Jobs: Week 3. Intermediate Level (CASAS reading scores of )

The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Intermediate Level (CASAS reading scores of 201-220) Jobs: Week 3 Unit Overview This is a 3-week unit where students will become familiar with jobs. They will identify jobs they are qualified for and will perform online searches and scan job ads for information. They will read and interpret work schedules and pay stubs, as well as practice filling out applications and answering common interview questions. Additionally, they will learn about two entry level jobs: dishwasher and food prep worker. They will identify new vocabulary for these jobs as either nouns or verbs and create tables to organize this information. Focus of Week 3 Learn about a dishwasher & food prep jobs Identify new job vocabulary as either nouns or verbs Create basic tables to organize information Perform online job searches and scan ads for information Minnesota Literacy Council, 2013 1 Jobs Unit

Jobs Unit: Week 3, Monday Objectives Learners will be able to Life skill: Perform an online search for dishwasher jobs. Literacy: Write original sentences using dishwasher vocabulary. Listening: Listen for specific information about a dishwasher job. Speaking: Ask and respond to simple oral wh-questions about jobs. Transitions: Organize/categorize words into nouns and verbs in a table. Grammar: Identify words as nouns or verbs. Materials Make Student Copies Textbook: Grammar in Action, p. 116 Handout: Dishwasher Job, Student A & B Make Single Copies or Reference Dishwasher Job, Teacher Copy Props, Technology, or Other Resources Laptop, LCD projector, & Speakers Lesson Plan Warm up: Speaking (30mins) Description: Ss will ask/answer questions about their current jobs. Materials/Prep: copies of Grammar in Action, p. 116. Activity 1: Literacy/Listening/Transitions/Grammar (50mins) Description: Ss will listen for the nouns and verbs in a dishwasher job; they will then use some of those vocab words to write original sentences. Materials/Prep: make copies of Dishwasher Job, Student A & B and one copy of the corresponding Teacher Copy; laptop, LCD projector, Speakers. Activity 2: Life Skill (15-20mins) Description: Ss will search for dishwasher jobs using craigslist. Materials/Prep: laptop & LCD projector Wrap-up: Time permitting, generate 3 things everyone learned today and write responses on the board. Minnesota Literacy Council, 2013 2 Jobs Unit

Teacher Directions: Warm Up: Speaking Materials: Grammar in Action, p. 116; Volunteer Manual, 2012: Ball Toss, p. 46 Step 1: Introduce Activity As Ss come in, pass out p. 116 of Grammar in Action. Draw their attention to Section A. Read each question for your class and discuss its meaning and appropriate ways to answer each question (in complete sentences). Write answer prompts on the board if necessary. Step 2: Speaking Put Ss in pairs and have them practice asking/answering the questions in section A. As late Ss come in, either put them together with an existing pair or have them write their answers to these questions in their notebooks. Circle around the room and assist where necessary. Once almost everyone has finished asking/answering the questions (about 10-15 minutes) regroup as a class. Step 3: More Practice Do the ball toss game to provide more practice with these questions. Reference the Volunteer Manual, 2012: Ball Toss, p. 46 if necessary. Teacher Directions: Activity 1: Literacy/Listening/Grammar/Transitions Materials: Dishwasher Job, Teacher and Student A/B copies; laptop, LCD projector, Speakers Step 1: Prep Connect the laptop to the LCD projector and hook up the speakers. Then open up your internet browser and type in the following address (sorry, it s a long one!): http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/english-for- Work/Home.htm. Find the Dishwasher section and click on No Words. Adjust the volume on the speakers and laptop if necessary. Step 2: Setting the Context NOTE: The job you will be discussing for the rest of class is Dishwasher. Ask your Ss what job cleans dishes. Act out the job if necessary. Write the job title on the board. Next, write this diagram on the board: NOUNS VERBS plates cleans Minnesota Literacy Council, 2013 3 Jobs Unit

