Course Profile English for School and Work ESL Level 3, open, Catholic

Unit # 2 Career Exploration – “Destiny is Not a Matter of Chance; It is a Matter of Choice” (William Brian Jenning)

Activity 1 | Activity 2 | Activity 3 | Activity 4

Time: 25 Hours

Unit Developer(s)

Michelle Asselstine, Toronto Catholic District School Board

Lucy Bacchet, York Catholic District School Board

Maureen Bachetti, York Catholic District School Board

Maureen Cassidy, Toronto Catholic District School Board

Development Date: April 1999

Description

In this unit, students will participate in a variety of activities designed to help them develop greater self- awareness and to help them explore possible career paths. Through the use of reflective tools, students will develop a greater awareness of their values, abilities and career aspirations. Students will broaden their knowledge about career paths through experiential learning opportunities and research activities. Participation in the unit activities will help students to develop a religious understanding of work. Graphic organizers and visual tools will be used to facilitate students’ acquisition of new information. The language focus addressed in this unit is: interrogative constructions; interview and problem-solving gambits; and subject-specific terms.

Ontario Catholic School Graduate Expectations: CGE 1d, g, 2a, 4a, g, 5b

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: CORV.01, 02, 03, CREV.01, 02, 03, 04, CWRV.01, 02, 03, 04, CSCV.02

Specific Expectations: COR1.01, 02, 03, 04, 05, 06, 07, 2.01, 02, 3.01, 02, 4.01, 04, CRE1.01, 04, 2.01, 02, 3.01, 02, 03, 4.01, 02, 03, CWR1.01, 03, 04, 2.01, 02, 03, 04, 05, 3.01, 02, 03, 04, 05, 06, 07, 08, CSC1.04, 2.01, 02, 03, 04, 06

Activity Titles (Time + Sequence)

Activity 1

Discovering Your Interests, Aptitudes, Values, Skills and Attitudes: Connecting These to Career Paths

300 minutes

Activity 2

Presentations from Guest Speakers in the Community

300 minutes

Activity 3

Connecting in Your Community: Interviewing a Member of the Community or Job Shadowing

225 minutes

Activity 4

Dream Path

375 minutes

Planning Notes

1. Teachers should prepare for this unit by:

• obtaining a copy of More Than Work available from the Toronto Catholic District School Board. This resource provides a religious understanding of work.

• contacting the vocations office, a religious community, the archdiocese or the local parish to obtain seminary and vocation literature.

• contacting the guidance department to obtain career information materials (e.g. CD-ROM “Career Cruising” or the address of the web site “Mazemaster”).

• identifying possible community contacts who would be willing to make presentations to the class (e.g. lay and religious)

2. Teachers should select supplementary activities from an ESL series in order to reinforce/consolidate specific language structures introduced in the unit activities. Some sample series are: Canadian Concepts and Grammar Connections.

Prior Knowledge Required

• some familiarity with the use of graphic organizers

• some familiarity with figurative language

• some familiarity with the concept of work

Teaching/Learning Strategies

The following teaching/learning strategies will be utilized throughout the unit:

• brainstorming • cooperative learning

• interviews • reporting

• presenting • graphic organizers

Assessment/Evaluation

• self-assessment/peer assessment • collage

• teacher observations • checklists

• anecdotal comments • portfolios

• interviews • rubrics

• oral presentations

Resources

Print

Student Resources

Czerneda, Julie E., and Baker-Proud, Susan. Career Connections Series III. Toronto: Trifolium Books Inc., 1996.

Misener, Judi, and Butler, Susan. Exploring Your Horizons. Toronto: McGraw Hill Ryerson Limited, 1998.

Rawlins, L., Singh, I. and Walton, K. A New Leaf: Career Planning for the ‘90's. Rev. ed. University of Toronto: Guidance Centre, 1997.

Thacker, P. Values. (The Issues Collection). Whitby, ON: McGraw-Hill Ryerson, Ltd., 1993.

Teacher Resources

Called By Name. Vocations Office: Serra House. Archdiocese of Toronto. 1999.

Czerneda, Julie E., and Baker-Proud, Susan. Career Connections Series III. Teacher Resource Book. Toronto: Trifolium Books Inc., 1996.

Lavin, M. More Than Work. Toronto Catholic District School Board.

Misener, Judi, and Butler, Susan. Exploring Your Horizons Teacher’s Resource. Toronto: McGraw Hill Ryerson Limited, 1998.

Target Your Future: Grade 9 Career Planning Unit. Durham Catholic District School Board, 1996.

