WIOA Friendly Contextualized Health Care Activities that Work!

Steve Schmidt schmidtsj@appstate.edu

abspd.appstate.edu

Today’s Quote

“Completion of high school is not an end in itself but a means to further opportunities and greater economic self-sufficiency.”

- WIOA Key Provisions

Please Write on Your Packet!

You can find everything from this workshop at: abspd.appstate.edu Look under: Teaching Resources, WIOA Friendly Contextualized Activities for Health Care and Advanced Manufacturing Pathways

Today’s Objectives At the end of today’s session, I will be able to:

- Define contextualized instruction and describe why it is important for learning - Modify existing lessons to reflect a health care context - Locate resources for contextualized teaching and learning

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What is Contextualized Instruction? “An instructional strategy that integrates the teaching of literacy skills and job content to move learners more successfully and quickly toward their educational and employment goals.”

Source: Wider Opportunities for Women Why Contextualize Instruction? Research has shown that contextualized instruction:

• Is a promising practice for strengthening basic skills while simultaneously providing career content for lower-skilled adults. Contextualization enhances students’ motivation, engagement, persistence, and success while improving their career knowledge and readiness (Jobs for the Future, 2013)

• “Promotes short-term academic achievement and longer-term college advancement of low-skilled

students” (Perin, 2011) The WIOA legislation says that adult basic skills education programs should provide instruction in career pathways that use “occupationally relevant instructional materials.” (WIOA, 2014)

What Does Contextualized Instruction Look Like?

Teachers Are: Students Are:

Linking instruction across disciplines Learning collaboratively with problem based and project based learning

Choosing authentic materials for career exploration

Developing academic persistence and grit as they move through challenging work

Facilitating instead of lecturing Experiencing real world situations in career pathways

Aligning instruction to College and Career Readiness standards and High School Equivalency exams

Exploring college and career options

Designing scaffolded activities to develop students’ skills

Building deep conceptual knowledge and analytical skills across the curriculum

(Adapted from Ferdinand, 2014)

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Adult Education and WIOA’s Integrated Education and Training The finish line has changed for our programs. It is no longer get your GED and see ya later! Now it means developing career pathways so students can earn credentials allowing them to get jobs that pay family sustaining wages.

Integrated Education and Training is:

1. Literacy Instruction (We have always done this but now with contextualized instruction) We should contextualize instruction toward:

- Career pathways - “Use occupationally relevant instructional materials” - Transition to postsecondary education/training - English literacy/civics and career pathways (ESOL learners)

2. Workforce Preparation Activities (Employability Skills)

“Help participants acquire a combination of basic academic, critical thinking, digital literacy, and self-management skills including: using resources, using information, working with others, understanding systems, and gain the skills necessary for successful transition into and completion of postsecondary education/training/employment”

3. Occupational (Job) Training

Use partnerships like a technical college’s certification and degree programs and state employment agencies

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Contextualized Lesson Planning Using “Backward Design” 1. Begin with the End in Mind - What should students know/be able to do at the end of the lesson?

- Look at the College and Career Readiness Standards - Look at the skills necessary for success in career pathways/transition to post-secondary education and training - Set objectives Example: Students will find the mean, median, and mode of a data set

2. How Do We Know They Know? – What assessment will I use to measure understanding? Example: Given a prompt, students will write an email to their boss using a professional tone and formal style 3. Plan Learning Experiences and Instruction - How will I help my students meet the learning goal? - What instruction and activities will help them learn the curriculum? - Contextualize lessons with REACT:

Relate: Examples I will use to link this concept to what my students already know Experience: Authentic hands-on activities I will use to make this concept real for my students Apply: Activities I will use to show how this concept is used in career pathways/transition to postsecondary/integrated English and Civics Cooperate: Group problem solving activities that help students reinforce their learning and build team work skills Transfer: Students take what they have learned and apply it in new situations and contexts

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Lesson Planning Guide

Title: Time Required:

Lesson Contextualized Toward: ☐Career Pathway: ______________ ☐Postsecondary Transition ☐English Literacy/Civics ☐Other Content Standards Benchmarks Taught: Digital Literacy Skills Taught: Objectives/Learning Goals: Rationale: Why should my students learn this? Materials/Resources Needed: Procedure/Instructional Outline: Please Include:

Explanation/Modeling (I do) Guided Practice (We do) Application (You do) Assessment (How do I know my students learned this?)

Contextualization Guide: Relate: Examples I will use to link this concept to what my students background knowledge. Experience: Authentic activities I will use to make this concept real for my students. Apply: Activities I will use to demonstrate how this concept is used in daily life and/or careers. Cooperate: Activities I will use to engage students in team building/cooperative learning. Transfer: Activities I use to help students know application of this concept to other areas/careers.

