integrating career awareness

7/28/2019 Integrating Career Awareness

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Inegaing Caee Aaeness

ino e ABE & ESOL Classoom

MArthA OESChT r a i n i n g C o n s u lT a n T

CArOL BOwErD i r e C T o r o f n o r T h e a s T s a B e s

a T n o r T h e r n e s s e x C o m m u n i T y C o l l e g e

A PART OF WORLD EDUCATION, INC.

NATIONAL COLLEGE

TRANSITION NETWORK

2009 NCTN & SABES


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Table o Contents

List o Handouts 8

Acknowledgements 9

Foreword 10

How to Use This Guide 12

Section I: The Cultural Context or Career Awareness

Lesson 1: Icebeake: wo Did wa? 16

handou: Leaning Abou You Classmaes: wo Did wic Job? 17

Lesson 2: Looking a ho we Ge Jobs 18

handou: ho People Ge Jobs 20

Lesson 3: Job Qualicaions 21

Lesson 4: wa Do You tink? 23

Lesson 5: te Inuence o Family and Fiends 25

Section II: The Sel-Exploration Process

Lesson 1: te Caee Planning Pocess 28

handou: Caee Planning Model 31

Lesson 2: Ideniying hopes and Deams 32

Lesson 3: Inoducion o Goal Seing 34

handou: Suden Goal Scenaios 36

handou: woksee o Suden Goal Scenaios 37

Lesson 4: we All have tanseable Skills 38

handou: reading Guide o Jesusia Navao 40

Lesson 5

Pa 1: Making a Lie Line 42

handou: Lie Line Pesenaion Guide 44

Pa 2: tings I have Done 45

handou: tings I have Done 46

handou: Suden Fuue timeline 47

Lesson 6: tings I Like 48

handou: tings I Like 49

Lesson 7: Ideniying Skills 50

handou: Skills Idenicaion 51

Lesson 8: tings I Am Good A 53

handou: tings I Am Good A 54

handou: Lis o 246 Skills as Vebs 55

Lesson 9: Skills Aucion 56

Lesson 10: Ideniying Job Values 58

handou: Job Values Invenoy 60

handou: wok Values Claicaion 61

Lesson 11: Pioiizing Job Values 62

handou: Job Values Invenoy Summay 64


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Lesson 12

Pa 1: Puing I All togee Ineess, Skills, and Values 65

Pa 2: Macing Skills, Ineess, and Values o Occupaions 67

Section III: Occupational Exploration

Lesson 1: Using e Inene o Lean Abou Occupaions 70handou: Caee Exploaion on e Inene , A 72

handou: Caee Exploaion on e Inene, B 74

handou: Caee Exploaion on e Inene, C 75

Lesson 2: Labo Make tends and Inomaion 79

handou: Finding Labo Make Inomaion on e Inene 80

Lesson 3: Inomaional Inevies 81

handou: Inomaional Inevie Guide 83

handou: Inomaional Inevie Log 85

Lesson 4: Job Fais/Caee Fais 86

Lesson 5: Caee Laddes 89

Lesson 6: wokes rigs 91handou: wokes rigs Vocabulay 93

handou: Disciminaion and Equal rigs Poecions 94

handou: Labo Unions 95

Section IV: Career Planning Skills

Lesson 1: realiy Cecking 98

Lesson 2: wa Do I Need o Ean? 99

handou: Sel-Suciency Sandad woksee 101

Lesson 3: Ovecoming Obsacles 102

Lesson 4: Dieen types o Decision Making 104

handou: types o Decision Making 105Lesson 5: Seing Goals 106

handou: Abou Seing Goals 107

handou: Seing SMArt Goals 109

handou: SMArt Goal woksee 110

Lesson 6: Suppo Sysems 112

Lesson 7: Poblem Solving 113

handou: Poblem-Solving woksee 114

Lesson 8: Leaning Syles 115

handou: Sudy Saegies by Leaning Syle 117

Lesson 9: College Aaeness Assessmen 119

handou: College Aaeness Assessmen 120Lesson 10: College Vocabulay 101 123

handou: College Vocabulay 101 124

handou: Jeopady Game Example 127

Lesson 11: Sma Consume o Educaion 128

handou: Be a Sma Consume o Educaion 130

Lesson 12: Exploing Opions o Fue Educaion 132

handou: wa ae My Opions? 134

handou: Pivae Occupaional Scool Sudens 135


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handou: Popieay Scools 136

handou: Compaing Scools: was Impoan to You? 137

Lesson 13: te Admissions Pocess and College Placemen tess 138

handou: Leaning Abou e Admissions Pocess 140

handou: Leaning Abou College Placemen tess 142

handou: Addiional Inomaion on Placemen tesing 143handou: types o College Placemen tess 146

handou: Addiional Inomaion on Admissions 147

Lesson 14: Navigaing College: College websies 148

handou: Navigaing College websies: Online Scavenge hun 149

Lesson 15: Navigaing College: College repesenaives 151

Lesson 16: Navigaing College: Campus tous 152

handou: Campus Map Cecklis 153

handou: Campus Scavenge hun 154

Lesson 17: College Success Skills 157

handou: College Success Skills 158

Lesson 18: Sel Advocacy o College Success 159handou: Don take No o an Anse 161

Lesson 19: Financial Aid resouces 163

Lesson 20: Needs Vesus wans 165

handou: Needs Vesus wans woksee 166

Lesson 21: tacking You Money 167

handou: Spending Diay Daily 168

handou: Spending Diay Monly Summay 169

Lesson 22: Ceaing a Spending Plan 170

handou: Ideniying You Income 172

handou: Monly Expenses woksee 173

Lesson 23: Dealing i Cedi Issues 175handou: Manage You Cedi repos 176

Lesson 24: Caee and Educaion Planning 177

handou: Caee and Educaion Planning woksee 179

Appendix A: Lesson Planning

Guide o Lesson Planning templae 183

Sample ABE Lesson Plan 184

Sample ESOL Lesson Plan 186

handou: Lesson Planning templae 188

Appendix B: SCANS Competencies 189

Appendix C: Correlation o Lessons with Massachusetts Curriculum Frameworks 191

Appendix D: Multicultural Career Education and Development 203

Appendix E: Career Awareness Resources 207


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Section IV: Career Planning Skills

Sel-Suciency Sandad wokseetypes o Decision Making

Abou Seing GoalsSeing SMArt GoalsSMArt Goal woksee

Poblem-Solving wokseeSudy Saegies by Leaning Syle

College Aaeness AssessmenCollege Vocabulay 101

Jeopady Game ExampleBe a Sma Consume o Educaionwa ae My Opions?

Pivae Occupaional Scool SudensPopieay Scools

Compaing Scools: was Impoan o You?Leaning Abou e Admissions Pocess

Leaning Abou College Placemen tessAddiional Inomaion on Placemen tesing

types o College Placemen tess

Addiional Inomaion on AdmissionsNavigaing College websies: Online Scavenge

hunCampus Map Cecklis

Campus Scavenge hunCollege Success SkillsDon take No o an Anse

Needs Vesus wans wokseeSpending Diay Daily

Spending Diay Monly SummayIdeniying You Income

Monly Expenses wokseeManage You Cedi reposCaee and Educaion Planning woksee

Appendix A: Lesson PlanningLesson Planning templae

Handouts

All o e andous ae lised in e ode a ey appea in e cuiculum lessons. You can

donload and save e andous o you on compue so a you can modiy and pin em.to donload a andou, go o e olde iled handous on e cuiculum CD. wiin e

andou olde, youll nd a sub olde o eac secion o e cuiculum conaining all o eandous om a secion.

Section I: The Cultural Context or Career

Awareness

Leaning Abou You Classmaes: wo Did

wic Job?ho People Ge Jobs

Section II: The Sel-Exploration Process

Caee Planning Model

Suden Goal Scenaioswoksee o Suden Goal Scenaios

reading Guide o Jesusia NavaoLie Line Pesenaion Guide

tings I have Done

Suden Fuue timelinetings I Like

Skills Idenicaiontings I Am Good A

Lis o 246 Skills as VebsJob Values Invenoywok Values Claicaion

Job Values Invenoy Summay

Section III: Occupational Exploration

Caee Exploaion on e Inene, A

Caee Exploaion on e Inene, BCaee Exploaion on e Inene, CFinding Labo Make Inomaion on e

IneneInomaional Inevie Guide

Inomaional Inevie Logwokes rigs Vocabulay

Disciminaion and Equal rigs PoecionsLabo Unions

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Handouts | 8


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Acknowledgements

we ae gaeul o e inpu and ecnical assisance e eceived om Jane Fisce, Siley Lyon,

and Jane Piaca o Noeas SABES a Noen Essex Communiy College and heidi Peez,

taining Consulan.

we ould also like o ank e membes o e planning commiee a elped sape is

cuiculum: Lauie Seidan, SABES Cenal resouce Cene a wold Educaion; Cay Gannon,

Cenal SABES a Quinsigamond Communiy College; Andea Peaul, Massacuses Depamen

o Elemenay and Seconday Educaion; and Mak wimoe, No Soe Caee Cene.

Sanda Daling, Libaian o e SABES Lieacy Libay a Boson SABES and e Adul Lieacyresouce Insiue o e Univesiy o Massacuses Boson, compiled e Caee Aaeness

resouces.

Many ABE and ESOL paciiones paicipaed in ocus goups a elped us bee undesand

e needs o e eld and develop a moe esponsive cuiculum.

