Technology-Rich Mini Unit
Nyima McCoy
Georgia State University
LT 7360
Background
Audience
grade multicultural students in a middle school
located in an urban area within Atlanta, GA.
Content
Middle School Career, Technical and Agricultural
Education (CTAE) Course
Career Development
Material
8th
Within this mini-unit plan, students will examine
and demonstrate an understanding of
employability skills to enhance career success.
Computers with Internet access and word processing
software
Projector or interactive whiteboard
Paper
Pencils
Standards
ELA8LSV1 The student participates in student-toteacher, student-to-student, and group interactions.
ELA8LSV2 The student listens to and views various forms
of text and media in order to gather and share
information, persuade others, and express and
understand ideas. The student will select and critically
analyze messages using rubrics as assessment tools.
Duration
375 minutes total
5 days
75 minutes per day in class
Additional independent practice time needed at home
Learning Objectives
Given a list of child labor laws, students will
compare and contrast the labor laws for 14-15
year olds and 16-17 year olds by providing at least
one accurate comparison on an online discussion
forum designated for the class.
Given a list of requirements for writing a cover
letter, students will write a one-paged cover letter
addressing all requirements.
Given a list of requirements for writing a resume,
students will write a one-paged resume
addressing all requirements.
Given a job application, students will complete all
fields of the job application with 100% accuracy.
Given tips regarding the interview process,
students will conduct a mock interview as the
interviewer and evaluate his or her partner using a
pre-established rubric.
Given tips regarding the interview process,
students will play the role of an interviewee and
complete a mock interview with his or her partner
by addressing all criteria listed in a pre-established
rubric.
Procedure
Instructional Strategy Outline
Introduction
Plan
Students will participate in a Think-Pair-Share
First, each student will think about the following
questions: What are child labor laws? How has
child labor changed over the past 120 years?
Next, students will discuss their responses to the
questions with a partner.
Finally, pairs will share key points from their
discussions with the whole class.
Teacher-led presentation about child labor laws.
Group activity in which students compare and contrast
child labor laws for 14-15 year olds and 16-17 year olds.
Groups will discuss at least one comparison during the
whole class discussion. Each group must also respond
to at least one other group with sufficient feedback or
valuable information to add to the discussion.
Duration
75 minutes
Materials
Projector or Interactive Whiteboard
Audio equipment
At least one computer per pair of students
WiFi network to complete the group activity
Paper
Writing utensils
Guided Practice
Plan
require students to download to view.
Teacher-led class discussion about the importance of
cover letters, resumes, and the interview process.
Students will work in groups of 3-4 to research tips on
writing cover letters and resumes, and best practices
when conducting and participating in an interview.
Each group will create a brief Prezi presentation
outlining the groups top tips on writing cover letters,
writing resumes, and participating in interviews as the
interviewer and interviewee.
Each group will post their link to the group Prezi on the
class Edmodo page. All other classmates must view the
Prezi presentations of other groups and provide one
valuable comment or feedback regarding the
presentation.
Prezi will be used to easily share the presentations
with other students without having to download
files. Prezi is also very user-friendly. If a group is not
successful at creating a Prezi, the group may
choose another presentation format that does not
Homework Using NowComment, students will review
good and bad examples of resumes and cover letters
and provide their feedback about each example
stating the good and bad aspects of each document.
Duration
Approx. 110 minutes
Materials
At least one computer per pair of students
WiFi network
Paper
Writing utensils
Independent Practice
Plan
Students will research jobs on the Internet of which interest them.
Each student will write a cover letter and a resume for the job of
his or her choice.
Students will print out a job application, and complete the
application.
Students will work in pairs to complete mock interviews for the
jobs in which they applied for. Each partner must research the
business his or her partner is applying to and create interview
questions. One partner will interview the other partner. Then, the
interviewer will become the interviewee. The mock interviews will
be videotaped and posted to a private YouTube page.
The links to each video will be posted in the Edmodo class page.
Each pair will choose one other pairs video and use Popcorn
Maker to remix the video with constructive criticism and/or
feedback regarding the specific interview.
Duration
Approx. 190 minutes
Materials
At least one computer per pair of students
Word processing software
WiFi network
Printer
Video equipment or other device with video recording
capabilities.
Assessment
Strategies to Assess Student Performance
Edmodo Discussion Posts
This rubric was adapted from:
http://www.twu.edu/downloads/TLT/discussion-board-rubrics.pdf
Category
Promptness and Initiative
Does not respond to required
postings.
Responds to most
postings several
days after initial
discussion; limited
initiative.
Responds to most postings
within a 24 hour period;
requires occasional
prompting to post.
Consistently responds to
postings in less than 24
hours; demonstrates good
self-initiative.
Delivery of Post
Utilizes poor spelling and
grammar in most posts; posts
appear hasty.
Errors in spelling and
grammar evidenced
in several posts.
Few grammatical or
spelling errors are noted in
posts.
Consistently uses
grammatically correct posts
with rare misspellings.
Relevance of Post
Posts topics which do not
relate to the discussion
content; makes short or
irrelevant remarks.
Occasionally posts
off topic; most posts
are short in length
and offer no further
insight into the topic.
Frequently posts topics that
are related to discussion
content; prompts further
discussion of topic.
Consistently posts topics
related to discussion topic;
cites additional references
related to topic.
Expression within the Post
Does not express opinions or
ideas clearly, no connection
to topic.
Unclear connection
to topic evidenced
in minimal expression
of opinions or ideas.
Opinions and ideas are
stated clearly with
occasional lack of
connection to topic.
Expresses opinions and
ideas in a clear and
concise manner with
obvious connection to
topic.