Ask your Ss to come up with more dishwasher vocab and to tell you which column the words go in. Also, consider asking if anyone in the room has ever been a dishwasher and to tell the rest of the class about his/her experience. Step 3: Listening Tell your Ss that they are going to watch a video of a dishwasher doing his job, and that they will have to listen for the missing information on their handouts. Explain that you will play the video at least twice. Pass out the Dishwasher Job, Student A handout to half of your class and the Student B copy to the other half of your class. Turn on the LCD projector to reveal the website. Click on No Words and play the Dishwasher video with sound but no words. (NOTE: If you sense your Ss are struggling with this, play the video with words by clicking on Video. Also, despite the keyboard controls listed on the screen, this video can t be paused or re-wound, unfortunately!) Step 4: Checking Comprehension Afterwards, pair Student A up with Student B and have them read each sentence out loud to each other to check their listening comprehension (i.e., don t have them simply look at each other s papers). Once everyone is finished checking their answers, ask your class what words Student A had to listen for (verbs) and what words Student B had to listen for (nouns). If they don t know, supply the answer for them. If there is a discrepancy, use the Teacher Copy to help out. Play the video again, but this time, have everyone say each sentence out loud as it corresponds to the actions on the video. Step 5: Grammar extension In the same pairs, have your Ss make up a noun and verb table and place the appropriate verbs in the correct column. Once they have done so, go over and check their work. Afterward, have them write 10 sentences together using 5 of the verbs listed and 5 of the nouns listed. Tell them the sentences don t have to pertain to a dishwasher job but that they do need to be original sentences (not ones they copy from the previous listening activity.) Minnesota Literacy Council, 2013 4 Jobs Unit

Teacher Directions: Activity 2: Life Skill Materials: laptop, LCD projector Step 1: Prep Type in www.craigslist.com and locate your correct state and county. Familiarize yourself with the website if it is new to you. Your class will be searching for dishwasher jobs so check to see if there are any posted under food/bev/hosp. Step 2: Setting the Context Ask your class how they could go about finding a dishwasher job. Discuss all possible answers. Then ask if anyone has ever looked online for a job before; if so, ask your Ss if they are familiar with Craigslist. Briefly explain what the website is and why it s helpful. Then tell them that as a class you are going to search for dishwasher jobs. Step 3: Searching for Jobs Online While the Craigslist home page for your city/county is projected, ask your class where you would go on the website to search for a job (under the jobs); then ask them which category under jobs they would go to look for dishwasher jobs (food/bev/hosp). If they don t know supply the answer for them. Ask them what they think bev and hosp mean before continuing on. Then search for dishwashing jobs as a class. When you find them, open up the ad and read it together as a class, discussing any key points along the way, such as pay, location, how to apply, etc. Minnesota Literacy Council, 2013 5 Jobs Unit

Dishwasher Job TEACHER COPY 1. The dishwasher turns on the heater. 2. He turns on the dishwasher. 3. He closes the dishwasher. 4. He waits for the dishwasher to fill. 5. He scrapes the plates. 6. He puts the dishes on the rack. 7. He soaks the pot. 8. He scrubs the pan. 9. He rinses the pan. 10.He rinses the dishes with the sprayer. 11.He closes the dishwasher to start it. 12.He opens the dishwasher and takes the rack out. 13.He lets the dishes dry. 14.He sorts and stacks the dishes. 15.He puts away the dishes. 16.He cleans the sink. 17.He turns off the heater. 18.He turns off the dishwasher. 19.He pulls the lever up to drain the water. 20.He takes out the filter. 21.The dishwasher cleans the filter. 22.He puts the filter back. 23.The dishwasher turns on the heater. NOTE: Student A has to listen for the bolded words (verbs) and Student B has to listen for the underlined words (nouns). Minnesota Literacy Council, 2013 6 Jobs Unit