Sandy Goodman, Dieco o e Ne England College tansiion Pojec, edied is vesion

o e cuiculum and conibued o e developmen and conen o Secion IV on Caee

Planning Skills.

te Naional College tansiion Neok (NCtN) saed maeials om is College tansiion

toolki. Inomaion abou e College tansiion toolki can be ound a www.collegetransition.org.

Iniial unding o is pojec as povided o SABES by e Massacuses Depamen oEducaion Adul and Communiy Leaning Sevices. Addiional lessons peaining o college

ansiions in Secion IV ee unded joinly by e Massacuses Depamen o Elemenay and

Seconday Educaion and e Nellie Mae Educaion Foundaion. te design and pining o is

ediion ee povided by e Nellie Mae Educaion Foundaion.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Acknowledgements | 9


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Foreword

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Foreword | 10

I

as been ell-esablised a mos jobs a pay amily susaining ages equie some pos-

seconday educaion. tis end is expeced o go ove e coming decades. In esponse, e

Naional College tansiion Neok (NCtN) as ounded a wold Educaion o bidge e gap

beeen a Adul Basic Educaion (ABE), Adul Seconday Educaion (ASE), GED, o Englis

o Speakes o Oe Languages (ESOL) pogams adiionally oe and a mos nonadiional

leanes need o succeed in posseconday educaion.

One o e issues e ea epeaedly om adul educaion eaces, counselos, and adminisaos

aound e couny is a ey need moe ools and aining o elp sudens ink abou and plan

o lie beyonde GED o beyondEnglis pociency. Adul leanes caee aaeness is ypically

inomed by aeve exposue ey ave ad o e old o ok oug pesonal expeience,

amily, and iends. Oen, is means eye no aae o no encouaged o exploe ei on

poenial o upgading ei skills and moving ou o eny-level, lo-age jobs. Adul educaos

sould be equipped o eac leanes o o ind and inepe labo make eseac and

invesigae inomaion abou aining and educaional pogams and equiemens. In addiion,

educaos can play a signican ole by encouaging leanes o exploe, ideniy, and culivae ei

on ineess, skills, and ok values, and aim o jobs a equie geae skill and pay amilysusaining ages.

wen SABES, e Sysem o Adul Basic Educaion Suppo (e Massacuses ABE poessional

developmen oganizaion), eleased e Integrating Career Awareness into the ABE and ESOL

Classroom (ICA) cuiculum guide, e ecognized i as a valuable esouce. te goal o e cuicu-

lum is o encouage all sudens, a all levels, o begin inking abou and aiculaing so- and

long-em caee, educaional and lie goals. I povides classoom-eady, exible lessons, andous,

and online esouces o pepae insucos and counselos o guide sudens oug a suppoive,

ealisic caee aaeness and planning pocess a encouages sudens o ideniy and ap

ei oen unspoken deams.

Because e ocus o NCtN is on ansiions o posseconday educaion, e oked i SABES

sa o expand e secion on Caee Planning Skills o include addiional lessons and aciviies o

sudens o eseac and navigae posseconday pogams a seve ei caee goals. hoeve,

i is impoan o empasize a is cuiculum as designed o ABE and inemediae level ESOL

sudens as ell as ASE/GED sudens. In e College tansiion conex, i can be seen as elping

pogams o go ei on uue college ansiion sudens.

Beoe launcing is cuiculum naionally, e ad e oppouniy o pilo i in Ne England

i unding om e Nellie Mae Educaion Foundaion. te Ne England Caee Aaeness Pilo

gave adul educaion insucos and counselos e oppouniy o exploe e caee planning

pocess using e Integrating Career Awareness into the ABE and ESOL Classroom (ICA) cuiculum.

Pilo aciviies included a daylong oksop o inoduce e cuiculum, olloed by a six-eek

online couse o insucos and counselos o aned o delve moe deeply ino e cuicu-

lum and develop a plan o piloing e cuiculum in ei classoom and counseling aciviies.

In addiion o esing e cuiculum, e aned o es a poessional developmen model

eauing a susained pocess o sudy, planning, and implemenaion aciviies i e suppo o

a goup o pees and expes. In is case, e cuiculum auos, Maa Oesc and Caol Boe,

seved as aining aciliaos and pojec advisos. too oen ne maeials, no mae o ell

eceived, end up siing unused on paciiones desks because ey don ave adequae ime

o plan o inegaing em ino ei cuiculum. In is case, paciiones made a six-mon

commimen and ee suppoed i a sipend so a ey could devoe ime o planning and


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inegaing e maeial. we eceived valuable eedback om pilo paicipans a inomed

evisions and addiions o is ediion o e cuiculum. te esponse o e cuiculum and e

online couse as been exemely posiive:

The Career Awareness Curriculum is wonderul, and the course helped me to ocus andappreciate how the lessons could be used in my classroom. The lesson planning activities

were especially useul!

The course is 100% applicable to my work in adult education! It gave me access to up-to-date

resources and equipped me to help my students move orward with a comprehensive career

planning process.

This course was right on target. The content and acilitation were abulous!

Because Ne England paciiones ave ound e online couse Integrating Career Awareness

so valuable, NCtN ill be launcing i naionally in lae 2009. te couse pepaes paicipans

o implemening a sequence o caee planning lessons in ei classoom o counseling aciviies.

te couse also guides paicipans oug a seies o aciviies o elp em gain amiliaiy i

online and communiy esouces used in e caee planning lessons so a ey can pesen ese

lessons o sudens i geae condence and knoledge o e local conex. Fo moe ino-

maion abou e Integrating Career Awareness online poessional developmen couse o o

ode addiional copies o is cuiculum, ie o [email protected]. Fo moe inomaion

abou NCtN, see www.collegetransition.org.

Sandy Goodman

Dieco, Ne England College tansiion Pojec

Naional College tansiion Neok

Boson, Massacuses

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Foreword | 11


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Who is this Guide or?

Designed o be used by eaces and counselos in ASE, ABE, ESOL, and College tansiion pogams is cuicu-

lum elps sudens undesand and ac on e ciical link beeen educaion and caees. I you pogam seeks

o suppo sudens o make and eac caee goals, is cuiculum is o you. I ill no only elp moivaesudens o keep aending a specic class, bu also o pesis in pusuing ei educaion ove ime.

What is Career Awareness?

Caee aaeness is an essenial lie skill a allos people o become moe sel-elian and able o cope i apidly cang-

ing labo makes as ell as mainain a ealy balance beeen ok and lie oles. By developing caee aaeness,

sudens can play an acive ole in planning ei caees. Caee planning is isel a pocess o sel-discovey a elps

sudens ideniy a ey ae good a; undesand o ei skills, alens, and ineess anslae ino ok; and nd e

educaion and aining ey need o ok in e exising job make. tis caee aaeness cuiculum ill guide leanes

oug a pocess a elps em se caee goals, secue e educaional sevices ey need o pusue ei goals, and

ive in e canging economy.

Career Planning Model

tis cuiculum ollos a caee planning model a includes:

How to Use This Guide

Sel-exploration

Skills

Values

Expeience

Ineess

Educaion

Occupational Exploration

Occupaional and job poles

Inomaional inevies

Caee and job ais

Labo make inomaion

A Flexible Curriculum

te cuiculum coves e complee caee planning pocess in dep so a leanes can ge e ull ange o skills and

undesanding a ey need o pusue caee goals. wile e cuiculum coves a lage amoun o maeial, ee ae

many dieen ays you can adap i o you classoom o pogam. Fo example, you can inegae e cuiculum ino

a sandad ABE/ESOL class, o you could use i as e basis o a couse on caee aaeness. You can also use i in one-on-

one counseling sessions o goup counseling oksops. we encouage you o le leanes ineess and needs guide you

coices abou ic pas o e cuiculum o use.

te language level o e lesson aciviies is designed o be accessible o an ESOL SPL 45. Depending on e language

level and backgound o e sudens, a uni a mig be compleed in one session in some classooms, may need moeime in oe classooms. Because o is vaiabiliy beeen e ABE and e ESOL classoom, e do no include ime

guidelines o e aciviies.

to give e cuiculum maximum exibiliy, e ave designed e andous so a you can use em as ey ae o

modiy em o mee e needs o you classoom. Fo example, you mig an o add local inomaion, include picoial

gapics o aid loe-level ESOL sudens, o beak an aciviy ino smalle seps. You ill nd wod vesions o ese

documens in e olde labeled Handouts, ic you can donload and modiy as you coose.

Career and Education Planning

Decision making

Goal seing

College success skills

Acion planning

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Introduction | 12


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The Curriculum Structure

te cuiculum is divided ino ou secions:

I te Culual Conex o Caee Aaeness

II te Sel-Exploaion Pocess

III Occupaional Exploaion

IV Caee and Educaion Planning Skills

Eac secion is divided ino lessons. Eac lesson oulines e topic, Leaning Objecives, Maeials Needed, and Vocabulay.

Some lessons may equie a pio vocabulay-building lesson. A e end o eac Lesson, e include Extension Activities,

ic ae designed o povide addiional ideas o maeial o cove e opic.

Curriculum Standards

Eac lesson is coelaed i e Seceays Commission on Acieving Necessay Skills (SCANS). tese sandads delineae

anseable skills idenied by employes as essenial o eny-level jobs. As descibed by e US Depamen o Labo,

ese sandads omulae a ne ameok o okplace skills based on ee componens: te uncional skills a de-

scibe a people acually do a ok; e enabling skills, a is, e specic knoledge and pocedues developed oug

e adiional eacing and leaning aciviies o scools; and e scenaio, a communicaion device o demonsae eay in ic ok inegaes ese skills ino a poducive oucome. A copy o e SCANS compeencies ae in e Appendix.

