Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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L e s s o n 2 Identifying Hopes and Dreams Learning Objective To help students begin to talk about the hopes and dreams they have for their lives as the starting point for career exploration Materials Needed access to music player and song “Fast Car” by Tracy Chapman lyrics can be found online www.elyrics.net/read/t/tracy-chapman-lyrics/fast-car-lyrics.html Vocabulary cruising, checkout girl, promoted, suburbs, convenience store, hopes, dreams SCANS Competencies Basic Skills: Listening; Reading Information: Interprets and communicates information Instructions for Conducting the Activity Distribute the lyrics to the song “Fast Car” by Tracy Chapman and play the song for students to listen to and follow along. You can point out that Tracy Chapman is from Boston and that she was once homeless and began playing music on the streets in Harvard Square. Facilitate a discussion about what is going on in the song and what hopes and dreams are described. Record key phrases and words on the board: 1. Look at the title. What do you think the song is about? What do people use cars for? 2. In the beginning of the song, where is she working? How does she feel about her life? Can you describe her? 3. What is her plan? Who do you think she is making plans with? Where does she want to go? 4. Why did she quit school? What was the problem? Do you think she should have quit school? If you knew her then, what would you have said to her? Why? 5. When does she have the feeling that she “can be someone”? Why do you think she has this feeling? Do you ever have this feeling? If so, when? 6. What happens after they move to the city? Does she get a job? What is her job? Does the person she goes with get a job? Where do they live? Does she still have plans? Is she still hopeful? 7. At the end of the song, what is going on? Is she happy? Is she hopeful? What do you think she should do? If you were her friend, what would you say to her? Another set of questions might be: 1. What does the singer want? What are her hopes and dreams? 2. What does she think it will take to realize her hopes and dreams? 3. What steps has she taken to reach her dreams? 4. What kind of jobs has she had or is she planning to get? 5. What gets in the way of her hopes and dreams? • lack of job, no HS degree, alcoholic father, mother who left, low-paying job, homelessness Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 2: Identifying Hopes and Dreams | 32
Then guide the discussion to the hopes and dreams of the students. Ask the following: 1. Think about your own life. What kind of song would you write about your life? 2. What would be the title of that song? Wrap-up discussion focuses on the relevance of this song and discussion to career exploration: 1. It is important to know yourself—what you want and need 2. Having hopes and dreams gives us something to work toward 3. Everybody faces obstacles, whether big or small 4. There are ways to address the obstacles by breaking them down into small steps Extension Activity Ask students to write down two dreams/hopes they have. Once all students have done that, ask each student to share one of the dreams/hopes and record that on the board. Then ask each student to name at least one obstacle that gets in the way of that dream and record that. Examples of obstacles might include working as a housekeeper at night, children, limited English proficiency, and family disapproval. Then have the students brainstorm about how those obstacles might be overcome and record those. This might include small steps that can be taken now. For example, taking English classes is a step toward being better prepared to apply for a higher paying job. Another example might be having a family or community elder who supports your dreams talk with members of your family who do not approve. Other examples might include talking to a supervisor about other job opportunities at work. Adapted from the Jamaica Plain Adult Learning Program. Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 2: Identifying Hopes and Dreams | 33
Page 3: Integrating Career Awareness into t
Page 6 and 7: Lesson 12 Part 1: Putting It All To
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Page 10 and 11: Foreword It has been well-establish
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Why? Informational Interview Guide
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Informational Interview Log Name of
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Brainstorm a list of questions that
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L e s s o n 5 Career Ladders Learni
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L e s s o n 6 Workers’ Rights: La
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Workers’ Rights Vocabulary favori
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Labor Unions Purpose: A union is an
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L e s s o n 1 Reality Checking Lear
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Extension Activity Have students ex
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L e s s o n 3 Overcoming Obstacles
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L e s s o n 4 Different Types of De
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L e s s o n 5 Setting Goals Learnin
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• You need to practice setting go
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SMART Goal Worksheet Today’s Date
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L e s s o n 6 Support Systems Learn
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Problem-Solving Worksheet Name: ___
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Extension Activities In small group
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Reading drawings/graphs/maps Using
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College Awareness Assessment Name:
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ANSWER KEY College Awareness Assess
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College Vocabulary 101 FINANCIAL AI
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credit hour co-requisite classes de
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L e s s o n 1 1 Smart Consumer of E
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Be a Smart Consumer of Education: A
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L e s s o n 1 2 Exploring Options f
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What Are My Options? Proprietary Sc
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Proprietary Schools Proprietary sch
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L e s s o n 1 3 The Admissions Proc
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Learning About the Admissions Proce
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Learning About College Placement Te
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more information, including tips, i
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Types of College Placement Tests CO
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L e s s o n 1 4 Navigating College:
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Student Services/Resources 1. What
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L e s s o n 1 6 Navigating College:
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Campus Scavenger Hunt Directions:
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Where do students go for help with
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College Success Skills: An online s
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Then ask each student to write down
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Writing Tips • You can write to r
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• Health insurance (some professi
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Needs Versus Wants Worksheet List s
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Spending Diary - Daily Date: ______
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L e s s o n 2 2 Creating a Spending
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Identifying Your Income Monthly Inc
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1. If you think of savings as a reg
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Manage Your Credit Reports The firs
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• Find a CNA program • Call a t
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PART II - Occupational Exploration
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Every long term goal is made up of
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Sample ABE Lesson Planning Template
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Sample ESOL Lesson Planning Templat
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Lesson Planning Template for Teache
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Thinking Skills: Thinks creatively,
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SECTION I continued Lesson 5 ESOL
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SECTION II continued Lesson 7 ESOL
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SECTION III continued Lesson 2 ESOL
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SECTION IV continued Lesson 3 ESOL
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and El Paso School District builds
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Iowa Department of Public Instructi
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Sonbuchner, Gail Murphy. Help Yours
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