Language Arts and Careers

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Students will relate language arts skills to future employment opportunities.

Primary Learning Outcomes

How will reading and grammar skills help me get and keep a job in the future?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 4

Guidance

B. Educational and Occupational Exploration

Topic: Awareness of the relationship between work and learning.
Standard: Identify different types of work, both paid and unpaid. Describe the importance of preparing for occupations. Demonstrate effective study and information-seeking habits. Demonstrate an understanding of the importance of practice, effort, and learning. Describe how current learning relates to work. Describe how one’s role as a student is like that of an adult worker.

Procedures/Activities

Step: 1 Duration: 2 min.

Have students discuss the importance of grammar skills in job interviews.

Step: 2 Duration: 15 min.

Have part of the class role-play persons seeking jobs with local businesses and have other students role-play the personnel department employees.

Step: 3 Duration: 5 min.

Have students identify good and poor language usage observed during the role-play (appropriate and inappropriate).

Step: 4 Duration: 5 min.

Have students discuss outcomes of appropriate and inappropriate interviewing skills.

Materials and Equipment

Paper, Pencil or pen, Computer

Standards (Local and/or National)

Total Duration

30 min.

Technology Connection

Assessment

Students' participation in the activity will be evaluated.

Extension

Invite a personnel manager from a local company to come to your class and conduct interviews of all of your students.

Remediation

Ask students to write a list of interview questions that they would want to ask a potential employee.

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.