Videotapes

ASCD: Redesigning Assessment. (Portfolios). Alexandria, VA: ASCD, 1997.

Career Exploration. Using the Internet. Fort Erie, ON: The School Company.

Career Exploration for the ‘90's. Victoria: BC Learning Company Inc., 1991.

Change: Coping With Your Changing World. Victoria: BC Learning Company Inc., 1995.

How To Choose a Career. Victoria: BC Learning Company Inc., 1995.

Personal Finance Portfolio. Toronto: Canadian Banking Association, 1995.

Self-Awareness and Your Career Options. Fort Erie, On: The School Company.

Volunteers and People Like You. Volunteers Vancouver: Force Four Productions, 1994.

Computer

Career Cruising. Toronto: Anaca Technologies.

Jobs For Me. Victoria: Careerware, 1992.

The Inside Story on Career Choices. Toronto: Anaca Technologies.

Web Sites

Career Explorer: http://www.careerexplorer.com

Career Path:http://www.careers.ocas.on.ca

Job Futures: http://www.hrdc-drhc.ga.ca

Mazemaster: http://www.mazemaster.com

School Net Guidance Office: http://www.schoolnet/adm/guidance

Take Your Kid To Work: http://www.tlp.on.ca

Games

Decision Deck. Edmonton: Alberta Advanced Education and Career Development, 1995.

The Real Game. University of Toronto. Guidance Centre, The Ontario Institute For Studies in Education.

Activity #1 Discovering Your Interests, Aptitudes, Values, Skills and Attitudes: Connecting These to Career Paths - We are God’s Work of Art

Time: 300 minutes (4x75)

Description

Through the use of literature and self-awareness inventories, students will gain an understanding of their particular interests, aptitudes, values, beliefs, skills and attitudes. Students will use this information to plan their personal path toward career choices and alternatives. The language focus for this activity will

be subject-specific vocabulary and adjectives. In addition, language structures used for expressing an opinion, giving examples and problem-solving are addressed in this activity.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 4a, g

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural CompetenceOverall Expectations: CORV.01, 02, 03, CREV.01, CWRV.02, 03, 04, CSCV.01, 02

Specific Expectations: COR1.01, 02, 04, 05, 2.01, 02, 3.02, CRE4.01, 02, 03, CWR1.03, 2.01, 02, 03, 04, 3.01, 02, 03, 07, CSC2.02, 03, 05, 06.

Planning Notes

• Teachers will need to locate a copy of the poem “Warren Pryor” by Canadian poet Alden Nowlan which can be found in almost any Canadian poetry anthology, such as Departures.

• All students should have a copy of the poem for this activity as well as the key visual “What are the Gospel Values - Guiding Principles of a Christian Way of Life” (see Appendix A).

• All students should have copies of the key visual “Career Clusters” (see Appendix K) as well as the graphic organizers “Self-Awareness Inventory” (see Appendix L) and “A Comparison of Interests, Values and Aptitudes” (see Appendix M).

• Teachers are strongly encouraged to use the web site “Mazemaster”, a unique career and job exploration tool to extend the self-assessment component of this activity.

• A New Leaf: Career Planning for the 90's which is linguistically accessible for ESLCO students, is available through the Guidance Centre and provides a wealth of ideas for student activities.

• A core text for this unit is Exploring Your Horizons. The activities outlined in Chapter 1 provide many opportunities to extend the concepts introduced.

Prior Knowledge

• some familiarity with the Ontario education system

• some familiarity with the writing process

Teaching/Learning Strategies

1. Teachers will read aloud the poem “Warren Pryor” and ask students to visualize this young man.

2. Teachers will reread the poem as a shared reading and direct students to think about how Warren is feeling and pose this question: “What is Warren’s internal conflict?”

3. Through discussion, teachers will elicit responses to the focus question and identify the dominant themes: expectations, sacrifice, relationships, choice and parent/child conflict.

4. Teachers will review the concepts of simile and metaphor introduced in Unit #1, Activity 5. Teachers will direct students to identify the controlling simile in the poem (e.g. “like a young bear in a cage”) and ask students to assess the appropriateness of this comparison.

5. Teachers will divide the class into small groups and pose this focus question: “If you were Warren, what would you do?”

6. Teachers will introduce the problem solving gambits and model their appropriate use in a role play situation.

Problem-Solving Gambits

Perhaps he could.... Has he thought about.....

Why doesn’t he..... I have an idea.....

If I were him..... He could always.....

