Empowering Your Job Skills

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Practicum in Human Services

  • TEKS Student Expectations

    • (1) The student analyzes career paths within the human services industries.
      The student is expected to:
      • (A) review careers within the human services career cluster
      • (B) complete a résumé
      • (D) demonstrate appropriate interviewing skills to seek employment or job shadowing experiences
    • (2)The student uses oral and written communication skills and solves problems using critical-thinking skills. The student is expected to:
      • (B) practice effective verbal, nonverbal, written, and electronic communication skills
    • (9) The student documents technical knowledge and skills. The student is expected to:
      • (iv) extended learning experiences such as community service and active participation in career and technical student organizations and professional organizations
      • (v) abstract of key points of the practicum
      • (vi) resume
      • (vii) samples of work
  • Basic Direct Teach Lesson

    Instructional Objectives

    Student will:

    • analyze interview questions and select appropriate responses
    • practice and demonstrate appropriate interviewing skills
    • class time will be given to learn about the interview process, identify appropriate responses to interview questions, and rehearse and role-play the interview process
    • demonstrate appropriate oral and written communication skills
  • Rationale


    If you make it to the interview stage of your job hunt, you are halfway to landing the job. The interview can make or break you in terms of getting the job. A positive first impression is a must. Like your résumé, you need to sell yourself in the interview!

  • Duration of Lesson

    Seven 45 minute class periods

  • Word Wall

    Body language: Non-verbal communication through the use of postures, gestures, and facial expressions

    Chronological résumé: The most common résumé. It lists and highlights your work experience, education, and personal information

    Empower: To give authority or power to

    E-Portfolio (Electronic Portfolio): Electronically compiles materials which are representative of your best work; allows you to add audio, video clips, e-mail link, or a link to your own website (if you have one)

    Functional résumé: Allows you to focus on your skills when you do not have previous work experience to highlight

    Interview: A formal meeting in which one or more persons question, consult, or evaluate another person

    Internship: Provide opportunities to actually do work, generally without pay.

    Panel interview: An interview in which two or more people are interviewed at the same time

    Portfolio: Compiled materials which are representative of one’s best work

    Rehearse: To practice for a public presentation

    Résumé: A brief summary of personal, educational, and professional qualifications and experience

  • Materials/Specialized Equipment Needed


    • computer with projector for PowerPoint™ presentation
    • computers/laptops with printer capability
    • presenter/remote
    • reserve computer lab, if needed


    • classified ads from local newspaper
    • four chairs for panel interview
    • men’s ties (note to teacher: you will probably need about 15)
    • professional clothing (men’s and women’s) which would be appropriate for a job interview
    • sample employment portfolio
    • samples of chronological résumé and functional résumé

    • copies of handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Before class begins:

    Note to teacher:
    A résumé is one of the components of the interviewing process.
    Show Yourself Off: Write A Résumé is good lesson for the students to create their personal résumé prior to completing this lesson
    A portfolio is an important element in an effective job search.
    Maximize Your Job-Search with a Portfolio is a good lesson for the students to create a binder portfolio or electronic portfolio.

    Become familiar with:


    Gather materials and place on a table for students to see as they enter the classroom.

    When students are seated, have students brainstorm terms related to:

    • a job interview
    • résumé
    • employment portfolio
    • careers related to Human Services

    Assign a student scribe to record all answers on the board or chart tablet.

    Connect your computer to a projector and allow students to develop a Tagxedo word cloud using terms that the students identified.
    The students can choose the shape of the word cloud and color scheme.
    Print and post on the board and refer to it throughout the lesson.
    View sample word wall:

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, new terms and definitions.

    Introduce and discuss the content of PowerPoint™ Empowering Your Job Skills (see All Lesson Attachments tab). Students will take notes on the slide presentation using Empowering Your Job Skills Notes (see All Lesson Attachments tab).

    Discuss internships and work-based careers in Human Services.

    View the short videos included in the slide presentation:

    1. Interviews Do’s and Don’ts-
    Uploaded by VaultVideo on May 4, 2007. Interview tips to land that job! Watch this video to learn how to ace your next job interview

    2. Job Interview Tips for Teens
    For any job interview, it’s important to impress the interviewer from the moment you arrive. Learn what you should and should not do during the interview so you can avoid embarrassing faux pas!

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing copies of notes
    • allowing a peer to assist with note taking
    • providing a copy of notes
    • provide printed PowerPoint™ notes

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute and review 25 Key Interview Principles handout (see All Lesson Attachments tab).

    Discuss the interview principles and allow for questions and answers.

    Role playing/rehearsing – Divide students into subgroups of three. Assign and discuss roles. One student will act as the” interviewer”, one student will act as the “applicant”, and one student will be the “assessor”. Provide three copies of the Interview Score Sheet (see All Lesson Attachments tab) per team. Thoroughly discuss the components of the score sheet. Students will have an opportunity to practice being interviewed as well as objectively assess the interview skills of their teammates.

    The interviewer will select and individually ask the applicant three questions from 101 Interview Questions (see All Lesson Attachments tab). Immediately after the interview, the assessor will provide positive and constructive feedback to the applicant. Students will rotate roles and continue the interview process.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing opportunity to respond orally
    • emphasizing major points

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations


    You are the owner and director of a local day care center. You are in the process of hiring high school students for summer openings. You will be interviewing the students using a panel interview team.

    Select four students to be on the panel interview team. Set up four chairs at the front of the room. Provide the panel interview team with the handout 101 Interview Questions (see All Lesson Attachments tab). The panel members will select students to take turns answering the interview questions. Allow time for students to answer questions. Review answers as a class.