Fo moe inomaion, go o e ebsie: http://wdr.doleta.gov/SCANS/.

Because is cuiculum as oiginally developed o ABE and ESOL pogams in Massacuses, eac lesson as coelaed

o e Massacuses ABE and ESOL Cuiculum Fameoks. wile e Massacuses Cuiculum Fameoks emselves

may no be elevan o pogams in oe saes, e pocess o ideniying and sandadizing compeencies and aiculaing

e coelaion o specic lessons and aciviies is. we ave included e Massacuses sandads associaed i eac lesson

in e Appendix in e ope a ey ill be elpul o e pocess o incopoaing is cuiculum ino you lage cu-

iculum. Fo a ull copy o e Massacuses Cuiculum Fameoks, go o e ebsie: .doe.mass.edu/acls/rameworks/.

Career and Education Plan Using the Portoliowe songly encouage eaces and counselos o assis sudens in developing a Caee Planning poolio using e

aciviies and andous in is guide as a saing place. Inoduce e Caee and Educaion Planning oksee o sudens

ealy in e pocess o implemening e cuiculum. ( You can nd is oksee in Secion IV, Lesson 24, Caee and Edu-

caion Planning.) Explain o sudens a e Caee and Educaion Plan is a ey ae oking oads by doing acivi-

ies om e cuiculum. You can poin ou a ey ill be compleing secions a lile a a ime as ey paicipae in e

caee planning pocess in class. te oksee noes a secions o e cuiculum coespond o a secions o e

Caee and Educaion Plan. te Caee and Educaion Plan oksee is a guide ey can ake i em and evise i ove

ime as ey lean moe abou occupaions and ei ineess. tis oksee, along i oe andous in e cuiculum,

can compise a sudens poolio. te poolio is a poable descipion o a sudens skills, ineess, and educaional

and occupaional goals. te poolio can seve as an eecive ool o sudens as ey advocae o emselves in bo

educaional and occupaional aenas.

Lesson Planning Template

to elp you plan ic lessons o use om e cuiculum, e ave included a Lesson Planning templae, ic you ill

nd in Appendix A. te templae is a means o ideniy a lessons you ill use and any modicaions you plan o make,

pepaaion needed o ose lessons, and o e lessons ie ino cuiculum sandads aleady in use in you pogam.

Feedback om eaces and counselos o ave aken e ime o use e Lesson Planning templae is a i elped em

bee oganize a ey an o do and be bee pepaed o implemen e cuiculum. we ave also included sample

Lesson Planning templaes o ABE and ESOL classes in Appendix A.


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Lessons rom the Field

Sincee s ediion o is cuiculum as disibued, e ave been ounae o eceive eedback om eaces and

counselos paicipaing in e Ne England Caee Aaeness pilo pojec. te esponse o e cuiculum om eaces

o esed e pilo vesion as been oveelmingly posiive. teaces especially enjoy e cuiculums exibiliy, ic

allos em o do ei on ing in e classoom a e same ime ey eel suppoed by e assomen o lessons

using a ange o leaning saegies, excellen exension aciviies, and e oveall sucue ic is easy o use.

One o e cleaes lessons is a eaces and counselos oking ogee as a eam o implemen e cuiculumacoss a pogam is an eecive saegy. Using e cuiculum, eaces and counselos ave ound ne and ceaive ays

o ok ogee in suppoing sudens pogess oad caee goals. wile i akes subsanial planning and coodinaion

ime o inegae lessons ino e classoom and counseling aciviies, eaces and counselos epo a i is ime ell

spen. Counselos and pogams epo using e cuiculum in one-on-one meeings i sudens, oen as a ollo-up

o classoom caee aaeness aciviies.

Anoe saegy a ese eaces and counselos ecommended is o sa i e secion o e cuiculum a is mos

engaging o you sudens and en ok you ay backad o oad o e lessons a ill ll gaps in e planning

pocess. tis saegy seems especially eecive en oking i eens and young aduls o may no see e elevance

o caee planning. teaces oking i is age goup sugges saing i compue and inene elaed aciviies

o engage e sudens in a medium ey may kno ell. Anoe suggesion is o bing ogee eens, young aduls,

and olde aduls in inegeneaional classooms ee e expeience and isdom o olde aduls elps ovecome e

younge sudens elucance o plan o e uue.

wa ae e ays you mig collaboae i oe pogam sa o pepae o and/o delive ese lessons? In one

pogam, language as and compue skills insucos eamed up o ok on e lessons involving use o e Inene.

Anoe insuco se e goundok o some o e lessons and e counselo olloed up by sceduling individual

appoinmens o elp sudens complee sel assessmen and goal seing aciviies. teaces in anoe pogam ino-

duced a seies o lessons ailoed o ei on class levels and joinly oganized a seies o pogam-ide caee planning

oksops and gues speakes o all o ei sudens o aend ogee.

A Note about Cultural Concepts or Teachers

wile developing is cuiculum, e eld seveal ocus goups i ABE and ESOL eaces. tese eaces idenied a

song need o ave bo eaces and sudens undesand e culual conex o caee aaeness in e Unied Saes.

tis includes undesanding o eac pesons oldvie is inuenced by culual eiage and lie expeiences. wiou

is undesanding and appeciaion o dieences, e eaces and sudens may no be able o ully engage i e

cuiculum in a ay a mees sudens needs. we songly ecommend a eaces ead e aicle Muliculual

Caee Educaion and Developmen in e Appendix. tis aicle povides a bie ovevie o e ole o culual ideniy

in caee developmen, summaizes ecniques o muliculual caee developmen, and addesses issues in a

muliculual appoac.


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Secion IThe Cultural Contextor Career Awareness


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L E S S O N 1

Icebreaker: Who Did What?

Learning Objective

to ave sudens lean abou e caee expeiences o ambiions o oe sudens

in ei class

Materials Needed

andou: Leaning Abou You Classmaes

A eek aead o ime, ask sudens o ie e name o a job ey did in ei ome

couny o a ey ave no in e U.S. I a suden as neve oked in is/e ome

couny o in e U.S., ask e suden o ie a job a ey ould like o ave. O, inevie

sudens individually o ask and ecod e anse o is quesion.

ten make up a lis o e job iles on e gid, Leaning Abou You Classmaes: wo Did wic Job?

Sudens may an o need o use picue dicionaies.

Vocabulary

caee, job, basic job iles a sudens in class may ave eld (eace, doco, nuse, clek, seceay, salespeson,

ame, mecanic, eave, cildcae povide, ec.)SCANS Competencies

Inomaion: Acquies and evaluaes inomaion

Basic Skills: Lisening; Speaking

Instructions or Conducting the Activity

tell e sudens a ey ae going o lean abou eac oe by leaning moe abou e jobs a sudens

ave cuenly, ave ad, o ould like o ave. Disibue e andou o eac suden. Only e job iles ae lled in on

e gid. tis is a quesion-asking aciviy. Sa i one suden and ave e oes ask im/e yes o no quesions

abou is/e job. Based on e anses, e es o e sudens guess ic job e suden eld o olds. Sudens

ll in e gid as ey go. Ask sudens o ie don any oe quesions ey mig ave abou e job in e las column.Fo discussion, ave sudens sae ei quesions abou e dieen jobs and see o many o em can be anseed.

Also, discuss e vaiey o jobs eld o desied.

Extension Activities

1. Pe- and pos-aciviy lessons can ocus on vocabulay building and modeling o o ask quesions. tis is especially

elpul o ESOL classes.

2. te conceps pesened can be evisied ougou a eacing cycle. Fo example, lessons can be spead ou ove

a eek o o, ocusing on a dieen job eac day.

3. You can age a gamma uncion elevan o ongoing ok in e classoom. Decide ic pa o e ca ill

be used o asking quesions. Fo example, eie e job is le blank, o e names o sudens ae le blank. ten

povide a gamma lesson on e uncion idenied and as e sudens pacice iing a e quesions. Ae

is, you can use e ca o a communicaion aciviy. You can coose a secion o e ca based on e level o

e sudens. Fo example, a ige-level ESOL class can ask quesions abou e job, ile a loe-level ESOL class

can pacice lling in e names o sudens by asking, wee you a seceay? o Ae you an ais?

4. have sudens look o eaue aicles in e pape abou some o e jobs o look o elp aned ads.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 1: Icebreaker: Who Did What? | 16


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Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 1: Icebreaker: Who Did What? | 17

LearningAboutYourClassmates:WhoDidWhichJob?SectionI:Cu

lturalContext,Lesson1Page1

LearningAbout

YourClassmates:WhoD

idWhichJob?

JobTitle

Whichs

tudentdidthisjobor

would

liketodothisjob?

What

elsewouldyouliketoknowabou

tthisjob?


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Noe: ESOL eaces ill need o ocus on vocabulay building as a pe-aciviy lesson.

tell sudens ey ae going o lean moe abou eac oe and emselves by looking a e dieen ypes o jobs

people ave ad in ei ome couny o e US. ESOL eaces can pos liss o vocabulay aound e oom o aciliae

e aciviy.

Spead aound e Language Builde Occupaion Cads and ask sudens o ideniy 23 jobs a iends and amily

ad/ave in ei ome couny o in e US. I no using e Occupaion Cads, ave magazines o sudens o look

oug and cu ou picues o people doing ese jobs. O, sudens can da a picue o a job on blank pape.

Once eac suden as idenied 23 jobs, go aound and ask em o name e jobs ile e eace ies e job iles

on e boad. Noe nex o eac job ic counies ese ae in.

Belo ae ollo-up quesions o ask and ecod esponses (could ave dieen pieces o pape o eac job o ave

columns so i makes i easie o compae e anses).

