MLC Intermediate CASAS-Aligned Curriculum Unit: Finding a ......Unit Overview This is a 12-lesson...
Transcript of MLC Intermediate CASAS-Aligned Curriculum Unit: Finding a ......Unit Overview This is a 12-lesson...
MLC Intermediate CASAS-Aligned Curriculum
Unit: Finding a Job: Week 3 of 3 Unit Overview This is a 12-lesson unit in which students will practice identifying and interpreting information related to finding a job. Each lesson is intended to last approximately 1 hour. Activity times will depend partly on class ability range; in a multi-level class, cutting or adjusting activities may be necessary. Daily lessons and activities build on each other, but some activities can also be used independently. Activities are designed to build CASAS-aligned life skill goals using recurring language and test strategy objectives. Unit Life Skill Goals:
Week 1: LWBAT interpret job ads
Week 2: LWBAT interpret job applications and understand letters of recommendation
Week 3: LWBAT interpret benefit and pay stub information
Recurring Curricular Objectives Language:
LWBAT read for general comprehension
LWBAT ask and respond to wh- and do-verb questions about text, semi-authentic and authentic materials
LWBAT use and understand key vocabulary in semi-authentic and functional contexts
LWBAT use and understand key language structures in semi-authentic and functional contexts
LWBAT communicate key information in a functional context
Test strategies:
LWBAT use process of elimination
LWBAT identify key words and synonyms in questions and in text
LWBAT skim and scan for key information in text, semi-authentic and authentic materials
Additional Materials
ESL Library.com, Living in English: Employment, p.8
Level One Forms and Resources: Essential Skills for the Workplace pp.24-25
Level One Forms and Resources: Essential Skills for the Workplace p.33
Level One Forms and Resources: Essential Skills for the Workplace p.38-39
Living in English: Employment, pp.9-10
Living in English: Employment, p.11
MLC Volunteer Tutor Manual Vocabulary Bingo pp.54-55
Reading for Life 2-1
Reading for Life 2-2
Reading for Life 2-3
Reading for Life 2-4
● Reading for Life 6-7 to 6-8
● Reading for life 6-13
● Reading for Life 6-14
● Reading for life 6-15
Zero Prep 6.10 Two-In-One Vocabulary Review
Zero Prep Activity 6.4 Words on a Chain Realia
Photocopied classified ad section of a newspaper
Unit: Finding a Job
Monday Week 3 of 3
Lesson Objectives: Materials
Week 3 Goal: LWBAT interpret benefit and pay stub information Objectives
LWBAT read for general comprehension
● LWBAT use and understand key vocabulary in semi-authentic contexts
At the end of this lesson
● Protocol – Warm Up and Introduction
● Protocol_Reading_comprehension
● Protocol_Vocab_builder_1
● General Doc 1 - Vocabulary graphic organizer
Additional materials
● Level One Forms and Resources: Essential Skills for the Workplace p.33
Suggested Tasks & Activities
Day 8-Activity 1: Write what you remember (40 min)
Warm-up & context building: Use Protocol – Warm Up and Introduction. Suggested question: “What are job benefits? Do you know anyone who gets benefits with a job?”
Read for general comprehension: Use Protocol_Reading_comprehension with Level One Forms and Resources: Essential Skills for the Workplace p.33
Day 8-Activity 2: Vocabulary (20 min)
Use Protocol_Vocab_builder_1 with Level One Forms and Resources: Essential Skills for the Workplace p.33; use General Doc 1 - Vocabulary graphic organizer if time
Warm-Up and Introduction
Objective
Activate what learners already know about the content or theme for the lesson
Teacher prep notes:
For this activity, you will need to familiarize with the theme of the lesson and create a general
conversational question. Use open-ended “Wh” questions or “Tell me about…” rather than a yes/no
question.
Activity description
Step 1: Pair work
In pairs, learners ask and answer a general question related to the lesson theme or topic.
Step 2: Group share Two or three learners share with whole class.
Step 3: Feedback/Introduction: Reflect back what learners said, especially content that is related to the
upcoming lesson. Then introduce the topic or objective for the lesson.
Reading Comprehension
Objective
LWBAT demonstrate understanding of materials read
Step 1: Introduce context Use the images or titles in the text to elicit from learners, “What do you
think this will be about? What do you think you’ll read?”.
Step 2: Independent reading with repetition Learners read a selection on their own. Additional
guidelines might include reading more than once, reading with a partner (alternating sentences) or
reaching chorally.
