Career Launchpad Pre-Test Career Launchpad
Pre-Unit Assessment
Student Name
Date
Instructions: This assessment helps us measure what you already know about the workforce. Answer to the best of your ability. It's okay if you don't know everything yet!
Section 1: The Basics
1. In most states, what is the document required for students under 18 to legally work?
A. Labor License
B. Working Papers
C. Teen ID Card
D. Youth Employment Permit
2. True or False: You can apply for working papers after you have already started your job.
True
False
Section 2: The Search
3. What is the primary purpose of a resume?
A. To list every single thing you have ever done in your life.
B. To guarantee you get the job immediately.
C. To summarize your skills and experience to get an interview.
D. To tell the employer your life story and hobbies.
4. Which of the following should NOT be included on a professional resume?
A. Contact Information
B. Social Security Number
C. Volunteer Experience
D. Education History
Section 3: The Interview
5. When asked "Tell me about yourself" in an interview, what is the best strategy?
A. Share your personal family history and where you grew up.
B. Keep it professional, focusing on your skills and goals.
C. Be honest and say you don't know what to talk about.
D. List your favorite movies, music, and sports teams.
6. How soon should you arrive for an in-person job interview?
A. Exactly on time
B. 10-15 minutes early
C. 30-45 minutes early
D. 5 minutes late
Section 4: Matching Terms
Match the term on the left with its correct definition on the right by writing the corresponding letter in the blank.
1. Soft Skills
A. A formal conversation between a job seeker and employer.
2. Networking
B. Personal attributes like teamwork and communication.
3. Interview
C. Building relationships to find job opportunities.
4. References
D. People who can vouch for your character and work ethic.
Section 5: Personal Goals
7. List three things you hope to learn during this unit about finding or starting a job.
8. What is one specific job or career field you are currently interested in exploring?
Career Launchpad Pre-Test
Future Paths Lesson Plan Future Paths
Lesson 1: Facilitation Guide
Duration
60 Minutes
Learning Objectives
Students will assess their baseline knowledge of the employment process via a pre-unit assessment.
Students will differentiate between post-high school paths including college, trade school, and direct-to-work.
Students will identify personal interests and how they align with immediate workforce entry.
Essential Questions
"What does 'career readiness' look like for me right now, and which path offers the best immediate and long-term return on my investment of time?"
Materials
Career Launchpad Pre-Test
Future Paths Slides
Path Finder Worksheet
Chart paper & markers
Key Vocabulary
Direct Employment Vocational Entry-Level
Instructional Sequence
15 Minutes
Pre-Assessment & Hook
Administer the Career Launchpad Pre-Test . Explain that this is not for a grade, but to see what they already know. Use the "Four Corners" activity: label corners as College, Trade School, Workforce, and Military. Have students stand in the corner they are currently considering most seriously.
Teacher Prompt
"Many of us are told there is only one 'right' path after high school. This unit is about finding the path that fits YOUR skills and goals, starting with how to navigate the workforce today."
20 Minutes
Guided Instruction: The Three Paths
Use the Future Paths Slides to present the pros/cons of each post-grad option. Focus heavily on the "Direct Employment" path, debunking the myth that it's a "dead end" and highlighting career ladder opportunities in industries like Logistics, Healthcare, and Trades.
Highlight: Cost of education vs. immediate earning potential.
Highlight: Skill-building through entry-level work.
20 Minutes
Activity: Path Finder
Distribute the Path Finder Worksheet . Students work independently to research or reflect on three different career possibilities and the requirements for each. Encourage students to find at least one "direct entry" job they could apply for within the next 12 months.
05 Minutes
Closure: The Launchpad Goal
Wrap up by asking: "What is one skill you think you need to work on before your first job interview?" Preview the next lesson: Legal Foundations (Working Papers).
Support
Future Paths Slides FUTURE PATHS
Career Launchpad: Week 1
The Crossroads
High school graduation isn't an end point—it's the beginning of your professional life.
What's your plan?
4-Year College
Trade School
Direct Employment
Military Service
Direct Employment
Financial Gain
Start earning a paycheck immediately. No student debt, plus potential benefits.
Skill Building
Gain "Real-World" experience. Learn responsibility and teamwork on the job.
Career Clarity
Explore industries to see what you like before committing to years of study.
