EDUCATOR IN THE WORKPLACE FOCUS OF Lesson #1 Lesson must have direct application to the company you visited. Must use company name. Emphasize jobs there. Discuss careers, skills needed and education needed for those careers. A lesson that helps students understand what it is like to have a job at that company. Perhaps a simulation. Consider using the problem solving process to come up with solutions. Have them produce or create a project relating to the company. Teacher: John Sharkus LESSON PLANS #1 School: Wyoming Valley West High Subject Area: English School Grade level: 9th Grade Materials / Equipment needed: (attach copies of handouts/worksheets) Newspaper, Internet Access, Laptop/Computer capability, PowerPoint software, Microsoft Excel, and Audio/Visual Equipment. Construction paper, markers, poster board, and art supplies may be needed if modifications are required. Lesson Objectives By the end of the lesson, the student will be able to: Prioritize information based on their audience. Understand the relationship between their own working responsibilities as compared to those around them. Distinguish between essential and nonessential information and then write concise and purposeful excerpts (no room for “wordiness”). Use technology, as a team, to create a 5-minute news broadcast of the day’s important events, determined by the “staff,” pertaining to their audience. (If technology is down, or some parts are unattainable, students may use art supplies to get the job done. Standards National or Industry: 13.1.11A. Relate careers to individual interests, abilities, and aptitudes. State: R11.B.3.2 Distinguish between essential and nonessential information within or across text. R11.B.3.3 Evaluate text organization and content to determine the author’s purpose according to the author’s thesis and logic, headings, graphics, and charts to derive meaning. Procedures (This particular lesson will take several class periods to complete.) This lesson also follows prior lessons that would have outlined the use of several computer programs essential to the completion of the project. Time Activity Notes/other 5 min Introduction/Starter: To begin/get settled into class students would be asked to journal about all the different jobs they believe are required to create a successful news broadcast. Activity: Students will quickly share their opinions regarding the 5 min. different jobs that are required to successfully create a news broadcast. A list will be composed on the Promethean (Discus board/black board based on the students’ responses. sion) Students will be given the list of jobs that go into a single news broadcast at WBRE. They will be asked to silently read 10 min. the description for each job. (Independ ent Practice) Students will be shown several archived news broadcasts via the WBRE website, in order to show them what the finished 15 min. product should be. (Obviously I’m not expecting the quality of WBRE, but in a perfect world….). Students will then be (Grouping /Modeling placed into groups of 5. ) 5 min. Within each group students will draw numbers from a hat, these numbers will designate their responsibilities for the news broadcast. 1 – Anchor 2 – Executive Producer 3 – Producer 4 – Technical Producer 5 – Graphic Designer 2 (ish) Students would return from the preparing and begin getting class periods. to work on composing a news broadcast based on various newspapers that I would assign to each group, along with a demographic/locale. The executive producer would be the team leader; he/she is responsible, overall, for the quality and completion of the broadcast. The anchor would of course be responsible for the presentation end of everything, but what many students would find is that the anchors are responsible also for contributing to the schedule construction, and their opinions on various pieces that serve to be potential news stories/leads, the anchors must also proofread the speaking/notes to ensure they will speak error free. The producer would be responsible for creating the initial order of the broadcast as well as initial speaking notes, they are also responsible for contributing toward opinions on stories to be covered as well as time to spend on each bit of information being covered, also responsible for proofreading. The technical producer would be responsible for setting up the necessary technology for the broadcast and then ensuring its successful implementation the technical producer would have to be able to trouble possible problems. BECAUSE THEY WILL ARISE. Graphic Designer would be responsible for the aesthetic appearance of the set and the captions during the broadcast. They would need to assist the Technical Producer as necessary, students will need to film broadcast 5 minutes Closing/summary: Students would return to their journals, where they initially began this lesson, and reflect on the job that they were able to do with the broadcast. They will also share with their journal, the skills they feel are important to be successful in this field. Assessment: The assessment for this project would be the broadcast itself. Students would need to present their broadcast to the class via a tape recording, or Digital