Dishwasher Job Student A 1. The dishwasher the heater. 2. He the dishwasher. 3. He the dishwasher. 4. He for the dishwasher to. 5. He the plates. 6. He the dishes the rack. 7. He the pot. 8. He the pan. 9. He the pan. 10. He the dishes with the sprayer. 11. He the dishwasher to it. 12. He the dishwasher and the rack. 13. He the dishes. 14. He and the dishes. 15. He away the dishes. 16. He the sink. 17. He the heater. 18. He the dishwasher. 19. He the lever to the water. 20. He the filter. 21. The dishwasher the filter. 22. He the filter back. 23. The dishwasher the heater. Minnesota Literacy Council, 2013 7 Jobs Unit

Dishwasher Job Student B 1. The turns on the. 2. He turns on the. 3. He closes the. 4. He waits for the to fill. 5. He scrapes the. 6. He puts the on the. 7. He soaks the. 8. He scrubs the. 9. He rinses the. 10. He rinses the with the. 11. He closes the to start it. 12. He opens the and takes the out. 13. He lets the dry. 14. He sorts and stacks the. 15. He puts away the. 16. He cleans the. 17. He turns off the. 18. He turns off the. 19. He pulls the up to drain the. 20. He takes out the. 21. The cleans the. 22. He puts the back. 23. The turns on the. Minnesota Literacy Council, 2013 8 Jobs Unit

Jobs Unit: Week 3, Tuesday Objectives Learners will be able to Life skill/literacy: Read a short paragraph about jobs and working hard. Listening/speaking: Dictate sentences to each other and use appropriate clarification questions when necessary. Grammar: Identify dishwasher vocabulary words as either nouns or verbs. Materials Make Student Copies Handout: Dishwasher Job, Student Copy Handout: Can you repeat that please?, Student A/B Handout: Hard Work Pays Off Make Single Copies or Reference Dishwasher Job, Teacher Copy Props, Technology, or Other Resources ELMO Laptop & LCD projector Lesson Plan Warm up: Grammar (20-25mins) Directions: Ss will identify dishwasher vocab as either nouns or verbs; they will then use those words to complete sentences. Materials/Prep: make copies of Dishwasher Job, Student Copy and one copy of the corresponding Teacher Copy; ELMO. Activity 1: Listening/Speaking (35-40mins) Directions: Ss will dictate dishwasher sentences and then practice saying the sentences as the actions occur on the Dishwasher video. Materials/Prep: make copies of Can you repeat that please?, Student A/B; laptop & LCD projector. Activity 1: Life Skill/Literacy (45mins) Description: Ss will read about a man who worked hard to achieve his professional dreams. Materials/Prep: make copies of Hard Work Pays Off. Wrap-Up Time permitting, have Ss get into pairs and write down 5 things they learned in class. Share afterwards. Minnesota Literacy Council, 2013 9 Jobs Unit

Teacher Directions: Review: Grammar Materials: Dishwasher Job, Teacher and Student Copy Step 1: Introduce the Activity As Ss come in, give them the Dishwasher Job, Student Copy handout. Remind them that the words and sentences on the handout are the same ones they learned from yesterday. Have them work on the handout independently, or in pairs, for about 10 minutes. This will give you a nice buffer for those late Ss. Step 2: Reviewing the Gramar Project a copy of the handout using the ELMO and go over the answers together as a class. Use the Teacher Copy to help you. Have individual Ss come up and write their answers on the board. Ask the rest of the class if the answer is correct or not. When you get to completing the sentences, after the student has filled in the missing information, have the entire class read the sentence out loud before discussing accuracy. If the sentence is correct (or after it has been corrected) have the rest of the class act out the sentence (i.e., if the sentence is, He scrapes the plates, have them practice scraping the plates.) Teacher Directions: Activity 1: Life Skill/Listening/Speaking Materials: Can you repeat that please?, Student A/B; laptop & LCD projector Step 1: Prep Connect the laptop to the LCD projector. Then open up your internet browser and type in the following address (sorry, it s a long one!): http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/english-for- Work/Home.htm. Find the Dishwasher section and click on No Words. Adjust the volume on the speakers and laptop if necessary. You will use this video in Step 4 of this activity. Step 2: Setting the Context Tell your class that you are going to read a dishwasher sentence and that they need to write down exactly what you say. Review clarification phrases first: Can you repeat that please? Can you say that again please? etc. Explain that they need to use these phrases if they want you to say the sentence again. ONLY THEN will you repeat it. Minnesota Literacy Council, 2013 10 Jobs Unit