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Creating Contextualized Curricula

• Talk with subject matter experts in the career pathway about the skills and real world knowledge students need to be successful in that area

• Work backward from the skills/knowledge required into the learning strategies students need to know and be able to do to perform those tasks/gain the knowledge

• Continue to reinforce the knowledge and skills in a series of real life tasks people encounter in the career pathway

Contextualized Lesson Plan Resources: ABSPD Website www.abspd.appstate.edu Look under Teaching Resources, WIOA Friendly Lesson Plans (Contextualized Curriculum) Healthcare Career Bridge Lesson Plans for Reading and Writing https://womenemployed.org/sites/default/files/uploads/HealthcareBridge1.pdf Motheread Website http://www.motheread.org/resources/keeping-it-real-at-work-contextualized-instruction/ or do a Google search using “Motheread contextualized curriculum” Evidence Base: Jobs for the Future (2013). Contextualizing adult education instruction to career pathways. Retrieved from https://www.smc.edu/AcademicAffairs/Workforce/Documents/

Career%20Ladders%20Project%202014/Section%205%20Resources/Contextualizating%20A dult%20Education%20Instruction%20Career%20Pathways.pdf

Perin, Dolores. (2011). Facilitating student learning through contextualization (CCRC Working Paper No. 29, Assessment of Evidence Series). New York, NY: Community College Research Center, Teachers College, Columbia University. Wiggins, P. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development The following pages contain examples of contextualized activities for health care and soft skills. For more information and suggested answers for the extended responses, visit: abspd.appstate.edu, click on teaching resources, scroll down to WIOA Friendly Contextualized Health Care Activities that Work!

Measurement Scavenger Hunt In each square, name the item and its exact length or estimated weight. Find something in this room that: 1. Weighs about 1 kilogram

2.Has a width of 20 centimeters 3. Is about 3 meters tall 4. Is about 1 cm wide

5. Is about 10 centimeters tall

6. Is about 1 meter wide 7. Weighs about 1 gram 8. Is about 1 meter tall

9. Is about 140 millimeters long 10. Weighs over 50 kilograms

11. Is about 80 millimeters wide 12. Is about 90 centimeters long

13. Is about 25 centimeters long 14. Weighs about 100 grams

15. Has a length of 28 cm 16. Weighs less than 10 grams

17. Is shorter than 2 meters

18. Weighs about 10 grams 19.Is about 300 millimeters long

20. Is 50 millimeters tall

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Measurement Scavenger Hunt In each square, name the item and its exact length or estimated weight. Find something in this room that: 1. Weighs about 1 kilogram

2.Has a width of 20 centimeters 3. Is about 3 meters tall 4. Is about 1 cm wide

5. Is about 10 centimeters tall

6. Is about 1 meter wide 7. Weighs about 1 gram 8. Is about 1 meter tall

9. Is about 140 millimeters long 10. Weighs over 50 kilograms

11. Is about 80 millimeters wide 12. Is about 90 centimeters long

13. Is about 25 centimeters long 14. Weighs about 100 grams

15. Has a length of 28 cm 16. Weighs less than 10 grams

17. Is shorter than 2 meters

18. Weighs about 10 grams 19.Is about 300 millimeters long

20. Is 50 millimeters tall

Measurement Many measurements in health care use the metric system. Instead of inches, health care professionals deal with centimeters. Working with a partner: 1. Measure each other in inches. Then measure each other in centimeters. __________________________ __________________ _________________ Name Height in Inches Height in Centimeters __________________________ __________________ _________________ Name Height in Inches Height in Centimeters 2. Find five other things to measure in the classroom: __________________________ __________________ _________________ Name of Thing Length in Inches Length in Centimeters __________________________ __________________ _________________ Name of Thing Length in Inches Length in Centimeters __________________________ __________________ _________________ Name of Thing Length in Inches Length in Centimeters __________________________ __________________ _________________ Name of Thing Length in Inches Length in Centimeters __________________________ __________________ _________________ Name of Thing Length in Inches Length in Centimeters 3. Draw a picture that shows how inches compare to centimeters:

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Team Work: Straw Tower One of the mottos in advanced manufacturing is that if you can see it you can build it. Today you will see if you can build a tower out of straws that is strong enough to stand on its own and support weight. Here are the rules: 1. You can only use the items in your bag – straws and tape. Straws may be interconnected by sliding one straw into another. Straws may be bent, cut or slit. 2. Your tower must be self-supporting (you cannot tape the tower to the table). Tape may only be used to join straws together. 3. Your tower must be at least 25 cm tall 4. Your tower must be able to hold a ball for at least one minute 5. Before you begin building, you must spend at least 3 minutes planning and draw a sketch

Tower Sketch

Reflection Questions 1. What did you learn about teamwork from this activity? 2. How close did your actual tower come to your plan? Why did you make changes from the plan? 3. Why is it important to plan before starting to build? 4. What made your tower strong enough to hold the ball? Or Why was your tower not strong enough to hold the ball? 5. What would you do differently next time if you had to do a similar task?

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Blood Compatibility Activity Use this activity to illustrate blood type compatibility. If the color of the 'blood' changes, it is incompatible. If the color of the 'blood' stays the same, it is compatible What You Need:

• 16 cups

• Red food coloring

• Blue food coloring

• Pen or pencil and paper to record data What You Do:

1. Fill 16 cups with water.

2. Put red food coloring in four cups. They will represent Type A blood.

3. Put blue food coloring in four cups. These will represent Type B blood.

4. Put blue and red food coloring in four more cups to make a purplish color; this will represent Type AB blood.

5. Leave only water in the last four cups; this will represent blood Type O.

6. Pour one of the red “A” blood type cups into another one of the “A” blood type cups. Since the color did not change, blood Type A is compatible for blood transfusions with blood Type A. Once you've recorded that data, put the cup off to the side.