Working While in School
Many students work part-time now to gain experience and money.
1
Retail & Service: Grocery stores, cafes, theaters.
2
Gig Work: Tutoring, lawn care, pet sitting.
3
Internships: Office roles or shadowing.
Pro Tip: Balance
Work shouldn't hurt your grades. Aim for 10-15 hours per week during school.
Legal limits apply!
Path Finder Worksheet Path Finder
Post-High School Comparison
Student Name
Date
Part 1: The Four Paths
Define each post-high school option in your own words based on the class discussion.
4-Year College
Trade School
Direct Employment
Military
Part 2: Comparison Grid
Path Top Benefit (Pros) Major Challenge (Cons) 4-Year College Trade School Direct Employment
Part 3: My Current Direction
1. Right now, which path feels like the best fit for your goals? Why?
2. Are you interested in getting a job while in high school? What kind of work would you want to do?
Working Papers Slides LEGAL FOUNDATIONS
Working Papers & Labor Laws
What are Working Papers?
Also known as Employment Certificates, these documents are legally required for minors (usually under 18) to work.
Purpose
To ensure you are safe, healthy, and that work doesn't interfere with your education.
Who Needs Them?
In most states, anyone ages 14 to 17 who wants to hold a standard job.
They protect you from illegal labor practices.
Your school usually issues these papers.
The 4-Step Process
01
Get the Form
Pick up an application from your school guidance office or download it from the State Dept. of Labor.
02
Parent Consent
Your parent or guardian must sign the application giving you permission to work.
03
Doctor's Visit
You need a physical exam from a doctor (within the last year) to prove you are fit to work.
04
Official Issue
Bring the signed form + proof of age (ID/Birth Cert) back to school to get your card/papers.
Knowing the Limits
School Days
Usually limited to 3 hours per day.
No more than 18 hours per week.
Work must end by 7:00 PM (varies by age).
Non-School Days
Up to 8 hours per day.
No more than 40 hours per week.
Extended hours allowed (often until 9 PM or 10 PM).
Laws vary by state and by age (14/15 vs. 16/17)!
Hazardous Occupations
Minors are legally barred from certain "hazardous" jobs for safety reasons:
Electrical Work
Heavy Machinery
Roofing & Mining
If a boss asks you to do something that feels unsafe or illegal, you have the right to say no!
Legal Foundations Lesson Plan Legal Foundations
Lesson 2: Facilitation Guide
Duration
60 Minutes
Learning Objectives
Students will identify the specific steps and documents required to obtain working papers.
Students will analyze minor labor laws to determine legal working hours and restricted environments.
Students will demonstrate understanding of the employer's role in the working paper process.
Essential Questions
"Why do labor laws exist for minors, and how do I navigate the bureaucracy of getting legal permission to work?"
Materials
Working Papers Slides
Legal Eagle Worksheet
Sample Working Paper Form
Labor Law Fact Sheet
Key Vocabulary
Minor Compliance Labor Laws Permit
Instructional Sequence
10 Minutes
The "Why" Behind the Law
Start with a quick discussion: "Why can't a 10-year-old work at a construction site?" Discuss the historical context of child labor laws (briefly) to establish that these laws are for protection, not just "red tape."
20 Minutes
Guided Walkthrough: Getting Permitted
Use the Working Papers Slides to walk through the 4-step process: Physical/Medical form, School/Principal sign-off, Parent/Guardian consent, and Employer signature (if required in your state). Show the sample form so they know exactly what it looks like.
Critical Point
Stress that working papers are a legal requirement—employers can face massive fines for hiring minors without them.
25 Minutes
Application: Legal Eagle Challenges
Students complete the Legal Eagle Worksheet . This includes "Real-World Scenarios" where students must decide if a work schedule or job type is legal for a minor of a specific age. Circulate and help students navigate the "Hours per week" math.
05 Minutes
Exit Ticket
Have students list the three people they need to talk to this week to start their working paper process (e.g., Doctor, Parent, Guidance Counselor).
Support
Provide a "Checklist" version of the working papers process with checkboxes for each signature needed.
Extension
Ask students to research the "Minimum Wage for Tipped Workers" in their state and compare it to the standard minimum wage.
Legal Eagle Worksheet Legal Eagle
Working Papers & Labor Laws
Student Name
Date
Part 1: The Application Blueprint
Based on the slides, number the steps (1-4) in the correct order to obtain your working papers.
