lessonplan





Your NAME:  Susan McKinstray


Type of Lesson:  Multimedia


Lesson Plan Title – Successful Interviewing


Discipline and Topic –Business Communications/ Students will be working on this unit to prepare for an interview. . They will be researching an organization, learning pre-interview strategies, learning about how to dress, answer interview questions, creating a thank you letter, and participating in a mock interview.


Target Population
Grade Level: Post Secondary Community College
Population Characteristics: Students are in the Medical Billing Certification Program.  Students are learning new skills to reenter the workforce or change careers.
Lesson Groupings: Some lessons will be done individually, and students will work in groups of three for the mock interview video.


Curriculum Links –Prior to this lesson students will have done a job search, created a resume and a cover letter.  This is the last section of their employability skills review grade.

Career Development and Occupational Studies(CDOS) Learning Standards
Standard 1-Career Development-Commencement Level
Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.

Standard 2-Integrated Learning-Commencement Level
Students will use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication
techniques(videos,audio,reports, and technology)

Standard 3a-Universal Foundation Skills-Commencement Level
4. Interpersonal Skills
Students will communicate effectively and help others to learn a new skill.
5. Technology
Students will apply their knowledge of technology to identify and solve problems
6. Managing Information
Students will use technology to acquire, organize,and communicate information by entering, modifying,retrieving and storing data.


Objectives –
Students will be able to develop a research paper on a company to obtain information prior to an interview.
Students will be able to compose an "elevator" or sales pitch using an audio recorder that they can use to introduce
 themselves to a potential employer.
Students will be able to create a mini video on what to wear on an interview, and in the office for business casual attire.
Students will be able to compose and respond to common interview questions by posting to a discussion blog.
Students will be able to produce a mock interview video and decide who will be hired in the mock simulation.
Students will be able to construct a thank you letter which follows an interview using Microsoft Word.


Media Literacy Objectives  –
NETS for students Grades 9-12
5. Use technology tools and resources for managing and communication personal/professional information
(eg finances, schedules,addresses,purchases, correspondence)
7. Routinely and efficiently use online information resources to meet needs for collaboration,research,
publication,communication and productivity.
10. Collaborate with peers, experts,and others to contribute to a content-related knowledge base by using technology to compile
synthesize,produce,and disseminate information, models, and other creative works.

Materials and Timing –

Material:
Computers with internet access, Photo Editing software(Photo shop), PPTFlash, Photo Story,
Video Camera,Headphones with microphones. Printer and overhead computer projector.

Timing:
  10-45 minute classes and an afternoon for a field trip.



Scope and Sequence –
Day One:
  1. Teacher will introduce students to the Successful Interviewing website.The teacher will give an overview of
     all activities.The students will ask questions as they view the site.
  2. Students will begin at the Pre-Interview page.  They will begin to use the internet to research information on a company
     that they would like to work for.
  3. Students obtain information and begin to compose a one to two page report with the criteria of the assignment sheet
Day Two:
  1. Students continue with their research paper and when completed save in their class files, and print a copy for the teacher.
  2. Students begin to compose their "elevator" or sales pitches and when completed post them to the class audio blog.
Day Three:
  1. Students go to the Dress for Success page and begin to view the links and the video on dressing for an interview and
     casual business attire.
  2. Students begin to search for appropriate pictures to use for their mini-videos.
  3. Students edit the pictures using Photo shop or other picture editing software.
Day Four:
  1. Students begin to create their mini-videos using PowerPoint and convert them to PPTFlash or with Photo Story.
  2. When completed videos are saved into their class folder for teacher evaluation.
Day Five:
  1. Students begin to read the mini-lesson on The Interview page.
  2. Each student develops an interview question to post to the teachers discussion blog.
  3. Each student than will post a response to two of their classmates.
  4. After class students will be dismissed from other classes and go with the teacher on a field trip to
    a local medical insurance company.  Students will have a tour and meet with the Human Resources department to discuss                                                                                            interview protocol and how hiring decisions are made.    
 Day Six:
  1. Students will go to the Post Interview to read about thank you letters and will view a video on how to use Letter Wizard on the class audio blog.
  2. The completed letter will be saved to their class file and printed for the teacher.
Day Seven:
  1. Students will work in groups of three to produce a mock interview video.  They will first create a script for the interviewer and interviewees. 
  2. Students begin to rehearse their roles for the mock interviews.
Day Eight. 

