Whose Job? Lesson Plan

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: CTE Hospitality and Tourism

  Course Title: Principles of Food

  Course Number: 8500390

  Career Cluster: Hospitality & Tourism

  CIP Number: 09200112PA

  Course Type: OTHER - High School Programs

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Who's Job is it, Anyway?” See CPALMS resource ID# 215754.

• Career Connection

  
  

  Students will be able to explain actions and mindsets that create a quality employee and make for exemplary job performance. This lesson allows student to demonstrate the positive assets of a valued industry employee.

• Learning Objectives

  
  

  Students will be able to:

  • Discuss job roles and expectations.
  • Role-play a scenario that demonstrates successful teamwork, leadership, and employee expectations.
  • Work cooperatively with a group for a common goal.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Different team dynamics.
  • Typical job skills.

• Guiding Questions

  
  
  • What are the qualities that contribute to making a successful student?
  • What are the qualities that contribute to making a successful employee?
  • Which attributes overlap?
  • Which attributes are necessary for one and not the other?
  • How does one transition from student to employee?

• Procedure

  
  
  1. To introduce the lesson, preview and show a quick (funny) video portraying an example of poor job performance consequences. It can be a classic funny video from I Love Lucy, Abbott and Costello, etc.
     • Before watching the clip, prompt students to consider the purposes of the observation. After the clip, ask students if the purposes of the video clip seem to be what they had originally thought.
     • For example, asl, “When the unexpected happens, what do you do? How can you plan for an event that has not happened before?”
     • Review a variety of possibilities with students. This should be a short review with a quick example of each.
  2. Provide students with a copy of the case study, “Whose Job Is It, Anyway?” (See CPALMS Resource ID # 215754).
     • As students read the case study, instruct them to annotate their page, including underlining or highlighting important information about teamwork development, job roles, and conflict resolution.
     • Distribute the Job Role handout (see attachments) and have students fill it in using the case study.
  3. Pose the following discussion questions after the case study is read:
     • How are jobs delegated? Who decides who does what job?
     • What is meant by cross-training in the workplace? Is this common? Should it be? Why or why not?
     • What information is missing from the scenario that would be helpful?
     • How is this scenario different from real life, or is it?
     • What is the value of the scenario? What was its purpose? Did the scenario meet its purpose?
  4. Separate students into groups of 2-4 and distribute the attached Team Brainstorming handout. Have each group deliberate and fill in the graphic organizer with the following questions.
     • What are the qualities of a successful student?
     • Do the qualities that make a successful student also create a successful employee?
     • What qualities make an effective leader?
     • What are the characteristics of a quality workplace environment?
  5. Monitor the room to ensure productive and relevant discussions.
  6. Refer students back to the Job Role handout. Again in their small groups, have students each choose a role from the case study (either Mr. Davis, Mrs. Davis, Jackie, Kevin or Austin) and develop a role-play scenario to present to the class. The role play should demonstrate how the characters should help clearly define their roles and expectations for the dilemma being addressed in the case study.
  7. Provide groups time to devise a draft script or plan, and then perform their skit for the rest of the class.
     • The teacher can decide on the set tie limits for each presentation.
     • The audience should be involved by actively listening and then listing and discussing the effective qualities of leadership and employees that they note during the performance.
  8. To bring the lesson to a close, refer to the guiding questions. Teacher can also refer back to the video clip and ask students, “How can it be applied to the case study?”

• Teacher Notes

  
  
  • Before the lesson:
    • Find a 3-minute video portraying an example of what can happen with poor job performance. It can be a classic funny video from I Love Lucy, Abbott and Costello, etc.
    • Prepare copies of the Case Study “Who's Job is it Anyway?” CPALMS Resource ID# 215754.

• Optional

  
  

  Use the 3 Circle Venn Diagram handout as an optional activity.

  Students can use it to compare and contrast various roles and responsibilities in the kitchen or another workplace setting.