7. Next, pour another red “A” into a blue type “B” cup. Since the color changed to purple, Type A blood and Type B blood are not compatible. Make a note of this as well.

8. Then pour a different "A" cup into the purple AB blood type.

9. Finally, red type A will pour the last cup into type O.

10. Repeat the steps with type B, AB, and O and record the results.

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Blood Type Compatibility Results

If the blood changes color, put ⌂ in the box

If the blood does not change color, put X in the box

Blood Type Recipient A Recipient B Recipient AB Recipient O

Donor A

Donor B

Donor AB

Donor O

Blood Type Compatibility Results

If the blood changes color, put ⌂ in the box

If the blood does not change color, put X in the box

Blood Type Recipient A Recipient B Recipient AB Recipient O

Donor A

Donor B

Donor AB

Donor O

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What Happened: Blood Type A can only be given to Type A and AB patients. Blood Type B can only be given to Type B and AB patients. Blood Type AB individuals can receive blood from everyone, but can only donate to other AB blood type patients. Blood Type O individuals can only receive Type O blood, but they can donate blood to every other type.

Adapted from Home Science Tools Blood on Their Hands: Man Dies after Transfusion Mix-up at Coney Island Hospital Laura Italiano, NY Post There’s bad blood at Coney Island Hospital — and it’s deadly. A 40-year-old male patient died at the city-run hospital last week after receiving the wrong type blood during a transfusion, The Post has learned. Transfusions that don’t match a patient’s blood type — giving Type-A to a person who is Type-B, for example — causes the body to attack the new red blood cells, a violent and painful reaction that can lead to shock and a fatal kidney shutdown. “The blood was mislabeled in the lab. It wasn’t a nursing issue,” said one hospital professional who spoke yesterday on condition of anonymity. “It shouldn’t have happened. It’s just carelessness. It’s a huge problem,” he added. A source said the fatal error occurred in the hospital’s sixth-floor lab, where blood drawn from patients is screened and “typed.” A technician labeled the patient’s blood as the wrong type, and the patient was given the wrong blood during a transfusion. Yesterday the lab was shuttered. Blood for Coney Island Hospital patients is now being typed by technicians at Kings County Hospital Center, with the results then phoned in to Coney Island. Coney Island continues to maintain its own stores of banked blood, and surgeries and ER treatment have not been curtailed. Still, emergency-surgery patients are for now all being given Type-O blood, because it can be used universally. “Our deepest condolences go out to the family . . . We are working with the state to resolve the situation as quickly as possible,” said Ian Michaels, spokesman for the city Health and Hospitals Corporation. State inspectors are expected to be on site tomorrow, sources said. “Of course I’m worried about a blood transfusion,” patient Nicole jacobsen, 31, said yesterday. “They’re all so understaffed here,” she said. “I couldn’t get any attention last week and I overheard someone saying there’s a problem with a patient’s blood transfusion on the fourth floor.” “I fear for my life at this hospital,” agreed patient Myrtle Irvin, 53. “I wouldn’t put my dog in here,” she added.

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Blood Types

Human blood is grouped into four types: A, B, AB, and O. Each letter refers to a kind of antigen, or protein, on the surface of red blood cells. For example, the surface of red blood cells in Type A blood has antigens known as A-antigens. The Rh Factor

Each blood type is also grouped by its Rhesus factor, or Rh factor. Blood is either Rh positive (Rh+) or Rh negative (Rh-). About 85% of Americans have Rh+ blood.

Rhesus refers to another type of antigen, or protein, on the surface of red blood cells. The name Rhesus comes from Rhesus monkeys, in which the protein was discovered. Blood Transfusions

Blood types become very important when a blood transfusion is necessary. In a blood transfusion, a patient must receive a blood type that is compatible with his or her own blood type—that is, the donated blood must be accepted by the patient's own blood. If the blood types are not compatible, red blood cells will clump together, making clots that can block blood vessels and cause death. Type O– blood is considered the “universal donor” because it can be donated to people of any blood type. Type AB+ blood is considered the “universal recipient” because people with this type can receive any blood type.

Blood type Percent of Americans with this type Who can receive this type O+ 37% O+, A+, B+, AB+ O– 6 All blood types A+ 34 A+, AB+ A– 6 A+, A–, AB+, AB– B+ 10 B+, AB+ B– 2 B+, B–, AB+, AB–

AB+ 4 AB+ AB– 1 AB+, AB–

Did You Know?

• Blood type is inherited, just like eye color.

• Different kinds of animals have different kinds of blood. Dogs have 4 blood types; cats have 11; cows have about 800.

• Some people think blood type tells about personality. Legend has it that Type A is calm and trustworthy; Type B is creative and excitable; Type AB is thoughtful and emotional; and Type O is a confident leader.

• In Japan, the idea of blood type as personality type is so popular that Japanese ask “What's your blood type?” about as often as Americans ask “What's your sign?”

