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

Unit 4: Preparing Catholic Graduates for Success in the Workplace

Time: 25 hours

Unit Developer(s)

Michelle Asselstine, Toronto Catholic District School Board

Maureen Cassidy, Toronto Catholic District School Board

Unit Description

Students identify the traits of a successful worker and explore ways in which they can prepare for a workplace that is constantly changing. They discuss the basic competencies needed by all workers: interpersonal skills, ability to use resources efficiently, ability to acquire and use information effectively, ability to use a variety of technologies and aptitude for understanding complex systems. By participating in role-playing activities, students discuss workplace ethics. The goal of this unit is to enable students to act ethically and morally based on Catholic faith traditions, recognizing the dignity and self-worth of all persons. The language structures addressed in this unit are: seeking clarification, making predictions, interviewing and the vocabulary related to the workplace.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1a, b, c, d, e, g, i, 2b, c, e, 3b, c, d, e, f, g, 4a, b, c, d, e, f, g, h, 5a, b, d, e, g, h, 6b, d, 7e, j.

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

Overall Expectations: CORV.01, .02, .03, .04, CREV.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, .03, 4.01, .02, .03, .04, CRE1.04, 2.01, .02, 3.01, .02, .03, 4.01, .02, .03, CWR1.01, .02, .03, .04, .05, 2.01, .02, .03, .04, .05, 3.01, .02, .03, .04, .05, .06, .07, .08, CSC1.04, 2.02, .03, .04, .05, .06.

Activity Titles (Time + Sequence)

Activity 1	What Do You Need to Succeed?	225 minutes
Activity 2	The Times They Are A Changing!	225 minutes
Activity 3	Catholic Values At Work	225 minutes
Activity 4	The Résumé and Covering Letter	225 minutes
Activity 5	The Job Interview	300 minutes
Activity 6	Future Workplace Information Fair	300 minutes

Unit Planning Notes

· In preparation for this unit, teachers need to research career education opportunities and to identify future job trends as well as the vocabulary of a changing workplace.

· The core resources for this unit are: Pre-placement and Integration Curriculum Resource - Community Based Learning binder (1999) and Tourism: Making a Commitment binder (1998), both of which are available from the Toronto Catholic District School Board, Expanding Your Horizons, 2nd Edition (McGraw-Hill Ryerson, 1999), Employability Skills Profile (The Conference Board of Canada, 1994), The Career and Life Planning Portfolio (Junior Achievement of Toronto & York Region, 1999), Faith at Work (Toronto Catholic District School Board, 1997) and Write Source 2000, Canadian Edition (1999).

· Frank Feather's book entitled, 120 Best Careers to 2005: Canada's Best Career Guide, forecasts the best career paths. This Canadian futurist analyses the impact of the changing economy on the job market. The data - which is presented in charts and tables - helps students understand complex information at a glance.

· The most comprehensive and contemporary ESL text suitable for this unit is Brass Ring 2: English for Career Related Communication and its accompanying audiocassette and video (Prentice Hall Allyn & Bacon Canada, 1999).

· Teachers should consult members of the guidance department to obtain career education materials.

· The Career and Life Planning Portfolio, available free of charge from Junior Achievement, is an excellent model of the portfolio process. This resource would be useful in helping students to create their Annual Education Plans.

· Teachers should avail themselves of the rich resources in the community by arranging for guest speakers from various walks of life to visit the class and address workplace issues.

· Throughout the unit, teachers should use the resource document Faith At Work to guide their lesson planning.

· Teachers should encourage students to consult the web sites of companies to glean information about mission statements, business ethics, career opportunities and current trends in the field.

· Dave Sperling's Internet Guide and its accompanying Internetactivity Workbook are excellent resources to introduce students to the use of the Internet. Teachers should familiarize themselves with both of these resources and try to incorporate them into activities in this unit.

· Teachers collect many different types of résumés, covering letters and business letters to show students a variety of models. Teachers could create a "Workplace Information Centre" in the class containing these materials. A bulletin board display could be used to advertise the centre.

· Business periodicals, trade journals, and newspapers often contain feature articles on career trends and issues in the workplace, such as the impact of technology. The Toronto Star publishes a series on Saturdays entitled, "Career Monitor" which addresses topics of interest to adolescents. These articles are suitable for ESLCO students.

· Write Source 2000, a writing handbook in the Nelson English series, is a very user-friendly text for ESLCO students. The sections entitled, "Workplace Writing" (pp.237-259), "Searching for Information" (pp.261-281), "Improving Your Vocabulary" (pp.323-339) and the "Proofreader's Guide (pp.386-457) provide excellent models and teaching strategies.

· If there is a career centre in the community, teachers should make arrangements for an excursion as these organizations have extensive computer databases. Students need to visit such centres in order to know what the community offers.

· Members of the Catholic faith community are invaluable resources who could be invited to address the students on ethics in the workplace, especially for Activity 3 - Catholic Values At Work.

· Students should use the following key visuals throughout the unit: What Are the Gospel Values (see Appendix A), Career Clusters (see Appendix K) and Learning Strategies (see Appendix T).

· All new vocabulary should be recorded on one of the two graphic organizers: Vocabulary (see Appendix C) or Wordsmithing Log (see Appendix V).

Prior Knowledge Required

· requisite skills of ESLBO

· some familiarity with career education opportunities

· some familiarity with the vocabulary related to career education

· reading strategies for informational texts

· research skills

· some familiarity with the format and layout of a newspaper acquired in ESLBO

Teaching/Learning Strategies

· scaffolding

· co-operative learning

· role-playing

· graphic organizers

· think-alouds

· Internet search

· performances

· case studies

· video clips

· interviews

· brainstorming

· modeling

· conferencing

· reciprocal teaching

Assessment and Evaluation

· learning logs

· mock interviews

· portfolio

· self-assessment

· peer assessment

· role-playing

· anecdotal records

· checklists

· graphic organizers

· student-teacher conferences

· ChecBric

· rubric

Resources

Print

Bates, S. Amazing 2: News, Interviews, and Conversations. Toronto: Prentice Hall Allyn & Bacon, 1999. ISBN 0-13-082271-X

Berish, L., DeRosa Thibaudeau, and M. Wilson. Grammar Connections 3. Scarborough, Ontario: Prentice Hall Regents Canada, 1996. ISBN 0-13-333304-3

The Career and Life Planning Portfolio. Junior Achievement of Toronto & York Region, 1999.

