Lesson Plan
Course Title: Principles of Manufacturing
Session Title: Employability Skills
Performance Objective:
After completing this lesson, the students will be able to explain the Equal Employment
Opportunity Law and how it affects the employer and employee, list some of the expectations of
employers, complete a basic work schedule for producing a manufactured product, and write a
paragraph about the Equal Employment Opportunity Law that will be evaluated by the criteria in
the rubric.
Specific Objectives:
The student is able to:
 Explain about the Equal Employment Opportunity Law and how it affects the employer
and employee
 Rate in order of importance 27 expectations an employer uses to hire an employee
 List 15 basic employer expectations for its worker
 Develop a simple work schedule
 Rate in order of importance from 1-10 the tasks of getting the job finished that show
effective time management
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Principles of Manufacturing:
 130.322(c)(1)(E)(F)(G)
…identify employers' work expectations;
…discuss Equal Employment Opportunity law in the workplace;
…use time-management techniques to develop work schedules;
Interdisciplinary Correlations:
Career Preparation:

127.13(c)(1)(B)
…demonstrate the application of essential workplace skills in the career acquisition
process;
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1

127.13(c)(2)(B)(C)(E)(F)(G)
…demonstrate dependability, punctuality, and initiative;
…research positive interpersonal skills, including respect for diversity;
…exhibit productive work habits, ethical practices, and a positive attitude;
…demonstrate the ability to work with the other employees to support the organization
and complete assigned tasks;
…identify how to prioritize work to fulfill responsibilities and meet deadlines;

127.13(c)(4)(D)
…organize, write, and compile workplace business documents.

127.13(c)(5)(B)(C)(E)
…summarize provisions of the Fair Labor Standards Act;
…research and describe laws related to different careers.

127.13(c)(8)(E)
…summarize the rights and responsibilities of employers and employees;
United States History Studies History:

113.32(c)(2)(B)
…analyze economic issues such as industrialization, the growth of railroads, the growth
of labor unions, farm issues, and the rise of big business;
History:

