Presentation on theme: "WATERFORD KETTERING HIGH SCHOOL Margaret Bryce, Larry Sherrill, Bob Wareck."— Presentation transcript:
WATERFORD KETTERING HIGH SCHOOL Margaret Bryce, Larry Sherrill, Bob Wareck
COSMETOLOGY Overview & Sites visited Lesson Plan #1 Lesson Plan #2
OVERVIEW & SITES VISITED 3 year program at NEOTC Hair, Skin, Nails Academic classes for credit: mathematics Connection with high schools Sites Visited: NEOTC, Lake Orion HS, Mary’s Mane Solution, Marketti Academy of Cosmetology, Bellezza Spa
LESSON PLAN #1: WOMEN IN THE WORKFORCE Summary: In the Social Studies classroom, compare the workforce of the 1940s/1950s with present day Student Activity: 1) Students will read and highlight primary sources related to the primary sources related to the 1940s/1950s women in the workforce 1940s/1950s women in the workforce 2) Partner and small group discussion
3) Students access Career Cruising data from previous year(s) data from previous year(s) 4) Students compare career opportuni- 4) Students compare career opportuni- ties from the 1940s/1950s with ties from the 1940s/1950s with present listings present listings 5) Students write a short piece connecting the 1940s/1950s with connecting the 1940s/1950s with modern opportunities for women modern opportunities for women in the workforce in the workforce 6) Extra: Students compare hair styles in the two eras in the two eras
Lesson Plan #2: Writing a Professional Resume Summary: Students will use “Resume Builder” in Career Cruising to create a resume for the work force. Student Activity 1) Students will log in to Career Cruising and update their Personal Profile, Career Objective and Education information.
2) After a class discussion on important factors in writing a resume ( honesty, brevity, relevancy and accuracy) students will complete their work and volunteer experiences on the EDP. 3) Students will update their Awards and Certificates, Extracurricular Activities, Hobbies and Interests and Skills and Activities.
4) After a class discussion on what a reference is, students will update their references and input any additional information they feel is important for employers to know about them. 5) Students will format and view their completed resume and check for any errors.
6) In small groups, ( 3 or 4 ) students will discuss what they have learned about themselves in this activity. They will then write a short paragraph on what they see as their strengths and what are the areas they need to improve in order to make their resume more appealing to a potential employer.
WRAP-UP Academic focus is on communication skills, CTE classes, mathematics and science curriculum.