Lesson Plan Guide

Teacher Candidate: Dannon Eubanks Date: 29 November 2017

Grade and Topic: 11th grade English Length of Lesson: 2 (two) 1 (one) hour classes

Mentor Teacher: Jennifer Townes School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson focuses on professional writing and technology integration.

LESSON OBJECTIVE:
List the specific content learning goals and objectives for the lesson.
Note any goals or expectations related to student participation in the lesson.

STANDARDS ADDRESSED:
11-12.L.VAU.6 Acquire and accurately use general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the post-secondary and workforce readiness
level; demonstrate independence in building vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

MATERIALS:
Computer (laptop or desktop) with audio function
Flash drive
Word document
Internet access to
http://sislt.missouri.edu/wp-content/uploads/2016/10/GuidelinesForWritingAProfessionalResume.pdf
https://vocaroo.com/
TECHNOLOGY INTEGRATION:
Students will be using technology to research and build and understanding of how to appropriately build
a resume, to create a resume, and to record a podcast of a summary of their resume.

BACKGROUND and RATIONALE:

The key concepts for this lesson are technology integration and the application of work-place
appropriate writing (resume) and speaking (podcast)
The critical academic language is set at an 11th grade standard with an additional need to comprehend
and reproduce technology-based and professional-oriented language
This lesson is standard #6 for Vocabulary Acquisition and Use building upon the previous
incorporations of vocabulary and taking it to the level of workforce readiness
This is the last standard under Vocabulary Acquisition of Use though its skills are applicable to all
subsequent technology-based lessons. The next set of standards involved reading, lessons that will be
improved upon by the proper building of vocabulary, as these standards provide.
The lesson and technology use will be adapted to meet the various needs of the student population as
well as the various availability of technology.
PROCEDURES AND TIMELINE:
Introduction: This lesson will be introduced by discussing the importance of professional and
workplace ready vocabulary, language, and usage. We will discuss the approaching process of college
and scholarship applications and thus the importance of building these skills.
Procedures:

Class 1 (1 hour): Class 2 (1 hour):

0-10: students will spend the first ten minutes of 0-30: students will take turns
class either creating a template for their resume using one of five available
or updating their previously created resume while computers to record their
the teacher passes out sample resumes presentations; each of the 15
10-30: the next twenty minutes will be spent students will have ten minutes on
continuing to add to and update their resumes the computer to record
while referring to the informational website that 30-1:00: the remainder of the
students can look at on shared computers. It will class will be used to play the
also be projected on the board via overhead students podcast presentations
projector. aloud to the class
30-45: the next 15 minutes will be used to
introduce Vocaroo to the students and play a
sample resume presentation
45-1:00: the last 15 minutes of class will be spent
finishing up the resume

Closure: This lesson closes with students turning in their completed checklist when their podcasts are
presented to the class. The completion of the checklist, no matter how successful they reported feeling,
will receive a participation grade of 5 points. The presentation of the podcast will be created based off of
the rubric below for a total of 23 points.

ASSESSMENT EVIDENCE:
Formative assessments will take place throughout the two class periods as students work on their
resumes and ask questions. The summative assessment will take place when students podcasts are
presented to the class per rubric below.
Having the students create and record a professional resume presentation requires the students to think
and speak on an academic workplace level, doing so through the incorporation of technology. Students
will have practice reading, writing, speaking, and presenting all on a workforce ready level, all requiring
the proper use of technology.
Student name: total points earned: total points possible: 23 Final grade:
Checklist 0 points: student 5 points: student
completion did not complete completed and
checklist submitted checklist
5-minute 1 point: students 2 points: students 3 points: 4 points: students 5 points:
length presentation was 1 presentation was 1- students presentation was students
minute or less 2:30 minutes long presentation was 3:31-4:30 minutes presentation was
2:31-3:30 long 4:31-5 minutes
minutes long long
Resume, 0 point: student 1 points: student 2 points: student 3 points: student
checklist, and submitted 0/3 submitted 1/3 submitted 2/3 submitted 3/3
presentation
submitted
Preparation 1 point: student 2 points: student 3 points: student 4 points: student 5 points student
was clearly not showed little showed small was prepared for was very
prepared for the preparation in their amount of their presentation prepared for their
recoding of their recording preparation for with minimal podcast with
podcast podcast errors virtually no
errors
Content 1 point: student did 2 points: student 3 points: student 4 points: student 5 points: student
not meet any of the met some of the met a few but met most of the met all guidelines
guidelines for guidelines not all of the guidelines for a for resume with
creating a presented guidelines for a professional virtually no
professional professional resume with errors
resume resume minimal errors

MODIFICATIONS:
Students who did not meet the expectations will be talked with about their struggles with the lesson. If the teacher
feels that the student is not motivated to obtain workplace ready skills, he or she might be directed to speak to the
guidance counselor.
Students who master the skills will be encouraged to play around with their resume design, try out
different templates, and practice writing cover letters.
 Handout to support the plan:
Pre-podcast checklist

My name is and on a scale of 1-10, I feel confident that I have successfully

Read all information in website provided
Created or updated my resume
Created a Vocaroo account
Practiced for at least 30 minutes outside the classroom
Made notecards to present
Created a 5 minute presentation to conduct via podcast
Become able to present without relying solely on my notecards
Become able to cover all aspects of my presentation in the 5-minute time limit
Become comfortable speaking about myself and my resume in a professional
manner
 SAMPLE:

My name is Sally Student and on a scale of 1-10, I feel confident that I have successfully
Read all information in website provided 10
Created or updated my resume 10
Created a Vocaroo account 10
Practiced for at least 30 minutes outside the classroom 9
Made notecards to present 10
Created a 5 minute presentation to conduct via podcast 10
Become able to present without relying solely on my notecards 8
Become able to cover all aspects of my presentation in the 5-minute time limit 9
Become comfortable speaking about myself and my resume in a professional 8
manner

Link to sample podcast:

https://vocaroo.com/i/s14fXqjV2JAn