  1.   Students come to class dressed in interview clothing and begin to record their mock interviews.One student will be the interviewer and the
     other two members of the team will be the interviewee
  2. Students begin to edit their videos.
Day Nine:

  1. Edited videos will be posted to the class video blog for the other members of the class to view.
  2. Students will view the videos and post their hiring decisions on the discussion blog.
Day Ten:
  1. Teacher and class will review and discuss the unit and students will take the Interactive Quiz



Evaluation of Students –

  5 points 8 points
10 points
Students will be able to develop a research paper on a company    to obtain information prior to an interview. 
     		Student creates a report that is less than one page .  Information is lacking and there are many spelling and grammatical errors.
Student creates a one page paper that has most of the items required for the company. There are one or two spelling or grammatical errors.
Student creates a one to two page paper and includes all items on the research paper handout. Paper is formatted correctly and has no grammatical or spelling errors.
Students will be able to compose an "elevator" or sales pitch using an audio recorder that they can use to introduce  themselves to a potential employer. Student creates an "elevator" pitch that is under 30 seconds or over 60 seconds.  Message is unclear and not easy to understand.
Students "elevator" pitch is 30-60 seconds long, and is posted on the audio blog.  The message is somewhat unclear and hard to understand.
Student creates an "elevator" pitch that is 30-60 seconds long and is posted on the audio blog.  Student speaks slowly and the message is clear
Students will be able to create a mini video on what to wear on an interview,   and in the office for business casual attire. Student creates slide show that has less than 4 slides.  The display of interview and or business attire is not clearly portrayed.  Slide show is not legible and most images are unclear.
Student creates a 4 slide mini-video which somewhat identifies interview and business casual attire.  Some of the slide show is not readable or legible. Some images are unclear. 
Student creates a 4-5 slide mini-video which clearly identifies proper interview and business casual attire.  The slide show shows evidence of readability and legibility.  Images are clear and properly sized.
Students will be able to compose and     respond to common interview questions by posting to a discussion blog. Student creates an interview question and posts to the discussion blog.  Student does not answer any other questions and does not respond to those who answer their question.  There is little evidence of understanding of the interview resources.
Student creates an interview question and posts it to the discussion blog.  Responds to one other person and gives answers which are not clear.  Some evidence of understanding of the interview resources.
 Student creates an interview question and properly posts it to the discussion blog.  Student answers two questions and gives feedback to those who respond to their question.  Evidence of understanding what was read from the interview resources.
Students will be able to produce a mock  interview video and decide who will be hired in the mock simulation.
Student group produces a video that was not properly edited of a mock interview.  The script for the interviewer and interviewees was not clear.  There was little evidence of proper attire and interview questioning and responses.
Student group produces and edits a video of a mock interview.  The roles of interviewer and interviewees are somewhat clear.  There is some evidence of proper attire and the questions and responses did not fully portray evidence of educational resources.
Student groups produce and edit a video of a mock interview.  All roles of interviewer and interviewees are portrayed clearly.  Evidence of proper interview attire, interviewing questioning and responses is included in the simulation.
Students will be able to construct a thank you letter which follows an interview using Microsoft Word Student creates a thank you letter that is not focused on the interview.  There are many formatting, grammar and spelling errors.
Student created a thank you letter that follows up on an interview.  Letter is lacking details of the interview.  There are some formatting, grammar, or spelling errors.
 Student created a thank you letter to an interviewer following up on key details of the interview.  Letter is properly formatted using fonts, spacing and has no grammar or spelling errors.

                              
      
   

Evaluation of the Lesson –

The lesson will be evaluated as a whole by analyzing the scoring rubric to see where students lost points.  If there are technology issues, there will be more lessons given on the use of video, audio, photo editing, or computer technology.  If there is a lack of understanding in regards to any of the material such as interview attire, interview questioning or the pre or post activities the information will be reinforced.  The lesson will be adjusted in the future to improve areas where suggestions where given or to improve processes where student struggled.  More material will be added or taken away from the Successful Interviewing website to assist the students with completing all of the tasks. 




Home
 Introduction
 Lesson Plan Pre-Interview
 Dress for Success
 The Interview
 Post Interview Interactive Quiz