Lesson Plan

Mississippi Occupational Diploma

Career Preparation/Special Education/Eleventh Grade

Standards:

Item Code 11C22 Content Standard E. Working with Others

INTASC Standards 1, 2, 3, 4, 5, 7, & 8

NCATE Standards 1, 2, 3, & 4

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To identify actions that help a worker keep a job; to explain how a company’s human resource department helps workers; to identify steps to follow resolving a conflict.

Skills: Discuss some functions of the human resource department; reading practices; complete lesson review.

Procedure: The teacher will present vocabularies by writing the words conflict and resolve on the board. The students will be paired to identify synonyms for each word, then the teacher will allow them to share answers with the class.

Anticipatory Sets: The teacher will present the lesson objectives and a conflict. The students will be invited to brainstorm a list of possible solutions to this problem. All ideas will be recorded on the board. The list will be reviewed to identify solutions and allow students practice in recognizing that a compromise is often the best way to solve a conflict.

Modeling: The teacher will engage the students in the learning process by reading passages from the text book and giving examples.

Guided Practice: The students will read with guidance, passages from the lesson.

Independent Practice: The teacher will ask students to complete the lesson review questions and an activity sheet. They will then watch a video on resolving conflicts.

Check for Understanding: Work samples

Closure: Lesson review orally

Technology: Short video on resolving conflicts; TV; VCR

Intervention: Peer pairing

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C22 Content Standard E. Working with Others

INTASC Standards 1, 2, 3, 4, 5, 7, 8, & 10

NCATE Standards 1, 2, 3, 4, & 5

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To explain how good communication skills help resolve a conflict.

Skills: Construct a job related poster; reading practices; make a collage portrait of people communicating in a healthy way; complete lesson review.

Procedure: The teacher will introduce the objectives. Students will define new terms.

Anticipatory Sets: The teacher will elicit the discussion on communication skills and body language. Students will complete a worksheet and complete the lesson review questions at the end of the unit.

Modeling: The teacher will model various body gestures, and then ask students to get into groups and hold conversations. They will identify each other’s different body movement messages with gestures. Examples will be given.

Guided Practice: The teacher will discuss the passages from the textbook with the students. The students will answer the lesson review questions verbally with the teacher’s assistance.

Independent Practice: The students will complete a worksheet pertaining to identifying body language. They will watch a video pertaining to body language.

Check for Understanding: Oral responses.

Technology: Body language video; TV; VCR

Intervention: Small group activity.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C22 Content Standard F. Meeting Demands for Quality Work

INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8, & 9

NCATE Standards 1, 2, 3, 4 & 6

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To identify traits of a responsible worker.

Skills: The students will read about how to be a responsible worker, define new terms, complete the lesson review activity and complete an activity sheet.

Procedure: The teacher will introduce the lesson objectives.

Anticipatory Sets: The students will read about traits of a responsible worker and be encouraged to take notes.

Modeling: The teacher will initiate discussion on how to build work relationships and give suggestions.

Guided Practice: The teacher will read the passages aloud with the students.

Independent Practice: The students will define new terms using electronic dictionaries and then complete the lesson review questions in their textbook. They will complete an activity sheet on how to belong to a team.

Check for Understanding: Observations; work samples.

Closure: Summary of the lesson

Technology: Electronic dictionaries.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C22 Content Standard E. Working with Others

INTASC Standards 1, 2, 3, 4, 5, 6, 7, & 8

NCATE Standards 1, 2, 3, 4, & 5

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To explain ways of coping with negative peer pressure.

Skills: The students will define “peer pressure”, discuss conflicting relationships, practice writing about peer pressure experiences, do a skit, complete the lesson review, and complete an activity sheet.

Procedure: The teacher will introduce the lesson objective and review the previous lesson.

Anticipatory Sets: Students will write about their experiences with peer pressure.

Modeling: The teacher will allow discuss positive and negative peer pressure, and then allow the students to share what they wrote about conflicting relationships. The teacher will give suggestions and allow students to offer suggestions for remedy to certain conflicts or negative peer pressure.

Guided Practice: The students will participate in skits on peer pressure situations. They will include job related problems in violation of policy.

Independent Practice: The students will complete the lesson review questions and an activity sheet pertaining to how to handle peer pressure. They will watch a video on peer pressure.

Checking for Understanding: Oral responses; work samples.

Closure: Summary of peer pressure.

Technology: Video on peer pressure; TV; VCR

Intervention: Peer pairing; grouping.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C22 Content Standard E. Working with Others

INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8, & 9

NCATE Standards 1, 2, 3, 4, & 6

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11      

Special Education Competencies Vocational Skills & Writing

Objective: To describe discrimination; to explain ways of finding help when faced with discrimination in the workplace.

Skills: The teacher will read and discuss articles on discrimination, define vocabulary terms, complete a question/answer/response (QAR) activity with the students. Students will complete the lesson review questions and an activity sheet. They will answer question from video on discrimination.

Procedure: The teacher will introduce the objectives. The students will race to create words from the word discrimination.

Anticipatory Sets: The students will take turns reading from the textbook about discrimination.

Modeling: The teacher will present examples of situations involving discrimination. A video on discrimination will be viewed.

Guided Practice: The students will complete the lesson review.

Independent Practice: The students will complete an activity on dealing with workplace issues and answer questions from the video.

Checking for Understanding: Students’ work samples; response to video questions.

Closure: Questions/Answers review.

Technology: Video on discriminations; TV; VCR.

