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Part I, Culminating Activity Reflection: Final Thematic UnitDelain Hayes, Jr.Southwestern CollegeAuthor’s NoteDelain Hayes, Jr., Graduate Student, Southwestern College.Delain Hayes, Jr. is now enrolled into a graduate program pursuing a Master’s Degree of Education in Curriculum and Instruction. The program consists of 11 graduate courses totalling 33 credit hours starting with the first course, EDUC 540, Creating Community in the Classroom.Correspondence concerning this article should be addressed to delhay@AbstractThis paper is part one of a culminating activity: a reflection of the Southwestern College graduate course, Creating Community in the Classroom, course number EDUC 540. Part two will include personal reflections on the 12-week course.Additionally, this paper includes six lesson plans comprising the thematic unit on college or work encompassing part one of this activity. This unit was created targeting senior, high-school students, as they transition into adulthood, and discussing two options, college or work, as avenues to pursue. Several Kagan structures were used to help these students, should they decide to take an option into higher education or join the workforce.The unit’s intent was clear: getting these seniors thinking about what track to pursue, be it, college, work, or another avenue.Keywords: college admission essays, commonly misspelled words, cooperative learning, cover letters, covering letters, groups, kagan, management, managing, functional skills, employable skills, transferable skills, college admission essay, resume, dress-for-success, dressing for success, job interview, college interview, 30-second elevator speech, job/career fair day, college fair day, recruitment, job/employment recruiters, college recruiters, collegiate recruiters.Part I, Culminating Activity Reflection: Final Thematic UnitIntroduction College or work are two options for students leaving high school becoming adults and entering either the workforce or higher education. Students will decide in teams of four to enter the workforce or college as the team’s project. A series of linked structures will begin with a listing of commonly misspellings. Next, the students will discover skills they may have that will be desirable for employers and admission counselors, and students will create cover letters or college admission essays. Then, they will create resumes leading to interviews with employment or collegiate recruiters. Standards of conduct will be visited addressing professional behaviors during an interview. This thematic unit, comprising six lesson plans, aforementioned above, endeavors to provide senior students with the skills to help them transition into the next chapter of their lives, should they decide to enter a work or college setting. The process will help them create cover letters or college admission essays, resumes, and behave appropriately, or exude professionalism, during an interview.Lesson plan one: Create a list of 25 commonly misspelled wordsObjective (s): 1. Write/create a list of 25 commonly misspelled words using the internet2. Help students’ written communications appear professional, in manner3. Complete pre- and post-survey assessing student knowledge4. Provide journals to track/chart student progress through a 6-part lesson planAssessment: 1. Authentic; completion of 25-word misspelling list2. Summative: a. pre- and post-surveys gauging student knowledge; b. validating 1st objective in lesson plan3. Multi-Dimensional; group processing, journals, open-ended questions4. Cooperative learning; use of several Kagan structures throughout the 1st objectiveMeeting the needs of various learners/accommodations: Use heterogeneous teams to complete 1st objective; use homogeneous pairing or teams for special needs students, ELL students, etc.; incorporate differentiated-instruction approach to teach all types of students addressing multiple intelligences, cognitive, learning and personality styles through the use of multiple Kagan structures:4.1. Team Interview – interpersonal4.2. Find Someone Who – class building, social skills, knowledge building, procedure learning4.3. Simultaneous Roundtables – teambuilding, social skills, communication skills, knowledge building, procedure learning, presenting info4.4. Stir-the-Class – class building, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info4.5. Mix-Freeze-Group – class building, social skills, knowledge building, thinking skills 4.6. One Stray – class building, social skills, knowledge building, procedure learning, processing info, thinking skills, presenting info 4.7. StandUp-HandUp-PairUp – class building, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.8. Fan-N-Pick – teambuilding, social skills, communication skills, knowledge building, procedure learning, thinking skillsInstructional Plan: after detailing each plan component, indicate the approximate time allocated to carry out that part.Opening: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Instruction: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Practice: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Closing: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.After Assessment: Validating success or failure of the 1st objective via pre- and post-survey scores and completion of the team’s misspelling lists incorporating student suggestions and thoughts for improvement.There are two forms, included for review:ABC Lesson Planning and Into-Through-Beyond Lesson PlanningABC form, pictured above (double-click to view document, clearly)I-T-B form, pictured