Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: Career Research and Employment Skills – Project #2: Work Ethics, Employability, and
Interpersonal Skills Vocabulary Video (6 day lesson)
Performance Objective:
Upon completion of this lesson/assignment the student will be able to use the computer and internet and the
PowerPoint presentation to determine what their work ethics, employability, and interpersonal skills are,
explain how social networking sites like Facebook can make or break their career, and create a Work Ethics,
Employability, and Interpersonal Skills video per the rubric provided.
Specific Objectives:
 Use the computer, internet, save work correctly
 Explain what work ethics, employability, and interpersonal skills are and what theirs are
 Explain how social networking sites like Facebook can make or break their career
 Create a Work Ethics, Employability, and Interpersonal Skills video per the rubric provided
NOTE – Sequencing of lesson that is recommended:
Day 10 = Go over the Work Ethics and Employability PowerPoint presentation and complete the
Employability handout
Day 11 = The 6 Career-Killing Facebook Mistakes handout
Day 12 -15 = Work Ethics, Employability, and Interpersonal Skills Vocabulary Video
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.
Engineering Design and Presentation:

130.365(c)(1)(A)(B)(C)(D)(E)(F)(G)(H)(I)(J)(K)
…distinguish the differences between an engineering technician, engineering technologist, and
engineer;
…identify employment and career opportunities;
…investigate and work toward industry certifications;
…demonstrate the principles of teamwork related to engineering and technology;
…identify and use appropriate work habits;
…demonstrate knowledge related to governmental regulations, including health and safety;
…discuss ethical issues related to engineering and technology and incorporate proper ethics
in submitted projects;
…demonstrate respect for diversity in the workplace;
…demonstrate appropriate actions and identify consequences relating to discrimination,
harassment, and equality;
…demonstrate effective oral and written communication skills using a variety of software
applications and media; and
…explore career preparation learning experiences, including, but not limited to, job
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shadowing, mentoring, and apprenticeship training
Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(E)
…use general and specialized dictionaries, thesauri, histories of language, books of quotations, and
other related references (printed or electronic) as needed.

110.34(b)(11)(A)(B)
…draw conclusions about how the patterns of organization and hierarchic structures support the
understandability of text;
…evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence
and for the effectiveness of their graphic representations.

110.34(b)(12)(B)
…evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media,
images, text, sound in electronic journalism) used in multi-layered media;

110.34(b)(13)(A)(D)(E)
…plan a first draft by selecting the correct genre for conveying the intended meaning to multiple
audiences, determining appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing a thesis or controlling idea;
…edit drafts for grammar, mechanics, and spelling;
…revise final draft in response to feedback from peers and teacher and publish written work for
appropriate audiences.

110.34(b)(15)(B)(D)
…write procedural and work-related documents (e.g., résumés, proposals, college applications,
operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems and
misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details (documented if
appropriate);
…produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial,
visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a
specific audience and synthesizes information from multiple points of view.

110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
…Students write legibly and use appropriate capitalization and punctuation conventions in their
compositions.
…Students are expected to correctly and consistently use conventions of punctuation and
capitalization.

110.34(b)(19) - Oral and Written Conventions/Spelling.
…Students spell correctly.
…Students are expected to spell correctly, including using various resources to determine and check
correct spellings.
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
110.34(b)(25) - Listening and Speaking/Speaking.
…Students speak clearly and to the point, using the conventions of language.
…Students will continue to apply earlier standards with greater complexity.
…Students are expected to formulate sound arguments by using elements of classical speeches (e.g.,
introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical
devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures,
and conventions of language to communicate ideas effectively.