Source: Information Please

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Extended Response Stimulus - Dress Code Source Material # 1 Email From: Jasmine Black, CEO Sent: Monday, September 24 To: Employees of Lazur Industries Since we founded our company 10 years ago, there has been no dress code policy. Jeannette Holmes, our human resources director, made it clear to me that not having a dress code creates confusion and other personnel problems. So beginning on January 1st, our company will adopt a dress code policy that mandates professional looking business attire. With no dress code policy, employees are confused about what to wear. I have seen some workers wear suits and professional dresses while others wear jeans, flip-flops, and T-shirts. It seems that both those who dress formally and those who dress casually wonder if they are doing the right thing. The new policy will end this confusion. Additionally, an old saying about dress in the workplace is very true: “Dress for the job you want, not for the job you have.” One senior manager shared a story with me about an employee who began work at our company a few years ago. For the first two years she was here, she dressed very casually. She then became determined to earn a promotion, so she started dressing more formally. When she applied for a supervisor’s position, she was not hired because the other managers thought she has not serious about her job based on the way she dressed previously. This worker ended up leaving the company in frustration, and we lost this talented employee. Like it or not, we are judged by our appearance in our society. Potential customers coming into our workplace and seeing employees dressed casually may get the idea that we are not serious about our work here and take their business elsewhere. We always need to project a professional image. Every employee is the face of our business because you never know whom you might meet as you represent the company here and in the community.

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Source Material # 2 Email From: Kim Lee, Vice President Sent: Friday, October 5 To: Jasmine Black, CEO Cc: All Employees Lazur Industries Dear Ms. Black: I write this email on behalf of 215 employees of Lazur Industries who strongly object to having a formal dress code for our office. Please take time to consider our thoughts before making any new policies. Employees are happier when they can dress comfortably. A happy employee is a more productive worker. Most men wearing suits have removed their jackets and taken off their ties by the time they are a few hours into the workday. So what’s the point in wearing a suit in the workplace? For women, formal dress is a nightmare. It takes a long time for them to get ready in the morning making them late for work. High-heeled shoes cause low back, neck and shoulder pain because the shoes disrupt the natural form of the body. A formal wardrobe is also very expensive for everyone. It is also wrong to judge people based on their appearance. Dr. Martin Luther King, Jr. said we should be judged based on the content of our character and not on how we look. As a society, we have grown beyond judging people on appearance and instead celebrate diversity. Judging based on looks is old fashioned and belongs in history books, not in modern corporate culture. Casual dress makes our company seem more human. Instead of appearing to be a group of robots all dressed alike, we show our individuality. Our employees will be seen as the group of diverse individuals they are instead of looking like a dull, lifeless machine. Our potential customers will view us more positively, making it more likely they will do business with us. After all, we are human beings, not human doings. In closing, one of the most successful entrepreneurs in the world dresses the same way every day - casually. Mark Zuckerberg, the founder and CEO of Facebook, always wears jeans, a T-shirt, and sneakers to the office. Since one of the most successful people in the world dresses casually, why shouldn’t we? Extended Response Prompt

Analyze the arguments presented in the two emails. In your response, develop an argument in which you explain how one position is better supported than the other. Incorporate relevant and specific evidence from both sources to support your argument. Remember, the better-argued position is not necessarily the position with which you agree. This task should take approximately 45 minutes to complete.

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Extended Response Stimulus: Cover Letter Source Material # 1 Cover Letter Sent: Monday, April 4 From: Lazario Stevens To: Gary Humphrey Re: Job Opening Mr. Humphrees, I sending you this letter to tell you that I want to apply for the job you advertised. I have downloaded my resume to your website. I may not have all the qualifications you ask for in the job posting, but I am a great worker. I am hardworking, detail oriented, and a team player. I am good on the computer to. I can do just about anything you need. If not, I can learn. I really want to work for your company because I need a job bad. I have worked on and off for 10 uyears so I really have some great experience. I left my last job because of my terrible awful boss. She was mean and expected me to work all the time. She wanted me to be on call 24/7 and I can’t live like that. I mean that was totally out of line. I need some time for me, you know? She would tell me to do one thing and then 10 minutes later tell me to do something that was completely different. I never know what was going on. It was so stressful. She would also scream at us if things did not go her way. Who needs dat? I am so thankful to be outta there! In this new job, I need to make at lest $12.50 an hour. I know the job is advertised at $10, but I’m worth it! I have a lot of bills to pay so I really really need the extra cash. Like right now! You gotta pay more for the best, right? I’m lookin forward to hearing from you soon. The best way to get me is to text me at 111.111.1111. You can also send me an email at bigbabydaddy22@hotmail.com Bye for now, Lazario.