Contribution to the Learning
Community
Does not make effort to
participate in learning
community as it develops;
seems indifferent.
Occasionally makes
meaningful
reflection on groups
efforts; marginal
effort to become
involved with group.
Frequently attempts to
present relevant viewpoints
for consideration by group;
interacts freely.
Frequently attempts to
motivate the group
discussion; presents
creative approaches to
topic.
Cover Letter Rubric
This rubric was adapted from:
http://www.readwritethink.org/files/resources/30847_rubric.pdf
Category
Function
Audience and purpose are
not clear.
Audience and
purpose are less
clear, and weak
parts remain.
Audience and purpose are
present but could be
stronger.
Audience and purpose of
the cover letter are strong
and clear.
Form & Content
Format is hard to see. Major
sections are missing
information (address, date,
salutation, body, closing,
signature).
Format is confusing.
Major sections are
missing information
(address, date,
salutation, body,
closing, signature).
Format is mostly clear.
Each major section includes
most required information
(address, date, salutation,
body, closing, signature).
Format of the letter is clear.
Each major section includes
all required information
(address, date, salutation,
body, closing, signature).
Effectiveness
Letter does not have a
professional appearance,
tone, or style. Much revision
is needed.
Letter shows a less
professional
appearance, tone,
and style. Several
weaknesses need
attention or revision.
Letter shows an appropriate
appearance, tone, and
style. Some inconsistencies
remain.
Letter shows a very
professional appearance,
tone, and style.
Grammar & Mechanics
Write has difficulty following
guidelines; most sentences
contain numerous errors and
cannot be understood.
Writer follows some
guidelines, but
sentences contain
multiple errors and
are difficult to
understand.
Writer follows most
guidelines but some
sentences are unclear,
uneven, or contain errors.
Write follows all guidelines
for spelling, grammar,
usage, mechanics, etc.
Sentences are strong and
varied.
Resume Rubric
This rubric was adapted from:
http://www.readwritethink.org/files/resources/30847_rubric.pdf
Category
Function
Audience and purpose are
not clear.
Audience and
purpose are less
clear, and weak
parts remain.
Audience and purpose are
present but could be
stronger.
Audience and purpose of
the cover letter are strong
and clear.
Form (functional or
chronological) & Content
Format is hard to see. Major
sections are missing
information (objective
statement, names, dates,
locations, etc.).
Format is confusing.
Major sections are
missing information
(objective
statement, names,
dates, locations,
etc.).
Format is mostly clear.
Each major section includes
most required information
(objective statement,
names, dates, locations,
etc.).
Format of the letter is clear.
Each major section includes
all required information
(objective statement,
names, dates, locations,
etc.).
Effectiveness
Resume does not have a
professional appearance,
tone, or style. Much revision
is needed.
Resume shows a less
professional
appearance, tone,
and style. Several
weaknesses need
attention or revision.
Resume shows an
appropriate appearance,
tone, and style. Some
inconsistencies remain.
Resume shows a very
professional appearance,
tone, and style.
Grammar & Mechanics
Write has difficulty following
guidelines; most sentences
contain numerous errors and
cannot be understood.
Writer follows some
guidelines, but
sentences contain
multiple errors and
are difficult to
understand.
Writer follows most
guidelines but some
sentences are unclear,
uneven, or contain errors.
Write follows all guidelines
for spelling, grammar,
usage, mechanics, etc.
Sentences are strong and
varied.
Prezi Presentation Rubric
This rubric was adapted from:
http://www.watertown.k12.wi.us/faculty/wegnerl/prezi%20rubric1.doc
Category
Originality/
Content/
Directions
Spelling and Grammar
Text - Font Choice & Formatting
Background
& Shapes
Use of Images/Videos
Presentation shows
considerable originality and
inventiveness. The content and
ideas are presented in a
unique and interesting way. All
requirements were met.
Presentation shows
some originality and
inventiveness. The
content and ideas
are presented in an
interesting way. Most
requirements were
met.
Presentation has 1-2
misspellings, but no
grammatical errors.
A majority of font
formats have been
carefully planned to
enhance readability.
Presentation shows an
attempt at originality and
inventiveness on
1-2 slides. Some requirements
were met.
Presentation shows very little
attempt at original thought.
Few requirements were met.
Presentation has
1-2 grammatical errors but
no misspellings.
Font formatting has been
carefully planned to
complement the content. It
may be a little hard to read.
Presentation has more than 2
grammatical and/or spelling
errors.
Font formatting makes it very
difficult to read the material.
Most
backgrounds/shapes
do not detract from
text or other graphics.
Choice of
background is
appropriate for the
topic.
A few images/videos
are not attractive but
all support the
theme/content of the
presentation.
Background/shapes does
detract from text or other
graphics.
Background/shapes make it
difficult to see text or
competes with other
graphics on the screen.
All images/videos are
attractive but a few do not
seem to support the
theme/content of the
presentation.
Several images/videos are
unattractive AND detract
from the content of the
presentation. No
graphics/clipart used.
Presentation has no
misspellings or grammatical
errors.
Font formats (e.g., color, bold,
italic) have been carefully
planned to enhance
readability and content.
All backgrounds/shapes do
not detract from text or other
graphics. Choice of
background is appropriate for
the topic.
All images/videos are
attractive (size and colors) and
support the theme/content of
the presentation.
Mock Interview Rubric
This rubric was adapted from:
http://www.austincc.edu/biotech/Files/Student%20Resources/Mock%20Interview%20Rubric.pdf
Affordance
& Use Tables
Analyzing the Use of Technology
Edmodo
Prezi
NowComment
YouTube & Popcorn Maker