You can ocus on one o bo goups o quesions depending on e level o e class.

An alenaive meod o e ESOL classoom is o ave sudens pai up and pacice asking and anseing e quesions

belo insead o aving a lage goup discussion.

Getting a job

How do people get jobs in your home country and/or in the US?

Is i by od-o-mou?

reeals by elaives o iends?

Apply oug e pape? Apply online?

Does e govenmen ell you a job you can ave?

Do you ave o ll ou an applicaion? Do you need a esume?

Do you ave o ave an inevie?

L E S S O N 2

Looking at How We Get Jobs

Learning Objective

to ideniy and exploe sudens aaeness o sel and culue in elaion

o caee exploaion

Materials Needed

Ala Language Builde: Occupaion Cads o magazines o cu up

andou: ho People Ge Jobs

Vocabulary

culue, caee exploaion, an ads, inevies, college, univesiy, od-o-mou,

job applicaion, esume, skills, aining

SCANS Competencies

Sysems: Undesands sysems

Inomaion: Inepes and communicaes inomaion

Basic Skills: Lisening

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 2: Looking at How We Get Jobs | 18


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Education and Training

What kind o education or training (i any) is needed or these jobs?

Do you ave o be a ig scool gaduae?

Do you need educaion beyond ig scool? ho muc?

Do you ave o ave a ceicae o degee?

wap up is discussion by poining ou e dieences and similaiies o anses o dieen counies. Empasizea e sudens come i unique expeiences and undesandings o o people ge jobs. Explain a e class ill

be looking a ese jobs in anoe lesson.


1. In an ESOL class, you can ask sudens a ey kno abou o people in e US ge e same ype o jobs, e

educaion and aining needed, and o o access e educaion and aining. tis can be a ay o ideniy gaps

o mispecepions in sudens knoledge o o e US labo make oks. Oe lessons can en be planned

aound ese gaps.

2. Disibue e suvey, ho People Ge Jobs and ask sudens o inevie 59 people abou o ey go ei job and

o ecod e inomaion by puing ceck maks in e boxes. I e goup is esian abou inevieing, e eacecan ole-play an inevie. te omeok aciviy belo elps sudens, bo ESOL and ABE, ideniy o people ge

jobs in e US.

2. As a ollo-up o e omeok, ave sudens epo back on a ey leaned in ei inevies as o e ays

people go jobs and en combine e inomaion o make a lis o all e ays people epoed geing a job and

noing o many epoed eac. Discuss ings om e lis e paicipans can use o elp ge a job, o insance,

ling an applicaion and en calling o ceck on i; and ic mig only be available o a e people, like knoing

abou a posiion om a amily membe.

Based on an activity rom Personal Management: An Integrated Curriculum, Patti McLaughlin, Curriculum Developer,

Adult Basic and Literacy Educators Network o Washington, 1993.



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HowPeopleG

etJobsSectionI:CulturalContext,Le

sson2Page1

HowPeopleGetJobs

Howdidyougetyour

job?

Whatkindofeducation

ortrainingdidyouneed?

Nameand

Country

Jo

b

Wordof

Mouth?

Referrals

from

friendsor

relatives?

Applyby

paperor

on-line?

The

government

toldyou?

Didyouhave

tofilloutan

application?

Resume?

Didyou

havean

interview?

High

school

graduate

orGED?

Skills

trainingor

certificate

program?

AA

Degree?

BA/BS

Degree?

Graduate

degree?


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L E S S O N 3

Job Qualications

Learning Objective

to se e sage o an undesanding a all jobs ave equiemens and a ee ae

some baies o jobs a ae sysemic suc as insiuionalized acism, sexism, and classism

Materials Needed

Ala Language Builde: Occupaion Cads o magazines o cu up, examples o elp

aned ads om e nespape o Inene.

Vocabulary

job qualicaions, baies, sysemic, job applicaion, esume, skills, aining, job advancemen,

disciminaion, acism, sexism, classism, age/ae o pay, neoking, insiuionalized

SCANS Competencies

Inepesonal: Paicipaes as a membe o a eam; Negoiaes

Inomaion: Oganizes and mainains inomaion


Coose 23 o e occupaions idenied by sudens in e pevious lesson and lis eac on a sepaae piece o ipca

pape and pos. Explain o sudens a in e las lesson ey leaned abou e many dieen ays a people nd and

ge jobs. All jobs equie a e peson doing e job ave ceain qualicaions o skills. Sa i one o e occupaions

posed and ask e class o bainsom e qualicaions o skills needed o e job and ecod e anses on e ipca

pape. repea is o e oe occupaions posed o elp sudens undesand e concep o a is mean by qualica-

ions. Explain a all jobs ave suc qualicaions. tese qualicaions elp employes sceen applicaions and esumes

o ose people o, a a minimum, ave ese skills.

For discussion, ask students:

What happens i you apply or a job and you dont have those qualications or skills?

You may no ge called o an inevie.

I you ae inevieed, e employe may discove a you don ave e skills and so no ie you.

te employe may ask you y you applied o e job knoing you didn ave e skills.

Explain a some ings a elp you o ge a job ae within your control. hoeve, ee ae oe ings a can be baies o

geing a job a ae no iin you conol. Disibue o sudens a lis o e olloing acos a ae in a mixed ode.

Factors within your control:

Geing e educaion and aining needed

having pevious ok expeience i anseable skills a you can alk abou

talking o oes o ae in simila jobs o lean moe abou e equied skills

having complee and accuae job applicaions and esumes

Soing up on ime o inevies

Sending ank-you lees

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 3: Job Qualications | 21


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having a posiive aiude

having good eeences

Factors not within your control:

Age (Some employes don an o ie you o olde okes.)

weig (May no an o ie lage people.) race/eniciy (May an o ie employees o a paicula ace o eniciy.)

Gende (May an o ie only men o omen.)

(Fo ESOL classes, allo e sudens ime i dicionaies in small goups o look up ods ey don kno o ime o ask

e eace quesions abou e meanings.) ten, eie up on e boad in one lage goup, o individually a ables, su-

dens caegoize ic acos ae iin ones conol and ic ae no. Sudens can eie ie em in e coec lis

o e eace can pepae senence sips aead o ime and sudens can manipulae em ino e coec place. As e

class saes is anses o a acos ae o ae no in ones conol, e opics o disciminaion and pejudice ill aise.


1. Use a od mapping aciviy o elp sudens undesand e dieence beeen pejudice and disciminaion, as i is

legally dened. Pejudice ees o peconceived negaive belies, aiudes, o eelings. Disciminaion ees o acions

o beavios a may be based on pejudices. Disciminaion is il legal in many cases, bu pejudice is no.

Key ods ae a ay o elp sudens bainsom ei ougs, eelings, and expeiences abou someing. tis

aciviy invies sudens o sae ei expeiences o unai eamen, and o undesand e dieence beeen

pejudice and disciminaion. to begin, ie e od pejudice on e blackboad and ask sudens o oe ei

eacions. I may look like is:

violence acism no good easons bad ideas ea

pejudice agains Blacks, immigans, Aabs, Jes, lo-income, ec.

geing ose aiudes om ome, tV, sociey

ten do e same using e od disciminaion, undesanding a e maps may ovelap quie a bi. te sudens

undesanding o a disciminaion is may no be coec, bu a is o em o discove as ey ead abou and

discuss disciminaion.

amaive acion a ok disciminaion

keeping people don illegal pejudice bad aiudes

e same eveyee

ten discuss e o od maps. ho ae e o e same? Dieen?

2. Anoe ollo-up aciviy is o ave sudens ell ei soies. In small goups, give sudens e oppouniy o alk

abou ei expeiences i pejudice and disciminaion. wic one as i? wy did i appen? As ey epo back

o e lage goup, e eace liss expeiences (biey) on e boad. A vaiaion is o ave sudens ie in jounals

abou a ime ey ave expeienced pejudice o disciminaion.

Adapted rom A Curriculum Packet about Immigration-Related Job Discrimination, Andrea Nash and Peggy Wright,

Massachusetts Immigrant and Reugee Advocacy Coalition and the Oce o Special Counsel, October 1991.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 3: Job Qualications | 22


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L E S S O N 4

What Do You Think?

We recommend that this lesson not be done as a stand-alone. It works best when done

in sequence with Section I, Lessons 13.

Learning Objective

to ideniy and exploe sudens aaeness o sel and ones on culue, acism,

sexism, economic saus, and individual dieences as ey elae o caee exploaion

Materials Needed


Vocabulary

culue, caee exploaion, an ads, inevies, college, univesiy, od-o-mou, job applicaion, esume,

skills, aining, job advancemen, disciminaion, acism, sexism, age/ae o pay, neoking, qualicaions

SCANS Competencies

Pesonal Qualiies: Inegiy/honesy; Sel-eseem

Basic Skills: Speaking


tis aciviy encouages people o ideniy and discuss ei belies. I pepaes e sudens o lean moe abou discimi-

naion a ok by exploing ei on aiudes abou e ole o immigans in e okoce. You, e eace, sould

paicipae, oo, aking e same isks in saing as e sudens.

to begin, pu sees o pape labeled Disagee and No Sue in vaious pas o e oom. te eace eads (o ies

on e boad) a saemen om e lis belo. Eveyone moves oad e cad a epesens is/e esponse o e

saemen, lieally aking a sand as ey commi o a posiion. A leas one peson epesening eac posiion is invied

o sae is/e opinion, pomping discussion and possible esufing as people cange ei minds o modiy ei vies.

Sudens can add ue saemens o e lis.