113.32. (c)(7)(A)(C)
…trace the historical development of the civil rights movement in the 18th, 19th, and
20th centuries, including the 13th, 14th, 15th amendments;
…evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality
in the United States;
Teacher Preparation:
The teacher should review the Employment Skills PowerPoint presentation, notes and all
internet links. The Equal Employment Opportunity is THE LAW handout should be printed from
the Department of Labor internet link to show and post in the classroom. Assignment handouts
should be printed for future use.
References:
1. Equal Employment Opportunity Law
http://www.dol.gov/oasam/programs/crc/
2. The Thomas College website Law
http://www.thomas.edu/career/tips/employerexpct.htm
3. History of the Civil Rights Act of 1964
http://careerplanning.about.com/od/federallawsus/a/civilrightsact.htm
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2
4.
Work Schedules
http://www.ehow.com/about_6706123_definition-work-schedule.html#ixzz1D1KMzDV9
5. Time Management
http://en.wikipedia.org/wiki/Time_management
6. Employer Expectations
http://www.black-collegian.com/career/kyser/kyser_employer_expectations.htm
7. Employability Skills
http://www.cte.unt.edu/home/classroom.html
8. Equal Employment Opportunity is THE LAW
http://www.eeoc.gov/employers/upload/eeoc_self_print_poster.pdf
Instructional Aids:
1. Employment Skills PowerPoint presentation
2. Equal Employment Opportunity Law (paragraph) handout
3. Equal Employment Opportunity Law rubrics
4. Employer Expectations / Time Management handout
5. Equal Employment Opportunity is THE LAW handout (print .pdf from Department of
Labor website reference #8 above)
6. Employer Expectations handout (print from www.thomas.edu reference #6 above)
Materials Needed:
1. Pen or pencil
2. Notebook paper
Equipment Needed:
1. Computer with internet access
2. Data projector and screen
Learner Preparation: None required
Introduction
Introduction (LSI Quadrant I):
ASK: Do your teachers ever have expectations of you in their classes?
ANSWER: Accept answers and ask students to discuss these expectations.
SAY: Employers have expectations for their employees and laws to follow.
SHOW: The handout (printed from Department of Labor website or from instructional aides)
ASK: Have you seen the Equal Employment Opportunity THE LAW handout and wonder why it
was passed?
ASK: Have you ever thought about how it could be applied to you?
ASK: Do you have any questions about the poster?
ANSWER: Answer all questions.
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3
SAY: To
oday we are going to exp
plore different aspects o
of employme
ent and how it applies to
o you.
SHOW: Employmen
nt Skills Pow
werPoint pres
sentation
Outline
Outline (LSI
(
Quadra
ant II):
Instructors can use the PowerPo
oint presenta
ation slides, handouts, a
and note pag
ges in
conjunctiion with the following ou
utline.
MI
ne
Notes
s to Instructtor
Outlin
.
oyment Opp
portunity Law
w
I. Intrroduction to Equal Emplo
A. Title (slide 1)
B. Before
e 1964 (slid
de 2)
C. Historry of the law (slides 3-4)
D. The statement of the law (slid
de 5)
E. Additions to the la
aw (slide 6)
F. Stude
ent begins writing paragrraph
G. Stude
ent will be ev
valuated by tthe criteria in
n
the as
ssignment ru
ubric
ut the Equal
Pass ou
Employyment
Opportu
unity Law
(paragrraph) handou
ut
for stud
dents to answ
wer
after vie
ewing first 5
slides. Give studen
nts
5 to 10 minutes to
work on
n writing a
paragra
aph. The
studentt will have tim
me
to finish
h the
assignm
ment at the e
end
of the p
presentation..
Distribu
ute the Equa
al
Opportu
unity Law in
Manufa
acturing rubrric to
grade th
he students’’
paragra
aphs.
s Work Expe
ectations
II. Inttroduction to Employer’s
on title (slide
e 7)
A. Sectio
B. Definition (slide 8)
C. Questtion (slide 9))
D. Stude
ents rank the
e employer e
expectationss
on handout
E. Thomas College Survey
S
(slide
e 10)
F. Link to
o the Employer Expecta
ation file
(Refer to the referenc
ce #2 above where this
documentt is found.)
Pass ou
ut the Emplo
oyer
Expecta
ations / Time
e
Manage
ement hando
out.
Have sttudents fill in
n
the top of the paper.
Show th
he Employerr
Expecta
ations file byy
selectin
ng the
embedd
ded link. The
e
studentts should the
en
renumb
ber their
stateme
ents as
provide
ed in the
Thomass College file
e.
III. Time-Manage
ement / Work
k Schedule
A. Sectio
on Title (slide
e 11)
B. Definition (slide 12)
1
Explain
n that time
manage
ement can b
be
used in businessess, at
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4
C.
D.
E.
F.
G.
Verbal
c
Linguistic
Questtion (slide 13
3
Techn
niques (slide
e 14)
Eisenhower Method (slide 15 )
Examples (slide 16)
1
Stude
ents rank the
e time manag
gement
sectio
on of handou
ut
school and home.
Review
w techniques
and me
ethods of
g what is
deciding
importa
ant. The
studentt finishes the
e
bottom section of th
he
Employyer Expectations
/ Time M
Managemen
nt
Handou
ut.
IV. Work
W
Schedu
ules
A. Title (s
slide 17)
B. Definittion (slide 18
8)
C. Differe
ent (slide 19
9)
D. Designing (slide 20)
2
D. Student example (slide 21)
F. Manuffacturing exa
ample (slide 22)
G. Compllete a basic work schedu
ule for
produc
cing a manufacturing pro
oduct
Have th
he students
discusss different
schedules after
viewing
g the slides.
Studentts will follow
w the
examples in slide 2
22 to