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Source Material # 2 Cover Letter Sent: Friday, April 8 From: Enrique Hernandez To: Gary Humphrey Re: Job Opening Dear Mr. Humphrey: Ever since I was five years old and put bandages on all my “sick” stuffed animals, I have been drawn to the health care field. I am excited to apply for the Phlebotomist Patient Service Technician position at LabWorks where I know I can make a positive difference in patient’s lives. As you can see from my resume, I meet all the requirements in the job posting. I completed my high school equivalency at Tryon Tech. While there, I took the phlebotomy training course and received my Certified Phlebotomy Technician (CPT) certificate. For the last three years, I worked in the lab at Tryon General Hospital. Working in the lab gave me experience with a wide variety of patients including those housed in long-term care facilities, drug rehabilitation facilities, and prison facilities. I did a wide variety of testing including collection by venipuncture and capillary, urine drug screens, paternity collections, pediatric collections, and breath/saliva alcohol testing. If you talked with my supervisor, she would tell you that I am an expert in difficult blood draws. When the other technicians had problems, they knew they could call on me and that I would successfully perform the task. I also love working with people and have a sincere desire to help patients of all kinds. Having researched your company, I am aware of all your service locations here in Tryon City. I am also thrilled that I would be working in one of your state of the art facilities that house the new electronic reporting and accuracy equipment. I know this equipment will allow me to spend more time with our patients and less time doing paperwork. With my experience with a wide variety of patients and collection methods, I am confident I will be an excellent fit for this job. I look forward to interviewing with you at your convenience. I can be reached at hernandez123@zion.com or 111.111.1111. Thank you so much for your time in considering my application. Best Wishes,

Enrique Hernandez Extended Response Prompt Analyze the arguments presented in the two cover letters. Who would you hire? In your response, develop an argument in which you explain how one position is better supported than the other. Incorporate relevant and specific evidence from both sources to support your argument. Remember, the better-argued position is not necessarily the position with which you agree. This task should take approximately 45 minutes to complete.

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Extended Response Stimulus Materials: Soft Skills Source Material # 1 Darnell Hughes, Student Speaker Career Day Speech I will speak today about the most important soft skills workers should have. Soft skills are the people skills and self-management skills we should bring to the workplace. Based on my experience working part-time jobs, the three most important soft skills are communication skills, a positive attitude, and flexibility. I think excellent communication skills are hugely important in today’s workplace. Strong writing skills are necessary so emails and reports are easily understood by all who read them. When talking with co-workers, employees must be able to explain their point of view clearly. Outstanding presentation skills help persuade others and communicate ideas to people both inside and outside the company. Employees should also keep their boss and co-workers aware of their progress on projects so there are no last minute surprises. Additionally, I feel a positive attitude is a key factor in job success. Chuck Swindoll once said, “Life is 10 percent what happens to me and 90 percent how I react to it.” A great employee follows this quote by keeping a positive attitude no matter what happens on the job. They look for solutions instead of focusing on problems. No one wants to be around someone who always complains, so workers with positive attitudes look for the good and leave their gripes outside the office. Finally, I believe flexibility is also a soft skill employers’ value. Things constantly change at work whether it is new employees or new ways of doing things. A flexible employee learns new skills and technology and embraces change. Most job descriptions have the phrase “other duties as assigned” written in them, so workers need to be prepared to face new challenges. Instead of saying, “that’s not my job,” a valuable employee pitches in and helps wherever needed. Flexible workers are willing to come in early or stay late as necessary to meet important deadlines.

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Source Material # 2 Shanice Jones, Owner Jones Consulting Career Day Speech When thinking about the three most important qualities an employee brings to a job, we must consider having a strong work ethic, being a team player, and having strong organizational skills. All these soft skills ranked highly in a 2014 survey done by careerbuilder.com, the U.S.’s largest online job site. CareerBuilder surveyed over 2000 hiring managers across the U.S to get their findings. First, an employee must have a strong work ethic. This means that their motivation to work comes from inside themselves, and they feel personally responsible for the job they do. They come to the office on time, work hard during the day, and keep their word. Employees with good work ethics are very productive and can complete large amounts of work because they are focused. They produce high quality work with good attention to detail. Their managers describe them as dedicated to their jobs and loyal to their company. They keep their jobs and do not “job hop” from place to place. Next, being a team player is critically important. The old saying, “There is no ‘I’ in team” is very true. A team player is not selfish but works well with others. They communicate well by listening actively, by asking good questions, and by making appropriate suggestions. When facing a deadline, team players will do what it takes to meet it. This may mean working more hours or finding a way to work more efficiently. Team players avoid workplace politics and instead focus on their jobs. They perform their role well, no matter how big or small, so their team succeeds. Finally, a valuable employee has excellent organizational skills. Well-organized employees keep their workspace neat, so they do not need to waste time looking for things. They are also mentally organized. They prioritize tasks and keep a to-do list so they know what needs to be done next. Because of their great organizational skills, they can manage multiple priorities. As a small business owner, these skills are ones I look for when I hire new employees. Extended Response Prompt:

Analyze the arguments presented in the two speeches. In your response, develop an argument in which you explain how one position is better supported than the other. Incorporate relevant and specific evidence from both sources to support your argument. Remember, the better-argued position is not necessarily the position with which you agree. This task should take approximately 45 minutes to complete.