7. Teachers will distribute copies of the problem solving gambits to all students.

8. In small groups, students will discuss Warren’s dilemma and generate a list of possible solutions which they will record on chart paper.

9. Students will post their charts. Teachers will instruct students to do a “Gallery Walk” to see the solutions created by their peers.

10. Teachers will brainstorm with students and generate a list of situations where conflict may arise because of differences in values or beliefs (e.g. dating, clothing, friends, part-time employment, home responsibilities). Teachers will instruct students to write a reflective piece on this theme.

Prior Knowledge Required

• some familiarity with the concept of similies and metaphors (see Unit 1)

• some familiarity with the writing process

• some familiarity with gospel values

Self-Awareness Inventories

11. Teachers will direct students to complete the graphic organizer “Comparison of Interest, Attitudes and Skills” (see Appendix L) by reflecting on their previous and current school experiences. In pairs, students will share their responses.

12. Teachers will direct students to complete the graphic organizer “Self-Awareness Inventory” (see Appendix M). In pairs, students will share their responses.

13. Teachers will brainstorm with students a list of words that describe personality traits (e.g. honest, responsible, considerate) and record the information on the chalk board or chart.

14. Using a T-chart, teachers will instruct students to record adjectives that describe them using the categories “Most Like Me” and “Least Like Me”

T-Chart

Most Like Me

Least Like Me

Students will compare their T-charts.

15. Teachers will instruct students to respond in writing to this question: “What have you learned about yourself through these self-awareness activities?”

Career Clusters

16. Teachers will introduce subject-specific terms by using the icons in the key visual “Career Clusters” (see Appendix K).

17. Teachers will brainstorm with students a list of careers and direct them to identify the category to which they belong.

18. Teachers and students will collaboratively build a “Career Word Wall” which will be exhibited throughout this course. This visual display will be used to extend vocabulary, featuring word families (e.g. optics, optometry) and cognates.

19. Teachers will instruct students to complete a learning log.

Resources

Barry, J. Departures. Toronto: Nelson Canada, 1994.

Misener, Judi, and Butler, Susan. Exploring Your Horizons. Toronto: McGraw Hill Ryerson Limited, 1998.

Rawlins, L., Singh, I. and Walton, K. A New Leaf: Career Planning for the ‘90's. Rev. ed. University of Toronto: Guidance Centre, 1997. Rawlins

Accommodations

1. It may be necessary to use the first language to clarify some subject-specific terms and figurative language.

2. Some students may need to consult bilingual dictionaries to generate a list of adjectives to describe personality traits.

Assessment

• Summative assessment- writing sample (see Appendix 1.0 for rubric)

• Summative assessment - anecdotal comments regarding completion of graphic organizers and learning log

Appendices

• Writing rubric

• Learning log

• Self-Awareness Inventory

• A Comparison of Interests, Attitudes and Skills

Activity #2 Presentations from Guest Speakers in the Community: Appreciating the Gifts of Others

Time: 300 minutes (4 x 75)

Description

Through presentations by members of the community, students will gain knowledge about career paths and choices. Students will use their interviewing skills in small group situations to elicit information from guest speakers about career opportunities, educational requirements, job training, aptitudes and the work place environment. Issues of faith in the work place (e.g. environmental decisions, business ethics, etc.) will be addressed as part of the discussions. The language focus of this activity will be: interrogative constructions, interview gambits and the vocabulary related to the topic.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1g, 4g

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: CORV.01, 02, 03, CREV.02, CWRV.02, .04, CSCV.02

Specific Expectations: COR1.03, 06, 07, 2.01, CRE2.01, .02, 3.02, CWR1.01, 3.01, CSC1.04, 2.06

Planning Notes

• Teachers will need to invite three or four guest speakers to make a presentation about their careers to the class. Ideally, the list of guest speakers should reflect the interests of the class and include representation from some of the job clusters:

• agriculture and natural resources • consumer service

• science and engineering • trade and technology

• education and social science • medical and health care

• arts and communication • selfless service to the community

• business and finance

• Teachers should foster religious vocations or other vocations of selfless service to the community. The pamphlet, “Called by Name” available through the school chaplain, local parish or archdiocese, is an excellent resource.

• Teachers should contact the speakers and advise them that in delivering their presentations, they will need to take into consideration the cultural and linguistic backgrounds of the students in ESLCO and their level of English proficiency.

• Teachers should identify for the guest speakers the career topics that could be like addressed in the presentation (e.g. educational requirements, job training).

• Teachers should remind students to record new vocabulary in their graphic organizer (see Appendix C).