Chamot Uhl, A., et al. The Learning Strategies Handbook. White Plains, NY: Addison Wesley Longman, 1999. ISBN 0-201-38548-1

The Conference Board of Canada. Employability Skills Profile.1994.

ELLIS: English Language Learning and Instruction System. Senior Mastery Learner Response Book. CALI Inc., 1997.

Feather, F. 120 Best Careers to 2005. Toronto: Warwick Publishing, 1996.

Gaetz, L. Before Brass Tacks: Basic Skills in English. Toronto: Prentice Hall Allyn & Bacon Canada, 1999. ISBN 0-13-081823-2

Gaetz, L. Brass Ring 2: English For Career-Related Communication. Toronto: Prentice Hall Allyn & Bacon Canada, 1999. ISBN 0-13-081824-0

Gaetz, L. Brass Ring 2: English For Career-Related Communication. Instructor's Resource Manual. Toronto: Prentice Hall Allyn & Bacon Canada, 1999. ISBN 0-13-083845-4

Hollett, V. Business Opportunities. London: Oxford University Press, 1994. ISBN 0-19-452028-5

Lewin, L. and B.J Shoemaker. Great Performances: Creating Classroom-Based Assessment Tasks. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. ISBN 0-87120-339-1

Misener, J. and S. Butler. Expanding Your Horizons. Second Edition. Toronto: McGraw-Hill Ryerson Limited, 1999. ISBN 007552866-5

Misener, J. and S. Butler. Expanding Your Horizons: Career Development Guide. Teacher's Resource. Toronto: McGraw-Hill Ryerson, 1999. ISBN 0-07-552867-3

Pre-placement and Integration Curriculum Resource - Community Based Learning (binder). Toronto Catholic District School Board and Toronto District School Board in partnership with the Ministry of Education and Training, 1999.

Sebranek, P., V. Meyer, and D. Kemper. School To Work: A Student Handbook. Boston, MA: Great Source Education Group, 1996. ISBN 0-669-40873-5

Sebranek, P., V.Meyer, and D. Kemper. Write Source 2000: A Student Handbook. Canadian Edition. Toronto: ITP Nelson, 1999. ISBN 0-17-6187006

Shapiro, N. and J. Goldstein Adelson. The Oxford Picture Dictionary. Canadian Edition. Toronto: Oxford Universiy Press, 1999. ISBN 0-19-435270-6

Sperling, D. Internetactivity Workbook. Toronto: Prentice Hall Allyn & Bacon Canada, 1999. ISBN 013-010325X

Sperling, D. Internet Guide. Second edition. Toronto: Prentice Hall Allyn & Bacon Canada, 1999. ISBN 013-9180532

Tourism: Making a Commitment. (binder) Toronto Catholic District School Board and Toronto District School Board in partnership with the Ministry of Education and Training, 1998.

Videos

Gaetz, L. Brass Ring 2: English For Career-Related Communication. Toronto: Prentice Hall Allyn & Bacon Canada, 1999. ISBN 0-13-085055-1

Street, David. Modern Workplace Realities. Stoney Creek, ON: Rogers Cable, 1995.

More Than A Job. TV Ontario, Box 20, Station Q, Toronto, M4T 2T1

Computer

Career Cruising. CD-ROM.

Azar Interactive. CD-ROM

Focus on Grammar. CD-ROM

Tensebusters. CD-ROM

ELLIS. CD-ROM

The Rosetta Stone. CD-ROM

Web Sites

Junior Achievement of Toronto & York Region

http://www.jatoronto.org

Career Mosaic

http://www.canada.careermosaic.com

Dave's ESL Café

http://www.eslcafe.com

Mazemaster

http://www.mazemaster.ca

Tips on Résumé Writing, Interview Skills and Job Hunting Techniques

http://www.montana.edu/~wwwcp/tips.html

Writing a Résumé

http://www.lib.bcit.bc.ca/WrRe.htm

Self-Study Quizzes for ESL Students.

http://www.aitech.ac.jp/~iteslj/quizzes

Church Documents

On Human Work. Laborem Exercens. Pope John Paul II. Encyclical on Work. September 14, 1981. Available from Pauline Books &Media, 3022 Dufferin Street, Toronto, ON M6B 3T5 1-800-668-2078 or www.pauline.org

Bible

Activity 1: What Do You Need To Succeed?

Time: 225 minutes

Description

What are employers looking for in an employee? Through an analysis of the Employability Skills Profile created by The Conference Board of Canada, students identify the critical skills required of the Canadian workforce: academic, personal management, and teamwork. They reflect on the skills that they have developed in school, through a variety of life experiences outside school and the moral and ethical values learned at home and church. Students demonstrate their understanding of these concepts by creating a poster entitled, "Do You Have What It Takes?" The language focus addressed in this activity is the use of the future tense. The vocabulary focus is business terms and expressions.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1d, g, i, 2c, e, 3e, 4e, 5b, h,7j .

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

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

Specific Expectations: COR1.01, .03v, .04v, .05v, .06, 2.01, .02, 3.03, 4.01v, .02v, .03, .04v, CRE2.01, .02, 3.01v, .02, .03, 4.01v, .02v, .03, CWR1.01, 2.05, 3.01, .02, .04, .05, .06, .07, .08v, CSC1.04, 2.02, .03, .04, .05, .06.

Planning Notes

· An excellent resource for this activity is Expanding Your Horizons, Chapter 4: "Developing Your Employability Skills", (pp.74-91 in the student book) and (pp.54-61 in the Teacher's Resource).

· Teachers contact The Conference Board of Canada to obtain individual copies of the Employability Skills Profile for the students. The address is 255 Smyth Road, Ottawa, Ontario K1H 8M7, (613) 526-3280 or fax (613) 526-4857.

· The Career and Life Planning Portfolio, available from Junior Achievement of Toronto & York Region, contains several reflection sheets that address the theme of this activity: “My Personal Profile”, “Skills for Success”, “Employability Skills Intermediate” and “Employability Skills - Personal and Social Responsibility” (http://www.jatoronto.org).

