Web viewAuthentic; completion of 25-word misspelling list. 2. Summative: a. pre- and post-surveys...

Running Head: PART I: FINAL THEMATIC UNIT

Part I, Culminating Activity Reflection: Final Thematic Unit

Delain Hayes, Jr.

Southwestern College

Author’s Note

Delain Hayes, Jr., Graduate Student, Southwestern College.

Delain Hayes, Jr. is now enrolled into a graduate program pursuing a Master’s

Degree of Education in Curriculum and Instruction. The program consists of 11

graduate courses totalling 33 credit hours starting with the first course, EDUC 540,

Creating Community in the Classroom.

Correspondence concerning this article should be addressed to

[email protected]

PART I: FINAL THEMATIC UNIT

Abstract

This paper is part one of a culminating activity: a reflection of the Southwestern

College graduate course, Creating Community in the Classroom, course number

EDUC 540. Part two will include personal reflections on the 12-week course.

Additionally, this paper includes six lesson plans comprising the thematic unit on

college or work encompassing part one of this activity. This unit was created

targeting senior, high-school students, as they transition into adulthood, and

discussing two options, college or work, as avenues to pursue. Several Kagan

structures were used to help these students, should they decide to take an option into

higher education or join the workforce.

The unit’s intent was clear: getting these seniors thinking about what track to pursue,

be it, college, work, or another avenue.

Keywords: college admission essays, commonly misspelled words,

cooperative learning, cover letters, covering letters, groups, kagan, management,

managing, functional skills, employable skills, transferable skills, college admission

essay, resume, dress-for-success, dressing for success, job interview, college

interview, 30-second elevator speech, job/career fair day, college fair day,

recruitment, job/employment recruiters, college recruiters, collegiate recruiters.


Part I, Culminating Activity Reflection: Final Thematic Unit

Introduction

College or work are two options for students leaving high school becoming adults

and entering either the workforce or higher education. Students will decide in teams

of four to enter the workforce or college as the team’s project. A series of linked

structures will begin with a listing of commonly misspellings. Next, the students will

discover skills they may have that will be desirable for employers and admission

counselors, and students will create cover letters or college admission essays. Then,

they will create resumes leading to interviews with employment or collegiate

recruiters. Standards of conduct will be visited addressing professional behaviors

during an interview.

This thematic unit, comprising six lesson plans, aforementioned above, endeavors

to provide senior students with the skills to help them transition into the next chapter

of their lives, should they decide to enter a work or college setting. The process will

help them create cover letters or college admission essays, resumes, and behave

appropriately, or exude professionalism, during an interview.

Lesson plan one: Create a list of 25 commonly misspelled words

Objective (s):

1. Write/create a list of 25 commonly misspelled words using the internet

2. Help students’ written communications appear professional, in manner

3. Complete pre- and post-survey assessing student knowledge

4. Provide journals to track/chart student progress through a 6-part lesson plan

Assessment:

1. Authentic; completion of 25-word misspelling list


2. Summative: a. pre- and post-surveys gauging student knowledge; b. validating 1st

objective in lesson plan

3. Multi-Dimensional; group processing, journals, open-ended questions

4. Cooperative learning; use of several Kagan structures throughout the 1st objective

Meeting the needs of various learners/accommodations: Use heterogeneous teams to

complete 1st objective; use homogeneous pairing or teams for special needs students,

ELL students, etc.; incorporate differentiated-instruction approach to teach all types of

students addressing multiple intelligences, cognitive, learning and personality styles

through the use of multiple Kagan structures:

4.1. Team Interview – interpersonal

4.2. Find Someone Who – class building, social skills, knowledge building, procedure

learning

4.3. Simultaneous Roundtables – teambuilding, social skills, communication skills,

knowledge building, procedure learning, presenting info

4.4. Stir-the-Class – class building, social skills, communication skills, decision-

making, knowledge building, procedure learning, processing info, thinking skills,

presenting info

4.5. Mix-Freeze-Group – class building, social skills, knowledge building, thinking

skills

4.6. One Stray – class building, social skills, knowledge building, procedure learning,

processing info, thinking skills, presenting info

4.7. StandUp-HandUp-PairUp – class building, social skills, communication skills,

knowledge building, procedure learning, processing info, thinking skills

4.8. Fan-N-Pick – teambuilding, social skills, communication skills, knowledge

building, procedure learning, thinking skills


Instructional Plan: after detailing each plan component, indicate the approximate time

allocated to carry out that part.