above (double-click to view document, clearly)Lesson plan two: Skills Discovery: College or work, identify and categorizeObjective (s): 1. Students look-up/write 11 terms relating to employable and functional skills using the internet2. Help students realize/develop transferable skills for work and college settings3. Complete pre- and post-survey assessing student knowledge4. Provide journals to track/chart student progress through a 6-part lesson planAssessment: 1. Authentic; completion of 11-term look-up describing items needed to get into college and work environments2. Summative; a. pre- and post-surveys gauging student knowledge; b. validating 2nd objective in lesson plan3. Multi-Dimensional; group processing, journals, open-ended questions4. Cooperative learning; use of several Kagan structures throughout the 1st objectiveMeeting the needs of various learners/accommodations: Use heterogeneous teams to complete 2nd objective; use homogeneous pairing or teams for special needs students, ELL students, etc.; incorporate differentiated-instruction approach to teach all types of students addressing multiple intelligences, cognitive, learning and personality styles through the use of multiple Kagan structures:4.1. Team Interview – interpersonal4.2. Talking Chips – teambuilding, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills, presenting info4.3. Find Someone Who – class building, social skills, knowledge building, procedure learning4.4. RoundTable Consensus – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills4.5. Numbered Heads Together (Answer Board Share) – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info4.6. Pairs Compare – teambuilding, social skills, communication skills, knowledge building, thinking skills4.7. RoundTable – teambuilding, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills, presenting info StandUp-HandUp-PairUp – class building, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.8. Fan-N-Pick – teambuilding, social skills, communication skills, knowledge building, procedure learning, thinking skillsInstructional Plan: after detailing each plan component, indicate the approximate time allocated to carry out that part.Opening: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Instruction: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Practice: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Closing: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.After Assessment: Validating success or failure of the 2nd objective via pre- and post-survey scores and discovery of the students’ transferable skills required to gain employment or enrollment incorporating student suggestions and thoughts for improvement. There are two forms, included for review:ABC Lesson Planning and Into-Through-Beyond Lesson PlanningABC form, pictured above (double-click to view document, clearly)I-T-B form, pictured above (double-click to view document, clearly)Lesson plan three: College or Work: Creating cover letters (CLs) or college admission essays (CAEs)Objective (s): 1. Students, working in teams, will compose either a cover letter or a college admission essay for their project2. Help students by providing CL & CAE materials: guides and information, and sample CL and CAE3. Using guides and samples, teams will adjust CLs/CAEs, as needed, then present their projects to the class4. Complete pre- and post-survey assessing student knowledge5. Provide journals to track/chart student progress through a 6-part lesson planAssessment: 1. Authentic; completion of CLs/CAEs (1st time); adjust projects after receiving additional materials (2nd time)2. Summative; a. pre- and post-surveys gauging student knowledge; b. validating 3rd objective in lesson plan3. Multi-Dimensional; group processing, journals, open-ended questions4. Cooperative learning; use of several Kagan structures throughout the 3rd objectiveMeeting the needs of various learners/accommodations: Use heterogeneous teams to complete 3rd objective; use homogeneous pairing or teams for special needs students, ELL students, etc.; incorporate differentiated-instruction approach to teach all types of students addressing multiple intelligences, cognitive, learning and personality styles through the use of multiple Kagan structures:4.1. Team Interview – interpersonal4.2. Think-Write-RoundRobin – teambuilding, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.3. Find Someone Who – class building, social skills, knowledge building, procedure learning*4.4. Jot Thoughts + RoundTable Consensus – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills4.5. Numbered Heads Together – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info*4.6. JT + RoundTable Consensus + NHT – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info4.7. Numbered Heads Together (Answer Board Share) – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info4.8. StandUp-HandUp-PairUp – class building, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.9. Fan-N-Pick – teambuilding, social skills, communication skills, knowledge building, procedure learning, thinking skills*Multiple use of structures (by linking them) deepens knowledge, confidence and understanding of lesson’s objectives.Instructional Plan: after detailing each plan component, indicate the approximate time allocated to carry out that part.Opening: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Instruction: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Practice: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Closing: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.After Assessment: Validating success or failure of the 