Step 3: Group comprehension checking Instructor creates general comprehension questions and
elicits answers from learners to gauge understanding. Work more closely with learners who do not
demonstrate understanding.
Step 4: Independent comprehension activity Learners independently respond to the questions in
the text. Circulate at this time to assist any learners having difficulty.
Step 5: Paired comprehension check Learners check answers with a partner.
Step 6: Group comprehension check Instructor calls on learners for answers and explains incorrect
answers.
Extension – Checking Questions In pairs, learners ask and answer:
1. What was easy for you? Why? 2. What was difficult? Why? 3. Tell me one thing you learned.
As a whole group, two or three learners share one thing they learned.
Vocabulary Builder 1
Objectives
LWBAT guess word meaning from context
LWBAT use and understand target vocabulary
Teacher prep notes:
This lesson can be adjusted for time by increasing or decreasing the number of vocabulary words
covered and by whether or not Step 5 is included.
Step 1: Pair work - Learners ask and answer, “What words do you need to learn?”
Step 2: Whole class - Instructor elicits vocabulary words and writes them on the board. Refer to lesson
plan for target vocabulary words and include them if they haven’t been elicited.
Step 3: Pair or small group work – guessing meaning from context:
Learners ask and answer,
“What do you think this work might mean? Why do you think that?”
This may require extra modeling if it is not yet an established routine.
Step 4: Whole class - Instructor elicits guesses from each pair or small group and confirms or clarifies
word meanings.
Definition or Pictures
Sentence(s)
Example(s)
Unit: Finding a Job
Tuesday Week 3 of 3
Lesson Objectives: Materials
Week 3 Goal: LWBAT interpret benefit and pay stub information Objectives
LWBAT read for general comprehension
● LWBAT use and understand key vocabulary in semi-authentic contexts
At the end of this lesson
● Protocol – Warm Up and Introduction
● Protocol_Reading_comprehension Additional materials
● Level One Forms and Resources: Essential Skills for the Workplace p.38-39
● MLC Volunteer Tutor Manual Vocabulary Bingo
Suggested Tasks & Activities
Day 10-Activity 1: Write what you remember (40 min)
Warm-up & context building: Use Protocol – Warm Up and Introduction. Suggested question: “What are medical benefits? Do you know anyone who gets benefits with a job?”
Read for general comprehension: Use Protocol_Reading_comprehension with Level One Forms and Resources: Essential Skills for the Workplace p.38-39
Day 10-Activity 2: Vocabulary (20 min)
Use MLC Volunteer Tutor Manual Vocabulary Bingo, p.54 with vocabulary from Level One Forms and Resources: Essential Skills for the Workplace p.38-39
Warm-Up and Introduction
Objective
Activate what learners already know about the content or theme for the lesson
Teacher prep notes:
For this activity, you will need to familiarize with the theme of the lesson and create a general
conversational question. Use open-ended “Wh” questions or “Tell me about…” rather than a yes/no
question.
Activity description
Step 1: Pair work
In pairs, learners ask and answer a general question related to the lesson theme or topic.
Step 2: Group share Two or three learners share with whole class.
Step 3: Feedback/Introduction: Reflect back what learners said, especially content that is related to the
upcoming lesson. Then introduce the topic or objective for the lesson.
Reading Comprehension
Objective
LWBAT demonstrate understanding of materials read
Step 1: Introduce context Use the images or titles in the text to elicit from learners, “What do you
think this will be about? What do you think you’ll read?”.
Step 2: Independent reading with repetition Learners read a selection on their own. Additional
guidelines might include reading more than once, reading with a partner (alternating sentences) or
reaching chorally.
Step 3: Group comprehension checking Instructor creates general comprehension questions and
elicits answers from learners to gauge understanding. Work more closely with learners who do not
demonstrate understanding.
Step 4: Independent comprehension activity Learners independently respond to the questions in
the text. Circulate at this time to assist any learners having difficulty.
Step 5: Paired comprehension check Learners check answers with a partner.
Step 6: Group comprehension check Instructor calls on learners for answers and explains incorrect
answers.
Extension – Checking Questions In pairs, learners ask and answer:
1. What was easy for you? Why? 2. What was difficult? Why? 3. Tell me one thing you learned.
As a whole group, two or three learners share one thing they learned.