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Extended Response Stimulus: Entrepreneur vs. 9 to 5

Source Material # 1 Blog Post “An Entrepreneur’s Life” “I’ve always dreamed of opening my own business.” That used to be me talking. Three years ago, I made the dream a reality when I became an entrepreneur. Being an entrepreneur is so much better than working a 9 to 5 job. The biggest thing I love about an entrepreneur’s life is the freedom. I decide what hours I work each day. Not being a morning person, I can sleep later and begin work when I am at my best. I never have to miss important events in my kids’ lives because I can schedule work around it. I can take a vacation whenever I want and never have to ask permission. I also love not having a boss. I am the boss! I get to make all the decisions instead of having to do things just because my supervisor says so. How many of us have worked for a boss who never appreciated them or took credit for their ideas? Most of the stress I experienced working a 9 to 5 job came not from the work itself but from dealing with bad bosses. In many 9 to 5 jobs, employees focus on doing only one or just a few things. This is boring. As an entrepreneur, I get to do all parts of my business. Keeping up with marketing, bookkeeping, and planning means there is never a dull moment. There is always enough variety to keep my interest. The absolute best thing about working as an entrepreneur is the money. My income is twice what it was when I worked 9 to 5. The harder I work the more money I make. A recent study from American Express found that the average entrepreneur earned about $68,000 per year. The most successful entrepreneurs earn many times more than that. This allows them to do things they have always wanted to do like travel or retire early.

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Source Material # 2 Blog Post “9 to 5, I’m Lovin’ It!” While some people love the challenge of being an entrepreneur, this life is not for me. I strongly prefer working a 9 to 5 job because there are so many advantages to it. Working a 9 to 5 job gives more work/life balance. I have a good friend who is an entrepreneur. She likes to say, “I’m my own boss, so I can work whatever 14 hours a day I choose to.” It is common for her to work 60 to 70 hours per week, taking away precious time from her family. Working my 9 to 5 job, I can head home and enjoy my family time without worry. Entrepreneurs may also have a hard time seeing where their workday ends. There is always more to do and their smart phones allow them to work anywhere all the time. Being in a traditional job also means a regular paycheck and benefits. I can make plans for the future because I know my check will be there at the end of the month. My company also provides health care, a benefit worth several thousand dollars each year. My 9 to 5 employer also pays half my FICA tax, another excellent benefit. Paid holidays and sick leave also means more money in my pocket. Entrepreneurs must fund their own health insurance, FICA, and sick time. When their business slows, their paycheck shrinks. Working a 9 to 5 job also means being around other people. Some of the best friends I ever made were from work. I know several people who met their future husband or wife while at work. I love working with a team where each person contributes to the success of our group. Being in an office with others gives many opportunities to build lifelong friendships while being an entrepreneur can mean only having yourself for company. Instead of working 24/7 as an entrepreneur, give me that 9 to 5 any day! Extended Response Prompt:

Analyze the arguments presented in the two blog posts. In your response, develop an argument in which you explain how one position is better supported than the other. Incorporate relevant and specific evidence from both sources to support your argument. Remember, the better-argued position is not necessarily the position with which you agree. This task should take approximately 45 minutes to complete

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Soft Skills: Cause and Effect

Cause

When this happens . . .

Effect

The result is . . .

1. I complain about my boss to my co-workers

2. When I make a mistake, I try to hide it from my boss and co-workers

3. I get offended when I get negative feedback about my work from my boss

4. I spend a lot of time on social media during the workday on my office computer

5. I am always late for work

6. I get mad when things do not go my way at work

7. I promised my boss I would do something and then forgot about it

8. I do just the minimum amount to get by in my job

9. I spend a lot of time talking with co-workers about personal issues during the work day

10. I put off hard jobs until the last possible minute

Effect Bank

A. Since your employer has the right to monitor your work computer, you could be fired for misusing it

B. You will earn a bad reputation as a complainer

C. Your boss will be more upset that you tried to hide the mistake than about the mistake itself

D. You will be labelled as a lazy employee who does not pitch in to help when needed

E. You will get a bad reputation as the angry co-worker no one wants to work with

F. Spending a lot of time in conversation will result in work not getting done on time

G. Your boss will think they cannot trust you when you make promises

H. Your boss will stop giving you important feedback you need to hear

I. This makes it harder for your work team to finish jobs on time

J. You will earn the reputation as someone who is not reliable

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Health Care Spontaneous Stories Create slips of paper numbered 1 to 10 and place them in a bag or cup. Replace the numbers

after each drawing. Have students draw 4 numbers:

- The first number is the employee - The third number is the time period - The second number is the setting - The fourth number is the situation Use the employee, setting, time period, and situation to write a story. Not sure about what these occupations are? Google them and find out! After finishing the stories, have students draw directions from a cup that show how they would present their story. Students could: 1. Read the story; 2. Use role play to act out the story. Students may choose anyone who is part of the class to help them including the instructor; 3. Charades: Get the class to guess the employee/setting/time period/situation. Employee List Setting List 1. Certified Nursing Assistant (CNA) 1. Your office 2. Radiographer 2. A co-worker’s office 3. Occupational Therapist 3. The boss’s office 4. Medical Assistant 4. The break room 5. Emergency Medical Technician 5. At a patient’s home 6. Athletic Trainer 6. At lunch 7. Licensed Practical Nurse (LPN) 7. The supply room 8. Phlebotomist 8. The reception area 9. Pharmacy Technician 9. An examining room 10. Medical Office Assistant 10. The hospital administrator’s office Time Period List Situation List 1. 8 AM 1. A co-worker made a mistake 2. 9 AM 2. You made a mistake 3. 10 AM 3. The boss is upset with you 4. 11 AM 4. Someone has been injured 5. 12 PM 5. An important decision needs to be made 6. 1 PM 6. A patient is in pain 7. 2 PM 7. Something funny just happened 8. 3 PM 8. The lab results come back 9. 4 PM 9. Two co-workers are arguing 10. 5 PM 10. There is too much to do

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Answer Keys Pg. 15 – 16 Dress Code Article Title: Source Material # 1 Email from Jasmine Black, CEO

Argument: Our company needs a formal dress code (Paragraph 1)

Reason 1: The dress code will end confusion (Paragraph 2)

Evidence

- Having a policy will end confusion about what employees should wear

Counterevidence

- No proof was given that employees are confused by not having a dress code policy. The words “it seems” were used and no statistics or surveys back up the evidence that employees are confused.