Prior Knowledge Required

• some familiarity with the career clusters introduced in Activity 1

• some familiarity with subject-specific terms

Teaching/Learning Strategies

Before the Presentation

1. Teachers will brainstorm with students the kind of information that they are interested in obtaining from the guest speakers. Some career topics that could be explored with the guest speakers are: educational requirements, job training, opportunities, salary, daily activities, job description). Teachers should record these career topics on chart paper.

2. In preparation for the presentations, teachers will assume the role of guest speaker and ask students to pose questions related to the career of teaching. Teachers will instruct students to use the topics in Teaching/Learning Strategy #1 to frame their questions. (whole class)

3. Teachers will record students’ questions on the chalkboard and respond to the questions. If the questions contain grammatical errors, teachers will ask the students for their assistance in making revisions.

4. Teachers will instruct students to look for patterns in the questions and cluster them according to a criterion (e.g. “wh” questions).

5. Teachers will ask students to identify the type of response elicited by different types of questions (e.g. “yes- no” versus “open-ended”).

6. Using an overhead transparency of the “Interview Gambits” graphic organizer (Appendix N ), teachers will introduce and model the four categories of interview gambits to the class: yes/no questions, fact-finding, open-ended questions and follow-up questions.

7. Teachers will ask students to categorize their questions from Teaching/Learning Strategy #4 using the categories outlined on the graphic organizer. Teachers will record responses on the overhead transparency and draw students’ attention to the type of response elicited by each kind of question.

8. Teachers should identify the names and occupations of the guest speakers. In preparation for their presentations, students will work in pairs to formulate appropriate questions using the interview gambits and the career topics as a model.

9. Students will record their questions in the appropriate column on the research graphic organizer.

10. Teachers will encourage students to share their questions with the class.

11. In pairs, students will practise their questions.

12. Teachers will show the video “Building Literacy in the Classroom” - Literacy Strategies for Teachers by Teachers: Teaching Research Skills (Grades 9-12) to introduce the concept of jot notes.

13. Teachers will model the use of jot notes using the research graphic organizer (see Appendix O).

During the Presentation

14. Teachers will invite three or four guest speakers to address the class. Depending on the size and composition of the ESL class, teachers will divide the students into three or four groups. Each speaker will address each group using a carousel strategy.

15. Students will pose their prepared questions and record jot notes using the research graphic organizer.

After the Presentation

16. Teachers will debrief with the class, eliciting their impressions about this information gathering activity.

17. Teachers should reflect on this feedback and take it into consideration in planning future activities.

18. Using the writing process introduced in Unit 1, Activity 4, teachers will model how to transform jot notes into expository paragraphs. This modelling will include the use of the think-aloud strategy.

19. Teachers will instruct the students to write the expository paragraphs.

Assessment/Evaluation

1. Summative assessment - interview gambits graphic organizer (see Appendix N )

2. Diagnostic assessment - expository writing sample: anecdotal comments with suggestions for improvement

Accommodations

1. Teachers may need to establish peer mentorship to support some students who require more time and practice to prepare for the presentation.

2. Some students may require additional conferencing time with the teacher as this may be their first experience writing in the expository mode.

Resources

Student

Misener, Judi, and Butler, Susan. Exploring Your Horizons. Toronto: McGraw Hill Ryerson Limited, 1998. (Chapter 11, p. 142).

Teacher

Misener, Judi, and Butler, Susan. Exploring Your Horizons Teacher’s Resource. Toronto: McGraw Hill Ryerson Limited, 1998. (Chapter 11, pp. 83-84).

Appendices

• Interview gambits graphic organizer

Activity #3 Connecting In Your Community: Interviewing a Member of the Community or Job Shadowing - Take Our Kids to Work^TM

Time: 225 minutes (3 x 75)

Teachers should select either A or B of Activity 3.

A) Interviewing a Member of the Community

Description

By interviewing a member of the community, students will gain further knowledge about a specific career. Students will use their interviewing skills to obtain information pertaining to a career profile: educational background/requirements, job training, typical daily activities, career opportunities, etc. As well, students will further reinforce and refine their interviewing skills focusing on question formation and rephrasing.

Strand(s) and Expectations:

Ontario Catholic School Graduate Expectations: CGE 2a, 4g, 5b

Strand(s): Oral and Visual Communication, Social and Cultural Competence

Overall Expectations: CORV.01, 02, 03, CREV.02, CWRV.03, 04, CSCV.02

Specific Expectations: COR1.02, 03, 05, 2.01, 3.01, CRE2.01, 02, CWR1.01, 03, 04, 2.01, 02, 03, 04, 3.01, 02, 06, 07, CSC2.01, 06

Planning Notes

• Teachers will need to review effective questioning techniques (see Activity #2).