Say the first sentence on the Can you repeat that please?, Student A handout. After you ve read it several times, ask a student to come up to the board and write down what s/he heard. Discuss accuracy as a class, and have the entire class read the sentence. Step 3: Dictation Pair Ss up and give one student the Student A copy and the other the Student B copy. Once everyone has their handout, explain that Student A will read the sentences first and Student B will listen and write; afterwards, Student B will say the sentences and Student A will listen and write. Once they have all of their sentences completed, THEN they should read the sentences out loud together in order to check their work. Walk around the room and assist where necessary. Step 4: More Practice Turn on to LCD projector to reveal the Dishwasher video. Tell your Ss that they are going to watch the same Dishwasher video that they watched yesterday, but this time, as the actions occur on the video, they should say the actions (i.e., The dishwasher turns on the heater.) Encourage the stronger Ss to flip their handouts over so they have to practice saying the actions from memory. Have fun with this! (Note: Despite the keyboard controls listed on the screen, this video can t be paused or rewound, unfortunately!) Teacher Directions: Activity 2: Literacy Materials: Hard Work Pays Off Step 1: Setting the Context Write the word hard working on the board and discuss what it means; have your Ss give you examples of hard workers and times where they ve worked hard. Also talk about whether working hard is a good or bad thing; talk about what can happen when someone works hard (maybe even mention that sometimes people can work too hard and never see their family or friends). Step 2: Reading Pass out the Hard work Pays Off handout. Tell your class that they should read the paragraph twice before answering the questions. As Ss finish, pair them up and have them read the paragraph out loud together before checking their answers. Step 3: Checking Comprehension Once almost everyone has completed the comprehension questions, regroup and go over the handout. First read the paragraph for your Ss while they read along silently; then have everyone read along with you; finally, have each student read a sentence out loud. Minnesota Literacy Council, 2013 11 Jobs Unit

Next, project the reading on the board and go over the questions. Have one student read the question and another answer it. If the student is correct, have her come up to the board and circle where she found the answer to the question. Do this for all of the questions. Step 4: Writing Extension time permitting Have your Ss flip over the handout and write about a time they worked hard. OR if this is too abstract, have them write about the specific duties of a job they have now. If some Ss tell you that they don t have a job, ask them if they are English students this is their job, so they should write about what they do at school. Afterwards, have Ss pair-share or share with the whole class. Minnesota Literacy Council, 2013 12 Jobs Unit

Dishwasher Job TEACHER COPY Identify the words below as verbs or nouns. Example turns on = verb heater = noun dishwasher = noun scrapes = verb rack = noun puts on = verb pot = noun pan = noun dishes = noun waits = verb closes = verb plates = noun soaks = verb scrubs = verb rinses = verb sprayer = noun Now use the words above to complete the sentences below. 1. The dishwasher turns on the heater. 2. He turns on the dishwasher. 3. He closes the dishwasher. 4. He waits for the dishwasher to fill. 5. He scrapes the plates. 6. He puts the dishes on the rack. 7. He soaks the pot. 8. He scrubs the pan. 9. He rinses the pan. 10. He rinses the dishes with the sprayer. Minnesota Literacy Council, 2013 13 Jobs Unit

Dishwasher Job Student Copy Identify the words below as verbs or nouns. Example turns on = verb heater = noun dishwasher = scrapes = rack = puts on = pot = pan = dishes = waits = closes = plates = soaks = scrubs = rinses = sprayer = Now use the words above to complete the sentences below. 1. The turns on the heater. 2. He the dishwasher. 3. He the dishwasher. 4. He for the dishwasher to fill. 5. He scrapes the. 6. He the dishes the. 7. He the pot. 8. He scrubs the. 9. He the pan. 10. He the dishes with the. Minnesota Literacy Council, 2013 14 Jobs Unit