Reason 2: Employees should dress for the job they want (Paragraph 3)

Evidence

- The saying, “Dress for the job you want, not for the job you have” - Story about the employee who was judged based on how they dress and who ended up leaving the company

Counterevidence

- Old sayings are not always true. The modern workplace is much more casual. - The employee should have been judged by their work, not on their appearance

Reason 3: People are judged based on their appearance (Paragraph 4)

Evidence

- People are judged based on how they look in our society - Employees are the face of the business

Counterevidence

- It is wrong to judge people based on their looks. They should be judged on their actions.

This Answer Continues on Page 26 Article Title: Source material # 2 Email from Kim Lee

Argument: The employees do not want a formal dress code (Paragraph 1)

Reason 1: Employees are happier when they dress comfortably (Paragraph 2)

Evidence

- A happy employee is a more productive worker

Counterevidence

- It can take much more than casual dress to make a happy employee

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- Men who wear suits usually take off their jackets and ties anyway. Why not just dress casually in the first place? - It takes women longer to dress formally making them late for work - High heeled shoes cause health problems - Formal dress is expensive for everyone

- Sometimes there are emergency meetings where it helps to be dressed formally - Women can dress formally without wearing high heeled shoes and taking hours to get ready - This is a sexist argument as it takes men longer to dress formally too - People can dress formally on a budget by buying on sale or at Goodwill

Reason 2: It is wrong to judge people based on their appearance (Paragraph 3)

Evidence

- Dr. Martin Luther King Jr. quote that people should be judged on their character not on their looks - Our society has moved beyond judging by appearance and celebrates diversity - Judging based on looks is old fashioned

Counterevidence

- While people should only be judged by their character, the reality is that our society does judge people based on their appearance

Reason 3: Casual dress makes our company seem more human (Paragraph 4)

Evidence

- Being able to dress casually shows that we are individuals and not a collection of robots - Potential customers will see us as people - We are human beings, not human doings. This means we are people and not just workers doing jobs.

Counterevidence

- If employees are dressed unprofessionally, potential clients may not do business with them - People’s personalities are much more than what they wear. People can still show their individuality and dress formally.

Reason 4: Mark Zuckerberg dresses casually so we should too (Paragraph 5)

Evidence

- Mark Zuckerberg is one of the most financially successful people in the world and he dresses casually so we should too.

Counterevidence

- This is a “get on the bandwagon” argument. Just because dressing casually works for Mark Zuckerberg does not mean it will work for everyone else.

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Pg. 17 – 18 Cover Letter Lazario Stevens Cover Letter

- The hiring manager’s name is misspelled (Humphrees vs. Humphrey) - The cover letter has not been proofread, and there are many grammatical mistakes and typos: “I sending you this cover letter,” “on and off for 10 uyears,” “because of my terrible awful boss” - The letter is written with a casual instead of a formal tone: “Who needs dat?” “to be outta there,” “you gotta” - The job applicant sells themselves short: “I may not have all the qualifications you ask for in the job posting” - The applicant never provides the skills he does have - The applicant spends the whole second paragraph bad mouthing their former boss - The letter is all about the applicant instead of what they can do for the company - The letter gives too many personal details “I need a job bad,” “I have a lot of bills to pay” - The applicant uses clichés “hardworking, detail oriented, team player” but does not give any specific examples - The applicant brings up salary and asks for more than the offered amount in the third paragraph - The writer uses an unprofessional email address: bigbabydaddy22@hotmail.com

Enrique Hernandez Cover Letter

- The job applicant starts with a creative opening “Ever since I was five years old . . .“ that grabs the readers’ attention - The applicant lists all their qualifications for the job opening - In the third paragraph, they provide a specific example of how they were helpful with difficult blood draws - The applicant researched the company in the fourth paragraph showing their knowledge of locations and new equipment - The closing sums up the applicants’ qualifications - The cover letter was proofread and has no grammatical mistakes or typos