· Teachers make arrangements to invite a guest speaker from the human resources department or from an organization, such as Junior Achievement, to discuss the generic skills, attitudes, behaviours, and values that employers look for in new recruits.

· If there is no branch of Junior Achievement in the community, teachers should contact a member of the Catholic business community and invite this individual to prepare a presentation suitable for ESLCO students which outlines the foundation skills necessary for employability in the 21st century.

· Teachers supply magazines, scissors, glue, markers and paper for the posters to be created by the students.

· Teachers collect articles from newspapers and magazines that address employability skills and use these resources as a catalyst for dialogue and action.

· The web site Mazemaster (http://www.mazemaster.ca) is an excellent source of career education opportunities.

· Teachers consult the guidance department in the school to obtain additional career education materials. A school guidance counsellor could be invited to make a presentation to the class outlining the correlation between the skills learned in school and the skills required for success in the workplace.

· Videotapes, showcasing some typical workplace settings, could be shown to help the students visualize what is expected of an employee in different workplace environments. Teachers could contact the Alpha Centre, 20 Park Road, Toronto, M4W 2N1. (416) 975-1351.

· Students who hold part-time jobs or have participated in a co-operative education placement or job shadowing should be encouraged to share their experiences.

· The Oxford Picture Dictionary, Canadian Edition is an outstanding resource for this activity as it contains a section entitled "Jobs and Occupations" (pp.136-151).

Prior Knowledge Required

· some familiarity with the vocabulary related to career education

· requisite skills of ESLBO

· some familiarity with the visual features of text (e.g., headings, boldface, columns)

Teaching/Learning Strategies

1. Teachers divide the class into groups of four and distribute to each group two cards that contain the name of an occupation and a job description. Students are instructed to examine each of the occupations listed and to imagine themselves as employers recruiting candidates to fill each of these entry level positions. They are asked to complete this sentence stem: As a Canadian employer, I need a person who can….

One member of the group writes the sentence stem as a heading on a piece of chart paper and records the responses of his/her peers.

While the students share some of their responses with the class, teachers record this information on an overhead transparency or the chalkboard.

Teachers lead a discussion with the students asking them to categorize the responses using these three headings: academic skills, personal management skills and teamwork skills.

Teachers distribute a copy of the Employability Skills Profile and instruct the students to scan the profile, locating and highlighting each of the three skill categories (e.g. the boldface headings at the top of each column of print) using one highlighter colour.

Teachers direct the students to locate the definition of each skill classification and to highlight it using a different colour.

Students locate the sentence stem common to all skill categories and highlight it using a third colour of highlighter.

Students are now instructed to scan each column of information looking for the sub-headings that appear in boldface. They highlight these sub-organizers using the same colour of highlighter used for the headings.

Now that students have a sense about how the profile is formatted, teachers should instruct the students to read the entire document.

In small groups, students compare their list of generic skills with the Employability Skills Profile.

If teachers have obtained the Junior Achievement Career and Life Planning Portfolio, students could be asked to complete the following information gathering tools: "My Personal Profile", "Skills for Success", "Employability Skills Intermediate" and "Employability Skills - Personal and Social Responsibility".

Students should be able to develop a T-chart using the following headings: What the Employer Needs and What I Have To Offer.

If teachers have a copy of Expanding Your Horizons, Teacher's Resource, they can photocopy the "Employability Skills Web" (Blackline Master 32 on p.180) and have the students work in pairs to complete this graphic organizer.

Teachers direct students to write a journal entry forecasting their future careers and lifestyles.

Teachers instruct students to complete a Learning Log (see Appendix H) which can be included in the ESLCO course portfolio.

Teachers present the poster project by leading a discussion about the expectations for the assignment. Students are asked to create a "Do You Have What It Takes?" poster, illustrating the three categories of employability skills. The poster can be designed using software, magazines or any other suitable media.

Teachers provide models of posters reflecting the four levels on the Achievement Chart in the ESL/ELD policy document. Teachers should adapt the "Rubric for Assessing a Collage"(see Appendix 1.1) and use it to evaluate the poster "Do You Have What It Takes?".

The posters are assessed by both the teacher and peers.

Assessment/Evaluation

2. Formative assessment - participation- adapt Checklist for Assessing Group Work (Appendix 1.5)

Summative assessment - poster- adapt Rubric for Assessing a Collage (Appendix 1.1)

Peer assessment - poster- use adapted version of Rubric for Assessing a Collage (Appendix 1.1)

Formative assessment - Learning Log (see Appendix H)

Accommodations

· Students may need to use dictionaries and first languages to understand new vocabulary or to clarify terms or concepts introduced in this lesson.

· Some students may require more assistance completing the Employability Skills - Intermediate questionnaire.

· The section of The Oxford Picture Dictionary called "Jobs and Occupations" is an invaluable resource for students who do not understand the career terms introduced in this lesson.

· Students should use their vocabulary graphic organizers to record new words. Students should be encouraged to use strategies to learn new words (e.g. the use of cognates or "word twins").

Resources

The Career and Life Planning Portfolio. Junior Achievement of Toronto & York Region.

Employability Skills Profile. The Conference Board of Canada, 1994.

Misener, J. and S. Butler. Expanding Your Horizons. Second edition. Toronto: McGraw-Hill Ryerson, 1999.

Pre-placement and Integration Curriculum Resource - Community Based Learning Binder. Toronto Catholic District School Board and Toronto District School Board, 1999.

Videotape

Street, David. Modern Workplace Realities. Stoney Creek, ON: Rogers Cable, 1995.

Web Sites

Mazemaster

http://www.mazemaster.ca

Junior achievement

http://www.jatoronto.org

Appendices

Appendix H - Learning Log

Appendix 1.1 - Rubric for Assessing a Collage

Activity 2: The Times They Are A Changing!

