Work+Experience+4th+Period

Transitions/Careers __Instructors ____ : __ Elizabeth (Repensek) Lynch   Support: __Contact Information: __ Room 4 (720)423-7004

__Course Objective: __ The students will learn to respond to simple questions during an interview. The students will learn job skills following 2-3 verbal step directions to complete work tasks. The students will learn computer skills as well as complete a resume and cover letter. The students will learn job expectations and vocabulary.

__Objectives we are always working on: __ Develop life skills by learning independence. Develop life skills by making personal choices. Develop life skills but learning to follow verbal directions.

__Nature of the Course __ This course is to build job skills. The students will work on resume building, writing cover letters, how to conduct themselves in an interview as well as learning to answer interview questions.

__Attendance Requirements __ Students are expected to at school on time and in each class from bell to bell, pending any interventions.

__Grading __ Students will be given the opportunity to be in class and learning at their level with supports and intervention. Student’s grades will be based on attendance and participation.

__Required Materials __ <span style="color: #0f243e; font-family: 'Babes In Toyland NF',serif; font-size: 12pt;">3 ring binder, dividers, notebook paper, pen and or pencil, spiral notebook (or section in a larger spiral notebook)

__<span style="color: #0f243e; font-family: 'Babes In Toyland NF',serif;">Final Note __ <span style="color: #0f243e; font-family: Calibri,sans-serif;">Teachers reserve the right to make needed and appropriate adjustments in this syllabus.

__<span style="font-family: 'Babes In Toyland NF',serif;">Teacher’s Instructional and Educational Background __ <span style="font-family: Calibri,sans-serif;">I graduated from Florida State University with a Bachelor’s degree in Special Education and a Master’s degree with a focus in Autism. In college I worked for a grant program working at home with parents with kids with disabilities. I also worked in an early intervention program for kids with autism. I volunteered for an adults’ with disabilities program. I have been teaching at Thomas Jefferson High for 7 years now.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Parent Signature Student Signature <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> check if you want a signed copy returned to you.

The students will learn computer skills as well as complete a resume’ and cover letter. The students will be able to used resume specific expectations and vocabulary || ** Skills (what do you want them to BE ABLE TO DO at the end of the unit) ** Student will be able to complete 5 components of a resume’ without support on a word document. || Why is a Resume’ and first impressions important? More Importantly how do “your actions speak louder than words?” || Resume’ Experience Career Applicant Salary Cover letter || Responsive Writing: challenge students to clarify ideas, organize information, and express what they have learned. Exit Tickets Word Wall Group projects Jigsaw Read Arounds Interactive Notebooks Think Pair Share || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 11pt;">Complete a Resume’ independently on the computer. |||| ** Formative Assessments (daily/weekly) ** Complete an exit slip weekly on one of the categories of a resume’. ||
 * ** Unit title: Resume’ Building ** ||
 * ** Standard : Listening critically to comprehend a speaker’s message requires mental and physical strategies to direct and maintain attention **
 * Standard : ** ** Organizational writing patterns inform or persuade an audience **
 * Standard : Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness for answering research questions ** ||
 * ** Knowledge (what do you want them to be able to KNOW at the end of the unit) **
 * ** Essential Question(s): **
 * ** Key words/vocab: **
 * ** WICOR Strategy: **
 * ** Unit Performance Assessment **