3rd objective via pre- and post-survey scores and completion of CLs or CAEs to gain employment or enrollment incorporating student suggestions and thoughts for improvement. There are two forms, included for review:ABC Lesson Planning and Into-Through-Beyond Lesson PlanningABC form, pictured above (double-click to view document, clearly)I-T-B form, pictured above (double-click to view document, clearly)Lesson plan four: College or Work: Creating resumes for employment-recruiters(E-Rs) and collegiate-recruiters (C-Rs)Objective (s): 1. Students, working in teams, will compose a resume for employment or enrollment for their project using skills agreed upon in the 2nd lesson plan2. Help students by providing resume materials: guides and information, and sample resumes: chronological, functional, combination, alternative3. Using guides and samples, teams will adjust their resumes, as needed, then present their projects to the class4. Complete pre- and post-survey assessing student knowledge5. Provide journals to track/chart student progress through a 6-part lesson planAssessment: 1. Authentic; completion of resumes (1st time); adjust projects after receiving additional materials (2nd time)2. Summative; a. pre- and post-surveys gauging student knowledge; b. validating 4th objective in lesson plan3. Multi-Dimensional; group processing, journals, open-ended questions4. Cooperative learning; use of several Kagan structures throughout the 4th objectiveMeeting the needs of various learners/accommodations: Use heterogeneous teams to complete 4th objective; use homogeneous pairing or teams for special needs students, ELL students, etc.; incorporate differentiated-instruction approach to teach all types of students addressing multiple intelligences, cognitive, learning and personality styles through the use of multiple Kagan structures:4.1. Team Interview – interpersonal4.2. AllWrite Consensus – teambuilding, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.3. Find Someone Who – class building, social skills, knowledge building, procedure learning*4.4. Jot Thoughts + Spend-A-Buck + RoundTable Consensus – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills4.5. Numbered Heads Together – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info*4.6. JT + Spend-A-Buck + RoundTable Consensus + Numbered Heads Together – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info4.7. Numbered Heads Together – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info4.8. StandUp-HandUp-PairUp – class building, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.9. Fan-N-Pick – teambuilding, social skills, communication skills, knowledge building, procedure learning, thinking skills*Multiple use of structures (by linking them) deepens knowledge, confidence and understanding of lesson’s objectives.Instructional Plan: after detailing each plan component, indicate the approximate time allocated to carry out that part.Opening: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Instruction: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Practice: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Closing: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.After Assessment: Validating success or failure of the 4th objective via pre- and post-survey scores and completion of resumes to gain employment or enrollment incorporating student suggestions and thoughts for improvement.There are two forms, included for review:ABC Lesson Planning and Into-Through-Beyond Lesson PlanningABC form, pictured above (double-click to view document, clearly)I-T-B form, pictured above (double-click to view document, clearly)Lesson plan five: College or Work: Mock interviews, appropriate mannerisms and dress attireObjective (s): 1. Students, working in teams, discuss the interview process, how to behave during an interview session and what to wear to the interview2. Help students by providing materials: interview and dress-attire guides3. Using guides and samples, teams will adjust their views on the interview process, as needed, then present their findings to the class4. Complete pre- and post-survey assessing student knowledge5. Provide journals to track/chart student progress through a 6-part lesson planAssessment: 1. Authentic; discussion of the interview process (1st time); adjust viewpoints after receiving additional materials (2nd time)2. Summative; a. pre- and post-surveys gauging student knowledge; b. validating 5th objective in lesson plan3. Multi-Dimensional; group processing, journals, open-ended questions4. Cooperative learning; use of several Kagan structures throughout the 5th objectiveMeeting the needs of various learners/accommodations: Use heterogeneous teams to complete 5th objective; use homogeneous pairing or teams for special needs students, ELL students, etc.; incorporate differentiated-instruction approach to teach all types of students addressing multiple intelligences, cognitive, learning and personality styles through the use of multiple Kagan structures:4.1. Team Interview – interpersonal4.2. Numbered Heads Together – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info 4.3. Find Someone Who – class building, social skills, knowledge building, procedure learning4.4. Pairs Compare – teambuilding, social skills, communication skills, knowledge building, thinking skills4.5. Carousel Feedback – social skills, communication skills, knowledge building, processing info, thinking skills, presenting info*4.6. RoundRobin + Three-Step Interview + Carousel Feedback – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info4.7. RallyRobin – social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.8. StandUp-HandUp-PairUp – class building, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.9. Fan-N-Pick – teambuilding, social skills, communication skills, knowledge building, procedure learning, thinking skills*Multiple use of structures (by linking them) deepens knowledge, confidence and understanding of lesson’s objectives.Instructional Plan: after detailing each plan component, indicate the approximate time allocated to carry out that part.Opening: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Instruction: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Practice: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Closing: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.After Assessment: Validating success or failure of the 5th objective via pre- and post-survey scores and discussion on the interview process including modeled-behavior patterns and professional attire incorporating student suggestions and thoughts for improvement.There are two forms, included for review:ABC Lesson Planning and Into-Through-Beyond Lesson PlanningABC form, pictured above (double-click to view document, clearly)I-T-B form, pictured above (double-click to view document, clearly)Lesson plan six: College or Work: Experiences of the job fair and the college fairObjective (s): 1. Students, working in teams, discuss the thank-you letter, and the job & college fair experiences imaging what happens on the day…2. Help students by providing materials: job & college fair guides, sample thank-you letter3. Using guides and samples, teams will adjust their views on the two subjects, as needed, then present their findings to the class4. Complete pre- and post-survey assessing student knowledge on the 6th objective and entire lesson plan5. Provide journals to track/chart student progress through a 6-part lesson planAssessment: 1. Authentic; discussion of both subjects (1st time); adjust viewpoints after receiving additional materials (2nd time)2. Summative; a. pre- and post-surveys gauging student knowledge; b. validating 6th objective in lesson plan; c. validating entire 6-part series3. Multi-Dimensional; group processing, journals, open-ended questions4. Cooperative learning; use of several Kagan structures throughout the 6th objectiveMeeting the needs of various learners/accommodations: Use heterogeneous teams to complete 6th objective; use homogeneous pairing or teams for special needs students, ELL students, etc.; incorporate differentiated-instruction approach to teach all types of students addressing multiple intelligences, cognitive, learning and personality styles through the use of multiple Kagan structures:4.1. Team Interview – interpersonal4.2. Numbered Heads Together – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info 4.3. Find Someone Who – class building, social skills, knowledge building, procedure learning4.4. Pairs Compare – teambuilding, social skills, communication skills, knowledge building, thinking skills4.5. Carousel Feedback – social skills, communication skills, knowledge building, processing info, thinking skills, presenting info*4.6. Jot Thoughts + RoundRobin + Carousel Feedback – teambuilding, social skills, communication skills, decision-making, knowledge building, procedure learning, processing info, thinking skills, presenting info4.7. One Stray – class building, knowledge building, procedure learning, processing info, thinking skills, presenting info4.8. StandUp-HandUp-PairUp – class building, social skills, communication skills, knowledge building, procedure learning, processing info, thinking skills4.9. Fan-N-Pick – teambuilding, social skills, communication skills, knowledge building, procedure learning, thinking skills*Multiple use of structures (by linking them) deepens knowledge, confidence and understanding of lesson’s objectives.Instructional Plan: after detailing each plan component, indicate the approximate time allocated to carry out that part.Opening: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Instruction: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Practice: Time: 1 Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.Closing: Time: ? Period. Please see Teacher ABC Lesson Planning and Into-Through-Beyond Lesson Planning forms for further details.After Assessment: Validating success or failure of the 6th objective via pre- and post-survey scores and discussion on the thank-you letter and fair experience incorporating student suggestions and thoughts for improvement.There are two forms, included for review:ABC Lesson Planning and Into-Through-Beyond Lesson PlanningABC form, pictured above (double-click to view document, clearly)I-T-B form, pictured above (double-click to view document, clearly)Summary Graduating seniors progressed to the next level: adulthood. This entailed several choices: working, going to college, entering the military, joining the Peace Corp, etc. Two options given, college or work, and seniors required the communicative skills to complete the objectives was presented in this lesson plan. Using cooperative learning methods, the students gained transferable skills (personal accountability, social skills, etc.) that led to employment or higher education opportunities. Pre- and post-surveys taken of the population (equalling 32 students) gaged success of the lesson plan leading to improvements, if required. Students, in grouped discussion and completion of tasks, produced lists of commonly misspelled words, created either a cover letter or college admission essay, discovered skills they had leading to employment or higher education, produced a resume, and