110.34(b)(26) - Listening and Speaking/Teamwork.
…Students work productively with others in teams.
…Students will continue to apply earlier standards with greater complexity.
…Students are expected to participate productively in teams, offering ideas or judgments that are
purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a
range of positions and ambiguity in decision-making, and evaluating the work of the group based on
agreed-upon criteria.
Teacher Preparation:
Prepare handouts for each student.
References:
Work Ethics & Employability PowerPoint
Employability Skills http://www.coe.uga.edu/cgi-bin/cgiwrap/~rhill/new_owei/esa.pl
Work Ethics http://www.coe.uga.edu/cgi-bin/cgiwrap/~rhill/new_owei/owei.pl
6 Career-Killing Facebook Mistakes http://www.investopedia.com/slide-show/6-career-killing-facebookmistakes/default.aspx?partner=yahoofin
Instructional Aids:
1. Computer, Internet, Printer, Word, PowerPoint (or equivalent software)
Materials Needed:
1. Work Ethics and Employability Skills PowerPoint presentation
a. One (1) of each of the two handout sheets for each student
b. Employability handout
c. The 6 Career-Killing Facebook Mistakes
2. Photo Story or Movie Maker Video instructions handout
3. Print out of PowerPoint for students who need hard copies
4. Writing utensils for students who don’t have any
5. Computer with internet access and printer access
Equipment Needed:
1. Data projector for PowerPoint
2. Computer with internet access
Learner Preparation:
1. At the beginning of the class, go over the Work Ethics and Employability PowerPoint. At each slide ask
for at least one student’s input about what the slide is trying to explain, making sure every student
responds at least once.
2. Complete the two handouts given.
3. At the end of the lesson, the students should all be able to create a video in Photo Story or Movie
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Maker that covers all the requirements given in the rubric. (Advanced students can be challenged by
using Prezi, Ulead, Adobe Premiere, or Animoto.)
Lesson Plan
Introduction (LSI Quadrant I):
NOTE: The class discussion is meant to be Socratic in nature and not true/false, or this is the only correct
answer. Encourage your students to explain WHY they think they way they do! There is NO wrong answer if
they can explain the WHY!
ASK/SHOW: As we go over the Work Ethics and Employability PowerPoint, I will be asking for your input per
slide. So be prepared to be called upon.
ANSWER: There is no right or wrong answer as long as you can give an example or fact to back up
your point of view.
SAY/SHOW: The two handouts to be completed. (Employability, and The 6 Career-Killing Facebook
Mistakes)
SAY/SHOW: Show and explain the grading rubric for the video. Ask for any questions and give students
time to respond.
SAY/SHOW: How to start video in Photo Story and/or Movie Maker.
SAY: Now it is time for you to work on your video. You will have four days to complete it. Do your best and I
will be helping each of you as you need help.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
Notes to Instructor