Bring the signed form and proof of age to the school office to receive your official employment certificate.
Pick up the "Application for Employment Certificate" from your school's guidance office.
Visit your doctor to have the physical exam section of the form completed (must be within 12 months).
Have your parent or guardian sign the "Parental Consent" section of the application.
Part 2: Labor Law—Fact or Fiction?
Read each scenario and circle LEGAL or ILLEGAL. Then, briefly explain why.
Scenario 1: Marcus is 15. On a Tuesday (school day), he works from 4:00 PM to 8:30 PM at a local pizza shop.
Legal
Illegal
Reasoning:
Scenario 2: Sarah is 16. During summer break, she works 35 hours per week at a retail clothing store.
Legal
Illegal
Reasoning:
Scenario 3: Leo is 14. His boss at the construction site asks him to climb a ladder to help with roofing.
Legal
Illegal
Reasoning:
Where is the office in your school?
Take a moment to write down the location and the person you should talk to about working papers.
Job Hunt Slides THE JOB HUNT
Where & How to Look
Where are the Jobs?
Online Portals
Indeed, LinkedIn, Snagajob, and company websites.
The Walk-In
Local shops with "Help Wanted" signs in the window.
Networking
Friends, family, and teachers who know someone hiring.
The Hidden Market
Up to 80% of jobs are never posted publicly.
Companies prefer to hire through referrals because it's cheaper and safer than reviewing hundreds of random applications.
Your Task:
Tell 3 people you know that you are looking for work. Specify what you're good at!
"It's not just what you know, but who you know."
Build your network now.
Analyzing the Posting
Key Components
Job Title: Is it entry-level?Requirements: Skills you MUST have.Responsibilities: What you will actually do.
The "Experience" Trap
Many "entry-level" jobs ask for 1-2 years of experience. Don't let this stop you!
Count your:
Volunteer work
School projects
Clubs and sports
The Job Hunt Lesson Plan The Job Hunt
Lesson 3: Facilitation Guide
Duration
60 Minutes
Learning Objectives
Students will identify three primary methods for finding job openings (Online, Walk-in, Networking).
Students will explain the concept of the "Hidden Job Market" and its importance.
Students will create a personalized search strategy targeting local or interest-based opportunities.
Essential Questions
"If 80% of jobs aren't posted online, how do I find them, and who do I need to know to get my foot in the door?"
Materials
Job Hunt Slides
Search Strategy Activity
Devices with internet access
Post-it notes
Key Vocabulary
Networking Hidden Job Market Cold Calling
Instructional Sequence
10 Minutes
The Grocery Store Brainstorm
Ask students: "Think of a local grocery store. How many different *types* of jobs are in that building?" (Stockers, cashiers, butchers, managers, IT, security, etc.). List them on the board. Then ask: "How would you find out if they were hiring?"
20 Minutes
Guided Instruction: Search Channels
Present the Job Hunt Slides . Define the three main channels:
Digital: Indeed, LinkedIn, company career pages.Physical: Walk-ins, Help Wanted signs, Job Fairs.Social: Word of mouth, referrals, professional networking.
The 80% Rule
Focus on the "Hidden Job Market"—explain that many positions are filled by people the manager already knows or who were referred by current employees.
25 Minutes
Active Research: Search Strategy
Students use their devices and the Search Strategy Activity worksheet to:
Identify 3 local businesses within walking/commuting distance.
Find 1 online job board specifically for their age group or interest.
Draft a "Networking Map" of 5 people they know who could help them find a job (family, teachers, coaches).
05 Minutes
Closure: "I Know Someone..."
Students share one name from their Networking Map and the industry that person works in. Remind them: "Your network is your net worth!"
Support
Provide a "Local Business Directory" for students who are new to the area or struggling to identify local employers.
Search Strategy Activity Search Strategy
Mapping the Job Market
Student Name
Date
Zone 1: The Local Neighborhood
Think of three businesses within walking distance or a short drive from your house where you might want to work. Research if they are currently hiring or have "Help Wanted" signs.
Business Name
Possible Role
Hiring Status?
Zone 2: Digital Portals
List two online job search engines you will use. For each, list one "keyword" you would search for (e.g., "Cashier," "Tutor," "Entry Level").
