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Day 3: Job Application + References Protocol

Lesson Overview
Time 50 minutes
Objectives Complete a sample job application with all required fields; identify three appropriate references and explain why each was chosen; learn the protocol for asking permission
TEKS d(7)(C), d(7)(D)
Deliverable Completed sample job application + 3 references with rationale + draft permission request
Materials Chromebooks, H&L Workbook (Ch 12, p. 196 Job Applications for "Future Work, Inc."), printed Sample Job Application form, printed References Guide, projector

Warm-Up (5 min)

WARM-UP: Have you ever filled out a long, detailed form? A doctor's office form, a school registration form? A job application is like that, but more detailed. What part of forms do people usually mess up?

Take 3-4 student responses. Common answers: skipping fields, sloppy handwriting, not reading directions. Bridge to today: sloppy applications get THROWN AWAY by employers. Today's standard is neatness as much as accuracy.

Activity 1: Sample Job Application (25 min)

Source: H&L Workbook Ch 12, p. 196, "Job Applications" + printed application form

The H&L workbook (Ch 12, p. 196) has students fill out a sample application for "Future Work, Inc." This activity supports d(7)(C). Use the workbook version OR a printed application form with the same fields.

Two prep notes before you start:

  • Privacy: Remind students they are completing a practice application. For any real-world Personal Information (address, phone, DOB, email), they may either write their real info or substitute a sample identity (e.g., fictional "Alex Martinez, 123 Main St, Irving, TX" from the Day 2 cover letter). Collect and shred all completed forms at end of class, do not send them home or leave them on desks.
  • Scope: Real job applications take 30–45 minutes to complete properly, and this class has 15. Today's goal is the first pass: Personal Info + Education + Skills + Availability + Signature, with References and Employment History filled in during Activity 2 or as homework. Tell students this explicitly so they pace themselves.

Walk through the application sections on the projector before students start:

Personal Information section:

  • Full legal name (not nickname)
  • Address, city, state, ZIP
  • Phone number
  • Email address
  • Date of birth (if asked)
  • Are you legally authorized to work in the United States? (For real students, this is a yes/no question, always answer truthfully)

Education section:

  • Current school: [Your middle school]
  • Grade level: 7th
  • Expected graduation year: (calculate)
  • GPA (if available and strong)
  • Honors or special programs

Employment History section:

  • For most middle schoolers: "None" or list informal work (babysitting, lawn care, family business help)
  • If listed: position, company, dates, supervisor name, duties

Skills section:

  • Computer skills (Google Workspace, Canva, etc.)
  • Languages
  • Soft skills (communication, teamwork, time management)

Availability section:

  • Days available, hours available, when you can start

References section:

  • Names, titles, contact info for 3 references (will complete later in this lesson)

Signature line:

  • Sign and date, even on practice applications

Student work time (15 min): Students fill out the application by hand on the printed form. Teacher walks around with two checks:

  1. Are all fields filled? Empty fields are red flags to employers.
  2. Is the writing NEAT? Sloppy applications get rejected before they're even read.

Facilitation Tip

Make this a real exercise in slowing down. Have students write their name slowly and clearly. Show what NEAT looks like. Most students rush and produce something illegible, push them to take their time. Real applications take 30-45 minutes to fill out properly.

DOK 2: Why does an employer care about the NEATNESS of your application? What does sloppy handwriting or skipped fields signal?

Activity 2: References Protocol (15 min)

Source: Scope and sequence d(7)(D)

Walk through the rules for selecting and using references:

Rule 1: Pick the right people.

  • Good references: Teachers, coaches, club sponsors, mentors, former employers, supervisors at volunteer work, religious leaders
  • Bad references: Family members (parents, siblings, cousins), best friends, anyone who will sound biased

Rule 2: ALWAYS ask permission first.

  • NEVER list someone as a reference without asking. The employer will call them, and being called cold is unprofessional and can backfire.
  • Ask in person if possible, or by polite email.

Rule 3: Tell them what to expect.

  • When you ask permission, mention what job you applied for so they can speak to your relevant strengths.
  • Give them a copy of your resume so they remember your details.

Rule 4: Update them.

  • Tell them when you've been hired (or not) so they're not surprised by a phone call later.

Student task (10 min): On the printed References Guide handout, students:

  1. List 3 potential references with name, title, and how they know you
  2. For each, write one sentence explaining why this person would say something positive about you
  3. Draft a permission email asking ONE of them to be a reference

Sample permission email format (display on projector):

"Hi [Name],

I am applying for [job/position] and I would really appreciate it if you could be one of my references. I learned a lot from [class/team/club] and I would value having you speak to my [strength]. The employer may contact you by [phone/email]. Thank you for considering this!

Best, [Your name]"

DOK 3: Why should you NEVER list someone as a reference without asking first? Think about the consequence from the reference's point of view AND the employer's point of view.

DELIVERABLE: Completed sample job application (verified in-class by the teacher then shredded per the privacy note in Activity 1, not submitted or graded on the paper itself) + 3 references identified with rationale + draft permission email.

Exit Ticket (5 min)

EXIT TICKET (Decision Tree) · Printable PDF:

Follow the tree for each person. Would they be a GOOD reference for your first real job?

Step 1: Is the person a family member (parent, sibling, cousin, aunt/uncle)?

  • YES → NOT a good reference. Go to Step 2 with a different person.
  • NO → Go to Step 2.

Step 2: Can they speak to your work, school, or volunteer skills from FIRST-HAND experience?

  • YES → Likely a GOOD reference. Go to Step 3.
  • NO → NOT a good reference. Pick someone else.

Step 3: Have you asked their PERMISSION to list them?

  • YES → List them.
  • NO → Ask first. Never list without permission.

Apply the tree:

  1. Reference 1 name + how they know me: _____

Why they would speak positively (one sentence): _____

  1. Reference 2 name + how they know me: _____

Why they would speak positively (one sentence): _____

Bottom line: ONE reason you should NEVER list someone without asking first (think from the reference's point of view):

(d(7)(C), d(7)(D))

Differentiation

  • Support: Pre-fill the application with a fictional student's data so students see what a complete application looks like. Then students complete their own. Provide a checklist of what makes a "good" reference vs. "bad" reference.
  • Extension: Students write the permission email and ACTUALLY SEND IT to a teacher or coach asking if they can be a future reference. They print the response (or a screenshot of the agreement) for their portfolio.
  • ELL: Pre-teach: References = Referencias, Permission = Permiso, Application = Solicitud, Signature = Firma. Bilingual reference protocol handout. Bilingual ESL students should consider listing teachers who can speak to their bilingual abilities — it is a strong reference angle.