Name: ____________________________ Date: ______________ Period: ______
Unit 7, Lesson 7.4. Keep this. You will use both halves in the practice interview tomorrow. Both halves also go in your Career Readiness portfolio (your folder of proof) on the last day of the course.
Part 1: What a boss is looking for
Look at the class chart. Write down the words the class said. Circle the three that came up most.
Part 2: The two answers
Your teacher answered "tell me about yourself" twice.
What was wrong with the first one?
Line 1: ____________________________________________________________________
What changed in the second one?
Line 1: ____________________________________________________________________
Part 3: The three-part frame
| Part | What it says | The teacher's example sentence |
|---|---|---|
| 1. Who you are | Your name, your grade, what you do right now. | |
| 2. What you are good at | One or two skills, and where you can prove them (a rubric, a project, a lab). | |
| 3. Why you fit this job | The connection between your skill and this specific job. |
Sentence starters in English and Spanish
| English | Spanish |
|---|---|
| My name is ___ and I am in grade ___. | Me llamo ___ y estoy en ___ grado. |
| Right now I ___. | Ahora mismo yo ___. |
| I am good at ___. | Soy bueno en ___. / Soy buena en ___. |
| I showed that when I ___. | Lo demostré cuando ___. |
| I would be good at this job because ___. | Sería bueno para este trabajo porque ___. |
Part 4: Write your own
The job I am applying for (circle one, or write your own):
the pizza shop | the animal shelter | the summer camp | _______________
Part 1: Who I am.
Line 1: ____________________________________________________________________
Line 2: ____________________________________________________________________
Part 2: What I am good at. Underline the skill. Next to it, write where you can prove it (a rubric, a project, a lab, something at home).
Line 1: ____________________________________________________________________
Line 2: ____________________________________________________________________
Where I can prove it: ________________________________________________
Part 3: Why I fit this job.
Line 1: ____________________________________________________________________
Line 2: ____________________________________________________________________
Check your own answer before the class hears anybody's
- [ ] All three parts are there.
- [ ] Part 2 names something I can prove, not something I feel.
- [ ] Part 3 says something about this job, not about jobs in general.
- [ ] I can say the whole thing in about 30 seconds.
- [ ] Nothing in it is made up.
After the class looks at two answers, fix one part
The part I am fixing: Part _____
My revision: ______________________________________________________
Line 2: ____________________________________________________________________
Part 5: STAR
A different kind of question: "Tell me about a time when..." A question like that needs a story. A story needs four parts.
| Letter | Stands for | What it answers | Your teacher's example |
|---|---|---|---|
| S | Where were you and what was going on? | ||
| T | What was your job? What had to get done? | ||
| A | What did you personally do? | ||
| R | What happened because of what you did? |
The part everybody skips is the ______________. Do not skip it.
Sentence starters in English and Spanish
| English | Spanish |
|---|---|
| The situation was ___. | La situación era ___. |
| My job was to ___. | Mi tarea era ___. |
| Something went wrong: ___. | Algo salió mal: ___. |
| So what I did was ___. | Entonces lo que hice fue ___. |
| The result was ___. | El resultado fue ___. |
Part 6: Your STAR story
Open your FACS folder. Find one moment from this year when something went wrong. Or find a moment when something had to get done under a time limit. You do not have to be the hero of the story. A story where something went wrong and you handled it is worth more than a story where nothing happened.
Where this story comes from (unit, lesson, or project): ____________________
| Situation (where, when, what was going on) | |
| Task (what had to get done, and what your job was) | |
| Action (what you personally did, step by step) | |
| Result (what happened, with a number, a time, or something somebody said) |
Say it out loud to a partner. Then check:
- [ ] All four boxes are filled.
- [ ] The Action says what I did, not what the team did.
- [ ] The Result has a number, a time, or a named outcome in it.
- [ ] It takes about 45 seconds to tell.
Ideas, if you are stuck. Any of these from this year is a STAR story:
- A lab where a step went wrong and the team had to change the order.
- Cook day, when the timing slipped and you fixed it.
- The $40.00 meal project, when the plan came in over budget and you had to cut something.
- The Investor Challenge, when the market dropped and you decided not to sell.
- A sewing project where a seam came out wrong and you took it out and redid it.
- A group where somebody was not doing their part and you handled it.
- The safety exam, if you did not pass the first time and you studied and passed.
- Something at home: a younger sibling, a dinner, a problem nobody else was going to fix.
Exit card: 3-2-1
Fold this over and hand it in.
Name: ____________________
3 qualities you have that make you a strong candidate (a person worth hiring):
- ______________________ 2. ______________________ 3. ______________________
2 interview questions you could answer right now:
- ____________________________________________________________________
- ____________________________________________________________________
1 question you still have, or one interview situation you want to practice tomorrow:
Line 1: ____________________________________________________________________
The teacher key for this handout is behind the teacher sign in. Teacher key