• Teachers should encourage students to arrange an interview with someone in a career of interest to them.

• Teachers should take into account safety issues and school and Board guidelines concerning off-site activities.

Prior Knowledge Required

• some familiarity with interview gambits, interrogative constructions and subject-specific terms

Teaching/Learning Strategies

1. Teachers will brainstorm with students and identify potential English-speaking interviewees (e.g. community members, former school graduates, school staff, parents, parishioners, members of religious communities, relatives, etc.) and determine how to contact them, and arrange for the interview.

2. Teachers will review the criteria for effective questions and sensitize students to the importance of posing appropriate questions (pragmatics).

3. Teachers will model for students rephrasing techniques to assist them in clarifying and retaining interview information.

4. Students will formulate appropriate questions using the interview gambits as a model.

5. In small groups, students will share ideas about effective ways to conduct the interview and then rehearse their questions with each other.

6. Students will conduct the interview choosing one of the following forms to record it: audiotape, videotape, transcript, or written notes (questions/responses).

7. In small groups, students will share their experiences and findings with their peers through a co- operative learning structure (e.g. roundtable), whereby each student will take a turn sharing. After students make a contribution to the roundtable, they will conference with the teacher individually.

8. Some students may elect to share their audiotapes or videotapes with the class.

Assessment/Evaluation

1. Summative assessment - anecdotal comments of student-teacher conference

Accommodations

1. Some students may require the support of a peer mentor to conduct the interview.

Resources

Student

Misener, Judi, and Butler, Susan. Expanding Your Horizons. Toronto: McGraw Hill Ryerson Limited, 1998. (Chapter 7, pp. 90-101)

Teacher

Misener, Judi, and Butler, Susan. Expanding Your Horizons Teacher’s Resource. Toronto: McGraw Hill Ryerson Limited, 1998. (Chapter 7, pp. 53-60).

B) Job Shadowing: “Take Our Kids to Work™”

Description

Through participation in a job shadowing experience, such as the provincial program - “Take Our Kids To Work™”- students will gain further knowledge about a specific career. Students will use their interviewing skills to obtain specific information about a career, educational background/requirements, job training, typical daily activities, career opportunities, etc. As well, students will further reinforce and refine their interviewing skills focusing on question formation and rephrasing.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 2a, 4g, 5b

Strand(s): Oral and Visual Communication, Social and Cultural Competence

Overall Expectations: CORV.01, 02, 03, CREV.02, CWRV.03, 04, CSCV.02

Specific Expectations: COR1.02, 03, 05, 2.01, 3.01, CRE2.01, 02, CWR1.01, 03, 04, 2.01, 02, 03, 04, 3.01, 02, 06, 07, CSC2.01, 06

Planning Notes

• Teachers should consult the “Take Our Kids to Work™” orientation package available through The Learning Partnership.

• Teachers need to prepare a tracking mechanism to account for each student’s placement.

• Teachers will need to review effective questioning techniques (see Activity #2).

• Students who are unable to arrange a job shadowing with their parents should complete Activity A

Prior Knowledge Required

• some familiarity with interview gambits, interrogative instructions and subject-specific terms

Teaching/Learning Strategies

Prior to the Job Shadowing

1. Teachers instruct students to interview their parents about the nature of their jobs and their daily activities. Students should clarify their roles in the job shadowing activity.

2. Teachers will review the criteria for effective questions and sensitize students to the importance of posing appropriate questions (pragmatics).

3. Teachers will model for students rephrasing techniques to assist them in clarifying and retaining interview information acquired through the job shadowing experience.

During the Job Shadowing

4. Students will participate in the job shadowing and choose to record the information gathered in any one of the following forms: audiotape, videotape, transcript, written notes (questions/responses), written record of day’s activities/observations/input from employees through a day planner.

5. Students should keep a personal list of new vocabulary.

After the Job Shadowing

6. In small groups, students will share their experiences and findings with their peers through a co- operative learning structure (e.g. roundtable), whereby each student will take a turn sharing. After students make a contribution to the roundtable, they conference with the teacher individually.