    Note to teacher: Interviews may be video taped to be critiqued later.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • working with peers
    • participating in small groups

  • Lesson Closure

    Review lesson objectives, terms and definitions.

    At the end of class, provide one interview question per student. Have each answer the question appropriately before he/she leaves class.

    Discuss their answers.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Student will write a one-page reflection on the what they personally learned from this lesson and how it will assist them in preparing and securing a job.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing select guiding questions as they prepare their reflection. Examples:
      • How comfortable were you as you were being interviewed?
      • How comfortable were you interviewing others?
      • How will these classroom experiences assist you as you seek future employment?
    • providing extra time for completion of activity

  • References/Resources


    • Parnell, Frances Baynor. Skills for Personal & Family Living. 7th. Tinley Park, IL: Goodheart-Willcox, 2004. 146-148.


    • AchieveTexas
      AchieveTexas is an education initiative designed to prepare students for a lifetime of success. It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.
    • Tagxedo Creator
      Tagxedo turns words – famous speeches, news articles, slogans and themes, even your handouts – into a visually stunning word cloud.


    • Interviews Do’s and Don’ts-
      Uploaded by VaultVideo on May 4, 2007. Interview tips to land that job! Watch this video to learn how to ace your next job interview
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • Word wall – These definitions can be found in the “Interviewing Skills” notes
    • Journal Entries
    • Emphasize that being bilingual in today’s workforce is beneficial in landing a job
    • Additional time for preparing and practicing interview question responses
    • Utilize Four Corners Vocabulary/ Word Wall Activity http://cte.sfasu.edu/wp-content/uploads/2012/02/Four-Corner-Vocabulary2.pdf
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:

  • Recommended Strategies

    Reading Strategies

    • Using the Job Hunter’s Guide, assign or allow students to select one of the articles to read and summarize. Students will orally share their findings with the class.
    • Word Attack Strategies. Prior to reading, allow students to skim the passage or text, circling words that are unfamiliar to them. Once these words are decoded (glossary, dictionary, dictionary.com, classroom discussion) the student will have a better understanding of the pronunciation and meaning of the unfamiliar word(s) facilitating comprehension.
  • Quotes

    Confidence has a lot to do with interviewing – that, and timing.
    -Michael Parkinson

    My basic approach to interviewing is to ask the basic questions that might even sound naïve, or not intellectual. Sometimes when you ask the simple questions like “Who are you?” or “What do you do?” you learn the most.
    -Brain Lamb

    Questions are never indiscreet, answers sometimes are.
    -Oscar Wilde

  • Multimedia/Visual Strategies

    Free iPad/iPhone App:


    • Empowering Your Job Skills
    • Presentation Notes- Empowering Your Job Skills



    • Interviews Dos and Don’ts-
      Uploaded by VaultVideo on May 4, 2007. Interview tips to land that job! Watch this video to learn how to ace your next job interview

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • Empowering Your Job Skills Notes
    • Empowering Your Job Skills Notes (Teacher Key)


    • 25 Key Interview Principles
    • 101 Interview Questions
    • Interview Score Sheet

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • Encourage students to proofread and edit each other’s written work before submitting for assessment.
    • I would enjoy working in a Human Services career because ____________.
    • I have experience working with children as a ___________.
    • Explain a time when you had to take the initiative ________.
    • What can you do for a company that other applicants can’t?
    • Give me an example of a time you did something wrong. How did you handle it?
    • A firm handshake is important because________________.
    • A first impression at a job interview can________________.

    Writing Strategy:

    After reading the suggested articles from the reference/resource section of the lesson plan, have the students write a paragraph on their findings.

  • Communication 90 Second Speech Topics

    • I can prepare for a job interview by ____________.
    • I will be successful at a job interview because _____________.
    • As part of the interviewing process, companies requiring applicant’s user name and password to a social network ______________.
  • Other Essential Lesson Components

    Enrichment activity

    Prior to activity request necktie donations from faculty, staff and parents.

    Students learn how to tie an necktie.

    Students can be grouped in pairs and take turns practicing tying a necktie.

    Note to teacher: Invite campus faculty and staff to demonstrate and assist the students with this activity. Step-by-step directions on “How to Tie a Necktie” at http://tieknot.com/en/four-in-hand.html.

    Visit http://www.tiecoon.com/freeties as a resource/reference for the lesson. It would be a great resource for teachers to apply for class sets of ties for practicing tie knots and practicing dressing for success.

  • Family/Community Connection

    Have students take their 101 Interview Questions handout home and practice interviewing with parents. Ask parents to make critique notes on the handout.

    Locate interviewers for panel interviews.

    With permission from administration, host a “Dress for Success” fundraiser. If students are required to wear an uniform to school, the students can pay $2.00 to “Dress for Success” and align it with a career of their choice. It has to be professional attire and within the school dress code rules. All monies collected could be donated to a women’s shelter.

  • CTSO connection

    Family, Career, Community Leaders of America (FCCLA)

    STAR Event:

    Job interview – An individual event – recognizes participants who use Family and Consumer Sciences and/or related occupations skills to develop a portfolio, participate in an interview, and communicate a personal understanding of job requirements. The students will create a resume, cover sheet, job application form and many more skills.

    Career Investigation— An individual event, recognizes participants for their ability to perform self-assessments, research and explore a career, set career goals, create a plan for achieving goals, and describe the relationship of Family and Consumer Sciences coursework to the selected career. Participants prepare a portfolio and an oral presentation.

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see

    Students can teach middle school students the interview process. Students can guide the middle school students in responding to interview questions.

  • All Attachments