Can you repeat that please? Student A Read the sentences SLOWLY to your partner. 1. The dishwasher turns on the heater. 2. He turns on the dishwasher. 3. He closes the dishwasher. 4. He waits for the dishwasher to fill. 5. He scrapes the plates. 6. He puts the dishes on the rack. 7. He soaks the pot. 8. He scrubs the pan. 9. He rinses the pan. 10. He rinses the dishes with the sprayer. 11. He closes the dishwasher to start it. 12. He opens the dishwasher and takes the rack out. Now listen to your partner and write down the missing information. Remember to ask for clarification if you need it. 13.He lets the dry. 14.He sorts and the. 15.He away the dishes. 16.He the. 17.He the. 18.He the. 19.He the lever to drain the. 20.He the filter. 21.The the filter. 22.He puts the back. 23.The dishwasher the. Minnesota Literacy Council, 2013 15 Jobs Unit

Can you repeat that please? Student B Listen to your partner and write down the missing information. Remember to ask for clarification if you need it. 1. The dishwasher the heater. 2. He turns on the. 3. He the. 4. He for the to fill. 5. He the. 6. He the dishes the. 7. He the. 8. He the. 9. He the. 10. He the with the. 11. He the dishwasher to start it. 12. He the dishwasher and the rack. Now read the sentences SLOWLY to your partner. 13. He lets the dishes dry. 14. He sorts and stacks the dishes. 15. He puts away the dishes. 16. He cleans the sink. 17. He turns off the heater. 18. He turns off the dishwasher. 19. He pulls the lever up to drain the water. 20. He takes out the filter. 21. The dishwasher cleans the filter. 22. He puts the filter back. 23. The dishwasher turns on the heater. Minnesota Literacy Council, 2013 16 Jobs Unit

Hard work Pays off! Read the story below and then answer the questions. My name is George and I am from Ecuador. I moved to Minnesota 15 years ago. I didn t have a job when I came. I asked a friend to help me find a job. He got me a dishwasher job at a restaurant. I scraped plates and rinsed dishes for three years. Then I became a food prep worker. I prepared the food to be cooked seven days a week. After one year, I became a cook! I love to cook. I was a chef in my home country and it is my dream to open my own restaurant in Minnesota. I know that if I continue to work hard and practice my English my dreams will come true. 1. How did George find his job? 2. What was his first job? 3. How long was he a dishwasher? 4. What was his second job? 5. How long was he a food prep worker? 6. What was his third job? 7. Why do you think he kept being promoted? 8. What is George s dream? 9. How is George going to make his dream come true? Minnesota Literacy Council, 2013 17 Jobs Unit

Jobs Unit: Week 3, Wednesday Objectives Learners will be able to Life skill: Scan job ads. Literacy: Identify key information in a job ad. Listening: Listen to definitions and identify the food prep vocab word. Transitions: Categorize words as nouns and verbs in a table. Grammar: Identify words as either nouns or verbs and determine verb tense. Materials Make Student Copies Handout: Searching for Jobs Handout: Food Prep Worker Props, Technology, or Other Resources ELMO or overhead projector Laptop, LCD projector, & Speakers Lesson Plan Warm up/review : Life Skill/Literacy (40-45mins) Description: Ss will scan a dishwasher job ad for information. Materials: copies of Searching for Jobs; ELMO or overhead projector. Activity 1: Transitions/Grammar (40-45mins) Description: Ss will identify food prep worker vocab words as either nouns or verbs and will then watch a video to identify them as they occur. Materials/Prep: make copies of Food Prep Worker; laptop, LCD projector, & Speakers; ELMO Wrap-up: Listening Ask Ss to write down 5 new words they learned today in their notebooks and define them. Provide an example on the board (i.e., dishwasher = someone who washes dishes). Afterward, pair them up and have them read their definitions to a partner so the partner has to guess what the vocab word is. Time permitting, go over a few of the words as a class. Minnesota Literacy Council, 2013 18 Jobs Unit