7. Some students may elect to share their audiotapes or videotapes with the class.

8. Students will complete a learning log.

Assessment/Evaluation

1. Summative assessment - anecdotal comments of student-teacher conference

2. Learning log - (see Appendix H)

Resource

Web Site: Take Our Kids to Work™: http://www.tlp.on.ca

Appendices

• Learning log

Activity #4 Dream Path

Time: 375 minutes (5x75)

Description

In this activity, specific graphic organizers will be introduced to help students record information collected from a variety of sources: print, computer, video and the Internet. Students will participate in a variety of research activities, using vocational reference materials to explore a career of interest to them. Students will present their research findings in the form of a “Dream Path” collage which reflects their interests, values, skills, abilities, the influence of family and mentors and their career aspirations. The language focus addressed in this activity is the language structures used in: making predictions, giving examples and expressing an opinion. The use of the colon will also be introduced as it relates to the research skills developed in this activity.

Ontario Catholic School Graduate Expectations: CGE 1d, g

Strands: Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: CORV.01, 02, 03, 04, CREV.01, 02, 03, 04, CWRV.01, 04, CSCV.02

Specific Expectations: COR4.01, 04, CRE1.01, 04, 2.01, 02, 3.01, 03, 4.01, 02, 03, CWR1.01, 2.05, 3.02, 04, 05, 06, 07, 08, CSC1.04, 2.02, 03.

Planning Notes

• Teachers should view the videotape, “Building Literacy in the Classroom - Literacy Strategies for Teachers by Teachers: Teaching Research Skills (Grades 9 - 12) to prepare for this activity. If the videotape is unavailable, teachers should consult the school librarian and seek assistance in preparing students for this activity.

• Teachers should meet with the school librarian prior to this activity to determine the range of material available and its accessibility for ESLCO students.

• Teachers need to determine whether students have sufficient background knowlege and information processing skills to undertake this activity. It may be necessary to establish peer mentorships to support ESLCO students in this activity.

• Teachers may wish to consult with members of the visual arts department to discuss ideas and resources about collages. Visual Arts staff may be able to provide models of collages.

Prior Knowledge

• requisite skills of ESLBO (library orientation and Internet skills)

• some familiarity with information processing

Teaching/Learning Strategies

Before the Research

1. Prior to the visit to the school library, teachers should gather a collection of rich resources: print, video, computer (CD-ROMS, software titles) and web sites. Ideally, these resources should reflect a wide range of career materials.

2. Teachers should divide the class into small groups, distribute a variety of resources and instruct students to examine the samples and categorize them.

3. Students will discuss the reasons for their categorizations and share this information with the class.

4. Teachers will introduce the four graphic organizers for recording research information collected from a variety of sources: print, computer, video and web sites and draw students’ attention to the unique features of each organizer. (see Appendices P, Q, R and S)

5. Using the resource materials on each group’s table, teachers will model the use of each organizer. In this modelling, teachers will use the think-aloud strategy and record the information on an overhead transparency version of the graphic organizers.

6. Teachers will distribute copies of the research graphic organizer (see Appendix O) and direct students to make their jot notes on it.

7. Students should be encouraged to keep a record of unfamiliar vocabulary encountered in their research.

8. Teachers should brainstorm with students a list of fact-finding questions they could explore in this research activity on careers. Students will record their questions on an index card or paper.

During the Research

9. The librarian will show students the location of various reference materials in the resource centre and be available to assist students during this activity. Teachers will act as facilitators and guide students in the research process.

After the Research

10. Teachers will inform students that they will present their research findings in the form of a “Dream Path” collage, reflecting their interests, skills, values, abilities, influences of family and peers and their career aspirations.

11. Teachers will distribute copies of the rubric for assessing a collage and review the criteria with the students. Teachers will provide students with models of a Level 1, 2, 3 and 4 collage and elicit from the students the differences between the samples.

12. Students will complete a “Dream Path” collage.

13. The “Dream Path” collages will be displayed in the classroom. Students will view them through a “Gallery Walk”.

Resources

• models of “Dream Path” collage

Accommodations

1. Since some students may have limited experience working with reference materials and the computer, teachers should consider arranging for peer mentorships to provide students with more time and support.