Opening:

Time: ½ Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond

Lesson Planning forms for further details.

Instruction:

Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond


Practice:



Closing:



After Assessment:

Validating success or failure of the 1st objective via pre- and post-survey scores and

completion of the team’s misspelling lists incorporating student suggestions and

thoughts for improvement.

There are two forms, included for review:

ABC Lesson Planning and Into-Through-Beyond Lesson Planning


ABC form, pictured above (double-click to view document, clearly)


I-T-B form, pictured above (double-click to view document, clearly)

Lesson plan two: Skills Discovery: College or work, identify and categorize

Objective (s):

1. Students look-up/write 11 terms relating to employable and functional skills using

the internet


2. Help students realize/develop transferable skills for work and college settings



Assessment:

1. Authentic; completion of 11-term look-up describing items needed to get into

college and work environments

2. Summative; a. pre- and post-surveys gauging student knowledge; b. validating 2nd



4. Cooperative learning; use of several Kagan structures throughout the 1st objective


complete 2nd objective; use homogeneous pairing or teams for special needs students,





4.2. Talking Chips – teambuilding, social skills, communication skills, knowledge

building, procedure learning, processing info, thinking skills, presenting info


learning

4.4. RoundTable Consensus – teambuilding, social skills, communication skills,

decision-making, knowledge building, procedure learning, processing info, thinking

skills


4.5. Numbered Heads Together (Answer Board Share) – teambuilding, social skills,

communication skills, decision-making, knowledge building, procedure learning,


4.6. Pairs Compare – teambuilding, social skills, communication skills, knowledge

building, thinking skills

4.7. RoundTable – teambuilding, social skills, communication skills, knowledge


StandUp-HandUp-PairUp – class building, social skills, communication skills,






Opening:



Instruction:



Practice:



Closing:




After Assessment:

Validating success or failure of the 2nd objective via pre- and post-survey scores and

discovery of the students’ transferable skills required to gain employment or

enrollment incorporating student suggestions and thoughts for improvement.





Lesson plan three: College or Work: Creating cover letters (CLs) or college admission

essays (CAEs)

Objective (s):


1. Students, working in teams, will compose either a cover letter or a college

admission essay for their project

2. Help students by providing CL & CAE materials: guides and information, and

sample CL and CAE

3. Using guides and samples, teams will adjust CLs/CAEs, as needed, then present

their projects to the class



Assessment:

1. Authentic; completion of CLs/CAEs (1st time); adjust projects after receiving

additional materials (2nd time)

2. Summative; a. pre- and post-surveys gauging student knowledge; b. validating 3rd



4. Cooperative learning; use of several Kagan structures throughout the 3rd objective


complete 3rd objective; use homogeneous pairing or teams for special needs students,





4.2. Think-Write-RoundRobin – teambuilding, social skills, communication skills,



learning


*4.4. Jot Thoughts + RoundTable Consensus – teambuilding, social skills,


processing info, thinking skills

4.5. Numbered Heads Together – teambuilding, social skills, communication skills,


skills, presenting info

*4.6. JT + RoundTable Consensus + NHT – teambuilding, social skills,



4.7. Numbered Heads Together (Answer Board Share) – teambuilding, social skills,







*Multiple use of structures (by linking them) deepens knowledge, confidence and

understanding of lesson’s objectives.



Opening:



Instruction:




Practice:



Closing:



After Assessment:

Validating success or failure of the 3rd objective via pre- and post-survey scores and

completion of CLs or CAEs to gain employment or enrollment incorporating student

suggestions and thoughts for improvement.





