Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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• Are there any surprises in the ways that you can move? • Why might someone move across instead of up an occupational ladder? • How might you decide which path is right for you? • Are there any surprises in the ways that you can move? • Do these career paths match your experience (or your family and friends’ experience)? Extension Activities 1. Have students do an informational interview with a human resource representative to learn more about career paths for an occupation. 2. For students with a work history, have them draw their career path to the present. Ask them to then add the career they are aiming for. Have them write about how they might begin to get to that career. Integrating Career Awareness into the ABE & ESOL Classroom | Section III, Lesson 5: Career Ladders | 90
L e s s o n 6 Workers’ Rights: Labor Unions, Labor Laws, and Benefits Learning Objective To help students learn about the rights of employees in the workplace Materials Needed handouts: “Workers’ Rights Vocabulary,” “Discrimination and Equal Rights Protections,” and “Labor Unions” Vocabulary union, rights, grievance, contract, guarantee, laid off, fired, seniority, strike, picket, favoritism, minority, bargain collectively, benefits, medical insurance SCANS Competencies Systems: Understands systems Information: Acquires information Basic Skills: Listening Instructions for Conducting the Activity ESOL teachers will need to focus on vocabulary building as a pre-activity lesson. In a large group, discuss examples of discrimination on the job that happened to students or someone they know. Make a list of the examples. Note any groupings. Ask what the student or friend did about the discrimination. Explain that there are several US federal laws that protect the rights of all working people. Ask students to decide which statements are true or false: • It is legal for men to be paid more than women doing the same work. (F) • Employers can refuse to give benefits to a pregnant woman. (F) • Employers cannot discriminate in job promotions based on nationality. (T) • An employee who uses a wheelchair cannot be laid-off. (F) • A worker can take an unpaid leave from a job for personal or family medical problems. (T) • Workers have the right to organize and bargain collectively with employers. (T) Distribute and review the “Discrimination and Equal Rights Protections” handout. Then brainstorm as a large group answers to the following questions: • What is a union? • What are some benefits that workers have if they belong to a union? • Were you ever in a union in the US or your home country? • How are unions in the US similar to/different from unions in your country? • Has a union ever helped you? What happened? • Are there any disadvantages to being a union member? If so, what are they? Integrating Career Awareness into the ABE & ESOL Classroom | Section III, Lesson 6: Workers’ Rights | 91
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Integrating Career Awareness into t
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Lesson 12 Part 1: Putting It All To
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Handouts All of the handouts are li
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Foreword It has been well-establish
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How to Use This Guide Who is this G
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Lessons from the Field Since the fi
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L e s s o n 1 Icebreaker: Who Did W
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L e s s o n 2 Looking at How We Get
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Name and Country Job How People Get
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• Having a positive attitude •
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In this lesson, the students are go
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Extension Activity Ask the students
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L e s s o n 1 The Career Planning P
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Occupational Exploration looks at:
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L e s s o n 2 Identifying Hopes and
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L e s s o n 3 Introduction to Goal
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Student Goal Scenarios 1. Farouk mo
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L e s s o n 4 We All Have Transfera
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Page 54 and 55: Think about and write down in the c
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Page 58 and 59: L e s s o n 1 0 Identifying Job Val
Page 60 and 61: Job Values Inventory This exercise
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Page 64 and 65: Job Values Inventory Summary List y
Page 66 and 67: Have students put their names and d
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Page 81 and 82: L e s s o n 3 Informational Intervi
Page 83 and 84: Why? Informational Interview Guide
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Page 87 and 88: Brainstorm a list of questions that
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Page 98 and 99: L e s s o n 1 Reality Checking Lear
Page 100 and 101: Extension Activity Have students ex
Page 102 and 103: L e s s o n 3 Overcoming Obstacles
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Page 106 and 107: L e s s o n 5 Setting Goals Learnin
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Page 110 and 111: SMART Goal Worksheet Today’s Date
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Page 116 and 117: Extension Activities In small group
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Page 122 and 123: ANSWER KEY College Awareness Assess
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Page 128 and 129: L e s s o n 1 1 Smart Consumer of E
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Page 134 and 135: What Are My Options? Proprietary Sc
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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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Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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