gained interviewee skills through the authentic assessment method. These objectives improved students’ future written communications making them appear professional, in manner, giving said communications the impression of competency to potential employers or admission counselors. Third, students determined skills (discovering personal insights along the way) desirable of employers or admission counselors increasing their chances of employment or enrollment. Fourth, these actions increased their chances for hire or higher education, by making the decision for hiring or admitting (to colleges/universities) easier. Sixth, students understood having a good resume gets the important face-to-face time, interview, to prove to recruiters that choosing them is a right fit for the recruiters’ organizations.ReferencesLesson plan one: List 25 common misspellingsConley, D. (2008). What makes a student college ready? Retrieved from . (n.d.). What does the term “.net” mean? Retrieved from unknown. (n.d.). What internet address endings mean. Retrieved from . (n.d.). How to get online: domain name system. Retrieved from . (n.d.). What does .com mean? Retrieved from , T. (n.d.). Student learning journal template. Retrieved from . , S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing; pp. 14.6, 14.13-14.15.Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from : I could not find an actual reference for the pre- and post-surveys I adapted from an evaluation form; but, I’ve attached two documents, Healthy Living Program Facilitator’s Guide, dated 16 August 2007, and HLP Evaluation form, also dated 8/16/2007. The guide contains information on the evaluation form, on page 19, and has references on its last page, on page 20.\s\sLesson plan two: Skills discovery – identify and categorizeUniversity of Kent. (n.d.). What are the top ten skills that employers want? Retrieved from Isle of Wight College. (2015). What are functional skills? Retrieved from , D. (2008). What makes a student college ready? Retrieved from , S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing; pp. 14.6, 14.13-14.15.Doyle, A. (n.d.). What is cover letter? Retrieved from for success: how to dress for an interview. Retrieved from . Hood Community College. (2009). Purpose of a resume. Retrieved from Dictionaries Online. (2015). Job interview, definition of. Retrieved from College Board. (2015). College Interviews: Practice Questions and Strategies. Retrieved from fair checklist: get the information you want. Retrieved from unknown. (n.d.) The 30 second elevator speech. Retrieved from . (2015). What is a career fair? Retrieved from plan three: Creating cover letters or college admission essaysDoyle, A. (n.d.). What is cover letter? Retrieved from , R. (n.d.). Writing the Successful College Application Essay: Tips for Success. Retrieved from , S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing; pp. 11.9, 14.6, 14.13-14.15.20 Owl: Online writing lab. (1995-2015). Cover letter workshop. Retrieved from workshop presentation. Retrieved from Unknown. (n. d.). How to write a successful covering letter. Retrieved from , D. (2015). Sample cover letter.Hayes, D. (2015). Sample college admission essay.Jacobs, L. and Hyman, J. (2010). 10 tips for writing the college application essay. Retrieved from . (n. d.). 100 Most Often Mispelled Misspelled Words in English. Retrieved from plan four: Creating resumes for employment-recruiters and collegiate-recruitersMt. Hood Community College. (2009). Purpose of a resume. Retrieved from , S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing; pp. 11.9, 14.6, 14.13-14.15.20 Owl: Online writing lab. (1995-2015). Cover letter workshop. Retrieved from workshop presentation. Retrieved from Unknown. (n. d.). How to write a successful covering letter. Retrieved from , D. (2015). Sample cover letter.Hayes, D. (2015). Sample college admission essay.Jacobs, L. and Hyman, J. (2010). 10 tips for writing the college application essay. Retrieved from . (n. d.). 100 Most Often Mispelled Misspelled Words in English. Retrieved from : I could not find the references for the three of the four resumes examples (chronological, functional and combination; the fourth was a version of my resume highlighting managerial and educator/instructor/facilitator skills I gained during my Military Service). So, I placed the actual document, Resume Writing Class 101, in this document for your review and considerations. Additionally, I added Purdue Owl’s PowerPoint presentation, as well, for your review.Lesson plan five: Mock interviews, appropriate mannerisms and dress attireKagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing; pp. 11.9, 14.6, 14.13-14.15.Michigan Civil Service Commission, Career Services. (2012). Interviewing tips. Retrieved from , A. (n.d.). Dressing for success: how to dress for an interview. Retrieved from College Board. (2015). College Interviews: Practice Questions and Strategies. to Do Before and After Your College Interview. plan six: Experiences of the job fair and the college fairKagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing; pp. 11.9, 14.6, 14.13-14.15.. (2003-2015). What is a career fair. Retrieved from , A. (2009). Follow-Up & Thank You Letter Overview: part 1. Retrieved from & Thank You Letter Overview: part 2. Retrieved from & Thank You Letter Overview: part 3. Retrieved from & Thank You Letter Overview: part 4. Retrieved from , C. et al. (2000). Job search tools: resumes, applications, and cover letters. The Putting the Bars Behind You Series. Indianapolis: JIST, 2000. ................
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