Statements:

1. Is ai o ie only people o speak Englis.

2. Employes like o ie immigans.

3. Immigans ake jobs aay om naive-bon Ameicans.

4. Is ai o give jobs o naive-bon Ameicans s.

5. Add you on: _________________________________


1. tis aciviy is good o sudens o ae oking. As in Secion I, Lesson 3, coose 57 o e occupaions idenied

by sudens and lis eac on a sepaae piece o ipca pape and pos. In an ESOL class, y o coose a leas one

occupaion om eac couny epesened in e classoom. Explain o sudens a ey ill ave a cance o lean

abou e many dieen ays a people nd and ge jobs in dieen counies, o lean a all jobs ave skill

qualicaions, and a someimes ee ae baies o jobs a sudens canno conol.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 4: What Do You Think? | 23


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In is lesson, e sudens ae going o exploe ue some o e baies o geing jobs, ic ey may ave aleady

expeienced o ic ey may expeience.

Point to one o the occupations and ask the student(s) who identied that occupation to answer the ollowing

questions about the occupation. Record the answers on the fipchart paper:

Can bo men and omen ge ese jobs? All eniciies/aces? Pysical abiliy? ric/poo?

Ae ee ceain jobs a only some people ae alloed o do/apply o? wy?

ho do you move up o advance in e occupaion? ho do you nd anoe job?

wa ae e ages o ese jobs? Ae bo men and omen paid e same?

recod esponses o all e occupaions. Ideniy insances o acism, sexism, o oe oms o disciminaion in

employmen. Noe a ese oms o disciminaion limi caee coices. Poin ou a disciminaion exiss en

applying o jobs in e US.

tun e discussion o a jobs ae like in e Unied Saes.

Facilitate a discussion by asking the ollowing questions and recording responses:I the students are already working:

wa kind o jobs do e sudens ave?

ho did ey ge ese jobs?

ho is geing a job/doing a job seac simila o dieen an in ei ome couny?

I the students are not working:

wa kind o jobs do ei iends and amily ave ee in e Unied Saes?

ho did ey ge ese jobs?

ho long did i ake o ge ese jobs?

wa kinds o skills ae needed o ese jobs?

Do the students think there are some jobs in the US that only some people are allowed to do/apply or? (men/women,

black/white, English speaking/non-English-speaking, rich/poor, etc.). What are those jobs and why do they think only some

people can apply?

have ey o a elaive ad an expeience o being uned aay o discouaged om applying o a job?

recod esponses on e boad. Noe e dieences and similaiies beeen jobs in e Unied Saes and in ei

ome counies.

2. Faciliae a discussion abou job disciminaion using e olloing quesions as a guide:

have you eve been uned don o a job? wy do you ink you ee?

wa ae some easons people can ge jobs even en jobs ae available?

Lis all e easons people menion and en lis possible soluions. Keep e one posiive and ealisic. End e

discussion by alking abou canging a you can, bu no being deeaed by a can be canged.

Fo moe esouces on addessing job disciminaion, see A Cuiculum Packe Abou Immigaion-relaed Job Discim-

inaion, Andea Nas and Peggy wig, Massacuses Immigan and reugee Advocacy Coaliion and e Oce

o Special Counsel, Ocobe 1991.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 4: What Do You Think? | 24


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L E S S O N 5

The Inuence o Family and Friends

Learning Objective

to ideniy and exploe sudens aaeness o e inuence o amily and iends

Materials Needed


Vocabulary

advise, advice, guidance, inuence, names o amily membes (ie, usband, boyiend,

giliend, moe, ae, ae-in-la, uncle, aun, ec.), iend, co-oke, colleague,

pies, minise, paso, imam, eace, abbi, doco, oking unde e able

SCANS Competencies


Sysems: Undesands sysems

tinking: reasoning


In is aciviy, you ill model a amily job ee o elp sudens ideniy e inuences in ei lives. Fis, da a job ee

o you on amily on e boad. I can be eal o ciious. An example mig be:

My Familys Job tee

Fae: uck dive Mom: Saeay cecke Gandae: coal mine Uncle: unemployed

Sep-Boe: consucion oke & oks unde e able making cabines o iends

Me: __________________________________________

Ask e sudens o da ei on amily job ees. te ee may include moe, ae, sep-elaives, ose elaives,

auns, uncles, gandpaens and oe people o ave ad a signican impac on ei lives. ten lead a discussion using

e quesions belo:

wa ae e majo jobs a membes o you amily ave ad?

wa kinds o jobs did mos o e men ave?

wa kinds o jobs did e omen ave?

ho ave ecnological canges aeced jobs?

ho did you amilys jobs sape ei liesyles and values?

wa educaion, skills, o qualiies ae necessay o ese jobs?

have membes in you amily encouaged you in any ay o lean abou ei jobs, o go ino e eld a ey ae in?ho? Give specic examples.

Is ee a job paen in you amily?

I you can alk o some o you elaives, ask em a ey ould ave eally aned o do i ei lives i ey

ad ad e oppouniy o do so. wa else ould you ask em?

In geneal, o do caees o amily membes aec caee coices?

Include you cilden in e job ee. ho can e job ee cange?

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 5: The Inuence o Family and Friends | 25


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Extension Activity

Ask e sudens o cicle membes in e amily om ey go o o elp. Fo example, e eace can sa by asking

wo do you alk o en you cild is sick o wo do you alk o i you ave a conic i a iend? ten ask eac

suden o emembe o ink abou o e o se alked o (o ould alk o) in making employmen decisions.

wo did you alk o?

wy did you coose a peson(s)?

wa advice did e peson(s) give you?

Did you ollo e advice? wy o y no?

Noe a ee is no ig peson o alk oi depends on you backgound and cicumsances. wap-up e lesson by

poining ou a e all seek advice and ae inuenced by amily and iends. I is impoan o be aae o ose inuences

and o ey can bo elp and inde us as e exploe caees.

Adapted rom Personal Management: An Integrated Curriculum, Patti McLaughlin, Curriculum Developer,

Adult Basic and Literacy Educators Network o Washington, 1993.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section I, Lesson 5: The Inuence o Family and Friends | 26


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Secion IIThe Sel-Exploration Process


28/210


te goal o is lesson is o se e sage o undesanding a caee planning is and y i is ciical o sudens abiliyo eac ei educaional and caee goals.

Brainstorm the answers to the ollowing questions:

How many times will most people (in the US) change jobs in their lietime?

25 imes

Can workers in the U.S. today get laid-of through no ault o their own?

Yes

Is there job security today? No necessaily, bu ee ae seps you can ake a lead o moe job secuiy, like coninuing o lean ne skills.

What do employers look at when deciding to hire new employees?

Skills and expeience

Explain a because o all ese acos, caee planning is an impoan lie skill and i elps sudens ideniy e

educaion needed o eac ei caee goals.

to elp sudens undesand e dieence beeen a job and a caee, bainsom a ey ink is mean by bo.

recod anses on e boad. Summaize e deniions as:

Job = e ok posiion a you ave a any poin in ime

Caee = e pa o you jobs ove ime

Poin ou a e goal is o ink abou you caee and no jus e nex job. Sudens can do is by ceaing a map

o ee ey ae going.

L E S S O N 1

The Career Planning Process

Learning Objective

to undesand a e caee planning pocess is and a i can aciliae

e aainmen o educaional and caee goals

Materials Needed

andou: Caee Planning Model

Vocabulary

laid-o, job secuiy, caee, job

SCANS Competencies

Basic Skills: Lisening; Speaking

tinking: Seeing ings in e minds eye

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 1: The Career Planning Process | 28


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Some examples o careers are:

1. Ceied Nusing Assisan (CNA) Sugical tecnologis Nuse

te caee pa is in e eal cae eld.

2. Seceay Adminisaive Assisan Manage

tis caee pa could be iin many dieen elds.

3. teace Social woke Consulan

tis caee pa ocuses on jobs a use simila skills bu in dieen elds.

Next ask students to brainstorm what they think is meant by career planning. Write these on the board. Then, using

students ideas, summarize with the ollowing points:

What is career planning?

Ideniying a you ae good a

ho you skills, alens, values, and ineess anslae ino ok

Macing you skills, ec., o exising jobs

Macing you caee goal o you nancial needs

I is a pocess

Need i o make good decisions

By doing caee planning you can nd good anses a mee you needs on you scedule

Pos e Caee Planning Model diagam on an oveead o disibue copies.

Explain a caee planning is an ieaive pocess and is lielong.

Depending on e needs and inees o e class, you can ue beak don e secions o e pocess and

ask sudens o decide ic pas o e caee planning pocess ey ae mos ineesed in leaning abou. tis can

guide you in o bes o engage sudens i e cuiculum.

Sel-exploration looks at:

Skills

Values

Expeience

Ineess

Educaion



30/210

Occupational Exploration looks at:

Occupaional/job poles

Inomaional inevies

Caee/job ais

Labo make inomaion

Educational and Career Planning looks at:

Decision making

Goal seing

Poblem Solving

Acion Planning

You can also pos e ee caegoies on big sees o pape and give sudens index cads i e bulle poins and

ave sudens pu index cads unde e coec eading. Leave ese big sees up in e classoom and en e oe

lessons in e cuiculum ae pesened, ee o em and ideniy e pa o caee planning a e lesson addesses.

Extension Activity

Fo sudens i pevious ok expeience, ask em o make a lis o e jobs ey ave ad and o jobs ey ould

like o ave. ten ave sudens pai up and sae e liss. have sudens alk abou any similaiies in e jobs ey

ave eld and ose ey ould like o ave.