Teacher Directions: Warm up: Life Skill/Literacy Materials: Searching for Jobs; ELMO or overhead projector Step 1: Setting the Context Review the ways people can find jobs (i.e., online, newspaper, word of mouth, etc.) Discuss the ways your Ss have found jobs and share your own experiences. Step 2: Reading Job Ads Project a copy of the Searching for Jobs handout and ask a few questions about it: What is this? What job is this for? What are the hours? You don t have to point out ALL of the information they ll be searching for, but you do want to give them a chance to practice scanning the ad for information. Give the handout to each of your Ss. Consider pairing up a weaker student with a stronger student and having the weaker student be the writer. Circle around the room as they work and help where necessary. Step 3: Checking Comprehension After about 15-20 minutes, regroup and go over the answers. Project the ad on the board with the ELMO or overhead projector. Then read the ad for your class first while they read along silently. Next have the whole class read it out loud with you; afterwards, have individual Ss read sentences out loud. Then go over each question: have one student read a question and another answer it. If that student answers correctly, have him come up to the board and circle where he found that information in the job ad. Discuss any questions your Ss have along the way. Teacher Directions: Activity 1: Transitions/Grammar Materials: Food Prep Worker; laptop, LCD projector, & Speakers; ELMO Step 1: Prep Connect the laptop to the LCD projector and hook up the speakers. Then open up your internet browser and type in the following address (sorry, it s a long one!): http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/english-for- Work/Home.htm. Find the Food Prep Worker section and click on No Words. Adjust the volume on the speakers and laptop if necessary. You will use this video in Step 3 of this activity. Step 2: Setting the Context Say to your Ss: Remember in the dishwasher ad about the opportunity to learn kitchen prep skills? (Ss nod heads) What do you think a kitchen prep worker does? Brainstorm these skills and write Minnesota Literacy Council, 2013 19 Jobs Unit

them on the board. If necessary, try to elicit the following vocab words by acting them out: washes, cuts, wears (gloves/apron), peels. Afterward write these words on the board (if they weren t suggested earlier): puts on, puts in, chops, container, writes date label, measures. Then have your Ss explain and/or act out each word to demonstrate their understanding of them. Once you have all of the vocab words on the board, have your Ss separate them into NOUN and VERB columns in their notebooks. Afterward, erase all of the words on the board, draw a NOUN/VERB table on the board and then have your class tell you where each word goes. Discuss any discrepancies along the way. Finally, tell them that they are going to watch a video about a food prep worker and that they need to YELL OUT these words as they happen in the video. NOTE: Your Ss might feel nervous to do this at first, so make sure to model it for them as the actions occur on the video. Eventually they should get the hang of it; and if they don t, watch the video as many times as necessary until they start saying the words out loud. Make this fun! Step 3: Food Prep Worker Turn on the LCD projector to reveal the Food Prep Worker video. Click on No Words, No Sound so they can practice identifying the words from awareness (instead of hearing them first). Tell them first to identify the VERBS. Then have them identify the NOUNS. Finally, play the video with words and sound (click on Video) so they can see the words paired with the actions. (NOTE: Despite the keyboard controls listed on the screen, this video can t be paused or re-wound, unfortunately!) Step 4: Grammar extension Put your Ss in pairs and give them the Food Prep Worker handout. Then have them race to circle all of the VERBS in the sentences. Tell the pairs to say STOP when they re finished. That pair is the winner! Project their handout on the board using the ELMO and have everyone check it for accuracy. Afterward, have the pairs race to underline the NOUNS. Tell the pairs to say STOP when they re finished and then follow the same procedure as you did with the nouns to measure accuracy with verb identification. Once all of the verbs and nouns have been identified, have each pair write 5-10 sentences using those nouns/verbs. NOTE: They need to come up with their own sentences. Their sentences can be about anything, not just a food prep worker job. Also, for stronger pairs make them write 10 or more sentences. For weaker/slower Ss, 5 should be enough. After everyone has 5 sentences written, have select Ss come up to the board and write a sentence on the board until there are 10 unique sentences on the board. Have the rest of the class read a sentence out loud and then identify the noun/verb in that sentence before reading the next sentence. Talk about TENSE as well. Minnesota Literacy Council, 2013 20 Jobs Unit

