Lesson 4: Stash101 Job Application
Secondary, Unit 1: Stash101 Rollout, Lesson 4
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Full Google Doc Lesson Plan
Job Application Form Digital Job Application Form Job Application Examples Job Descriptions

Lesson 4: Stash101 Job Application

Learning Objective:

Students will be able to analyze two job applications to determine assumptions an employer might make, after which they will complete their own job application.

Jump$tart Standard: Earning Income: 

8-2c. Assess personal skills and interests and match them to various career options.

12-4a. Identify different types of jobs and careers where wages and salaries depend on a worker’s productivity and skills.

SEL Competency: Self-awareness


    • Print out the job application for each student OR
    • Use the digital form of the job application (be sure to make a copy)
    • Print out or display the two job application examples
    • Post jobs on the Stash101 job board by going to Economy > Jobs > Create New. You may create your own or draw from this sample list of job descriptions; alternately, you may use the default job options
    • Remind students where they can review the jobs available for the class: Jobs > Job Board
    • Post the job descriptions around the room or online. Students should be able to see the pay rate for each classroom job, along with the bills they’ll need to pay and the classroom tasks they’ll need to complete related to that job
    • Read through lesson plan

Bell Ringer (5 min)

Say: During the first five minutes of class, you can choose an avatar for your Stash101 account.. Go ahead and pick one. If you upload one, make sure it is school appropriate. It won’t show until I approve it first. On the Overview page, mouse over the profile icon and click the pencil to edit.

Job Application Comparison (10 min)

(Pass out the job application examples; give one example to each student.)

Say: Let’s make a list of skills we can pull from these job applications. (When students call out the skills, put them in the column of hard or soft skills.) 

Hard Skills Soft Skills
  • Computer literate
  • Math proficient 
  • Bilingual— English & Spanish
  • Type 60 WPM
  • Active listener
  • Good communicator
  • Responsive to feedback
  • Friendly
  • Flexible hours

See if students can figure out the difference between hard and soft skills based on how you categorize them.

Ask: Does anyone think they know the difference between hard and soft skills?

Say: Hard skills are specific and teachable abilities that are measurable, like typing, reading, math, software program proficiencies, etc. Soft skills are less tangible, such as etiquette, getting along with others, listening, etc.

Show students the jobs they can apply for in your classroom. If you haven’t added any specific jobs, they’ll see default options. You can always create specific jobs later, and you may opt to create real-life jobs instead of classroom-focused positions—e.g., hair stylist, police officer, lawyer, fast food worker, custodian, teacher, CFO of a company, nurse, doctor, physical therapist, professional athlete, etc. Be sure to assign an hourly wage to each position.

Job Application Work Time (15 min)

Say: Look at the different classroom jobs we have available. You’ll see descriptions of each job, its hourly wage, associated bills, and classroom tasks that need to be completed on a daily basis. Take a few minutes to look at each job, and then choose which one you would like to apply for. Then complete your application. 

Pass out or distribute job application forms.

Resume and Application Submission (10-15 min)

Say: Turn in your job application. Then log into Stash101.com and click on Jobs > Job Board. Submit your resume for the top two jobs you would like. If I don’t receive your application and resume, you will be unemployed!

Teacher Timesaver Tip: 

It can be time-consuming to organize and assign jobs for multiple class periods without using the digital form, so I encourage teachers running multiple class economies to consider this option.

    1. If utilizing the digital copy of the job application (after making a copy), post the job app on your LMS for student access. Assign a due date for all job applications.
    2. Go to the form under “responses” and click the google sheet icon.
    3. To populate the spreadsheet and separate by class period, click the down arrow of the class period column and then click “group column”.

    4. When students are organized by class period, tackle the job assignments one class period at a time, with the goal of giving students their first job choice when possible. I use “Command+F” to search for a specific job position, so it highlights all students interested in “receptionist,” for example. Begin assigning jobs by highlighting the name of the student and their assigned job.
    5. Sometimes I am able to assign multiple students to a job position depending on the job requirements, while other times it can be challenging to give every student their #1 choice (which is why there’s room for 2nd and 3rd options). Another option is requiring a letter of recommendation for some job titles to prevent all students from applying to the highest paying job without considering the job responsibilities.
    6. I go through the highlighted names and jobs, inputting the assignments into one Google doc organized by job position. I use this master document throughout the semester to refer to who does what. This step also helps to announce to the students their job assignments. I have job-specific email templates I send out to each student that include a congratulations message and more specifics on their job responsibilities.