purpose, and audience of academic texts. The lesson objectives are for students to define academic writing, identify its purpose and style, analyze sample texts, and understand academic writing in the Philippine context. The document provides discussions and activities to help students understand academic writing.
Essay Writing: Project-Based Learning (PBL)
English language learners and educators: this is a five-slide presentation of some crucial points related to group essay writing and their relevance to project-based learning (PBL). (Created by Rita Zuba Prokopetz / G&R Languages – September, 2014).
Steps to future academic goals
This document outlines academic and career goals, including becoming a professor of rhetoric and composition or pursuing administration. It examines the requirements for an assistant professor position, such as a PhD in composition, evidence of teaching experience, research and publishing potential, and service. The document proposes a plan to better prepare, including completing a degree, gaining more teaching experience, attending and presenting at conferences, publishing work, participating in department activities, and joining a hiring committee.
Unit1_SenseofPlaceEssay_instructions
This assignment asks students to write a 2.5-3 page descriptive essay exploring their sense of place about a location that holds significant meaning for them. Students must accompany their essay with a photograph representing the place and feelings conveyed in the essay. The essay should balance reflection and rhetorical description to show why the place evokes emotions. Students should adopt the persona of a professional blogger and follow blog conventions rather than MLA formatting. A rough draft and final draft are due by specified dates. The evaluation rubric focuses on use of senses, style and voice, clear theme, and mechanics.
Debating
This document outlines a cross-curricular debating unit for a senior English and philosophy course. The unit is designed to teach students how to debate using research and evidence. It is divided into four modules covering defining debating, research, brief writing, and arguing using rationale. The unit will be delivered through a wiki platform containing lessons, videos, and tools to help students with the difficult tasks of locating sources, taking notes, and citing evidence. Challenges some students may face include difficulty with research and relying only on opinions. The objectives are for students to understand debating and what makes a good debate, conduct research, write briefs, and debate topics using rationale. The unit aligns with state English and philosophy standards and
Writing Step by Step
Writing Step-by-Step is a two-book writing series designed for young students of
English. Expanding on students’ knowledge of core vocabulary and fundamental
structures, this series introduces higher level, more expressive vocabulary, and
more complex structures to help emerging writers better express their ideas.
Students are also introduced to paragraph form and the basics of the writing
process, including essential brainstorming methods. Throughout each unit,
activities progress gradually step by step-from vocabulary building and structure
practice to writing sentences and their own fully developed paragraphs. The
series introduces students to increasingly complex paragraphs-from descriptive
and narrative to argumentative to parallel students developing fluency.
Features
Unit themes and topics that young learners can relate to
Carefully leveled vocabulary and structures
Wide variety of activity types to maintain interest
Guided practice with important steps in the writing process
Exposure to different paragraph types
Section B Revision Session
This document provides an overview of the exam focus and structure for Section B. Section B will focus on the TV shows Stranger Things and Deutschland 83 which students have studied. Question 4 will focus on theories of narrative/genre such as Propp's character types or Todorov's narrative theory. Question 5 will involve an in-depth analysis comparing and contrasting the two TV shows by looking at areas like representation, audience theory, or genre theory while drawing on theorists like Hall, Barthes, Neale. The document provides example structures for answering different questions and lists relevant media language and theories students could reference in their answers.
Embedding nonfiction text in write well
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This document provides the schedule and requirements for Project 4 of an English technical writing course. It outlines the due dates and tasks to be completed over 4 weeks for designing and conducting a usability test, drafting a white paper report, and creating a screencast presentation of a usability test finding. All project deliverables, including a self-evaluation, white paper, and screencast URL, are due on Sunday April 14th by 11:59 PM. Students are expected to provide peer reviews of drafts on the assigned dates.
Engl102 module 4 schedule_spring
This document provides the schedule for Module 4 of an English course over 3 weeks. It lists the assignments and deadlines for each week. In the first week, students must read chapters from the course text and submit a drafting schedule. The second week involves reviewing another chapter and starting a module essay draft. In the third week, students submit their draft for peer review, provide feedback on a classmate's draft, and incorporate peer feedback to revise their own draft. The final draft of the module essay is due on the last date listed. Students are reminded to verify their submission is correct.