Search Site #1
Keyword Search:
Search Site #2
Keyword Search:
Zone 3: Your Professional Network
Networking isn't just for executives. List three people you know who might have connections to a job.
1
(Relationship, e.g., Aunt, Coach)
2
(Relationship)
3
(Relationship)
Quick Pitch
If you were talking to one of the people above, how would you ask them for help? Write 1-2 sentences below.
"Hey __________, I'm looking for a part-time job in __________ and I was wondering if..."
Resume Essentials Lesson Plan Resume Essentials
Lesson 4: Facilitation Guide
Duration
60 Minutes
Learning Objectives
Students will identify the core sections of a professional resume (Header, Summary, Experience, Education, Skills).
Students will translate non-traditional experience (volunteer work, hobbies, chores) into professional bullet points.
Students will apply the "6-Second Rule" to evaluate resume formatting and clarity.
Essential Questions
"How do I prove I'm a good worker if I've never had a 'real' job before?"
Materials
Resume Slides
Resume Template/Worksheet
Action Verb Cheat Sheet
"Good vs. Bad" Resume Samples
Key Vocabulary
Action Verbs Hard Skills Soft Skills Chronological
Instructional Sequence
10 Minutes
The 6-Second Challenge
Briefly show a resume on the screen for exactly 6 seconds. Turn it off. Ask: "What was this person's name? What was their last job? Would you hire them?" Explain that this is the average time a recruiter spends on an initial scan.
20 Minutes
Guided Instruction: Anatomy of a Resume
Use Resume Slides to walk through the sections. Focus on the "Experience" section for students:
The Translation Game: Turn "Mowed lawns for neighbors" into "Landscaping Assistant - Managed scheduling and equipment maintenance for 5 residential clients."The Power of Verbs: Introduce Action Verbs (Managed, Organized, Assisted, Created) and why they matter more than "I did..."
25 Minutes
Drafting Workshop
Students begin drafting their resumes using the template. Instruct them to focus on Experience (volunteer, clubs, sports) and Skills (software, languages, soft skills). Encourage them to use at least 5 different action verbs from the cheat sheet.
Coaching Tip
If a student says "I've done nothing," ask about babysitting, helping at a church/temple, being on a sports team, or being a reliable sibling. Everything counts as experience if phrased correctly!
05 Minutes
Peer Check
Students swap drafts. They have 6 seconds to look at their partner's resume and circle the one thing that stood out the most (good or bad).
Support
Provide a "Mad-Libs" style resume template where students just fill in the blanks for their experience bullet points.
Resume Slides RESUME ESSENTIALS
Building Your First Pro Profile
The 6-Second Rule
Recruiters spend an average of 6 seconds looking at a resume before deciding to keep it or toss it.
Why?
They are looking for keywords, clear layout, and professionalism. If it's hard to read, they move on.
06
Seconds to Impress
The Blueprint
Contact
Name, Professional Email, Phone, Location.
Summary
A 2-sentence pitch about who you are.
Education
High School name and expected grad date.
Experience
Jobs, volunteering, or club leadership.
Skills
Languages, software, or technical abilities.
What if I have "No Experience"?
You have more experience than you think.
Companies hiring students aren't looking for 10 years of work. They are looking for responsibility and potential.
Babysitting
Clubs/Sports
Volunteering
Side Projects
The Polish
Action Verbs Only
Use words like Managed, Organized, Assisted, Developed.
Email Matters
Switch skaterboy99@gmail.com for first.last@gmail.com .
One Page Limit
Keep it tight. One page is more than enough for a student resume.
Application Mastery Slides APPLICATION MASTERY
Closing the Deal
The Gateway
A job application is a legal document. How you fill it out tells the employer about your attention to detail.
Consistency is Key
The information on your application MUST match the information on your resume exactly.
Accuracy
Completeness
Legibility
Honesty
Don't Get Screened Out
Leaving Blanks
If a question doesn't apply to you, write N/A (Not Applicable). Never leave it empty.
Vague Availability
Be specific about when you can work. "Whenever" is hard for managers to schedule.
Poor References
Don't list your best friend. List teachers, coaches, or former bosses. Ask them first!
The Reference Check
Preparation
Get their full name and job title.
Get a working phone and email.
Warn them! "Hey, I'm applying to X."