Fo sudens i limied o no pevious ok expeience, ask em o make a lis o a leas ee jobs ey ould be

ineesed in aving. Pai up sudens o sae e liss. Ask em o alk abou any similaiies among e jobs ey ave

cosen. Ae ee any jobs a ey mig need o ave s o gain e expeience o ose jobs?


Self-Exploration Process

Occupational ExplorationCareer Planning Skills

Cultu

ralC

ontext

CulturalContext Cultu

ralC

ontext

CulturalContext

Career Planning Model


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CareerPlanningModel

SectionII:TheSelf-ExplorationPro

cess,Lesson1Page1


32/210

L E S S O N 2

Identiying Hopes and Dreams

Learning Objective

to elp sudens begin o alk abou e opes and deams ey ave o ei

lives as e saing poin o caee exploaion

Materials Needed

access o music playe and song Fas Ca by tacy Capman

lyics can be ound online www.elyrics.net/read/t/tracy-chapman-lyrics/ast-car-lyrics.html

Vocabulary

cuising, ceckou gil, pomoed, sububs, convenience soe, opes, deams

SCANS Competencies

Basic Skills: Lisening; reading



Disibue e lyics o e song Fas Ca by tacy Capman and play e song o sudens o lisen o and ollo

along. You can poin ou a tacy Capman is om Boson and a se as once omeless and began playing music

on e sees in havad Squae.

Faciliae a discussion abou a is going on in e song and a opes and deams ae descibed. recod key

pases and ods on e boad:

1. Look a e ile. wa do you ink e song is abou? wa do people use cas o?

2. In e beginning o e song, ee is se oking? ho does se eel abou e lie? Can you descibe e?

3. wa is e plan? wo do you ink se is making plans i? wee does se an o go?

4. wy did se qui scool? wa as e poblem? Do you ink se sould ave qui scool? I you kne e en,

a ould you ave said o e? wy?

5. wen does se ave e eeling a se can be someone? wy do you ink se as is eeling? Do you eve ave

is eeling? I so, en?

6. wa appens ae ey move o e ciy? Does se ge a job? wa is e job? Does e peson se goes i ge a job?

wee do ey live? Does se sill ave plans? Is se sill opeul?

7. A e end o e song, a is going on? Is se appy? Is se opeul? wa do you ink se sould do? I you ee

e iend, a ould you say o e?

Anoe se o quesions mig be:

1. wa does e singe an? wa ae e opes and deams?

2. wa does se ink i ill ake o ealize e opes and deams?

3. wa seps as se aken o eac e deams?

4. wa kind o jobs as se ad o is se planning o ge?

5. wa ges in e ay o e opes and deams?

lack o job, no hS degee, alcoolic ae, moe o le, lo-paying job, omelessness

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 2: Identiying Hopes and Dreams | 32


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ten guide e discussion o e opes and deams o e sudens. Ask e olloing:

1. tink abou you on lie. wa kind o song ould you ie abou you lie?

2. wa ould be e ile o a song?

wap-up discussion ocuses on e elevance o is song and discussion o caee exploaion:

1. I is impoan o kno yousela you an and need

2. having opes and deams gives us someing o ok oad

3. Eveybody aces obsacles, ee big o small

4. tee ae ays o addess e obsacles by beaking em don ino small seps

Extension Activity

Ask sudens o ie don o deams/opes ey ave. Once all sudens ave done a, ask eac suden o sae one

o e deams/opes and ecod a on e boad. ten ask eac suden o name a leas one obsacle a ges in e ay

o a deam and ecod a. Examples o obsacles mig include oking as a ousekeepe a nig, cilden, limied

Englis pociency, and amily disappoval.

ten ave e sudens bainsom abou o ose obsacles mig be ovecome and ecod ose. tis mig

include small seps a can be aken no. Fo example, aking Englis classes is a sep oad being bee pepaed o

apply o a ige paying job. Anoe example mig be aving a amily o communiy elde o suppos you deams

alk i membes o you amily o do no appove. Oe examples mig include alking o a supeviso abou oe

job oppouniies a ok.

Adapted rom the Jamaica Plain Adult Learning Program.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 2: Identiying Hopes and Dreams | 33


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L E S S O N 3

Introduction to Goal Setting

Learning Objective

to elp sudens begin o undesand e impoance o seing goals o eac ei deams

Materials Needed

andous: Suden Goal Scenaios and woksee o Suden Goal Scenaios

Nespin

Vocabulary

oad map, moivaional

SCANS Competencies

Basic Skills: Lisening; wiing



Bainsom i sudens e dieen ods e use o alk abou a e an o do in e uue suc as:

deams

opes

ises

ans

goals

aspiaions

Povide sudens i copies o e andous: Suden Goal Scenaios and woksee o Suden Goal Scenaios. Coose

some scenaios o ead aloud in class ile sudens ead along. have sudens look a e goal scenaios, individually o

in pais, and anse is quesion abou eac scenaio: a ae e ies goals o is yea? Sudens can beakou eac o e goals and ecod em on e oksee.

ten ask sudens o ie don so anses o e olloing quesions:

wa ee some deams o opes a I ad o my lie en I as a cild?

wa opes o deams did I ave abou my caee en I as younge?

wa opes o deams do I ave o my lie no?

wa opes o deams do I ave o my caee no?

wa do I need o do o eac my deams?

wee do I see mysel in ve yeas?

Sudens can sae ei anses in pais o in a lage goup.

ten, as a class, bainsom easons y i is impoan o ave goals. Some anses mig include:

someing o ok oad

need a oad map

moivaional

need someing concee

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 3: Introduction to Goal Setting | 34


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Explain a en e can see clealy a ou goals ae, en i is moe likely a e ill acieve em. You need o sa

i a goal in mind. having a plan elps you o ge o ee you an o go. I is impoan o emembe a goals ae no

se in sone. Goals may cange ove ime as e cange.

Please noe a seing and iing goals is coveed again and in moe dep in Secion IV, Lesson 5.

Extension Activity

have sudens pacice iing goals oug jounals o pomps. Use a selecion o ose goals o illusae e pocess o

seing ealisic goals and o inspie oe sudens o ie ei on goals.



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Student Goal Scenarios Section II: The Self-Exploration Process, Lesson 3 Page 1

Student Goal Scenarios

1. Farouk moved here from Pakistan two years ago. His English is so-so. He has a good job andhe saved some money. He doesnt want to live in an apartment anymore. He is thinking aboutbuying a house but he doesnt understand the financial systems in the United States very well.

He also doesnt understand the culture of Americans so he doesnt have many friends. Whatare his goals for this year?

2. Min Wei is from China. She is at school to learn English. She is 65 years old and she went tothe doctor. She is not healthy right now. She smokes because she is very stressed about hernew life in the United States. She is also very lonely in the United States. She needs to meetfriends and find a place to go for recreation. Her friend goes to the library but Min doesnt havea library card. She knows some people go to community events but she is shy and afraid.What are her goals this year?

3. Luis moved here from the Dominican Republic five years ago. He speaks English but wants tolearn more. He works now, but he doesnt make much money. He needs to find a new job. Heknows he could get a better job if he used computers, but he doesnt know about computers.

Luis knows that he can be a citizen of the United States now because he has lived here for fiveyears. What are his goals this year?

4. Blanca is from Ecuador. She moved here a year ago. She is studying English. She has twokids, and they are in elementary school. They need help with homework, but she isnt sure sheis smart enough to help them. She didnt finish high school so she doesnt have a diploma orGED. She wants to get her GED. She is also tired of taking the bus to pick up her children andshe has a car but not a license. What are her goals for this year?

5. Nubar has many goals for the future. Some ofhis goals will take a long time, even if he workshard. He will study every day to get his GED. In about three years, he wants to start college tobecome a computer technician some day. He and his girlfriend want to get married and havechildren sometime in the future. He will need a good job so he can help his family. What are

his goals for this year?

Adapted and used with permission from the Lawrence Public Schools Adult Learning Center


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WorksheetforStudentGoalScenariosSectionII:TheSelf-ExplorationProcess,

Lesson3Page1

Worksh

eetforStudentGoalScenarios

Name

C

ountry

Goal#1

Goal#2

Goal#3

Goal#4

Obstacles

Isit

possiblein

oneyear?

Farou

k

P

akistan

Improve

his

Eng

lis

h

Bu

ya

house

Learnmore

abou

tfinanc

ial

managemen

t.

Learna

bou

t

U.S.

cu

lture

Time,

frien

ds

to

he

lphim

,no

fam

ily

here

Yes,

ifhe

w

orks

hard.

Min

Lu

is

Blanca


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tis lesson is based on a eading om Working: People Talk About What They Do All Day and How They Feel About What They

Do, by Suds tekel (available oug vaious publises). te paicula soy e ecommend o is lesson is abou a

oman o is jus a ouseie. I undescoes e noion a egadless o ee o no e ae paid o ou ok, all

o us ave and use many skills in ou daily lives. You can vie paial exceps om e book, including e secion called

Jus a houseie a http://books.google.com/books?id=2nKj42A_W5kC&dq=Working,+Studs+Turkel&printsec=rontcover&

source=bl&ots=u0BH0QiFub&sig=-#PPR25,M1. I may also be available a you local libay o booksoe.

A e days beoe is lesson, disibue Jus a houseie by Jesusia Novao o ead o omeok. Fo loe-level

ESOL sudens, also disibue e oksee a guides sudens in ei eading o e aicle. Fo all sudens, evie e

vocabulay ods en you and ou e omeok. (An alenaive, especially o ESOL sudens, is o ead e aicleou loud ogee in class.)

