JOB SEARCH STRATEGIES OF PROJECT:
Overview of Project:
The unit is based on the discovery of how one goes about applying for a job . This unit is geared towards 8th graders, who are just beginning to think about getting a job and what lies in their future. The students are asked to think about talents and personality traits that they already have and how they can use those attributes in the job place. The lessons are short (two and three days) and progressively challenging students to think about what they might do with their lives and ultimately what career they may choose. It is meant to be a non-threatening activity, fun and informative. Surrounded by their peers in a teacher friendly environment, they will be asked to be creative and share their experiences. The unit builds on the Language Arts framework used in the district. Each lesson spins off the one taught before.
by Sandra Motta Muir, Portola Middle School, El Cerrito, California
Summer Internship Program: Richmond Works Employment and Training Department 330 25th Street, Ca. 94804
JOB SEARCH STRATEGIES:
Each student will prepare a Student Fact Sheet. Included on the sheet will be their personal data, education, activities and awards, employment experiences, special skills and references that they may use to get them started in the search for a job. To help them with their writing they will work with one other person, troubleshooting and brainstorming ideas to get started in filling out the designated areas. Each student will also create a poster collage that shares both attributes they already have and those that can be learned or acquired through the learning process. Students will share their posters with the class, exchanging ideas and explaining their individual piece. Each student will fill out an actual job application, related to and appropriate to their individual qualifications.
STANDARDS: Reading/Language Arts Framework for California Public Schools. Each lesson notes the specific language Arts' standards addressed.
ASSESSMENTS: Student Fact Sheets, poster collage, Job Application, Academic Rubric and Life Rubric.
GOALS: To encourage students to take a look at themselves and see what natural talents they already possess and what skills they need to obtain a job. This will be an exploratory approach to show students there is "a right way to do it", and a process involved.
CONDITIONS: A discussion of what might be added to the fact sheets will take place prior to getting into groups of two. Each student will contribute to a group discussion, pointing out what attributes they personally have and what they see in others. Creating a poster collage and filling out a job application.
MODIFICATIONS: Use of job sheets done by other students for examples, poster collages, list of attributes students have brainstormed. Review of what has been done.
MATERIALS: Chalk board, handouts and Student Fact Sheet, Magazines, glue, markers, poster board, computer print-outs, etc.
RESOURCES: Richmond Works, Employment and Training Department, What Color Is My Parachute, Electronic Edition, Lists A Compendium of Net Resources.
http://www.washingtonpost.com/wp-adv/classifieds/careerpost/parach ute/parafram2.htm
APPENDIX: Student Fact Sheet, Red vs. Green Flag Words on Applications, Application for Employment
JOB SEARCH STRATEGIES #1
Lesson 1: Student Fact Sheet
OUTCOME: Students will begin to explore the process involved in looking for a job and
natural talents and attributes they already have.
CONDITIONS: The lesson will take two class periods.
ACTIVITIES: Begin with a discussion of how people naturally have certain skills that set them apart from the rest. These skills may be as simple as being a good artist, playing the piano well, being able to talk to anyone, clever with the English language, (able to write poetry or create a rap impromptu), etc.
Ask Students: Ask yourself what abilities and qualities in your personality make you
stand out from the rest? Do you know other people with special talents that make them special?
Students will begin to realize how truly different we are from one another and that each
of us have been blessed with different and unique qualities. List on the board the variety of
personality traits and unique attributes the students have. It will become evident that there are many diverse traits.
Then ask: What kind of job might you link some of these traits with? What is your dream job,
and what attribute do you have or need to acquire to possibly get that job?
Second day: You will ask the students to work with one other individual, brainstorming ideas, until both are able to fill out the Student Fact Sheet in its entirety;
MATERIALS: Chalkboard, Student Fact Sheet Handout
METHOD OF ASSESSMENT: Filled out Student Fact Sheet, Life Skills Rubric, Completion and Cooperation.
STUDENT FACT SHEET
Lesson I PERSONAL DATA:
Name_____________________________________________________________________
Address___________________________________________________________________
Phone_____________________________________________________________________
EDUCATION: Names of School Attended
1) _____________________________G.P.A._______Graduation Date_____
2) ____________________________G.P.A._______;Graduation Date_____
Important Classes:
________________________________________________________________________________________________________
ACTIVITIES & AWARDS: (Extra-curriculum activities, sports, recreation, hobbies, clubs, offices, honor roll, etc.)____________________________________________________________________________________________________
_______________________________________________________________________________________________________
EMPLOYMENT EXPERIENCE: (Include paid and volunteer work, community service, etc.) List most recent employment first:Job Title, Employers Name and Address, Dates of Employment , Job Description
SPECIAL SKILLS: (May include people skills, computer, artistic, writing, athletic, etc. Explain.)PERSONALITY TRAITS:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
REFERENCES: (Name, Address & Phone number of two people who have known you for at least a year. Can be employers, teachers, coaches.) Try not to list friends or relatives
1). __________________________________________________________________________
2). __________________________________________________________________________