Time: 225 minutes

Description

What are the best career paths for the new millennium? Students of the 21st century must be able to adapt to changes in the workplace. In this activity, students become familiar with scriptural texts that address work and analyse informational texts to describe career trends and to predict job prospects. They use common words and expressions for discussing how probable or likely events are in the future. Students explore the concept of job obsolescence and attempt to identify the causes and effects. They demonstrate their understanding by creating an occupational outlook leaflet entitled, "Did You Know That…?" and composing a business letter. The language foci in this activity are: the use of future time, modals, adjectives and adverbs used to describe changing trends and the language structures used to explain causes and describe results. Vocabulary related to the theme of job futures is addressed through the use of graphic organizers.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1g, i, 2c, e, 3b, c, e, 4b, c, d, 5b, d.

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

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

Specific Expectations: COR1.03, .04v, .05v, 2.01, .02v, .03, 4.01v, .04, CRE2.01v, .02v, 3.01, .02, .03v, 4.01v, .02v, .03, CWR1.04v, 2.01v, .02v, .03v, .04v, 3.01v, .02, .04, .05, .06, .07, .08, CSC1.04v, 2.04v, .05v, .06.

Planning Notes

· In preparation for this activity, teachers should collect objects that are now considered "obsolete" (realia) in order to introduce the concept of job obsolescence (e.g., a Beta VCR, a manual typewriter).

· Frank Feather's book called 12O Best Careers to 2005 is an excellent resource as it forecasts occupation trends and outlines the process of change in the Canadian workforce.

· Teachers contact the school guidance department to obtain career education materials.

· Teachers collect business articles from magazines, trade journals, publications from trade unions and professional associations, and newspapers (e.g., “Career Monitor” is a series that appears in the career section of The Toronto Star every weekend).

· Teachers invite a person in a position of responsibility in the human resources department of a company to deliver a presentation on the impact of technology in the workplace and future job opportunities.

· Teachers could invite a retired employee or an individual who has been in the workforce for more than ten years to discuss how this individual's job has changed over the last five, ten or fifteen years.

· Teachers collect many samples of leaflets and review the format and layout of each informational brochure, the use of graphics and visual features of text used for emphasis. Companies or organizations, such as Junior Achievement or career centres, are usually pleased to distribute literature to the schools free of charge.

· Teachers should contact public libraries, career centres, The Conference Board of Canada or local businesses to obtain videotapes about changes in the workplace.

· Students should be encouraged to reflect on their learning by referring to their key visual, Learning Strategies (see Appendix T).

· Students should be encouraged to use a variety of strategies to master new vocabulary. They should use their graphic organizers to record new words (see Appendix C - Vocabulary and Appendix V - Wordsmithing Log).

Prior Knowledge Required

· some familiarity with the layout and format of the "Employability Skills Leaflet" acquired in Unit 4, Activity 1

· requisite reading and writing skills of ESLBO

· some familiarity with reading charts, graphs, tables

· some familiarity with the Learning Strategies key visual (see Appendix T)

Teaching/Learning Strategies

3. Teachers divide the class into small groups and distribute chart paper and markers to each group.

One member of the group writes the following reflective stem at the top of the chart: Work is…. Students discuss the sentence stem and complete it by recording their responses.

Teachers choose a reading from scripture that addresses the theme of work (e.g., Genesis 1:1-2:4, Job 37:14, John 10:25, Proverbs 16:3). After reading aloud one or more of these scriptural passages, pose focus questions: Why work?, What is the difference between 'work' and a 'job'? How does a vocation differ from a job? Teachers and students discuss as the teacher record the students' responses on the chalkboard.

Teachers encourage students to reflect on their learning in Unit 2: Career Exploration. The key visual Career Clusters (see Appendix K) should be referenced. Teachers draw students' attention to the heart of the graphic organizer - the word "vocation" which is strategically placed in the centre of the career clusters. Teachers encourage students to reflect on the scriptural meaning of work.

Teachers show students an obsolete object, such as a button hook, a manual typewriter, a table model hair dryer with a bonnet, a transistor radio or a Beta VCR. Ask the students to identify the object and state its use. Teachers should introduce the terms "obsolete" (adj.) and obsolescence (n.) and elicit their meanings from the students. These new terms should be recorded on the Wordsmithing graphic organizer (see Appendix V).

Teachers introduce the concept of "trends" by having the students describe their favourite kind of music, clothing, athletic footwear, junk food, or car.

Teachers compile a list of declining careers and emerging careers using Frank Feather's book entitled 120 Best Careers to 2005.

Teachers pose focus questions based on the data presented: Why is a stenographer/typist no longer in demand in the job market? Why are computer programmers in such great demand? Using a cause and effect graphic organizer, such as The Fishbone (see MET Curriculum Planner CD-ROM- Visual Tools Database for the template), have the students work in pairs to analyse the "job futures" data.

Teachers lead a discussion and introduce Feather's terms: "sunrise" and "sunset" careers through the use of a T-chart called Keys to Tomorrow's Careers. Have students record the career data on the organizer.

Teachers ask students to identify one career that they would like to learn more about. Collaboratively, teachers and students brainstorm possible sources of information about this career field, especially the probability of future job opportunities in this field of work.

Teachers instruct the students to write a business letter that will be sent to the human resources department of a firm or to a journalist, such as Janis Foord Kirk who answers career related questions in her column in The Toronto Star, or to a person in a position of responsibility in a trade union or professional association.

Teachers model the format of a business letter by preparing several samples on transparencies. Through questioning, teachers elicit from the students the features of this type of correspondence. The Write Source 2000 handbook has a very comprehensive section on writing in the workplace (pp.238-259). Some students may prefer to e-mail or fax their correspondence. Teachers introduce/review the formats and procedures for these contemporary forms of communication in the workplace. Teachers encourage students to use business letter templates found in most software programs.

After students have completed the first drafts of their business letters, they participate in a peer editing session. Students should use an editing checklist. This writing tool could be compiled collaboratively.

Teachers make arrangements to book the computer lab so that the students can word process their correspondence if computers are not available in the ESL classroom.

Students are responsible for mailing their business letters. When they receive a response to their correspondence, they are encouraged to share it with their peers, as this type of information would be of interest to the class. This group sharing allows the students to see a model of correspondence from the real world and it helps them to understand the rationale for the assignment.