Searching for Jobs Questions 1. What job is this ad for? What is the website? 2. What kind of restaurant is this? 3. What are the qualifications? 4. Do you need to speak English? 5. What are the hours for this job? Challenge: Is this job full time? 6. How can you become a sushi chef? 7. How do you apply? Minnesota Literacy Council, 2013 21 Jobs Unit

Food Prep Worker 1. The food prep worker puts on an apron. 2. She washes the peppers. 3. She cuts the peppers and removes the seeds. 4. She slices the peppers. 5. Sometimes, the food prep worker wears gloves. 6. She cuts the melon. 7. She removes the seeds. 8. She slices the melon. 9. She peels the melon. 10. She chops the melon and puts it in a container. 11. The food prep worker weighs the melon. 12. She puts foil on the container. 13. She writes a label with the date and puts it on the container. 14. She puts the container in the refrigerator. 15. She beats some eggs. 16. She measures a cup of water. 17. She pours the water into the bowl. 18. The water boils. 19. The food prep worker heats oil and adds beef. 20. He puts away the beef. 21. He fries the beef. Minnesota Literacy Council, 2013 22 Jobs Unit

Jobs Unit: Week 3, Thursday Objectives Learners will be able to Life skill: Review tasks for an entry level job. Literacy: Write original sentences using food prep vocabulary. Listening/speaking: Dictate sentences by doing a walking dictation activity; use the /s/ sound in isolation and context. Transitions: Categorize words as nouns or verbs in a table. Grammar: Identify words as either nouns or verbs and determine verb tense. Materials Make Student Copies Handout: Reading Test Practice Make Single Copies or Reference Food Prep Worker Volunteer Manual, 2012: Walking Dictation, p. 59; Letter/Sound Drill, p. 113 Props, Technology, or Other Resources ELMO or overhead projector Scissors & tape Lesson Plan Warm up: Test Practice (20mins) Description: Ss will take a practice CASAS Reading test. Materials/Prep: copies of Reading Test Practice; ELMO or overhead projector. Activity 1: Life Skill/Listening/Speaking (60mins) Description: Ss will do a walking dictation to review what a food prep worker does; they will then have to reorder the sentences before they practice the /s/ sound in isolation and context. Materials/Prep: copies of Food Prep Worker; Volunteer Manual, 2012: Walking Dictation, p. 59; Letter/Sound Drill, p. 113; scissors & tape; ELMO or overhead projector. Activity 2: Literacy/Grammar/Transitions (20mins) Description: Ss will identify nouns and verbs in the walking dictation sentences; they will then make a table to organize the information before using those words to write original sentences. Materials/Prep: student notebooks Wrap up Time permitting, in pairs, have Ss come up with 3-5 things they learned this week. Afterwards, pair the groups up (so there are 4 Ss working together) and have the pairs share their lists with each other. Have them identify the similarities and differences. Minnesota Literacy Council, 2013 23 Jobs Unit

Teacher Directions: Warm up: CASAS Test Practice Materials: Reading Test Practice; ELMO or overhead projector Step 1: Independent Practice Before distributing the questions, remind learners that this is practice for their reading test. During the test they should not talk, look at their notebook or dictionary, or look at other Ss papers. Pass out the Reading Test Practice handout. Give everyone 5 minutes to complete questions 1-4. Use this time to walk around the room and see who has easily mastered this skill and who might need extra practice. Step 2: Reviewing Answers Use the ELMO or overhead projector to review the questions. Invite a student to come up and circle the correct answer. They should also circle the information in the question that helped them find the correct answer. Teacher Directions: Activity 1: Life Skill/Listening/Speaking Materials: Food Prep Worker; Volunteer Manual, 2012: Walking Dictation, p. 59; Letter/Sound Drill, p. 113; scissors & tape; ELMO or overhead projector Step 1: Prep Cut out the sentences on the Food Prep Worker handout into strips and tape them around the room or out in the hallway. Read the Volunteer Manual, 2012: Walking Dictation, p. 59 to review/learn how to execute this activity. Step 2: Setting the Context Write Food Prep Worker on the board and ask your Ss to tell you what a food prep worker does. NOTE: This is review from yesterday. Look for them to say things like slices food, cuts food, or prepares food. Write any appropriate nouns and verbs on the board. Review their meaning. Minnesota Literacy Council, 2013 24 Jobs Unit

