Training Station Orientation
Practicum in Animation
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her work
place.
Specific Objectives
•
•
•
•
Students will learn or reinforce basic knowledge of their respective training stations or studios.
Students will demonstrate an understanding of what is expected from their training sponsors.
Students will compile information and will build a multimedia presentation.
Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
130.111. Practicum in Animation.
(c) Knowledge and Skills
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) participate in training, education, or certification for employment;
(B) demonstrate positive work behaviors and personal qualities needed to be employable such
as oral and written communication, leadership, teamwork, appreciation for diversity, conflict
management, customer service, work ethic, and adaptability;
(C) demonstrate skills related to seeking and applying for employment;
(D) create a resume and cover letter/letter of interest to document work experiences, licenses,
certifications, and work samples; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(2) The student applies academic knowledge and skills in production projects. The student is expected
to:
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(A) apply English language arts knowledge and skills by consistently demonstrating use of
content, technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a variety of
written documents such as scripts, captions, schedules, reports, manuals, proposals, and other
client-based documents; and
(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by
consistently demonstrating knowledge of arithmetic operations and applying measurement to
solve problems.
(3) The student implements advanced professional communications strategies. The student is
expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and style;
(B) formulate, analyze, and organize oral and written information;
(C) formulate, analyze, interpret, and communicate information, data, and observations;
(D) create and present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/client satisfaction.
(4) The student implements advanced problem-solving methods. The student is expected to:
(A) employ critical-thinking skills, including data gathering and interpretation independently
and in teams; and
(B) employ interpersonal skills in teams to solve problems and make decisions.
(5) The student implements advanced technology applications and processes. The student is expected
to:
(A) use technology applications such as social media, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for animation projects; and
(B) use processes such as personal information management, file management and file
sharing.
(10) The student demonstrates appropriate career-building characteristics and maintains a
professional portfolio. The student is expected to:
(A) maintain a career portfolio to document work experiences, licenses, certifications, and
work samples;
(B) demonstrate skills in evaluating and comparing employment opportunities;
(C) examine and employ professional networking opportunities such as Career and Technology
Student
Organizations, professional social media, industry professional organizations;
and
(D) examine employment opportunities in entrepreneurship
(11) The student employs effective planning and time management skills to enhance productivity. The
student is expected to:
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(A) employ effective planning and time management skills to complete work tasks; and
(B) use technology to enhance productivity.
(16) The student practices business skills for freelance entrepreneurs. The student is expected to:
(A) implement standard freelance entrepreneur self-promotion techniques;
(B) develop proposals, standard billing and collection practices;
(C) research freelance entrepreneur start-up practices; and
(D) use information technology applications common to freelance entrepreneurs.
(17) The student develops an understanding of professional employment strategies through practical
experience in the career cluster. The student is expected to:
(A) identify types and requirements of potential employers;
(B) use clear and appropriate communications to convey skill set to others; and
(C) understand and apply federal laws regarding lawful employment interviews.
(18) The student develops an understanding of appropriate interview strategies in professional
contexts. The student is expected to:
(A) employ appropriate verbal, nonverbal, and listening skills;
(B) use clear and appropriate communications to convey skill set to others;
(C) understand and apply federal laws regarding lawful employment interviews; and
(D) identify and use appropriate strategies for dealing with differences such as gender,
ethnicity, and age.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
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Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups.
(5)(B) Use language clearly and appropriately.
(E) Interact with audiences appropriately.
Tasks
• Students will interview employer or owner to obtain necessary information
• Students will obtain company information from employee handouts, trade journals, or
employee handbooks
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified
to accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• Secure the computer lab if you do not have immediate access to one in your classroom.
• Copy the handout sheets and rubric for the students.
Instructional Aids
• Student handouts
• Grading rubric
• Internet access
Materials Needed
• Paper for essay
• Camera or phone with camera
• Flash drive
Equipment Needed
• Computers (for students to complete project)
• Projector (for digital presentation)
• Scanner to scan pictures or materials brought to class
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Outline
MI
OUTLINE
Assignment Outline:
I.
Directions:
a. The packet of information must
be completed by interview,
website, or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
II.
Grading:
a. Completion of packet
b. Multimedia presentation
c. Pictures
d. Professionalism during
presentation
III.
Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s
previous experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3,2,1
IV.
Layout format must be followed
***Handout the Portfolio Guidelines (p. 193)
NOTES TO TEACHER
Copy the instructions and grading
rubric and make into a packet.
Tell the class about some of the
things you learned at previous jobs.
Explain how those skills helped you
to become a teacher.
Explain the necessity of learning as
much as possible about a job
because some of the skills learned
will help with future employment.
Explain to the class that customers
see a business much differently
than the employees see it.
Ask the class if they ever wanted to
work at a place that produced a
game or movie they admired. Have
them give reasons why they wanted
to work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students can
set it up while working on the
Training Station Orientation
project.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student
will follow along and make notes on their hard copy. Students will be strongly encouraged to take the
assignment packet to their job sites so employers will know about the activity.
Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this document.
Give some ideas to students during the brainstorming session before the end of the first class period.
Independent Practice
• Students will work at their own pace to complete this activity.
• All work is to be done in class, with the exception of the interviews, so the teacher can check
for understanding.
• Students are strongly encouraged to take ownership of this activity and use time management
skills to complete the assignment on time.
• Students should strive to produce the highest quality product.
• Students should be prepared to present their projects to the class.
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Employer Project
Directions:
You are to complete this packet of information by conducting interviews with employers or managers.
If you have an employee training manual, you may use it as a source. You might even have to get
some information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation. You
may bring the pictures to class on a flash drive, a memory card or upload them to a cloud storage site.
All information will be compiled to prepare an animated presentation that will be shown to the class
when you present your project.
You will be graded on:
Completion of the packet
Animated presentation
Use of pictures (as specified)
Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
Name and logo of company
Floor Plan
Policies and Procedures
History of the company
Supervisor’s (or owner’s) previous experience
Site of company (including number of employees)
Organizational chart
Miscellaneous supplemental information
Titles and transitions must be animated
Photos (either dispersed within the presentation or at the end of the presentation)
If you were in charge, explain:
3 things you like about the training station
2 things you would change
1 thing you have learned that will help you in your career choice
This project is due on: ___________________________
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Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words, typed and turned in separately, state what your first day on the job
was like.
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time manager or owner has been with company
10. What prior training did the manager or owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents (beginning and ending shifts), OR
13. Procedure for accessing or handling clients’ files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs/careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
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Summary
Review
• Why do customers see a different perspective of a business operation that that of the
employees?
• Why is it important to learn as much as possible about the business establishment?
• Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
• Instructor will observe students during Guided and Independent Practice.
• Instructor will assist students as needed.
Formal Assessment
• Use the Individual Presentation Rubric to evaluate presentations.
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Individual Presentation Rubric
Presentation Title: ___________________________________________________________
Name:___________________________
Teacher:___________________________
ID#:_____________________________
Date of Presentation:_________________
Criteria
0-5
6-10
11-15
16-20
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience can
follow.
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Content Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals
Student used no
visuals.
Student
occasionally used
visuals that rarely
support text and
presentation.
Visuals related to
text and
presentation.
Student used
visuals to reinforce
screen text and
presentation.
Mechanics
Student’s
presentation had
four or more
spelling errors
and/or grammatical
errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation had
no more than two
misspellings and/or
grammatical errors.
Presentation had
no misspellings or
grammatical errors.
Delivery
Student mumbles,
incorrectly
pronounces terms
and speaks too
quietly for students
in the back of the
class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
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