Lesson plan four: College or Work: Creating resumes for employment-recruiters

(E-Rs) and collegiate-recruiters (C-Rs)

Objective (s):


1. Students, working in teams, will compose a resume for employment or enrollment

for their project using skills agreed upon in the 2nd lesson plan

2. Help students by providing resume materials: guides and information, and sample

resumes: chronological, functional, combination, alternative

3. Using guides and samples, teams will adjust their resumes, as needed, then present

their projects to the class



Assessment:

1. Authentic; completion of resumes (1st time); adjust projects after receiving


2. Summative; a. pre- and post-surveys gauging student knowledge; b. validating 4th



4. Cooperative learning; use of several Kagan structures throughout the 4th objective


complete 4th objective; use homogeneous pairing or teams for special needs students,





4.2. AllWrite Consensus – teambuilding, social skills, communication skills,



learning


*4.4. Jot Thoughts + Spend-A-Buck + RoundTable Consensus – teambuilding, social

skills, communication skills, decision-making, knowledge building, procedure

learning, processing info, thinking skills




*4.6. JT + Spend-A-Buck + RoundTable Consensus + Numbered Heads Together –

teambuilding, social skills, communication skills, decision-making, knowledge













Opening:



Instruction:




Practice:



Closing:



After Assessment:

Validating success or failure of the 4th objective via pre- and post-survey scores and

completion of resumes to gain employment or enrollment incorporating student






Lesson plan five: College or Work: Mock interviews, appropriate mannerisms and

dress attire

Objective (s):


1. Students, working in teams, discuss the interview process, how to behave during an

interview session and what to wear to the interview

2. Help students by providing materials: interview and dress-attire guides

3. Using guides and samples, teams will adjust their views on the interview process,

as needed, then present their findings to the class



Assessment:

1. Authentic; discussion of the interview process (1st time); adjust viewpoints after

receiving additional materials (2nd time)















learning




4.5. Carousel Feedback – social skills, communication skills, knowledge building,


*4.6. RoundRobin + Three-Step Interview + Carousel Feedback – teambuilding,

social skills, communication skills, decision-making, knowledge building, procedure

learning, processing info, thinking skills, presenting info

4.7. RallyRobin – social skills, communication skills, knowledge building, procedure

learning, processing info, thinking skills









Opening:



Instruction:



Practice:




Closing:



After Assessment:


discussion on the interview process including modeled-behavior patterns and

professional attire incorporating student suggestions and thoughts for improvement.





Lesson plan six: College or Work: Experiences of the job fair and the college fair

Objective (s):

1. Students, working in teams, discuss the thank-you letter, and the job & college fair

experiences imaging what happens on the day…


2. Help students by providing materials: job & college fair guides, sample thank-you

letter

3. Using guides and samples, teams will adjust their views on the two subjects, as

needed, then present their findings to the class

4. Complete pre- and post-survey assessing student knowledge on the 6th objective

and entire lesson plan


Assessment:

1. Authentic; discussion of both subjects (1st time); adjust viewpoints after receiving



objective in lesson plan; c. validating entire 6-part series













learning




4.5. Carousel Feedback – social skills, communication skills, knowledge building,


*4.6. Jot Thoughts + RoundRobin + Carousel Feedback – teambuilding, social skills,



4.7. One Stray – class building, knowledge building, procedure learning, processing

info, thinking skills, presenting info









Opening:



Instruction:



Practice:




Closing:



After Assessment:


discussion on the thank-you letter and fair experience incorporating student






Summary

Graduating seniors progressed to the next level: adulthood. This entailed several

choices: working, going to college, entering the military, joining the Peace Corp, etc.

Two options given, college or work, and seniors required the communicative skills to


complete the objectives was presented in this lesson plan. Using cooperative learning

methods, the students gained transferable skills (personal accountability, social skills,

etc.) that led to employment or higher education opportunities. Pre- and post-surveys

taken of the population (equalling 32 students) gaged success of the lesson plan

leading to improvements, if required.

Students, in grouped discussion and completion of tasks, produced lists of

commonly misspelled words, created either a cover letter or college admission essay,

discovered skills they had leading to employment or higher education, produced a

resume, and gained interviewee skills through the authentic assessment method.

These objectives improved students’ future written communications making them

appear professional, in manner, giving said communications the impression of

competency to potential employers or admission counselors. Third, students

determined skills (discovering personal insights along the way) desirable of

employers or admission counselors increasing their chances of employment or

enrollment. Fourth, these actions increased their chances for hire or higher education,

by making the decision for hiring or admitting (to colleges/universities) easier. Sixth,

students understood having a good resume gets the important face-to-face time,

interview, to prove to recruiters that choosing them is a right fit for the recruiters’

organizations.