2. Students with limited experience in visual arts may require more support to their collage (e.g. elements of design.

Assessment

1. Summative assessment - “Dream Path” collage (see Appendix 1.1 for rubric)

Appendices

• Rubric for assessing a collage

• Graphic organizers for print, computer, video, web sites and research

Appendix 1.0

ESLCO: Rubric for Assessing Creative Writing

Name: _______

Evaluated by: Teacher__ Self__ Peer__

Date:_________

Criteria	Level 1	Level 2	Level 3	Level 4
Word Choice	• limited use of expressive vocabulary	• some use of expressive vocabulary	• considerable use of expressive vocabulary	• extensive use of expressive vocabulary
Voice	• conveys limited sense of identity, authenticity	• conveys some sense of identity, authenticity	• conveys considerable sense of identity, authenticity	• extensive sense of identity, authenticity
Idea Development	• limited clarity of main idea • limited related details	• some clarity of main idea some related details	• considerable clarity of main idea	• extensive clarity of main idea
Organization	• limited sense of direction or purpose conveyed through introduction • limited use of transitions • limited sense of closure	• some sense of direction or purpose conveyed through introduction • some use of transitions • some sense of closure	• considerable sense of direction or purpose conveyed through introduction • considerable use of transitions • considerable use of connectives	• extensive sense of direction or purpose conveyed through introduction • extensive use of transitions • extensive sense of closure
Sentence Fluency	• limited variation in sentence structures • limited use of connectives	• some variation in sentence structures • some use of connectives	• considerable variation in sentence structures • considerable use of connectives	• extensive variation in sentence structures • extensive use of connectives
Conventions	• limited control over a wide range of standard conventions	• some control over a wide range of standard conventions	• considerable control over a wide range of standard conventions	• extensive control over a wide range of standard conventions
Applying the Writing Process	• limited evidence of the steps in the writing process	• some evidence of the steps in the writing process	• considerable evidence of the steps in the writing process	• extensive evidence of the steps in the writing process

Appendix 1.1

ESLCO: Rubric for Assessing a Collage

Name:_________________________

Evaluated by: Teacher Self Peer__

Date:________________

Category

Level 1

Level 2

Level 3

Level 4

Presentation

• limited visual appeal

• limited awareness of elements of design (e.g., colour, balance, use of space)

• limited creativity

• some visual appeal

• some awareness of elements of design (e.g., colour, balance, use of space)

• some creativity

• considerable visual appeal

• considerable awareness of elements of design (e.g., colour, balance, use of space)

• considerable creativity

• thorough visual appeal

• thorough awareness of elements of design (e.g., colour, balance, use of space)

• thorough creativity

Knowledge/

Understanding

• limited understanding of concepts

• some understanding of concepts

• considerable understanding of concepts

• thorough understanding of concepts

Thinking/

Inquiry

• limited evidence of critical thinking skills

• some evidence of critical thinking skills

• considerable evidence of critical thinking skills

• thorough evidence of critical thinking skills

Communication

• limited visual communication of ideas

• some visual communication of ideas

• considerable visual communication of ideas

• thorough visual communication of ideas

Comments and Suggestions for Improvement:

______________________________________________________________________________

Appendix 1.2

ESLCO: Rubric for Assessing a Portfolio

Name:_____________________

Evaluated by: Teacher__ Self__ Peer__

Date: ____________________

Category

Level 1

Level 2

Level 3

Level 4

Presentation

• limited visual appeal

• limited creative arrangement

• limited variety

• limited organization

• some visual appeal

• some creative arrangement

• some variety

• some organization

• considerable visual appeal

• considerable creative arrangement

• considerable variety

• considerable organization

• thorough visual appeal

• thorough creative arrangement

• thorough variety

• thorough organization

Communication

• limited oral proficiency in portfolio conference

• limited evidence in the writing process

• limited accuracy in written communication

• some oral proficiency in portfolio conference

• some evidence in the writing process

• some accuracy in written communication

• considerable oral proficiency in portfolio conference

• considerable evidence in the writing process

• considerable accuracy in written communication

• thorough oral proficiency in portfolio conference

• thorough evidence in the writing process

• thorough accuracy in written communication

Evidence of Understanding

• limited understanding of a variety of concepts

• some understanding of a variety of concepts

• considerable understanding of a variety of concepts

• thorough research skills

Thinking/

Inquiry

• limited research skills

• some research skills

• considerable research skills

• thorough research skills

Self-Assessment

• limited awareness of academic strengths and weaknesses

• limited planning of personal and career goals

• some awareness of academic strengths and weaknesses

• some planning of personal and career goals

• considerable awareness of academic strengths and weaknesses

• considerable planning of personal and career goals

• thorough awareness of academic strengths and weaknesses

• thorough planning of personal and career goals

Appendix A

WHAT ARE THE GOSPEL VALUES

Guiding Principles of a Christian Way of Life

Understanding

each person is created in love and destined for union with God

belief mystery

wisdom creed

reign of God knowledge

Jesus as the mediator of revelation Good News

Relationship With God

hope in God’s gracious action in the world

faith in the story of creation and redemption

Holy Spirit proclamation

Evangelization awe & power

Celebration

praise prayer

drama music

sign symbol

sacrament

Relationship With Others

Justice Community

respect for diversity Belonging Love

honesty friendship family empathy

equity nurturing compassion

peace chastity generosity respect

anti-war right judgement fidelity

liberation from support global community

oppression responsible decision making

empowerment sharing interdependence

non-violence encouragement welcoming

human rights

service

cooperation

social justice

distribution of resources

prophetic challenges vs. inequality

Relationship With Creation

respect for life

reverence

care for the earth & the environment

Relationship With Self

Wholeness Dignity

self-esteem integrity

courage truthfulness

talents work

uniqueness industry

self-discipline patience

courage forgiveness

appreciation of beauty

Including

cognitive domain

knowledge/information

affective domain

attitudes/formation

behavioural domain

skills/transformation

Behaviour

actions demonstrate which values are truly prized

Christian living

Discipleship

Appendix B

Stages in the

Acculturalization Process

Appendix C

Vocabulary

Course: _______________ Name: __________________________ Date: _______________

Word

First Language

Word

First Language

Sketch

Visualize the word. Represent it with an icon.

Sketch

Visualize the word. Represent it with an icon.

Definitions

Use a dictionary.

Definitions

Use a dictionary.

Synonyms

Use a thesaurus.

Synonyms

Use a thesaurus.

Examples

Use the word to show the meaning.

Examples

Use the word to show the meaning.

Word

First Language

Word

First Language

Sketch

Visualize the word. Represent it with an icon.

Sketch

Visualize the word. Represent it with an icon.

Definitions

Use a dictionary.

Definitions

Use a dictionary.

Synonyms

Use a thesaurus.

Synonyms

Use a thesaurus.

Examples

Use the word to show the meaning.

Examples

Use the word to show the meaning.

Appendix D

A Comparison of

Educational School Systems

Course: _______________ Name: __________________________ Date: _______________

My School in ____________	Category	My School in Ontario
	Language(s) of Instruction
	Number of Years of High School
	Length of School Year
	Length of School Day
	Structure of School Day
	Number of Subjects Studied
	Subjects Studied
	Extracurricular Activities
	Approaches to Teaching and Learning
	Role of Parents
	Gospel Values

Appendix E

A Model of the Writing Process

Prewriting

• Choose topics

• Brainstorm using a graphic organizer

• Select information

Drafting and Composing

• Conference about ideas

• Formulate a plan

• Choose a medium to record ideas (i.e., paper or word processor)

• Write the first draft as a quickwrite according to the plan

Revising

• Read the first draft to improve the quality of the written expression

• Improve word choice, sentence fluency, organization, clarity of ideas and cohesion

• Delete unnecessary information

• Write the second draft

Editing

• Use an editing checklist to review your work thoroughly

• Make the necessary corrections

Publishing

• Decide how to share your work with an audience (e.g., read to peers, school newspaper, etc.)

Sharing

• Share your work with an audience

• Elicit feedback from an audience

Appendix F

Story Map

Course: _______________ Name: __________________________ Date: _______________

Record information about the elements of the story using this graphic organizer.

Title: _______________________________________________________

Point of View:

Characters:

Setting:

Initiating Events:

Plot Summary:

Theme(s):

Interesting Features of the Novel:

Appendix H

Learning Log

Course: _______________ Name: __________________________ Date: _______________

A learning log helps you reflect on your learning and set goals for yourself. As you look back over it, you can see how much you've grown and learned.

Title: Chapter:____________________

I discovered . . .

I used to think . . .

but now I think . . .

One important thing I will remember is . . .

What helped me understand . . .

I wonder if . . .

Appendix L

A Comparison of

Interests, Aptitudes and Skills

Course: _______________ Name: __________________________ Date: _______________

My School in: ___________	Category	My School in Ontario
	Art
	Music
	Sports
	Technology
	Mathematics
	Science
	Language
	Media
	Social Sciences
	Jobs / Chores
	Awards / Special Accomplishments

Appendix M

Self-Awareness Inventory

Course: _______________ Name: __________________________ Date: _______________

A self-awareness inventory helps you identify information about yourself and outside influences in order to help you make wise career choices.

Interests
Values
Beliefs
Skills
Aptitudes
Influence of Family
Influence of Peers
Expectations
Dreams

Appendix N

Interview Gambits

Course: _______________ Name: __________________________ Date: _______________