To demonstrate their understanding of the concepts introduced in this activity, students are asked to design a leaflet/pamphlet, entitled Did You Know That…? This brochure presents information gleaned from a variety of sources: the Internet, print resources, CD-ROMs, videotapes, newspapers and career publications. Students must address the following topics in their pamphlets: description of the career/occupation, educational requirements, job prospects and any other pertinent data which would enhance the appeal of the document. The objective for the student is to create a pamphlet that informs the target audience (e.g., adolescents) and also piques their interest by providing interesting facts or tips about how to prepare for a changing workplace.

Teachers/students create a bulletin board display using the pamphlets. These leaflets could be reproduced and distributed through the library resource centre or the guidance department.

Students complete a learning log (see Appendix H), which can be included in their ESLCO course portfolio.

Assessment/Evaluation

4. Summative assessment - the business letter - create a checklist, rubric or ChecBric

Summative assessment - leaflet - adapt Rubric for Assessing a Collage (Appendix1.1)

Formative assessment - Learning Log (Appendix H)

Formative assessment - informal observation of student participation in discussions- anecdotal comments

Accommodations

· Some students may have difficulty grasping the concepts of "trends" and "obsolescence". Consequently, they may require the use of first languages to clarify these terms. It may also be necessary to use more examples of realia. Some students may not be familiar with outdated electronic equipment. Teachers should select the realia taking into consideration the cultural background and age of the students.

· The writing of a business letter might be a new experience for some students as they may not have been instructed about the types of workplace writing. Some students may lack the computer literacy skills to do word processing. If this is the case, a peer mentor could type the written document or the document could be tape recorded until the student's computer skills improve.

· Some students may be unfamiliar with e-mail and fax. Teachers need to introduce these forms of communication in the contemporary workplace and demonstrate the procedures to execute these electronic functions successfully.

· Some students may not grasp the concept of waxing and waning careers. Teachers could use icons to consolidate the terms "sunrise" and "sunset" careers.

· Some students may require additional support to follow the prompts of the "Word Wizard" to compose their business letter using the software template. It may be necessary to pair these students with a mentor.

Resources

Bates, S. Amazing 2: News, Interviews and Conversations. Toronto: Prentice Hall Allyn & Bacon, 1999. ISBN 0-13-082271-X

Hollett, V. Business Opportunities. Oxford: Oxford University Press, 1994. ISBN 0-19452028-5

Misener, J. and S. Butler. Expanding Your Horizons. Career Development Guide. Second Edition. Toronto: McGraw-Hill Ryerson, 1999. ISBN 0075528665

Sebranek, P., D. Kemper, and V. Meyer. Write Source 2000. Toronto: ITP Nelson, 1999. ISBN 0-17-618700-6

Shapiro, N. and J. Goldstein Adelson. The Oxford Picture Dictionary. Canadian Edition. Toronto: Oxford University Press, 1999. ISBN 0-19-435270-6

Appendices

Appendix H - Learning Log

Appendix T - Learning Strategies Key Visual

Appendix 1.1 - Rubric for Assessing a Collage

Activity 3: Catholic Values At Work

Time: 225 minutes

Description

How ethical are you? In this activity, students reflect on this focus question and examine their values by participating in role-playing situations about issues in the workplace (e.g., confidentiality, safety, software piracy, fraud, sexual harassment). Students use the key visual What Are the Gospel Values - Guiding Principles of a Christian Way of Life to identify the responsibilities of an ethical worker. They discuss the issues and express an opinion about how they would act in each of the scenarios presented. The language structures addressed in this activity are: expressing personal opinions, agreements and disagreements. Conversation gambits used to articulate counter-arguments and reservations will be introduced during the activity. Vocabulary related to the theme is recorded using graphic organizers.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 3c, d, 4a, c, e, f, g, 5a, b, d, e.

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

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

Specific Expectations: COR1.01v, .02, .03, .04v, .05v, 2.01, .02, 3.01, .02, .03, 4.01, .03, .04, CRE1.04, 2.01, .02, 3.01, .02, .03, 4.01, .02, .03, CWR1.01, .02v, .03, .04, 2.01, .02v, .03v, .04, .05, 3.01v, .02v, .04, .05, .06, .07, .08, CSC1.04, 2.02, .03, .04v, .05v, .06.

Planning Notes

· Teachers become familiar with safety issues in the workplace (e.g., WHMIS) in order make students aware of their rights as workers and the steps to be taken if these rights are violated.

· Teachers locate a copy of the mission statement of the school as well as the Board.

· Teachers contact local businesses to obtain print materials that outline their mission statements. The web sites of most firms contain this information.

· Teachers contact members of the religious education department or school chaplaincy team to find out when morality issues are addressed in each grade-specific core religion program. Some of the material in these texts might be relevant in this activity (e.g., Be With Me).

· Teachers consider inviting one or more of the following individuals to speak on the theme of Ethics in the Workplace: the school chaplain, the parish priest, a member of a Share Life organization, a parishioner who holds a position of responsibility in a company, the school secretary, or the principal. Teachers should take into consideration the importance of inviting people who represent a variety of workplace settings, as well as diverse racial and cultural backgrounds. Each speaker should address how an employee must consider how his/her personal values and belief systems fit with those of his/her employer and what to do when these two sets of values clash.

· Teachers locate chart paper, post-it notes, masking tape, and markers for this activity.

· In preparation for this activity, teachers prepare “Ethics in Action” (EIA) role-playing cards that illustrate workplace issues. The text Expanding Your Horizons has an excellent chapter on "Ethics in the Workplace" (see Chapter 14, pp.253-269) and the accompanying Teacher' s Resource (pp.130-136).

· Teachers collect articles from business magazines, newspapers and trade journals that could be used to raise students' awareness of ethical issues in the workplace.

· Teachers consult members of the religious education, guidance, and business departments for assistance in identifying moral dilemmas that students may confront as adolescents in their part-time employment or as adults in their full-time careers.

· Teachers prepare a set of coloured cards containing the following gambits that express disagreement: I disagree, I don't see it that way, I'm not sure I agree with that, I wish I could agree with you but…,

· Teachers prepare a second set of different coloured cards containing the following gambits that express reservation: That's true but…, Yes, but don't forget, Yes, but…, I would agree, but….