I.
Day 10 = Go over the Work Ethics and
Employability PowerPoint presentation and
complete the Employability handout
Day 11 = The 6 Career-Killing Facebook
Mistakes handout
Day 12-15 = Work Ethics, Employability,
and Interpersonal Skills Vocabulary Video
This lesson is Project #2 of a Career
Research and Employability Skills
Unit. This lesson is Days 10-15 of
the unit.
The lesson is best presented in 6
days as listed in the outline.
Go over the Work Ethics and Employability
PowerPoint. As you go through it ask
different students for his/her input about
what the slide is trying to teach.
Day 10 - Socratic discussion on what
the slide is trying to teach. Allow
enough time for input so that every
student gives input for at least one of
the slides.
II. Go over and complete the two handouts
a. Employability handout
b. The 6 Career-Killing Facebook
Mistakes handout
Days 10-11 - Give students 1 day to
complete each handout. If they finish
early have them start to work on the
video.
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III. Go over the Digital Storytelling: Photo Story 3
Rubric for Work Ethics and Employability
Skills rubric in detail
Day 12 - Each student should have a
copy of the rubric to look at as they
work. Before they start creating
everyone should have a chance to
ask questions.
Distribute and go over the Photo
Story or Movie Maker Video
instructions handout.
IV. Create the video per the rubric
Days 12-15 - As students are
working do progress checks and
redirect to follow the rubric as
needed.
Students will follow the Photo Story
or Movie Maker Video instructions
handout to create the video.
V. Show the videos
Remind students about what is and
is not appropriate behavior to exhibit
during presentations. Remind them it
is part of their grade.
VI. Grade videos per rubric
Grade based on the rubric. If time
allows, you may have the students
grade each other based on the rubric
and have them turn that in for
BONUS (10 pts.) to the grade or as
a separate grade.
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
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Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher gives feedback as students are completing each of the two handouts, creating the video per the
rubric, and showing every student’s video.
Independent Practice (LSI Quadrant III):
1. Complete each of the two handouts
2. Create the video using Photo Story or Movie Maker Video handout per the rubric
3. Appropriate behavior is used when showing student’s video
Summary
Review (LSI Quadrants I and IV):
Students will review what they have learned referring to the information from the handouts and PowerPoint
presentation to be able to create a video that covers what they learned and felt was most important about
Work Ethics and Employability.
Evaluation
Informal Assessment (LSI Quadrant III):
Make sure each student has a video to show.
Formal Assessment (LSI Quadrant III, IV):
1. Each of the two handouts should be graded as “daily” work
2. Video per the rubric is the actual “major” grade of project.
Extension/Enrichment (LSI Quadrant IV):
Students who need a challenge can use Prezi, Ulead, Adobe Premier, or Animoto to create their video. Have
students grade each other per the rubric and turn this in either for 10 pts. BONUS or as a separate “daily”
grade.
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Name:
Class/Period #:
Date:
Employability
Define what the following words mean and copy/paste a graphic from the
internet that you feel best represents it:
Interpersonal Skills:
Initiative:
Being Dependable:
Employability Skills:
Web Link http://www.coe.uga.edu/cgi-bin/cgiwrap/~rhill/new_owei/esa.pl
My Employability Skills Are:
Complete the 23 questions and answer the following:
Your Interpersonal score is _____ out of 7
Your Initiative score is _____ out of 7
Your Dependability total is _____ out of 7
Occupational Work Ethic:
Web Link http://www.coe.uga.edu/cgi-bin/cgiwrap/~rhill/new_owei/owei.pl
My Work Ethic Skills Are:
Complete the 50 questions and answer the following:
Your Interpersonal score is _____ out of 7
Your Initiative score is _____ out of 7
Your Dependability total is _____ out of 7
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Name:
Class/Period #:
Date:
The 6 Career-Killing Facebook Mistakes:
Slideshow: http://www.investopedia.com/slide-show/6-career-killing-facebook-mistakes/default.aspx?partner=yahoofin
Article to Read: http://financialedge.investopedia.com/financial-edge/0410/6-Career-Killing-Facebook-Mistakes.aspx
Facebook: Can be a very valuable networking tool to connect with not just family and friends, but
colleges and employers. However, social networking like Facebook can get you hired and fired!
Facebook Mistake #1 =
Explain in your own words what this means and what you should do to be professional?
Facebook Mistake #2 =
Explain in your own words what this means and what you should do to be professional?
Facebook Mistake #3 =
Explain in your own words what this means and what you should do to be professional?
Facebook Mistake #4 =
Explain in your own words what this means and what you should do to be professional?
Facebook Mistake #5 =
Explain in your own words what this means and what you should do to be professional?
Facebook Mistake #6 =
Explain in your own words what this means and what you should do to be professional?
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Read the Forum’s Postings about this:
http://www.collegenet.com/elect/app/app?service=external/Forum&sp=18271
CONCLUSION:
Have you learned anything about professionalism in social networking sites?
What have you learned that you need to do differently to be successful and professional?
Do you think potential employers should be able to use social networking sites as a means of
screening applicants?
Do you believe that the way a person portrays him or herself on a site such as Facebook accurately
reflects how he or she will perform at the job?
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Photo Story or Movie Maker Video:
Pick and save graphics to a sub folder in your drive (Photo Story Ethics) for the following to create your own video. Pick something you learned from the PPT: ● Dress Professional ● Be on time ● Reputation ● Body Language ● Hand Shake ● Extrovert, Introvert, Intuitive/Initiative ● Work Ethic st
● 21 Century Skills ● Top 10 things that companies look for Pick 10‐20 of the words given or used to describe you. Interpersonal Skills: ● Appreciative ● Emotional Stable ● Patient ● Likeable ● Helpful ● Pleasant ● Cooperative ● Hard Working ● Cheerful ● Devoted ● Courteous ● Modest ● Considerate ● Well Groomed ● Friendly ● Loyal Copyright © Texas Education Agency, 2012. All rights reserved.
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Intuitive/Initiative: ● Independent ● Ambitious ● Effective ● Initiating ● Perceptive ● Efficient ● Adaptable ● Accurate ● Conscientious ● Persevering ● Orderly ● Enthusiastic ● Persistent ● Dedicated ● Productive ● Resourceful Be Dependable: ● Dependable ● Follow Regulations/Rules ● Follow Directions ● Reliable ● Honest ● Careful ● Punctual ● Timely Copyright © Texas Education Agency, 2012. All rights reserved.
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Digital Storytelling: Photo Story 3 Rubric for Work Ethics and
Employability Skills
Points
Possible
Has title of the video, your name, and date
5
Explain Extrovert, Introvert, and
Intuitive
Use a graphic to explain what it is and tell what type you are
5
Explain Interpersonal
and Your Scores
Use a graphic to explain what it is and tell what type you are
5
Explain Initiative
and Your Scores
Explain Dependability
and Your Scores
Use a graphic to explain what it is and tell what type you are
5
Use a graphic to explain what it is and tell what type you are
5
Use a graphic to explain what it is
50
Did you add MP3 audio and cite the artist name and song
5
Originality / Creativity / Quality
Did you customize it to match you
10
Professionalism
Behavior during ALL presentations
10
Introduction “Slide”
Pick 10‐20 Interpersonal,
Initiative,
and/or Dependability
Vocabulary Words
Work Cited
School Appropriate
‐30 points
If any part is not then
TOTAL
k
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