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Pg. 19 – 20 Soft Skills Model Answer Having the right soft skills are important when we look for a job. Two speakers, Darnell Hughes and Shanice Jones, talk about the importance of soft skills in the workplace. Shanice Jones gives the best speech of the two because she is more qualified and her evidence is stronger. To start, let us look at the qualifications of the two speakers. Darnell Hughes identifies himself as a student. As a student, he probably does not have much experience in the workplace. He spends most of his time going to school, so this does not make him an expert on workplace soft skills. Darnell Hughes did make some good points, but he has limited knowledge on the subject. On the other hand, Shanice Jones is far more qualified. She is identified as the owner of a consulting business at the beginning of the speech and also mentions that she is a small business owner in the last sentence. This means she sees firsthand what soft skills are needed as she runs her business. A person who makes hiring decisions and decides whether or not to keep employees is definitely more of an expert on soft skills than a student. Shanice Jones’s speech is also better because she has some strong evidence to back up what she says. In the first paragraph, she mentions that the soft skills she would be talking about come from a 2014 survey done by careerbuilder.com. This survey was done very recently making it a current source. It was also done by a company recognized as being an expert in the job market as they are identified as being the United States’ largest online job site. The people who did the survey talked with over 2000 experts, those who hire people for jobs. These hiring managers come from across the U.S. too. Because the survey was done recently, comes from a reliable source, and used expert sources, it is strong evidence. However, Darnell Jones’s evidence is not well supported. He bases his experience only on some part time jobs he has worked. A student who has just worked some part time jobs does not have much workplace experience. He does not offer any credible sources to back up what he says. All his paragraphs begin with his opinion as he says “I think” or “I feel” or “I believe” at the beginning of paragraphs two, three, and four. Who would take the opinion of a young student versus that of an experienced professional like Shanice Jones? In conclusion, we have to listen more carefully to Shanice Jones’s speech. She is in the business world and based her speech on strong research done by a leading career website. If we listen to Darnell Jones’s speech, all we hear are the weak opinions of a student who may have never worked at a real job.

The first paragraph introduces the argument The argument is in bold print The criteria for evaluating evidence are underlined Specific evidence from the text is in italics The evidence is analyzed and discussed in each paragraph Transition words like on the other hand and however connect the paragraphs together Evidence from the passages are paraphrased (put in the writer’s own words) The essay has six paragraphs and 470 words Awareness of audience and purpose is shown by a conclusion which summarizes the argument

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Pg. 21 – 22 Entrepreneur vs. 9 to 5

Source Material 1: Blog Post “An Entrepreneur’s Life” Argument: Being an entrepreneur is better than working a 9 to 5 job (Paragraph 1)

Reason 1: An entrepreneur has more freedom (Paragraph 2) Evidence

- Gives examples of how having a flexible schedule allows entrepreneurs to sleep later, attend family events, and vacation

Counterevidence - 9 to 5 jobs may also offer flexible scheduling

Reason 2: An entrepreneur is their own boss (Paragraph 3) Evidence

- An entrepreneur is their own boss - The entrepreneur gets to make all the decisions

- Bad bosses do not appreciate employees, take unfair credit, and create stress

Counterevidence - Having to make all the decisions can be very stressful - Not every boss is a bad boss, there are many examples of good bosses

Reason 3: An entrepreneur has more job variety (Paragraph 4) Evidence

- Having job variety keeps employees interested in their work

Counterevidence - It can be very challenging to have to do all parts of a business and one may not be good at all the tasks

Reason 4: An entrepreneur makes more money (Paragraph 5) Evidence

- A personal example showing how this entrepreneur made more money - Hard work is rewarded by more money - The American Express study showing that entrepreneurs average $68,000 - The most successful entrepreneurs make more than $68,000

Counterevidence - The author does not point out that about 80% of entrepreneurs’ businesses fail - Just because someone works harder is no guarantee they will earn more money - In the American Express study, since entrepreneurs average $68,000 that means many earn less than that

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Source Material # 2 Blog Post “9 to 5, I’m Lovin’ It!” Argument: It is better to work a 9 to 5 job than be an entrepreneur (Paragraph 1)

Reason 1: A 9 to 5 jobs gives better work/life balance (Paragraph 2) Evidence

- Entrepreneurs need to work many hours to keep their businesses running - Smart phones extend entrepreneurs’ workdays

Counterevidence - Many 9 to 5 employees work more than 40 hours per week - Smart phones also extend the work days of 9 to 5 employees

Reason 2: A 9 to 5 job has regular pay checks and benefits (Paragraph 3) Evidence

- Employees are paid a regular salary in a 9 to 5 job - Some 9 to 5 jobs have benefits like health care, paid sick leave and vacation, and FICA payments

Counterevidence - There are no guarantees that 9 to 5 employees will always have jobs - Not all 9 to 5 jobs have benefits like health care and paid sick leave and vacation

Reason 3: A 9 to 5 job provides opportunities to socialize (Paragraph 4) Evidence

- Personal examples of making friends and meeting a spouse at work - Working with a team can be rewarding

Counterevidence - Sometimes co-workers are not always pleasant and office romances can be dangerous

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Pg. 23 Soft Skills: Cause and Effect Answer Key

Cause

When this happens . . .

Effect

The result is . . .

1. I complain about my boss to my co-workers B 2. When I make a mistake, I try to hide it from my

boss and co-workers C

3. I get offended when I get negative feedback about my work from my boss

H

4. I spend a lot of time on social media during the workday on my office computer

A

5. I am always late for work I or J 6. I get mad when things do not go my way at

work E

7. I promised my boss I would do something and then forgot about it

G

8. I do just the minimum amount to get by in my job

D

9. I spend a lot of time talking with co-workers about personal issues during the work day

F

10. I put off hard jobs until the last possible minute

I or J