complete a basic w
work
schedule
V. Re
esources
See slid
de 23.
Logical
Mathematic
cal
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Intterpe
ersonal
Naturralist
Existenttialist
Ap
pplication
Guided Practice
P
(LS
SI Quadrantt III):
The teac
cher will lead
d a discussio
on on the Equal Employm
ment Opporttunity Law. The studentts will
prioritize 27 expectattions an emp
ployer uses to hire an em
mployee. Th
he students will rank tassks
listed abo
out time man
nagement.
ce (LSI Qua
adrant III):
Independent Practic
Complete
e a basic wo
ork schedule
e for producing a manufa
acturing prod
duct. The stu
udent will wrrite a
paragrap
ph about the Equal Emplloyment Opp
portunity Law
w.
Summary
S
Copyright © Texas Educatiion Agency, 20012. All rights reserved
5
Review (LSI Quadrants I and IV):
Question: What did the Equal Employment Opportunity Law do for the workforce?
Answer: It equalized the way employers hired their employees and compensated them.
Question: Is learning to work on a schedule important and, if so, why?
Answer: Accept all answers that are realistic.
Question: Should employers have expectations of their employees? Why?
Answer: Accept all answers that are reasonable.
Evaluation
Informal Assessment (LSI Quadrant III):
The teacher will look at the handout Employment Expectations and Time management to check
for completion.
Formal Assessment (LSI Quadrant III, IV):
The teacher will use the equal Employment Opportunities Rubric to grade the students’
paragraphs.
Extension
Extension/Enrichment (LSI Quadrant IV):
The teacher can use the employment expectations to have students select other students to
help manufacture a mass produced project. One student could act as a supervisor and assign
work schedules and production rates for a project.
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6
Equal Employment Opportunity Law in Manufacturing Rubric
Task Statement: Students write a paragraph about why there was a need for an equal employment opportunity law in 1964 and
how it affects them today.
Task Assignment: Students will work as individuals to write a paragraph. The paragraph will be graded on understanding of the
law and its importance at the time, effects the law had on society and the student and uses of correct grammar.
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Statement of the law
Explanation of the law
Criteria Concepts/Skills to be
Assessed
Equal Employment
Opportunity Law
Novice
1
Basic statement of the
law
(Possible 33 points)
Effects of the law
(1-9 points)
One effect of the law
(10-17 points)
One effect the law had
on society and/or
themselves
(18-25 points)
Two effects the law
had on society and/or
themselves
(26-33 points)
Three or more effects
the law had on society
and/or themselves
(Possible 33 points)
Grammar Usage
(1-9 points)
More than10
grammatical errors
(10-17 points)
Fewer than 10
grammatical errors,
but more than 6
grammatical errors
(18-25 points)
Fewer than 5
grammatical errors,
but more then 2
(26-33 points)
0 to 2 grammatical
errors
(Possible 33 points)
(1-9 points)
(10-17 points)
(18-25 points)
(26-33 points)
A = 78-100 points; B = 54-75 points; C = 30-51 points; D = 3-27 points
Exemplary
4
Explanation of the law
and its effects in 1964
Points
Earned
Total Points: ___________
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Name_____________________________________________
Date______________ Period _________
Write a paragraph stating the need for this law and why it affects you and today's job market.
Copyright © Texas Education Agency, 2012. All rights reserved
Name_____________________________________________
Date______________ Period _________
Rank the statements in order of how important it would be to an employer by placing numbers
1-27 before each item. These 27 statements came from a survey done by a college in Maine.
____ Adjusting to work situations
____ Basic arithmetic skills
____ Basic speaking skills
____ Basic writing skills
____ Being neat and clean in appearance
____ Dependability
____ Following instructions
____ Following safety regulations
____ Getting along with others
____ Giving an honest day's work
____ Having specialized training
____ Knowing your strengths and
weaknesses
____ Knowing how to use materials
and equipment
____ Knowing what is expected
____ Knowledge of operating procedures
____ Locating information
____ Loyalty to your organization
____ Maintaining good health
____ Managing time and materials effectively
____ Making independent decisions
____ Punctuality
____ Organizing the work activities of others
____ Understanding written information
____ Using initiative and imagination
____ Working as a team member
____ Working under pressure
____ Working without close supervision
Below is a list of tasks that a line supervisor needs to do during an eight hour work day.
Place a number 1-10 in order of importance in getting the job finished.
____ Breakdown of a major machine
____ Order parts for tomorrow’s production
____ Check on bulletin board for next month’s softball game
____ Check on bulletin board for afternoon production rate
____ Safety check of machine safety guards
____ Do a quality control inspection
____ Schedule an evening out for the team
____ Fill out production forms
____ Discuss employee production problems
____ Read the paper
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