References

Lesson plan one: List 25 common misspellings

Conley, D. (2008). What makes a student college ready? Retrieved from

http://www.ascd.org/publications/educational-

leadership/oct08/vol66/num02/What-Makes-a-Student-College-

Ready%C2%A2.aspx.

Ask.com. (n.d.). What does the term “.net” mean? Retrieved from

http://www.ask.com/technology/term-net-mean-16329b181c62edb9#.

Author unknown. (n.d.). What internet address endings mean. Retrieved from

http://web.csulb.edu/~ttravis/tutorialinfo/BlackStudies/address-ending.html.

Verisign. (n.d.). How to get online: domain name system. Retrieved from

http://www.verisigninc.com/en_US/domain-names/online/domain-name-

system/index.xhtml.

Verisign. (n.d.). What does .com mean? Retrieved from

http://www.verisigninc.com/en_US/domain-names/com-domain-names/what-

does-com-mean/index.xhtml.

Worcester-Tang, T. (n.d.). Student learning journal template. Retrieved from

http://tammyworcester.com/wp-

content/uploads/2014/02/514ba7957c27495fe3fab844e534cf16.png.

http://tammyworcester.com/student-learning-journal-template/.

Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan

Publishing; pp. 14.6, 14.13-14.15.

Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational

Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved

from http://www.edpsycinteractive.org/topics/cogsys/bloom.html.


Note: I could not find an actual reference for the pre- and post-surveys I adapted from

an evaluation form; but, I’ve attached two documents, Healthy Living Program

Facilitator’s Guide, dated 16 August 2007, and HLP Evaluation form, also dated

8/16/2007. The guide contains information on the evaluation form, on page 19, and

has references on its last page, on page 20.

Lesson plan two: Skills discovery – identify and categorize

University of Kent. (n.d.). What are the top ten skills that employers want? Retrieved

from http://www.kent.ac.uk/careers/sk/top-ten-skills.htm.

The Isle of Wight College. (2015). What are functional skills? Retrieved from

http://www.iwcollege.ac.uk/information/what-are-functional-skills/.

Conley, D. (2008). What makes a student college ready? Retrieved from

http://www.ascd.org/publications/educational-

leadership/oct08/vol66/num02/What-Makes-a-Student-College-

Ready%C2%A2.aspx.


Publishing; pp. 14.6, 14.13-14.15.

Doyle, A. (n.d.). What is cover letter? Retrieved from

http://jobsearch.about.com/od/jobsearchglossary/g/coverletter.htm.

Dressing for success: how to dress for an interview. Retrieved from

http://jobsearch.about.com/od/interviewsnetworking/a/dressforsuccess.htm.

Mt. Hood Community College. (2009). Purpose of a resume. Retrieved from

http://www.mhcc.edu/StudentServices.aspx?id=2164.


Cambridge Dictionaries Online. (2015). Job interview, definition of. Retrieved from

http://dictionary.cambridge.org/dictionary/business-english/job-interview.

The College Board. (2015). College Interviews: Practice Questions and Strategies.

Retrieved from https://bigfuture.collegeboard.org/get-in/interviews/college-

interviews-practice-questions-and-strategies.

College fair checklist: get the information you want. Retrieved from

https://bigfuture.collegeboard.org/find-colleges/how-to-find-your-college-

fit/college-fair-checklist.

Author unknown. (n.d.) The 30 second elevator speech. Retrieved from

http://sfp.ucdavis.edu/files/163926.pdf.

WiseGeek. (2015). What is a career fair? Retrieved from

http://www.wisegeek.com/what-is-a-career-fair.htm.

Lesson plan three: Creating cover letters or college admission essays

Doyle, A. (n.d.). What is cover letter? Retrieved from

http://jobsearch.about.com/od/jobsearchglossary/g/coverletter.htm.

Hansen, R. (n.d.). Writing the Successful College Application Essay: Tips for

Success. Retrieved from

http://www.quintcareers.com/college_application_essay.html.


Publishing; pp. 11.9, 14.6, 14.13-14.15.

20 Owl: Online writing lab. (1995-2015). Cover letter workshop. Retrieved from

https://owl.english.purdue.edu/owl/resource/723/03/.