· Teachers prepare a third set of different coloured cards containing the following gambits that express counter-arguments: Even if that is so…, That may be true, but…, On the contrary…, and That may be, but….

· Teachers try to locate videotapes that present ethics in the workplace (e.g., Work Experience Accountability. School to Work Video Series. Fort Erie, ON: The School Company).

Prior Knowledge Required

· the ability to express an opinion in group discussions

· reading and writing skills acquired in ESLBO

· some familiarity with the organization of the workplace and the vocabulary related to this environment

Teaching/Learning Strategies

5. To introduce the theme of ethics in the workplace, teachers present a moral dilemma to the class which describes a situation that would be quite common in a secondary school and pose a focus question (e.g., a student asks to borrow your computer disk containing an assignment in order to verify some information. The student copies your disk and submits the assignment claiming ownership of the original document. What should you do?).

Teachers lead a discussion with the students, eliciting their responses to the focus question and recording them on the board. Teachers need to introduce the term "ethics" and its derivatives (e.g., ethical, unethical, ethically and unethically). Teachers encourage students to suggest synonyms for the word "ethics". Teachers point out the difference between the words "ethic" and "ethics". Students should be introduced to the expression "work ethic" as this concept may come up during discussion.

Teachers activate students' prior knowledge about workplace issues by asking them to reflect on this focus question: What do you think employers expect of their employees?

Teachers record the students' responses on the board or an overhead transparency.

Collaboratively, teachers and students prioritize the list of responses using a graphic organizer called a ranking ladder. The most important expectation of the employer is listed at the top of the ladder and the least important expectation at the bottom. The MET Curriculum Planner has a template for this graphic organizer.

Teachers ask the students to reflect on their part-time jobs and to identify situations that they deem to be unethical. Caution students not to mention the names of businesses, employers, and employees in their responses.

Teachers record some of the examples and use this information to generate a discussion about What's right? and What's wrong?.

Teachers brainstorm with students a code of ethics for a workplace and record this information on a chart that should be posted in the classroom for future reference.

In pairs, students examine the mission statements of their school and local school board and use this information to compose a mission statement for the classroom. Teachers distribute print materials (e.g., pamphlets, brochures, or posters) from a variety of companies: local, provincial, national, and international.

Teachers lead a discussion comparing the mission statements of various companies with the mission statements of their school and board. Students use this information to assess workplace ethics in the following scenarios.

Teachers divide the class into groups of four and distribute a different "Ethics in Action " card to each group. Each EIA card describes a workplace scenario involving an ethical issue. The last sentence on the EIA card asks: "What would you do?" Each group also receives colour-coded conversation gambit cards containing sentence stems used to express opinions, agreements, reservations, and disagreements. Students are given chart paper and markers to record their responses.

Teachers instruct students to use their key visual "What Are the Gospel Values - Guiding Principles of a Christian Way of Life" (see Appendix A) and to refer to the "Code of Ethics in the Workplace" chart that is posted in the classroom.

Students post their charts and do a Gallery Walk around the class reading the responses of their peers. They are given post-it notes and encouraged to add their comments to the charts on display. They may also pose questions that seek clarification about what they read as they circulated.

After the Gallery Walk, teachers conduct a debriefing session with the students.

In preparation for the role-playing activity, teachers could consult Brass Ring 2 for some sample role-playing scenarios. Teachers may wish to use these situations to have students practise speaking spontaneously about an issue related to the workplace (see Brass Ring, Chapter 1 - "Jobs", pp.4-5). These situations are not value laden.

Students remain in their groups and teachers assign a role-playing task to each group. The description of the workplace setting and the situation involving an "ethical issue" are provided for the students on a card. Teachers can create role-playing cards that address some of the following workplace issues: computer piracy, confidentiality, sexual harassment, failing to report honestly hours worked, abusing the company's sick leave allowance, and theft.

Teachers review the different types of gambit cards, reminding students of the colour coding system. Each set of colour coded cards represents one type of conversation gambit.

Students read their role-playing task card, identify the "ethical issue" and express their opinions.

Students must arrive at a consensus about the issue, using their group work participation skills (see Appendix 1.5).

Students negotiate their roles and practise their skits.

Students perform the scenarios for the class. The performances are graded by both the teacher and their peers according to a rated checklist. Teachers should adapt the Rated Checklist for an Oral Presentation (see Appendix 1.3) and use it to evaluate the dramatic presentation.

Students complete a Learning Log (see Appendix H).

Students write a journal entry reflecting on how they will uphold their Catholic values in a workplace that may tempt them to abandon what they know is morally right.

Assessment/Evaluation

6. Summative assessment - dramatic performance - adapt Rated Checklist for an Oral Presentation (Appendix 1.3)

Formative assessment - Learning Log (Appendix H)

Summative assessment - journal entry - Rubric for Assessing Creative Writing (Appendix 1.0)

Accommodations

· Some students may require the use of first languages and dictionaries to clarify terms/concepts introduced in this activity.

· It may be necessary to provide some students with a peer mentor for the role-playing scenarios.

· Some students may need to write out their lines on cue cards to increase their level of confidence.

· Teachers need to be sensitive to the needs of the students who may not feel comfortable acting out certain situations (e.g., a sexual harassment incident). These students should be given the opportunity to devise their own scenario or choose from a bank of role-playing cards compiled by the teacher.

Resources

Gaetz, L. Brass Ring 2: English for Career Related Communication. Toronto: Prentice Hall Allyn & Bacon, 1999. ISBN 0-13-081824-0

Ethical Issues Handbook. Ontario Co-operative Education Association, c/o St. Anne's High School, 112050 Arbor St., Tecumseh, ON N8N 1N8, attention Melissa Nantais.

Misener, J. and S. Butler. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson, 1999. ISBN007552866-5

Misener, J. and S. Butler. Expanding Your Horizons. Teacher's Resource. Toronto: McGraw-Hill Ryerson, 1999. ISBN 0-7552867-3

Appendices

Appendix H - Learning Log

Appendix 1.0 - Rubric for Assessing Creative Writing

Appendix 1.3 - Rated Checklist for an Oral Presentation

Activity 4: The Résumé and Covering Letter

Time: 300 minutes

Description

By examining their own Catholic values, ethics, accomplishments, skills, strengths, weaknesses and experiences, students learn to develop and tailor personal résumés and covering letters. Students learn how to express their various skills, strengths, experiences, and accomplishments in a format so as to market themselves as prospective employees. Through the process of information gathering, students complete the process of writing a résumé and covering letter. The language focus for this activity is the use of action verbs and adjectives related to résumé writing.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1b, c, 3e, f, g, 4b, c, d, h, 6b, d, 7e.

