Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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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? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Life Line Presentation Guide • Section II: The Self-Exploration Process, Lesson 5, Part 1 • Part 1 Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 5, Part I: Making a Life Line | 44
L e s s o n 5 , p a r t 2 Things I Have Done Learning Objective To help students identify transferable skills Materials Needed Student Life Lines (already completed in Section II, Lesson 5, Part 1), handouts: “Things I Have Done” and “Student Future Timeline,” post-it notes, newsprint Vocabulary influence, timeline, career SCANS Competencies Thinking Skills: Reasoning; Creative thinking Basic Skills: Reading Instructions for Conducting the Activity Note: For this activity, students need to have already completed a life line (Section II, Lesson 5, Part 1). Ask the students to take out their life lines. Ask the students to refer to (or add in) the event, “Start attending English/GED class.” Distribute the “Things I Have Done” handout. Review the checklist as a group, and then ask students to identify what things on the list they did in order to begin attending English or GED class. Record the answers on the board. Then ask students to select another event on their life lines. Distribute post-it notes. Using the handout as a guide, ask them to identify 4–5 “Things I Have Done” that relate to the new event. Have them write those on a post-it note and attach it to the new event. Have students share with a partner. Next, ask the students to write in three “hopes, dreams, or plans” on the future part of their life line. Then return to the “Things I Have Done” handout and ask them to write on a post-it note a list of some of the skills they can use to reach their future “hopes, dreams, or plans.” Have the students attach the post-it note to the future part of their life lines, and again, ask the students to share with a partner. The students can complete the worksheet “Student Future Timeline” the following day to reinforce this lesson. Extension Activity Ask each student to choose one event on his/her life line. Students then work in pairs to “tell a story” about the event each chose. The Telling student describes what the event was and what s/he did to make the event happen or as a result of the event. The Listening student writes down a list of steps taken by the student. Then together the two students review the steps written down and identify the skills used to do each step. The students can refer to the skills listed in the “Things I Have Done” handout. The students then come back together as a large group. Ask each student to complete the “Future Timeline.” Then ask each student to name out loud one of his/her future employment goals/events. Finally, ask the student which skills identified in the pairs activity can be used to help accomplish the goal or get to the event. Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 5: Things I Have Done | 45
Page 3: Integrating Career Awareness into t
Page 6 and 7: Lesson 12 Part 1: Putting It All To
Page 8 and 9: Handouts All of the handouts are li
Page 10 and 11: Foreword It has been well-establish
Page 12 and 13: How to Use This Guide Who is this G
Page 14 and 15: Lessons from the Field Since the fi
Page 16 and 17: L e s s o n 1 Icebreaker: Who Did W
Page 18 and 19: L e s s o n 2 Looking at How We Get
Page 20 and 21: Name and Country Job How People Get
Page 22 and 23: • Having a positive attitude •
Page 24 and 25: In this lesson, the students are go
Page 26 and 27: Extension Activity Ask the students
Page 28 and 29: L e s s o n 1 The Career Planning P
Page 30 and 31: Occupational Exploration looks at:
Page 32 and 33: L e s s o n 2 Identifying Hopes and
Page 34 and 35: L e s s o n 3 Introduction to Goal
Page 36 and 37: Student Goal Scenarios 1. Farouk mo
Page 38 and 39: L e s s o n 4 We All Have Transfera
Page 40 and 41: Reading Guide for “Jesusita Novar
Page 42 and 43: L e s s o n 5 , p a r t 1 Making a
Page 46 and 47: Things I Have Done Working With Peo
Page 48 and 49: L e s s o n 6 Things I Like Learnin
Page 50 and 51: L e s s o n 7 Identifying Skills Le
Page 52 and 53: Creative/Artistic ___ artistic ___
Page 54 and 55: Think about and write down in the c
Page 56 and 57: L e s s o n 9 Skills Auction Learni
Page 58 and 59: L e s s o n 1 0 Identifying Job Val
Page 60 and 61: Job Values Inventory This exercise
Page 62 and 63: L e s s o n 1 1 Prioritizing Job Va
Page 64 and 65: Job Values Inventory Summary List y
Page 66 and 67: Have students put their names and d
Page 69 and 70: Section III Occupational Exploratio
Page 71 and 72: Day of Activity: Students can do th
Page 73 and 74: • What is the best school for ___
Page 75 and 76: Career Exploration on the Internet
Page 77 and 78: 9. Future Advancement What are the
Page 79 and 80: L e s s o n 2 Labor Market Trends a
Page 81 and 82: L e s s o n 3 Informational Intervi
Page 83 and 84: Why? Informational Interview Guide
Page 85 and 86: Informational Interview Log Name of
Page 87 and 88: Brainstorm a list of questions that
Page 89 and 90: L e s s o n 5 Career Ladders Learni
Page 91 and 92: L e s s o n 6 Workers’ Rights: La
Page 93 and 94: 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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