Resume workshop presentation. Retrieved from

https://owl.english.purdue.edu/owl/resource/719/06.

Author Unknown. (n. d.). How to write a successful covering letter. Retrieved from


http://www.kent.ac.uk/careers/cv/coveringletters.htm.

Hayes, D. (2015). Sample cover letter.

Hayes, D. (2015). Sample college admission essay.

Jacobs, L. and Hyman, J. (2010). 10 tips for writing the college application essay.

Retrieved from http://www.usnews.com/education/blogs/professors-

guide/2010/09/15/10-tips-for-writing-the-college-application-essay.

Yourdictionary.com. (n. d.). 100 Most Often Mispelled Misspelled Words in English.

Retrieved from http://grammar.yourdictionary.com/spelling-and-word-

lists/misspelled.html.

Lesson plan four: Creating resumes for employment-recruiters and collegiate-

recruiters

Mt. Hood Community College. (2009). Purpose of a resume. Retrieved from

http://www.mhcc.edu/StudentServices.aspx?id=2164.


Publishing; pp. 11.9, 14.6, 14.13-14.15.

20 Owl: Online writing lab. (1995-2015). Cover letter workshop. Retrieved from

https://owl.english.purdue.edu/owl/resource/723/03/.

Resume workshop presentation. Retrieved from

https://owl.english.purdue.edu/owl/resource/719/06.

Author Unknown. (n. d.). How to write a successful covering letter. Retrieved from

http://www.kent.ac.uk/careers/cv/coveringletters.htm.

Hayes, D. (2015). Sample cover letter.

Hayes, D. (2015). Sample college admission essay.

Jacobs, L. and Hyman, J. (2010). 10 tips for writing the college application essay.

Retrieved from http://www.usnews.com/education/blogs/professors-


guide/2010/09/15/10-tips-for-writing-the-college-application-essay.

Yourdictionary.com. (n. d.). 100 Most Often Mispelled Misspelled Words in English.

Retrieved from http://grammar.yourdictionary.com/spelling-and-word-

lists/misspelled.html.

Note: I could not find the references for the three of the four resumes examples

(chronological, functional and combination; the fourth was a version of my resume

highlighting managerial and educator/instructor/facilitator skills I gained during my

Military Service). So, I placed the actual document, Resume Writing Class 101, in

this document for your review and considerations. Additionally, I added Purdue

Owl’s PowerPoint presentation, as well, for your review.

Lesson plan five: Mock interviews, appropriate mannerisms and dress attire


Publishing; pp. 11.9, 14.6, 14.13-14.15.

Michigan Civil Service Commission, Career Services. (2012). Interviewing tips.

Retrieved from http://www.michigan.gov/documents/interview_26251_7.pdf.

Doyle, A. (n.d.). Dressing for success: how to dress for an interview. Retrieved from

http://jobsearch.about.com/od/interviewsnetworking/a/dressforsuccess.htm.

The College Board. (2015). College Interviews: Practice Questions and Strategies.

https://bigfuture.collegeboard.org/get-in/interviews/college-interviews-

practice-questions-and-strategies.

What to Do Before and After Your College Interview.

https://bigfuture.collegeboard.org/get-in/interviews/what-to-do-before-and-

after-your-college-interview-admissions.


Lesson plan six: Experiences of the job fair and the college fair


Publishing; pp. 11.9, 14.6, 14.13-14.15.

wiseGeek.com. (2003-2015). What is a career fair. Retrieved from

http://www.wisegeek.com/what-is-a-career-fair.htm.

http://topics.wisegeek.com/topics.htm?career-job-fair#.

Brizee, A. (2009). Follow-Up & Thank You Letter Overview: part 1. Retrieved from

https://owl.english.purdue.edu/engagement/34/43/135/.


Follow-Up & Thank You Letter Overview: part 2. Retrieved from






Ronald, C. et al. (2000). Job search tools: resumes, applications, and cover letters. The

Putting the Bars Behind You Series. Indianapolis: JIST, 2000.

Web viewAuthentic; completion of 25-word misspelling list. 2. Summative: a. pre- and post-surveys...

Documents

Transcript of Web viewAuthentic; completion of 25-word misspelling list. 2. Summative: a. pre- and post-surveys...