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

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

Specific Expectations: COR1.01, .03, 2.01, .02, CRE1.04, 2.01, .02, CWR1.04v, .05v, 2.01v, .02v, .03v, .04, 3.01v, .02v, .04, .05, .06, .07, CSC2.05, .06.

Planning Notes

· In preparation for this activity, teachers could contact Junior Achievement to request a class set of The Career and Life Planning Portfolio, a free booklet developed in partnership with Bell and Enbridge Consumers Gas. This booklet guides students through a process of discovering their strengths, talents, accomplishments, and experiences. They set goals and develop a path to the future.

· Prior to this activity, teachers should ask students to gather any job applications from local restaurants and stores to be used during the lesson.

· Teachers should locate models of both covering letters and résumés. Some suggested sources are: Expanding Your Horizons, Chapter 7, the Career and Life Planning Portfolio and Brass Ring 2: English for Career Related Communication, Chapters 2 and 4.

· Teachers should arrange for student use of a computer lab for word processing of the résumés and covering letters if computers are not available in the classroom.

· Teachers may want to begin with a mini-lesson on the use of adjectives and action verbs. (See Brass Ring 2 - Part 2, Section 3, or any other ESL grammar series.)

· Teachers should design a rated checklist, rubric or a ChecBric to assess the résumé and covering letter.

Prior Knowledge Required

· requisite reading and writing skills acquired in ESLB0

· letter writing skills acquired in Activity 2 of this unit

· skills and knowledge gained in Unit 2 Career Planning

· familiarity with information gathering techniques learned in previous units and activities

· ability to use a word processing program

Teaching/Learning Strategies

Before Writing

7. Teachers ask students to recall the information they gathered in Unit 2 Career Exploration which is to be used later to develop a career goal.

Using either an overhead transparency or the board, teachers brainstorm with students the kinds of information which should appear on a résumé using the following headings under which to categorize student responses: Personal Information, Objectives/Goals, Education, Employment, Skills/Achievements, Activities/Interests and References.

Brainstorm lists of possible action verbs, such as "achieved", "developed", "demonstrated", "participated", "initiated", and "implemented", to be used when describing past employment and skills. Possible adjectives, such as "creative", "motivated", "enthusiastic", and "trustworthy", can be used to describe personal characteristics or traits.

Teachers provide students with models of both covering letters and résumés. Some suggested sources of information and good examples of both chronological résumés and skills résumés are: Expanding Your Horizons, Chapter 7, The Career and Life Planning Portfolio and Brass Ring 2: English for Career Related Communication, Chapters 2 and 4.

Teachers draw students' attention to the models provided and to the use of reverse chronological order for listing education and work experiences. Students understand the difference between chronological order and reverse chronological order (beginning with most recent and working backwards).

During Writing

Students use the models provided and a software program such as Microsoft Word, Word Perfect or Microsoft Publisher to access the résumé wizard/template to build their own résumé. Students may choose to use either the chronological format or the skills format based on their own employment history.

After students have completed a first draft of their résumé, they exchange résumés with a classmate and use a Résumé Checklist to assess each other’s work. An excellent Résumé Checklist is reproducible as a blackline master in Expanding Your Horizons: Teacher's Resource, p. 187.

Teachers may also wish to conference with students using the Résumé Checklist before students begin a final draft of their résumés.

Students revise their résumés based on the feedback received on the Résumé Checklist and write a final draft.

Using a sample résumé, teachers model how to highlight selected information (e.g., skills, abilities, experiences and personal traits), which will be referred to in the covering letter.

Using a sample covering letter, teachers discuss the format. Teachers highlight and categorize the type of information that should appear in specific paragraphs of a good covering letter. Through this modelling, it should be noted that the information usually appears in the following order and paragraphs in a covering letter: the first paragraph contains the purpose for writing, the job being applied for, and where the job was posted; the second paragraph contains information about the applicant's suitability for the job, refers to the résumé, and expresses the applicant's benefit to the prospective employer; and the third paragraph contains an expression of enthusiasm, thanks for attention/ consideration and a request for an interview.

Students use a model of a covering letter found in a software program and follow the wizard's prompts to complete the template.

Students should exchange covering letters with classmates for peer editing and feedback before completing a final draft.

After Writing

Students submit their résumé and covering letter to the teacher for evaluation.

Assessment/Evaluation

8. Peer assessment - résumé (first draft) -create a "Resume Checklist"

Summative assessment - résumé and covering letter - create a rated checklist, rubric, or ChecBric

Accommodations

· Some students may require an extended period of time to complete this activity.

· Some students may require simplified models of the résumé and covering letter and may also require assistance sequencing the résumé and covering letter information.

Resources

The Career and Life Planning Portfolio. Junior Achievement of Toronto & York Region, 1999.

Gaetz, L. Brass Ring 2: English for Career Related Communication. Toronto: Prentice Hall Allyn & Bacon Canada, 1999.

Misener, J. and S. Butler. Expanding Your Horizons. Second Edition. Toronto: McGraw-Hill Ryerson Limited, 1999.

Misener, J. and S. Butler. Expanding Your Horizons: Career Development Guide. Teacher's Resource. Toronto: McGraw-Hill Ryerson Limited, 1999.

Web Sites

Writing a Résumé

http://www.lib.bcit.bc.ca/WrRe.htm

Tips on Résumé Writing, Interview Skills and Job Hunting Techniques

http://www.montana.edu/~wwwcp/tips.html

Activity 5: The Job Interview

Time: 300 minutes

Description

Through the use of role-play, students learn how to prepare for and participate in a formal job interview. Students develop their listening, speaking, and body language skills by focusing on the three stages of the interview - the greeting, exchange of information, and the parting. Through a series of brainstorming sessions, students recognize the appropriate behaviours and language to use while participating in a job interview. Students also realize the value of preparedness and practice in developing their interview skills. The language focus for this activity is the development of vocabulary related to interviews as well as verbal and non-verbal communication skills.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1a, e, 2c, 3c, 4f, g, 5a, b, d.