Interventions: Allow extra time on assignment.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C22 Content Standard E. Working with Others

INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8 & 9

NCATE Standards 1, 2, 3, 4, & 6

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To describe harassment; to explain ways of finding help when faced with harassment in the workplace.

Skills: The teacher will read articles on harassment. The students will define new words, complete the lesson review, complete an activity sheet, and view a video on harassment. They will also write about harassment.

Procedure: The teacher will introduce the objectives. The students will write about experiences when they were verbally or sexually harassed.

Anticipatory Sets: The teacher will allow the students to share previous knowledge of the term harassment and write about their experiences with harassment.

Modeling: The teacher will read articles on harassment and demonstrate a situation where someone is being harassed. A video on harassment will be shown.

Guided Practice: The students will complete the lesson review with the teacher.

Independent Practice: The students will complete an activity pertaining to harassment and view a video on harassment. They will write about experiences where they were harassed.

Checking for Understanding: Work samples.

Closure: Shared experiences.

Technology: Video on harassment; TV; VCR.

Intervention: One on one instruction as needed.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C14 Content Standard D. Setting and Achieving Goals

INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8 & 9

NCATE Standards 1, 2, 3, 4, & 6

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To identify traits of realistic career goals.

Skills: The students will read about setting career goals, define terms, and answer questions from a video on setting realistic career goals.

Procedure: The teacher will introduce the objectives. The students allow the students to write down the first couple of words they think of when they hear the words job and career. The teacher will explain how the two terms differ.

Anticipatory Sets: The students will read about setting career goals. The teacher will give explanations.

Modeling: The teacher will list several realistic goals for herself on the board and then allow time for the students to list realistic goals for themselves.

Guided Practice: Students will get into groups and complete the lesson review questions with the assistance of the teacher.

Independent Practice: The students will complete an activity sheet about careers and will answer questions from the video.

Checking for understanding: Check students’ work samples.

Closure: Students will share their responses from the film.

Technology: Video on setting realistic career goals; TV; VCR

Intervention: Extra time for completion of assignments will be allotted for slower learners.

Evaluations: Short quiz.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C14 Content Standard D. Setting and Achieving Goals

INTASC Standards 1, 2, 3, 4, 5, 7, 8, & 10

NCATE Standards 1, 2, 3, 4, & 5

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To describe how to create a career plan.

Skills: Students will read about how to make a career plan and view a video on career planning. They will practice note-taking skills, complete activity sheet, and complete lesson review questions.

Procedures: The students will read about how to create a career plan and practice making their own career plans. They will then view a video on career planning and answer questions pertaining to the video.

Anticipatory Set: The teacher will introduce the lesson objective and students will read about how to make a career plan.

Modeling: The teacher will provide examples and demonstrations of making a career plan.

Guided Practice: The teacher will elicit a discussion on career plans and the students will view a video on career planning.

Independent Practice: Students will complete the activity sheets independently in class and answer questions from the film.

Checking for Understanding: Observations; oral responses.

Closure: The students will share what they learned.

Technology: Video on career planning; TV; VCR

Interventions: More assistance where needed.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C24 Content Standard B. Acceptable Work Performance

INTASC Standards 1, 2, 3, 4, 5, 7, & 8

NCATE Standards 1, 2, 3, & 4

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To define performance assessment; to describe how a performance assessment can help one become a better worker.

Skills: The students will define new terms, complete an activity sheet, and complete the lesson review questions. The teacher will discuss different types of assessments.

Procedures: The teacher will write performance assessment on the board and allow the students to name several tests that they have taken. The teacher will explain that assessments are tests that seek to identify a skill of knowledge of a topic.

Anticipatory Set: The students will read about how to request performance assessments.

Modeling: The teacher will initiate discussion on performance assessments then allow students to discuss the components on a performance assessment.

Guided Practice: The students will create a performance assessment with assistance from the teacher. They will become familiar with terms on the performance assessment checklist by looking up meanings.

Independent Practice: Students will use electronic dictionaries to define new vocabulary words. They will complete the lesson review questions and an activity sheets pertaining to performance assessments.

Check for Understanding: The students will give oral feedback.

Closure: Summary of the lesson.

Technology: Electronic dictionaries.

Interventions: Allow more practice where needed.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.

Lesson Plan

Standards:

Item Code 11C22 Content Standard F. Meeting Demands for Quality Work

INTASC Standards 1, 2, 3, 4, 5, 7, 8, & 10

NCATE Standards 1, 2, 3, & 4

Special Education Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

Special Education Competencies Vocational Skills & Writing

Objective: To recognize the need to continuously update your skills.

Skills: The students will complete lesson review questions, complete an activity sheet, and read passages from the textbook. They will also define new vocabulary words.

Anticipatory Set: The teacher will introduce the objectives. The students will define new terms.

Modeling: The teacher will ask questions and cue the students in finding the answers for the lesson review questions. The students will observe techniques in searching for answers from the textbook.

Guided Practice: The teacher will read aloud with the students the importance of updating your skills.

Independent Practice: The students will define new words using electronic dictionaries, complete the lesson review, and complete an activity sheet on requesting additional training.

Check for Understanding: Observations; students’ work samples.

Closure: Students will explain what they learned.

Technology: Electronic dictionaries for new terms.

Interventions: One on one instruction.

Assessment Rubric:

The students will obtain a maximum score of 3 on the lesson review questions and the worksheet. The teacher will re-teach for scores that are below 3.