Fo is lesson, ave e loe-level ESOL sudens bing ei oksees o class o eeence. revie e anses o e

oksee o ceck o oveall compeension o e eading.

The title o the reading is Just a Housewie. Guiding questions:

1. What do you think the author means by just a housewie? What does a housewie do?

2. Does a housewie do work?

3. Ask students to brainstorm a list o the skills that Jesusita has. These might include:

Managing e ime Oganizing aciviies and people

taking cae o cilden and/o eldely paens

Cleaning

running a ouseold

Saying iin a budge

helping people make decisions

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 4: We All Have Transerable Skills | 38

L E S S O N 4

We All Have Transerable Skills

Learning Objective

to aid sudens in ideniying ei on anseable skills

Materials Needed

Copy o e cape om Book Five oWorking: People Talk About What They Do All Day

and How They Feel About What They Do , by Suds tukel (1974). te excep is called

Jus a houseie: Jesusia Navao (no included in cuiculum)

handou: reading Guide o Jesusia Navao

Vocabulary

ouseie, selemen ouse, social oke, caiy, elae, anseable skills

SCANS Competencies

Basic Skills: reading

Inomaion: Acquie and evaluae inomaion

tinking Skills: Ceaive inking


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Lisening o people

Knoing o o nd esouces

4. What are some o the things that you do that you dont get paid or?

tis mig include oganizing a bake sale a you cilds scool, coacing a spos eam, eacing a you place

o osip, planning a biday pay, ec.

Noe a ese ae called anseable skills skills a can be used in many dieen siuaions, ee o paid

ok o no.

Many people ink a i ey aen being paid, en e skills ey use in ei daily lives (ome/communiy/scool)

don coun as eal skills.

ESOL sudens can ee o quesion #10 o e reading Guide o ei esponses.

Lis on e boad e ings a sudens do bu don ge paid o. Ideniy e skills associaed i e aciviy/

esponsibiliy.

I ey do paid ok, ask em o ideniy e skills ey use in ei paid ok. I ey do no ave paid ok, ask em o

ideniy a skills ey mig like o use in a job.

Extension Activity

have sudens ake e skills idenied above and ask em o make a lis o a leas ve jobs a use e skills idenied.

have sudens pai up and sae ei liss o skills and possible jobs a use ose skills. have e sudens elp eac

oe ink o oe jobs a mig use ose skills.

Adapted rom the Jamaica Plain Adult Learning Program.



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Reading Guide for Jesusita Novarro Section II: The Self-Exploration Process, Lesson 4 Page 1

Reading Guide for Jesusita Novarro

Name: _____________________________________ Date: ________________________________

1. What is the first thing that Jesusita does in the morning?

2. What does she do in the afternoon?

3. One of Jesusitas goals is to:

a. lose weight

b. wear fancy earringsc. get off welfare

4. The head of the settlement house wants Jesusita to:

a. take a social workers jobb. go to the hospitalc. stay on welfare

5. Jesusita says, Why do they say its charity?

Charity is:a. getting paid for workb. getting something for nothingc. hard work

6. How does Jesusita get treated at the hospital?

7. Jesusita

a. has a paid jobb. is a mother on welfarec. has a husband with a paid job


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Reading Guide for Jesusita Novarro Section II: The Self-Exploration Process, Lesson 4 Page 2

8. Jesusita used to think that she wasnt really good for anything. What made her change her mind?

________________________________________________________________________________

________________________________________________________________________________

9. There are mothers that work eleven, twelve hours a day. We get up at night, a baby vomits, youhave to be calling a doctor, you have to be changing the baby. When do you get a break, really? Youdont. This is an all-around job, day and night. Why do they say its charity? Were not working for ourmoney? I am working for this check. It is not charity.

Do you agree with this statement? Explain why or why not.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

10. Describe some of the things that you do that you dont get paid for.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

11. Jesusita says, Im hungry for knowledge. I want to do something. Im searching for something.I dont know what it is.

Finish the sentences with your own words:

Im hungry for ________________________________________________________________

Im searching for ______________________________________________________________


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L E S S O N 5 , P A R T 1

Making a Lie Line

Learning Objective

to elp sudens appeciae e ange and naue o inuences on ei educaional

and caee developmen and o demonsae o caee-elaed expeiences ae

ineoven i oe (e.g., pesonal, social, amily, and culual) aspecs o ei lives

Materials Needed

rolls o cas egise ape o eac suden o nespin sees, coloed makes,

andou: Lie Line Pesenaion Guide

Vocabulary

inuence, imeline, caee, culual, lie line

SCANS Competencies

Pesonal Qualiies: Sel-eseem

Basic Skills: Speaking



Beoe asking e sudens o ceae e Lie Line, ic is a imeline o evens in ei lives, you sould demonsae

o o ceae one by alking sudens oug e pocess as you complee you on lie line. Once you ave done is,

disibue a segmen o cas egise ape o nespin o eac suden. Ask sudens o ecod impoan evens in ei

lie and ings ey ave done. Ask em o pu e dae belo eac even/ing. Encouage sudens o use aeve

coloed makes ey ould like in consucing ei imeline. tell sudens a ey mig ecod a single even, an

ongoing expeience, peson, oug, o plan.

Ask sudens o selec one even on ei imeline a ey ould like o alk abou. Lead sudens oug a evie o

e wh quesion ods:

What is e even? ____________________________________________________________________________________

When did i appen? __________________________________________________________________________________

Where did i appen? __________________________________________________________________________________

Who as ee? _______________________________________________________________________________________

Why is i impoan o you? _____________________________________________________________________________

You can model is pocess by selecing one o you on lie evens and alking abou i using e wh ods. You can

eie ie e wh ods on e boad and/o disibue e Lie Line Pesenaion Guide andou o sudens o

make some noes abou ei even o a pesenaion. Eac suden en does a ve-minue pesenaion abou is/e

idenied imeline even.

As e pesenaions pogess, you can eec on e commonaliies and dieences among e signican evens/

inuences o on e caegoies o inuences a seem o be occuing i egulaiy (e.g., amily membes, adul ole

models, cance evens).

Ae eac suden as done ei pesenaion, pos e imelines on e all and ave e sudens alk aound and

ead em.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 5, Part I: Making a Lie Line | 42


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Extension Activity

have sudens divide ino small goups. Ask sudens o alk abou a ey leaned om ei lie lines and o is

inomaion mig inuence ei nex seps in a job o caee.

Adapted rom Experiential Activities or Teaching Career Counseling Classes and or Facilitating Career Groups, Volume One,

National Career Development Association, 2000.



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Life Line Presentation Guide Section II: The Self-Exploration Process, Lesson 5, Part 1 Part 1

Life Line Presentation Guide

Identify one event on your timeline and answer the following questions about it:

What is the event?

________________________________________________________________________________

When did it happen?

________________________________________________________________________________

Where did it happen?

________________________________________________________________________________

Who was there?

________________________________________________________________________________

Why is it important to you?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


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L E S S O N 5 , P A R T 2

Things I Have Done

Learning Objective

to elp sudens ideniy anseable skills

Materials Needed

Suden Lie Lines (aleady compleed in Secion II, Lesson 5, Pa 1),

andous: tings I have Done and Suden Fuue timeline, pos-i noes, nespin

Vocabulary

inuence, imeline, caee

SCANS Competencies

tinking Skills: reasoning; Ceaive inking

Basic Skills: reading


Noe: Fo is aciviy, sudens need o ave aleady compleed a lie line (Secion II, Lesson 5, Pa 1).

Ask e sudens o ake ou ei lie lines. Ask e sudens o ee o (o add in) e even, Sa aending Englis/GED

class. Disibue e tings I have Done andou. revie e cecklis as a goup, and en ask sudens

o ideniy a ings on e lis ey did in ode o begin aending Englis o GED class. recod e anses on e

boad. ten ask sudens o selec anoe even on ei lie lines. Disibue pos-i noes. Using e andou as a guide,

ask em o ideniy 45 tings I have Done a elae o e ne even. have em ie ose on a pos-i noe and

aac i o e ne even. have sudens sae i a pane.

Nex, ask e sudens o ie in ee opes, deams, o plans on e uue pa o ei lie line. ten eun o e tings

I have Done andou and ask em o ie on a pos-i noe a lis o some o e skills ey can use o eac ei uue

opes, deams, o plans. have e sudens aac e pos-i noe o e uue pa o ei lie lines, and again,

ask e sudens o sae i a pane.

te sudens can complee e oksee Suden Fuue timeline e olloing day o einoce is lesson.