copy sent through email. They would be required to record in school, where I would also organize minor quirks during the filming, that could interfere if the team has note adequately prepared each other to troubleshoot. The broadcast, schedule, speaking notes, graphical representations, and the ability to troubleshoot will be the major assessment pieces. EDUCATOR IN THE WORKPLACE FOCUS OF Lesson #2 Emphasize soft skills needed in the workplace or emphasize the math, reading, science, writing, critical thinking needed on the job. Incorporate the company name again in the lesson. Use a scenario based on what you observed at the company. Teacher: John Sharkus LESSON PLANS #2 School: Wyoming Valley West High Subject Area: English School Grade level: Freshman and Seniors Materials / Equipment needed: (attach copies of handouts/worksheets) Copy of Animal Farm for each student, Writing implement, Notebook paper, stopwatch, and samples of news stories written by producers. Lesson Objectives By the end of the lesson, the student will: Read passages of Animal Farm and decide which information is the most important. Students will be able to work in triads to place the important information into 15- second blocks of information. Students will be able to produce well-written, yet concise sentences and pieces. Students will be able to proofread and edit each other’s information. Students will be able to present their 15-second information blocks to the rest of the class. Standards National or Industry: 13.3.11E. Evaluate time management strategies and their application to both personal and work situations. 13.2.11E. Demonstrate, in the career acquisition process, the application of essential workplace skills/knowledge, such as, but not limited to: commitment, communication, dependability, health/safety, laws and regulations, personal initiative, self-advocacy, scheduling/time management, team building, technical literacy, technology. State: R11.A.1.4 Identify main ideas and relevant details R11.A.1.5 Retell or summarize the main ideas/themes of text. R11.B.2.1 Analyze the author’s use of figurative language. Procedures Time Activity Notes/other 5 min Introduction/Starter: Students would be asked to recall the previous days activities, individually, and summarize their day in 4, well developed and grammatically correct, sentences. We would then take volunteers to share their responses. Students would then share whether or not they were able to do so in 4 sentences. In essence, were students able to describe their day accurately, without going over the confines of the assignment. 5 min. Activity: After our discussion, I would begin to reveal to the students what life is like in the news industry. The type of writing that is expected and utilized at places like WBRE. I would explain Lecture to them the importance of proofreading and editing even the most concise of pieces. I would explain the process a news stories goes through before it rolls off of the Anchor’s tongue. 10 min. Students would be given examples of stories used by WBRE. I would then provide examples of the piece as it travels through the revising and editing processes all the way to the Independent teleprompter. Students would be able to see how much effort Practice goes into creating a clear and concise statement that is also informative. 15 min. After viewing the examples, students would be placed into triads. They will each be assigned a chapter from the novel Group Animal Farm that we had recently completed. Students are Work responsible for being the executive producer for their particular chapter. They assign a producer and an anchor for their chapter. They then give the producer all of the important information from the chapter. The producer then whittles down this information so that it can fit into a 15 second segment read by the anchor. The anchor knows how well he or she is able to read, so he or she would then further edit the piece to ensure that it is under/at time limit. All changes must be cleared with the executive producer. Students will work on all chapters simultaneously, as every person should have each of the 3 possible roles. 10 min. Each of the students will move in order and present the information about the chapter for which they are the anchor. The instructor will time them; if an anchor runs over time, that executive producer receives a point reduction. The point Presenting reduction for each person affects the entire group. While groups are presenting the audience is taking notes, in preparation for a more formal assessment on Animal Farm. Homework Closing/summary: Assignment (In Class: Closure would be a reminder that students had inadvertently hit on all parts of the writing process: Brainstorming, Drafting, Revising, Editing, and Presenting! Good Job!) Assignment: Students will write a response to the activity and whether or not they felt they benefited from the assignment, and learning to cope with restrictions. What did they enjoy, what did they dislike? Assessment – Presentations and Writing samples would prove to be the assessment for the activity. The formal test, would serve as an indicator of how well the students responded to the activity as a class.