Unit: Finding a Job
Wednesday Week 3 of 3
Lesson Objectives: Materials
Week 3 Goal: LWBAT interpret benefit and pay stub information Objectives
LWBAT read for general comprehension
● LWBAT use and understand key vocabulary in semi-authentic contexts
At the end of this lesson
● Protocol – Warm Up and Introduction
● Protocol_Reading_comprehension
● Protocol_Vocab_builder_1
● General Doc 1 - Vocabulary graphic organizer
Additional materials
● Level One Forms and Resources: Essential Skills for the Workplace pp.24-25
Suggested Tasks & Activities
Day 11-Activity 1: Write what you remember (40 min)
Warm-up & context building: Use Protocol – Warm Up and Introduction. Suggested question: “What kind of information in on a pay stub?”
Read for general comprehension: Use Protocol_Reading_comprehension with Level One Forms and Resources: Essential Skills for the Workplace pp.24-25
Day 11-Activity 2: Vocabulary (20 min)
● Use Protocol_Vocab_builder_1with vocabulary from Level One Forms and Resources: Essential Skills for the Workplace p.24-25; use General Doc 1 - Vocabulary graphic organizer if time
Warm-Up and Introduction
Objective
Activate what learners already know about the content or theme for the lesson
Teacher prep notes:
For this activity, you will need to familiarize with the theme of the lesson and create a general
conversational question. Use open-ended “Wh” questions or “Tell me about…” rather than a yes/no
question.
Activity description
Step 1: Pair work
In pairs, learners ask and answer a general question related to the lesson theme or topic.
Step 2: Group share Two or three learners share with whole class.
Step 3: Feedback/Introduction: Reflect back what learners said, especially content that is related to the
upcoming lesson. Then introduce the topic or objective for the lesson.
Reading Comprehension
Objective
LWBAT demonstrate understanding of materials read
Step 1: Introduce context Use the images or titles in the text to elicit from learners, “What do you
think this will be about? What do you think you’ll read?”.
Step 2: Independent reading with repetition Learners read a selection on their own. Additional
guidelines might include reading more than once, reading with a partner (alternating sentences) or
reaching chorally.
Step 3: Group comprehension checking Instructor creates general comprehension questions and
elicits answers from learners to gauge understanding. Work more closely with learners who do not
demonstrate understanding.
Step 4: Independent comprehension activity Learners independently respond to the questions in
the text. Circulate at this time to assist any learners having difficulty.
Step 5: Paired comprehension check Learners check answers with a partner.
Step 6: Group comprehension check Instructor calls on learners for answers and explains incorrect
answers.
Extension – Checking Questions In pairs, learners ask and answer:
1. What was easy for you? Why? 2. What was difficult? Why? 3. Tell me one thing you learned.
As a whole group, two or three learners share one thing they learned.
Vocabulary Builder 1
Objectives
LWBAT guess word meaning from context
LWBAT use and understand target vocabulary
Teacher prep notes:
This lesson can be adjusted for time by increasing or decreasing the number of vocabulary words
covered and by whether or not Step 5 is included.
Step 1: Pair work - Learners ask and answer, “What words do you need to learn?”
Step 2: Whole class - Instructor elicits vocabulary words and writes them on the board. Refer to lesson
plan for target vocabulary words and include them if they haven’t been elicited.
Step 3: Pair or small group work – guessing meaning from context:
Learners ask and answer,
“What do you think this work might mean? Why do you think that?”
This may require extra modeling if it is not yet an established routine.
Step 4: Whole class - Instructor elicits guesses from each pair or small group and confirms or clarifies
word meanings.
Definition or Pictures
Sentence(s)
Example(s)
Unit: Finding a Job
Thursday Week 3 of 3
Lesson Objectives: Materials
Week 3 Goal: LWBAT interpret benefit and pay stub information Objectives
LWBAT communicate key information in a functional context
● LWBAT ask and respond to wh- and do-verb questions about text
● LWBAT use and understand key vocabulary and structures in semi-authentic contexts
Protocols
● Protocol – Warm Up and Introduction
● Protocol_Wh-questions
● Protocol_Using_textbook_activities
● Finding a Job.7 Additional materials
● Reading for life 6-13
● MLC Volunteer Tutor Manual Dialog p. 62
Suggested Tasks & Activities
Day 12-Activity 1: Write what you remember (20 min)
Warm-up & context building: Use Protocol – Warm Up and Introduction. Suggested question: “What do you remember about benefits, medical benefits and pay stubs?
Dialog: Use MLC Volunteer Tutor Manual Dialog p. 62 with Finding a Job.7
Day 12-Activity 2: Language Structure (20 min)
Review dialog: Use Protocol_Wh-questions with Finding a Job.7 Learners construct, ask and answer questions about the dialog.