Pro-Tip: Personal Data Sheet
Keep a "cheat sheet" on your phone with your references' info and your past work dates so you aren't guessing in the store!
Application Mastery Lesson Plan Application Mastery
Lesson 5: Facilitation Guide
Duration
60 Minutes
Learning Objectives
Students will identify common pitfalls in job applications and how to avoid them.
Students will differentiate between professional and personal references and explain the importance of asking permission.
Students will complete a practice job application with 100% accuracy and professional language.
Essential Questions
"Why is an application sometimes more important than a resume, and how can one small mistake disqualify me?"
Materials
Application Mastery Slides
Mock Application Document
Reference Contact List
Black or Blue ink pens
Key Vocabulary
Reference Accuracy Disqualification
Instructional Sequence
10 Minutes
Spot the Mistake
Show a "badly filled" application on the board (e.g., misspelled name, "ASAP" for start date, phone number missing a digit). Have students call out the errors. Discuss: "If you were the manager and had 50 applications, would you call this person?"
15 Minutes
Guided Instruction: The Golden Rules
Use Application Mastery Slides to cover:
Accuracy: Checking spelling, dates, and phone numbers 3 times.References: The difference between a friend and a professional reference. The "Rule of Permission"—never list someone without asking first.Availability: Being honest but flexible about hours.
30 Minutes
Application Lab
Students complete the Mock Application Document . This must be done in ink (no erasures allowed—if they make a mistake, they must start over or follow professional correction procedures). They should use their resume from the previous lesson to ensure dates match exactly.
Quality Standard
Applications should be graded on neatness and completeness. N/A should be used for sections that do not apply, rather than leaving them blank.
05 Minutes
Final Review
Students swap applications one last time for a "Final Polish" check. They must circle any illegible handwriting or missing information.
Support
Allow students to fill out a "Pencil Draft" before moving to the final ink version of the application.
Extension
Have students write a formal email to a potential reference (e.g., a teacher) asking for permission to use them on an application.
Mock Application Document Mock Application
Practice Employment Form
Lesson 5 Activity
Application for Employment
I. Personal Information
Full Name
Phone Number
Current Address
Email Address (Professional)
Position Applied For
II. Availability
List the hours you are available to work each day (e.g., 4:00 PM - 8:00 PM)
MON
TUE
WED
THU
FRI
SAT
SUN
III. Education & Experience
Last School Attended
Highest Grade Completed
MOST RECENT JOB OR VOLUNTEER ROLE:
Main Responsibilities (list 2)
IV. Professional References
Name
Phone/Email
Name
Phone/Email
I certify that my answers are true and complete to the best of my knowledge. If this application leads to employment, I understand that false or misleading information in my application or interview may result in my release.
Signature
Date
Interview Prep Lesson Plan Interview Prep
Lesson 6: Facilitation Guide
Duration
60 Minutes
Learning Objectives
Students will apply the STAR method (Situation, Task, Action, Result) to answer behavioral interview questions.
Students will formulate three professional questions to ask an employer at the end of an interview.
Students will differentiate between "Soft Skills" and "Technical Skills" in the context of interview responses.
Essential Questions
"How do I turn a simple story about my life into proof that I am the best candidate for the job?"
Materials
Interview Prep Slides
Interview Question Bank Reference
STAR Method Template
Stopwatch/Timer
Key Vocabulary
Behavioral Question STAR Method Soft Skills
Instructional Sequence
10 Minutes
The "Tell Me About Yourself" Hook
Pair students up. Have one student ask "Tell me about yourself" and the other answer for 60 seconds. Switch. Discuss: "Was it hard? Did you talk about your hobbies or your skills?" Explain that this is the #1 most common interview opener.
20 Minutes
Guided Instruction: The STAR Method
Use Interview Prep Slides to introduce the STAR method for behavioral questions (e.g., "Tell me about a time you worked in a team").
Situation/Task: Brief context.Action: What *you* specifically did (most important part).Result: The positive outcome.
Teacher Prompt
"An interview is not a conversation; it's a presentation of your value. Every story you tell should have a 'Result' that makes the employer want to hire you."
25 Minutes
Drafting Responses
Using the Interview Question Bank Reference , students select 3 common questions and draft their STAR responses. They must also write down 3 questions to ask the interviewer (e.g., "What does a typical day look like here?").
05 Minutes
Closure: One-Word Takeaway
Go around the room. Each student says one "Action Verb" they used in their STAR responses today.
Support
Provide a "STAR Bank" with pre-written 'Situations' from school or sports that students can adapt for their own 'Actions' and 'Results'.
Extension
Students record a 30-second video of themselves answering one behavioral question and review it for pacing and filler words (um, like).
Interview Prep Slides INTERVIEW PRO
Communication is Your Superpower
The Goal
The resume got you the interview. The interview gets you the JOB.
It's a Two-Way Street:
They are seeing if you fit the team.
YOU are seeing if you like the company.
BE AUTHENTIC
Preparation helps you relax so your real personality can shine through.
The STAR Method
S
SITUATION
Describe the scene. Where were you?
T
TASK
What was the challenge or goal?
A
ACTION
What exactly did YOU do to help?
R
RESULT
What happened in the end?
Use STAR for "Tell me about a time when..." questions.
Your Turn to Ask
At the end, they will ask: "Do you have any questions for us?"
Never say "No"!
Role Based:
"What does a typical shift look like for someone in this role?"
Culture Based:
"What is your favorite part about working here?"
Interview Question Bank Reference Interview Bank
Common Questions & Strong Responses
Resource Sheet
1. The Warm-Up
Question: "Tell me about yourself."
The Strategy: Use the "Past-Present-Future" model.
Talk about what you're doing now (school/hobbies), what you've done in the past (volunteer/clubs), and why you want this job (future).
Question: "Why do you want to work for THIS company?"
The Strategy: Show you did your research.
Mention something specific about their products, service, or reputation that you admire.
2. Behavioral (Use STAR)
Question: "Tell me about a time you had to deal with a difficult person."
Goal: Show conflict resolution and maturity.
Question: "Describe a time you made a mistake. How did you handle it?"
Goal: Show accountability and growth.
3. Tough Questions
Question: "What is your greatest weakness?"
The Strategy: Be honest, then show the solution.
"I sometimes struggle with organization, so I've started using a digital planner to track all my deadlines."
Question: "What are your salary expectations?"
The Strategy: Stay flexible or refer to the standard.
"I am looking for a fair wage for an entry-level position based on the local market."
Pro-Tip: Practice these in the mirror or with a friend! Saying the words out loud makes them much easier to remember during the real thing.
Mock Interview Slides SHOWTIME
The Mock Interview Lab
Body Language
Communication is more than just words. 55% of your message is sent through body language.
Firm Handshake (or nod)
Good Posture (Sit up straight!)
Steady Eye Contact
Limit Fidgeting
Dress for Success
Dress one level "nicer" than the job you are applying for. Clean, neat, and professional.
Mock Interview Rules
The Roles
Interviewer: Asks the questions, takes notes, and provides feedback.
Candidate: Practices professional speech and body language.
Observer: Uses the rubric to grade the interaction.
"Practice makes progress, not perfection."
Focus on clarity, confidence, and curiosity.
Mock Interviews Lesson Plan Mock Interviews
Lesson 7: Facilitation Guide
Duration
60 Minutes
Learning Objectives
Students will demonstrate professional non-verbal communication (eye contact, handshake, posture).
Students will provide constructive, rubric-based feedback to peers on their interview performance.
Students will perform in a role-play environment as both the interviewer and the interviewee.
Essential Questions
"What does professional confidence look and sound like in a high-pressure situation?"
Materials
Mock Interview Slides
Mock Interview Rubric
Peer Feedback Sheets
Interviewer Script (optional)
Key Vocabulary
Non-Verbal Constructive Feedback Professional Etiquette
Instructional Sequence
10 Minutes
Body Language Spotlight
Present the Mock Interview Slides focusing on body language. Demonstrate "High Power" vs. "Low Power" poses. Discuss: "How does your sitting position change how a manager perceives your enthusiasm?" Show examples of a firm handshake and proper eye contact.
10 Minutes
The Rubric Walkthrough
Distribute the Mock Interview Rubric . Walk through the categories:
Opening: Handshake, eye contact, greeting.Response Quality: Use of STAR method, clarity, detail.Non-Verbal: Posture, tone of voice, fidgeting.Closing: Questions for the interviewer, professional exit.
35 Minutes
Mock Interview Carousel
Divide students into pairs.
Round 1 (12 min): Student A is Interviewer, Student B is Interviewee. 3 min feedback follow-up.Round 2 (12 min): Switch roles. 3 min feedback follow-up.Round 3 (If time): Switch partners and repeat one more time for a new perspective.
Facilitator Role
Circulate and use the rubric to provide "lightning feedback" to as many pairs as possible. Look for specific STAR method implementation.
05 Minutes
Debrief
Ask: "What was the hardest question you had to answer today?" and "What is one thing you saw a partner do that you want to copy in a real interview?"
Support
Mock Interview Rubric Evaluation Rubric
Mock Interview Feedback
Candidate Name
Scoring Guide:
3 Excellent
2 Satisfactory
1 Needs Practice
Criteria Score Observations / Feedback Professional Appearance & Punctuality / 3 Non-Verbal Communication (Posture, Eye Contact) / 3 Quality of Responses (Clear, Professional) / 3 Use of STAR Method (When applicable) / 3 Enthusiasm & "Two-Way Street" Questions / 3
Top Strengths
Areas for Growth
Would you hire this candidate today?
YES
NOT YET
Career Launchpad Post-Test Unit Post-Test
Career Launchpad Mastery
Student Name
Score: ____ / 20
Part 1: Core Knowledge
1. Which of the following is required for a 16-year-old to legally work in most states?
A. Birth Certificate
B. Working Papers
C. Letter from a Lawyer
D. Social Security Card
2. What does the "A" in the STAR method for interview questions stand for?
A. Accountability
B. Answer
C. Action
D. Achievement
3. On a professional resume, your work experience should be listed in what order?
A. Alphabetical
B. Reverse-Chronological
C. Random Order
D. Oldest to Newest
4. Which of these is a prohibited (hazardous) occupation for minors?
A. Cashier at a grocer
B. Camp Counselor
C. Operating a forklift
D. Library Assistant
Part 2: Short Response
5. Explain the "6-Second Rule" and why it matters for your resume design.
6. Name two people who would make good professional references, and one who would NOT.
Part 3: Scenarios
Scenario: You are in an interview and the employer asks, "Tell me about a time you worked as part of a team to solve a problem."
Briefly outline a STAR response for this question based on a project or sport you've participated in.
S
T
A
R
Part 4: Launching Your Career
7. What are the three most important things you've learned in the last 8 weeks that will help you find a job?
"Your future is whatever you make it, so make it a good one."
Success Map Lesson Plan Success Map
Lesson 8: Facilitation Guide
Duration
60 Minutes
Learning Objectives
Students will demonstrate mastery of career readiness concepts via the unit post-test.
Students will evaluate their growth by comparing pre-test and post-test results.
Students will create a 3-month personalized action plan with specific, measurable career goals.
Essential Questions
"Now that I have the tools, what is my first step toward professional independence, and how will I stay on track?"
Materials
Career Launchpad Post-Test
Personalized Action Plan Template
Student Career Portfolios
Completion Certificates (optional)
Key Vocabulary
Action Plan SMART Goals Self-Reflection
Instructional Sequence
20 Minutes
Unit Post-Test
Administer the Career Launchpad Post-Test . Remind students that this is their chance to show everything they've learned over the last 8 weeks. Once finished, have them sit quietly and begin looking through their unit portfolio (resume, application, etc.).
10 Minutes
Growth Reflection
Hand back the Career Launchpad Pre-Tests from Lesson 1. Have students compare their scores and identify the area where they saw the most improvement (e.g., "I didn't know how to do a resume, now I have a finished draft").
Celebration Moment
Take a moment to recognize the class's hard work. "Eight weeks ago, most of you didn't have a resume or working papers. Today, you are officially ready for the workforce."
25 Minutes
Drafting the Success Map
Students complete their Personalized Action Plan . This map should include:
The Big Goal: (e.g., Get a part-time job at the mall).Immediate Next Steps: (e.g., Get doctor's signature for working papers).Network Contact: One person they will talk to this week.The "Why": Why is this job important for their future?
05 Minutes
The Launchpad Pledge
Have each student share their "Immediate Next Step" with the class as they hand in their portfolios. End with a final round of applause.
Support
Provide a "Goal Bank" with 5 common career-related goals (e.g., Saving for a car, gaining hospitality experience) that students can select and adapt.