Extension Activity

Ask eac suden o coose one even on is/e lie line. Sudens en ok in pais o ell a soy abou

e even eac cose. te telling suden descibes a e even as and a s/e did o make e even appen o

as a esul o e even. te Lisening suden ies don a lis o seps aken by e suden. ten ogee e o

sudens evie e seps ien don and ideniy e skills used o do eac sep. te sudens can ee o e skills

lised in e tings I have Done andou.

te sudens en come back ogee as a lage goup. Ask eac suden o complee e Fuue timeline. ten ask

eac suden o name ou loud one o is/e uue employmen goals/evens. Finally, ask e suden ic skillsidenied in e pais aciviy can be used o elp accomplis e goal o ge o e even.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 5: Things I Have Done | 45


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Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 5, Pa 2: tings I have Done 46

Things I Have Done Section II: The Self-Exploration Process, Lesson 5, Part 2 Page 1

Things I Have Done

Working With People

___ Take care of a sick relative

___ Give medicine to a child___ Care for child who is disabled

___ Help at a school event

___ Make phone calls

___ Visit friends and family in nursing homes

___ Visit new places

___ Take care of my children or other

peoples children

___ Teach or coach a sport

___ Organize parties for family or friends

___Teach at my place of worship

___ Help children with their homework

___ Participate in events in my community

___ Volunteer at a library

___ Work with other parents in the schools

___ Go on field trips for teens and help out

___ Play music or dance for others

___ Other ___________________________

Working With Data

___ Write checks and balance a checkbook

___ Do a budget for my family

___ Record money for a club or group

___ Handle the money/finances for a

small business

___ Read a map___ Follow directions

___ Read a flyer or poster

___ Apply for a loan or credit

___ Fill out forms and applications

___ Make airline arrangements

___ File papers

___ Enter data onto a computer

___ Select and price items to be purchasedby a group

___ Maintain sales records for an

organizations store or sale

___ Choose colors for sewing, crafts,decorating projects

___ Other types of working with data

Working With Things

___ Take care of plants, garden, farm

___ Cooking___ Do housecleaning at home

___ Flower arranging

___ Care for animals

___ Type, filing, office work for an organization

___ Use a computer

___ Take photographs

___ Operate stereo equipment

___ Build furniture

___ Repair equipment, repair appliances

___ Operate equipment (lawnmowers,

saws, forklifts)

___ Use tools

___ Drive buses, vans, taxis

___ Prepare meals for large groups

___ Build things

___ Cut down trees

___ Give haircuts, or do hair styling

___ Take care of cars

___ Other ______________________________


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StudentFutureTimelineS

ectionII:TheSelf-ExplorationProcess

,Lesson5,Part2Page1

StudentFutureTimeline

Name:_______

____________________________

____________________________

______________

FutureTimeline

_________________

I______________________

____________________________

______________

I

Tomorrow

NextYear

5Years

FromNow

Directions:

Thinkofeducationalandemploymentgoalsthatyouwouldliketoaccomplishin

thenext5yearsandputthemonthistimeline.

Whatskillscanyouusetoaccomplishyourgoals?

SkillsIcanusetoaccomplishmygoals:

Skill

W

hereorhowIveuseditbefore

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 5, Pa 2: tings I have Done 47


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L E S S O N 6

Things I Like

Learning Objective

to elp sudens nd ou abou ei ineess and alens and o o use

a inomaion o guide educaional and caee decisions

Materials Needed

andou: tings I Like

Vocabulary

ineess, obbies, eceaion

SCANS Competencies

Basic Skills: wiing; Speaking

Pesonal Qualiies: Sociabiliy


tell sudens a in ode o gue ou a caee ey ould like o pusue ey can sa by inking abou a

ey like o do and ae good a. tis execise ill give em an oppouniy o lean moe abou emselves.

Disibue e tings I Like andou and ave sudens ie don e s ings a come o mind on e lis. Once

all sudens ave compleed ei liss, ave sudens inevie one anoe in pais o small goups, using e quesions

om e andou. Fo ESOL sudens, e eace can model o o ask and anse e quesions using e andou.

This activity is rom Getting There: A Curriculum or People Moving into Employment, The Center or Literacy Studies,

The University o Tennessee, Knoxville, 1996.

Extension Activity

have sudens ie a paagap:

descibing ei obbies

ideniying a leas 5 skills ey use by doing e obby

ideniying a leas o jobs a use ese skills

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 6: Things I Like | 48


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Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 6: Things I Like | 49

Things I Like Section II: The Self-Exploration Process, Lesson 6 Page 1

Things I Like

1. My hobbies are

2. When I have free time, I like to

3. The most interesting section of the newspaper is

4. On my day off from work or school, I like to

5. My favorite thing to read is

6. My favorite type of television program is

7. My favorite recreation is

8. In conversation, I like to talk about

9. My favorite subjects in school were

Adapted from Getting There: A Curriculum for People Moving into Employment, The Center forLiteracy Studies, The University of Tennessee, Knoxville, 1996


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L E S S O N 7

Identiying Skills

Learning Objective

to elp sudens lean abou skill caegoies and o ideniy ei on skills

Materials Needed

andou: Skills Idenicaion and index cads

Vocabulary

communicaion, sel-managemen, managemen, ecnical

SCANS Competencies

Inepesonal: Paicipaes as a membe o a eam

tinking Skills: Poblem solving



tis is a manipulaive aciviy. Beoe class, make copies o e Skills Idenicaion andou and cu e lis o skills ino

sips. have a complee se o cu-up skills sips o eac pai o goup o sudens. wie up one se o e seven skillcaegoies on index cads o eac goup. Explain a knoing a skills ae and being able o ideniy ones on skills is

essenial o deciding on a caee coice o nding a ne caee. wie e seven caegoies o skills on e boad and biey

explains a ey ae:

Communicaion skills

Numbe skills

tecnical skills

Business skills

Managemen and Sel-Managemen skills

Ceaive/Aisic skills

People skills

Divide e class ino pais o goups and explain a eac goup ill be given a pile o skills on sips o pape and a se

o index cads i e six skill caegoies. te goups ae o pu e sips ino e coec skill caegoy. ESOL sudens ill

need ample ime, eace suppo, and bilingual dicionaies.

Once all goups ave compleed e ask, evie e caegoies and e skills in eac. Ask sudens o name some jobs

a ey ink equie e skills in e dieen caegoies.

Extension Activity

Disibue e Skills Idenicaion andou o sudens and ask sudens o ceck ose skills ey believe ey ave.have a goup discussion using e olloing quesions:

Do you ave skills in moe an one aea?

In ic caegoy do you ave e mos skills?

wa ae e skills needed o e jobs a you ae ineesed in?

Do e skills you ave mac e skills needed o ose jobs?

Ae ee some skills a you ould like o ave bu don ave ig no?

wa educaion and/o aining mig you need o develop ose skills?

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 7: Identiying Skills | 50


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Skills Identification Section II: The Self-Exploration Process, Lesson 7 Page 1

Skills Identification

Communication Skills___ reading and following directions

___ putting things in alphabetical order___ comparing or cross-checking two lists___ filling out forms___ writing letters and memos correctly___ reading and understanding policies

and memos___ writing reports___ speaking to people you dont know___ speaking English and another

Language___ taking notes while someone speaks___ finding information (getting what you

need to know out of the phonebook, adictionary, the library, etc.)

___ using a map___ reading bus, train, and plane

schedules___ explaining things to other people___ know when to ask for help or more

explanation

Number Skills___ doing arithmetic correctly___ using percentages and decimals___ using a calculator___ rounding off numbers___ typing/keyboarding

___ calculating hours worked, moneyowed, etc.

___ estimating costs and/or time needed tocomplete a job

___ using a database program on acomputer

Technical Skills___ making, fixing, and repairing things

___ operating machinery___ installing things___ building things___ gardening, landscaping, and farming

Business Skills___ operating a computer___ using a business telephone___ filing, sorting, and classifying information___ balancing checkbooks___ working with budgets___ setting up and closing out a cash register

Management and Self-Management Skills___ being patient with others___ keeping a cheerful attitude___ getting interested/excited about the task at

hand___ offering to help when its needed___ knowing how to take directions___ motivating myself to do what needs to get

done___ helping motivate others to get the job done___ prioritizing tasks so that the larger goal is

met on time___ following the rules___ presenting a neat and professional image

___ checking your own work___ working hard without complaining___ using courtesy when dealing with others___ seeking help when needed___ being eager to learn___ speaking up for yourself___ solving problems in a cooperative way


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Skills Identification Section II: The Self-Exploration Process, Lesson 7 Page 2

Creative/Artistic

___ artistic___ drawing___ expressing

___ performing___ presenting artistic ideas___ dancing, body movement___ visualizing shapes___ designing___ model making___ making handicrafts___ writing poetry___ illustrating, sketching___ doing photography___ mechanical drawing

People Skills

___ caring for children responsibly___ caring for the sick and elderly___ showing warmth and caring

___ calming people down___ helping people complete a task___ teaching someone how to do something___ knowing how to get along with different

people/personalities___ leading groups or activities


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L E S S O N 8

Things I Am Good At

Learning Objective

to elp sudens ideniy ei ineess and alens and o o use a inomaion

o guide educaional and caee decisions

Materials Needed

andous: tings I Am Good A, Skills Idenicaion, and Lis o 246 Vebs (opional)

Vocabulary

ineess, alens, oganize, x, o o do, so someone, kno o o make

SCANS Competencies

Basic Skills: wiing

tinking Skills: reasoning; Ceaive inking


Disibue e tings I am Good A andou. Ask eac suden o ink abou and ie don anses on e ca oe iems lised. Sudens can ee o ei Skills Idenicaion andou o lising skills used. Once sudens ave

compleed e ca, en ave em om small goups o sae a ey ave ien.

Fo ESOL sudens, you can model o o complee e andou on an oveead o on e boad so a sudens

undesand a e objecive is. ten pass ou e s andou o sudens o do.

Extension Activity

have sudens do a Demonsaion Pesenaion. Ask sudens o selec one o e ee ings I could so someone

else o o do. have eac suden pepae and delive a pesenaion o e class. Folloing eac pesenaion, ask e

oe sudens o name e skills used in doing e pesenaion.

Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 8: Things I Am Good At | 53


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Inegaing Caee Aaeness ino e ABE & ESOL Classoom | Section II, Lesson 8: Things I Am Good At | 54

Things I Am Good At Section II: The Self-Exploration Process, Lesson 8 Page 1

Things I Am Good At

Think about and write down in the chart:

at least 3 things I have made

________________________________________________________

________________________________________________________

______________________

integrating career awareness

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