Session1_WMU_Plain_Language_Online_19May2011
The document summarizes the topics covered in Session 1 of an online course on writing plain language web content. It included an overview of the course, an introduction to plain language principles and guidelines, a review of a pre-course assignment, instruction on writing task-oriented web content, and a wrap-up of Session 1. For homework, students were assigned to rewrite a task page and read a chapter on understanding the audience.
Gasha quality, dr.wuria
This document provides information about a teacher's portfolio, including their philosophy of teaching, academic background, teaching experience, publications, conference presentations, committee membership, and student evaluations. Specifically, it outlines the teacher's education qualifications including degrees in English from Mosul University and Baghdad University. It also lists their teaching experience, publications, participation in conferences, membership on committees, and positive student evaluations.
Gasha quality, dr.wuria
This document provides information about a teacher's portfolio, including their philosophy of teaching, academic background, teaching experience, publications, conference presentations, committee membership, and student evaluations. Specifically, it outlines the teacher's education qualifications including degrees in English from Mosul University and Baghdad University. It also lists the teacher's publications, conference presentations, roles on editing boards, and participation in workshops and training courses to continuously develop academically. Finally, it includes a student evaluation form to collect feedback to improve the education process.
User focused evaluation: Feedback on research capacity building webinars
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Session1 pl online_course_19_may2011
The document summarizes the topics covered in Session 1 of an online course on writing plain language web content. It included an overview of the course, an introduction to plain language principles, a review of a pre-course assignment, guidelines for writing task-oriented web content, and a wrap-up of the session with homework assigned. The session focused on helping writers learn how to clearly and concisely explain tasks on the web so users can easily accomplish them.
Active Learning: Online Redesign IT Seminar Series 2014_06_09
The document summarizes an educative assessment project called ALOR that uses online collaborative writing to improve student learning. Some key points:
- The ALOR project aims to design active learning experiences using online tools to maximize efficiencies while improving student learning.
- At UTM, the project involves collaborative writing assignments in an advanced French class where students write, edit and provide feedback on each other's work using online tools like a wiki page and blog.
- A survey found that students agreed the collaborative writing improved their French skills and learning through peer feedback and seeing different perspectives. Most interesting was the planning process and seeing how feedback improved their work.
Employment UnitContent Area or Developmental Focus Study
Employment Unit
Content Area or Developmental Focus: Study Skills / Transition Skills
Age/Grade of Children: 9th & 10th Grade Students
Length of Lesson: 45 minutes per day / 11-12 Days
Goal
Students will gain the knowledge and skills to create documents required to apply for a job
Objective
Students will be able to:
Write a cover letter applicable to a specific job
Write a resume
Fill out a job application
Participate properly in a mock interview
Standards Included
CCSS.ELA-LITERACY.WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
(Common Core State Standards Initiative, 2021)
Materials
Binder paper / Notebook
Pen / Pencil
Laptop
Introduction
Introductions will take 4 days
1. Intro day for cover letter
2. Intro day for resume
3. Intro day / workday for job application
4. Intro day for interviews
Lesson Development
Day 1 – Lesson / Lecture with notes and samples of a cover letter, along with instruction on finding cover letter templates in Microsoft Word
Day 2 – Students will write rough draft of cover letter (to be proofread/edited by teacher prior to next class period)
Day 3 – Students will type final draft of cover letter
Day 4 – Lesson / Lecture with notes and samples of a resume, along with instruction on fining an appropriate resume template in Microsoft Word
Day 5 – Students will write rough draft of resume (to be proofread/edited by teacher prior to next class period)
Day 6 – Students will type final draft of resume
Day 7 – Discussion and sample job application filled out as a class, then students will choose from 5 different applications they want to fill out
Day 8 – Students will finish filling out application (and can use remaining time to complete cover letter and/or resume if not completed during previous days)
Day 9 – Discussion of what to expect during an interview, and do’s and don’ts of an interview, students will be give a little time to work with partners to practice sample interview questions – Reference videos:
https://youtu.be/CE9Y8QHJ3sg
https://youtu.be/BdyXik9VNk8
Days 10-11/12 – Mock interviews will be held during class – questions will be basic and focused based on the application they chose to fill out on day 7
Differentiation/
Accommodations
Lectures are presented through PowerPoint Presentations – slides printed with blanks for student (Bianca) to fill in during lecture to not have to write down all the notes
Template of Cover letter and resume already created and emailed to student (Bianca) to utilize for assignments
Assessment
(Practice/ Checking for
Understanding)
Completed Cover Letter
Completed Resume
Sample job application filled out ...
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