I.

Goals/Objectives/Standard(s)
A. Goal(s): to understand what skills are needed to apply to a specific job or career
choice.
B. Objective(s): Students will be able to successfully use job skills in an appropriate
manner that is related to their specific area of interest.
C. IEP Goal: Student will list three skills needed for their specific job of choice with
0-3 prompts.
D. Anticipatory Set: I will play the video from Inside Out and ask them to pay
attention to facial expressions. Students will be asked what they saw when said
person was supposed to be angry or other emotions.
(https://www.youtube.com/watch?v=sX4cF8dS7IA)

II.

Purpose: They must have an understanding of what it means to carry yourself in a

professional matter and how to act like a working adult in the work force.

III.

Adaptions:

IV.

If the student does not master the skill, re-evaluating the lesson and reteaching in a way the student better understands.
Hands on activities to keep students engaged.
For the student who is nonverbal, provide them with a communication
device so they can effectively communicate with peers.

Lesson Presentation:
Read the song lyrics from the song The expression on my face
Have students discuss how they believe facial expressions have an impact on
others around us.
Talk about how nonverbal communication skills are important within the job
field.
How would our non-verbal communications determine whether or not we get
a job?
Talk about and role play ways to effectively communicate with customers or
people they might encounter in the job field.
Role play a restaurant with a McDonalds menu and set up. Have students
switch roles to switching between customer and employee to effectively
communicate their needs and reading a menu.
Use a word wall about job skills and have students branch off and talk about
job skills needed in the workforce.

V.

Check for Understanding

Guided practice: during the lesson, I will model and the student(s) will follow
after demonstrating.
Re-teach: The lesson will already be in an individual setting, but if the student
has trouble understanding the concept, I will re-teach the content.
Suggested strategies: I will ask questions throughout the lesson to make sure
the student(s) understands the content.

VI.

Review learning outcomes/closure

The word wall will be a way students can write down effective job skills they
need to take into their field of expertise and how they are useful skills.

VII.

Independent practice/extending the learning

Student(s) will apply the job skills to their own specific field of interest.

Plan For Assessment

Formative Assessment: Student(s) will have frequent performance checks and will be observed
during role-plays.
Summative Assessment: Student(s) will help create on the word wall with words that are
applicable to their field of interest.
Reflection and Post-Lesson Analysis
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all the students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences