Psychological Corollary:

Making an effort often leads to success.

Lesson Objectives:

Students will be able to identify and model at least two kinds of effort associated with success. For example, to get and hold a job it's helpful to be alert, show enthusiasm, and present a positive image.

Social Behaviors

This lesson shows students that successful people:

Social Vocabulary

• practiced excited

Other Vocabulary

• manager
• interview
• agency
• restaurant

Suggested Lesson Plans

Introduction

• Ask students to identify two or three jobs they might be able to obtain in the near future.
• Introduce vocabulary.

Group Use of Student Workbook

After students read "The Lucky Job," complete and discuss exercises.

• Ask students which statement would impress a potential employer more:
• “You should hire me because I really need this job."
• "You should hire me because I'm a hard worker, and I'll do my very best for you

• Ask students to make statements that would persuade an employer to hire them (e.g., "I'll work harder than any employee you've ever had," or "| won't disappoint you-I guarantee that!").

Follow - Up

• Ask students to brainstorm reasons why people lose jobs.

Behavior Development Activity

To encourage students to be alert, show enthusiasm, and present a positive image:

• Ask students why it was important for Tony to show enthusiasm in his interview with Liza. Ask why this helped him get the job.
• Have students brainstorm ways to determine that a person is alert (e.g., responds to questions, asks questions, maintains eye contact); enthusiastic (eg. smiles, ask questions, shows excitement); and showing a positive image (e.g., Is neatly dressed, uses good posture, gives a firm handshake).
• Tell students they are going to roleplay job interviews like the one Tony had with Liza. Students will play the roles of job applicants, employers and observers. Tell students who play the role of job applicant that they are to be as alert and enthusiastic as possible and present a very positive image. Students who observe the interviews should evaluate the applicants' performance based on those criteria. Provide students who play the roles of employers with questions they can ask applicants. For example:
• What level of education have you completed?
• What experience have you had that would help you do this job?
• Why do you want to be a custodian at my club?
• What would you say are your strengths?
• I will be interviewing lots of people for this job. Why should I hire you?
• Ask observers to give each applicant tips on how to appear more alert and enthusiastic and how to present a more positive image.

Review

• Ask students to identify two kinds of effort they would have to put into
• " getting a job (e.g., locating the job and being alert at the interview).
• keeping a job (e.g., arriving on time and completing work on schedule).

Homework (Optional)

• Ask students to identify a job they would like to get after school or when they leave school. Have students identify the first step they would take to obtain the job.