Day 12-Activity 3: Keywords, skimming & scanning (20 min)
Use Protocol_Using_textbook_activities with Reading for life 6-13.
Warm-Up and Introduction
Objective
Activate what learners already know about the content or theme for the lesson
Teacher prep notes:
For this activity, you will need to familiarize with the theme of the lesson and create a general
conversational question. Use open-ended “Wh” questions or “Tell me about…” rather than a yes/no
question.
Activity description
Step 1: Pair work
In pairs, learners ask and answer a general question related to the lesson theme or topic.
Step 2: Group share Two or three learners share with whole class.
Step 3: Feedback/Introduction: Reflect back what learners said, especially content that is related to the
upcoming lesson. Then introduce the topic or objective for the lesson.
Wh Questions
Objectives
LWBAT distinguish between the wh-question words to increase accuracy and fluency in asking and
responding to questions
Notes to the teacher
The focus of the questions in this activity can be to review material in a previous lesson, to use content
or themes currently being studied, or general conversation.
Language structure notes
It may be necessary to review wh-question words and question construction:
Wh-word + do-verb + subject + more information…
Ex: Where do you go after school?
Why does she go to bed early every evening?
When did you move to Minnesota?
Who did you see yesterday?
Wh-word + be-verb + subject (+ more information…)
Ex: Where is Maria?
What is this?
When is break today?
Who were those people?
ACTIVITY DESCRIPTION
Step 1: Question writing. On a piece of paper or index card, learners write 2 or more wh-questions about the story on a piece of paper.
Step 2: Paired speaking: Learners ask and answer their questions with a partner (orally). As they wind down, have them switch to work with another partner if time.
Step 3: Group share: Two learners share something they learned from a partner.
Textbook Activities
Objectives
Textbook activity objectives typically include reading and/or listening for comprehension, using specific
language structures, and applying content and structures in semi-authentic or authentic practice.
Notes to teachers
The key to leading learner-centered, successful activities from a textbook is to keep learners active and
interactive throughout the stages of modeling, practice and checking for comprehension. The guidelines
below will help ensure that learners remain active and engaged. Adapt as appropriate for the materials
you are using.
LISTENING Comprehension
Step 1: Introduce context Elicit predictions from learners about what they might hear in the
recording (using activity title or photos)
Optional Step: Learners listen for gist.
In pairs, learners ask and answer
“What did you hear? What is this about?”
Optional Step: Learners listen for specific information. For this, you need to determine what kind of
information is most important for the objectives of the activity.
In pairs, learners ask and answer
“What did you hear? What is this about?”
Step 2: Independent listening Learners listen one or more times to the recording to answer the
questions in the text.
Step 3: Pair checking Learners check answers with a partner.
Step 4: Group comprehension checking Instructor elicits answers from learners and explains
incorrect answers. This can also be done while listening to and pausing the recording.
READING Comprehension
Step 1: Introduce context Use the images or titles in the text to elicit from learners, “What do you
think this will be about? What do you think you’ll read?”.
Step 2: Independent reading with repetition Learners read a selection on their own. Additional
guidelines might include reading more than once, reading with a partner (alternating sentences) or
reaching chorally.
Step 3: Group comprehension checking Instructor creates general comprehension questions and
elicits answers from learners to gauge understanding. Work more closely with learners who do not
demonstrate understanding.
Step 4: Independent comprehension activity Learners independently respond to the questions in
the text. Circulate at this time to assist any learners having difficulty.
Step 5: Paired comprehension check Learners check answers with a partner.
Step 6: Group comprehension check Instructor calls on learners for answers and explains incorrect
answers.
Optional step: Follow up with an additional interactive comprehension check using
Protocols_comprehension_checks.
Finding a job.7
Calling for Free Legal Aid
Human Resources Rep: Welcome to Cub Foods. We’re happy to have you on board.
New Employee: Thanks. I have a few questions about my pay stub.
Human Resources Rep: Okay. What would you like to know?
New Employee: I made $480 on my check but I only got paid $392. Why is that?
Human Resources Rep: Well, $480 is your gross pay. That’s the amount you make before your deductions. Your
net pay is $392. That’s the amount you make after deductions.
New Employee: What are deductions?
Human Resources Rep: Your deductions include federal and state tax, FICA, Medicare, and Insurance. Your
monthly insurance is $25.00.
New Employee: Oh. What is FICA? Why do I have to pay that?
Human Resources Rep: FICA is like another tax. It pays for social security.
New Employee: Okay, I understand. I will have to plan ahead for these deductions! Thanks for the information.