Next ask your class if they remember what the food prep worker did in the video they watched yesterday. Assuming some Ss remember, have them talk about the nouns and verbs they saw in the video. Write these words on the board if they aren t up there aleady. Finally, explain that they are going to do a Walking Dictation to review what a food prep worker does. Tell them that the sentences they will dictate were taken from the video they watched yesterday. Explain the rules of a walking dictation to your class and then perform the activity. The first pair to finish saying and writing all of the sentences should yell STOP; everyone should then return to their seats. Step 3: Reviewing and Reordering the sentences Have the winning pair say each sentence for the class. Write EXACTLY what you hear them say on the board and allow the rest of the class check the sentence for accuracy. Do this for each sentence. Once you have reviewed all of the sentences, ask your Ss: Are these sentences/actions in order? Hopefully they say NO (because they re not). Tell them to work together in their same pairs to reorder the sentences in chronological order by putting a 1 by the first sentence and a 2 by the next sentence and so on. Give them the first sentence to start from if they need this help. (Discuss what chronological means if necessary.) Have Ss race to reorder the sentences. The first pair to finish should yell STOP. The rest of the class should then stop and listen to that pair read the sentences in order. Have the rest of the class decide if they are correct. Step 4: Phonics extension You will be working on the /s/ sound for this activity. Write down the words cuts, seeds, and puts on the board. Say each word and ask your Ss to repeat after you. Then ask them what sound is the same in each word look for them to say s. If they don t, then supply the answer for them. Follow the instructions on p. 113 of the Volunteer Manual, and use the sentences they wrote down from the walking dictation, or print out extra copies of Food Prep Worker for the story (step 7 in the Volunteer Manual directions). Minnesota Literacy Council, 2013 25 Jobs Unit

Teacher Directions: Activity 2: Grammar/Transitions Materials: student notebooks Step 1: Introduce the Activity Have your Ss identify and circle all of the nouns and the verbs in the sentences from the walking dictation. Afterwards, have them create a table on a separate piece of paper in order to organize the information. Draw an example on the board if necessary. When they finish, go over and check their work. Then ask them to write 5-10 sentences using some of the nouns and verbs from their list. Once their finished writing their sentences, and if there are some Ss who need more of a challenge, ask them to tell you what tense the verbs are in (present). Have them conjugate those verbs into the past. Go back and check their work when they re finished. Minnesota Literacy Council, 2013 26 Jobs Unit

Reading Test Practice 1. What job is this ad for? A. Line Cook B. Dishwasher C. Perkins D. Manager 2. How much is the starting pay? A. Full-time B. $9.00 per hour C. Part-time D. $8.12 per hour 3. What city is this job in? A. Perkins B. Withers C. Red Wing D. Minnesota 4. How do you apply? A. Email application B. Fill out application in person C. The ad doesn t specify D. By mail Minnesota Literacy Council, 2013 27 Jobs Unit

Food Prep Worker The sentences below are in the correct order, but when you cut them out and tape them on the wall, put them out of order. After the walking dictation, your Ss will have to reorder the sentences. The food prep worker puts on an apron. She washes the melon. She cuts the melon and removes the seeds. She chops the melon and puts it in a container. She writes a label with the date. She puts the label on the container. She puts the container in the refrigerator. Minnesota Literacy Council, 2013 28 Jobs Unit