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

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

Specific Expectations: COR1.01, .02, .03, .04v, .05, 2.01v, .02v, 3.01v, .02, .03v, 4.01v, CRE2.01, .02, 4.02, .03, CWR1.01, .02, 2.01, .03, 3.07, CSC2.04, .05.

Planning Notes

· In preparation for this activity, teachers may wish to approach members of the community, such as business owners and personnel managers to come in as guests to speak on the topic of job interviews, good interview skills, and behaviours. If these people are not available, teachers could approach the school’s vice principals and principal as these people are also involved in interview processes.

· Teachers could also approach several other teachers and employees within the school or parish community to assist in participating in mock interviews with students.

· Teachers should ensure that audio/video equipment is available to students for interview practice and review.

· Teachers should obtain a video of mock job interviews to use as a motivational opener and starting point for discussion on positive and negative interview behaviours. The school library or guidance department may have this type of video available. A suggested title is "Job Interviews".

· Teachers should ensure that they have chart paper on which to record class discussion generated interview tips.

· Teachers should create an "Interview Checklist" to evaluate the mock interviews.

Prior Knowledge Required

· familiarity with interview gambits acquired in Unit 2 Career Exploration

· familiarity with interview specific terms, such as previous employment, experience, skills and abilities learned in Activity 4 of this unit

· letter writing skills acquired in Activity 2 of this unit

Teaching/Learning Strategies

9. Teachers introduce new topic specific vocabulary to students, such as “human resources”, “personnel department”, “salary”, “body language”, “benefits”, and “negotiation”.

To activate prior knowledge, teachers encourage students who may have had an interview experience to share it with the class. Teachers and students view a video of mock interviews. Students should be instructed to focus on the listening, speaking, and body language skills of the interviewee. If this type of video is unavailable, teachers should locate a series of case studies based on both positive and negative interview behaviours and experiences. A good source for this kind of case study is Expanding Your Horizons, Chapter 8.

While viewing the video, students make jot notes under the following headings: positive behaviours, negative behaviours. They evaluate these behaviours based on their Catholic values.

After viewing the video, teachers and students should brainstorm to complete a T-chart on chart paper for display in the classroom using the following headings: Negative Interview Behaviours and Positive Interview Behaviours. The chart paper and markers should be left available to students so that they may add to the lists as they make new discoveries.

Teachers review with students the criteria for effective and appropriate questions.

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

Students formulate appropriate questions for the guest speaker(s) using the information they have already gathered about positive and negative interview behaviours and with the purpose of gathering information about what to expect in the form of behaviour by the interviewer. For example, students may want to know what kinds of questions an interviewer would commonly ask in any interview.

Teachers invite a guest speaker or speakers to address the class on the topic of conducting and participating in a positive job interview.

Students pose their prepared questions and record jot notes using the Research Graphic Organizer (see Appendix O).

Following the presentation(s) from the guest speaker(s), students individually prepare an interview cue card using their résumé and covering letter developed in Activity 3 of this unit. Students summarize the information in point form under the following headings: career goal, skills, experience, education, personal strengths, and accomplishments. This cue card is used during the information-gathering stage of the interview.

Using the video of mock interviews, teachers review with students the three stages: the greeting, exchange of information and the parting. Teachers focus students' attention on the importance of all three skills (listening, speaking, and body language) during each stage of the interview.

Students practise with a partner each stage of the interview process by role-playing, exchanging roles as the interviewer, and the interviewee.

After students have had an appropriate amount of time to practise, they should either videotape themselves in the role of the interviewee or interviewer.

After the videotaping, students conduct a peer assessment of each group member's mock interview video using an Interview Checklist. An excellent Interview Checklist is reproducible in blackline master form in Expanding Your Horizons - Teacher's Resource, p.189.

Students practise their interview skills with a partner incorporating the feedback and suggestions made by their peers.

Teachers invite members of the school and parish community to conduct mock interviews with the students. Teachers provide the guest interviewers with a set of interview questions. A suggested source of interview questions is Expanding Your Horizons, p.157.

Students participate in a mock interview with one of the guest interviewers and are evaluated by that guest interviewer using an Interview Checklist.

Collaboratively, teachers and students compose a follow-up letter thanking the guest interviewers for their time and the opportunity to practise their interviewing skills.

Assessment and Evaluation

10. Formative assessment - participation - anecdotal comments

Summative assessment - mock interview - create "Interview Checklist"

Accommodations

· Some students may require peer partnering to work on their verbal and non-verbal communication skills.

· Some students may need to use cue cards during their mock interview.

· Some students may be intimidated by participating in a live mock interview and may prefer to submit a video of their mock interview conducted at home with a friend or family member.

Resources

The Career and Life Planning Portfolio. Junior Achievement of Toronto & York Region, 1999.

Misener, J. and S. Butler. Expanding Your Horizons. Second Edition. Toronto: McGraw-Hill Ryerson Limited, 1999.

Misener, J. and S. Butler. Expanding Your Horizons: Career Development Guide. Teacher's Resource. Toronto: McGraw-Hill Ryerson Limited, 1999.

Web Site

Tips on Résumé Writing, Interview Skills and Job Hunting Techniques

http://www.montana.edu/~wwwcp/tips.html

Videotape

Job Interview. National Film Board, 1995.

Appendices

Appendix O - Research graphic organizer

Activity 6: Future Workplace Information Fair

Time: 300 minutes

Description

Through participation in a Future Workplace Information Fair, students compile the information they have gathered and demonstrate the knowledge they have gained from previous activities in this unit. Students achieve this by individually presenting their information on how to prepare for success in the workplace in the format of a three panel display board using the following headings: Preparing for the Future, Employability Skills, and Our Catholic Values at Work. Using attractive lettering for the title and headings, as well as short written explanations, they arrange drawings, pictures, and graphs into an aesthetically appealing display intended to elicit a communicative dialogue from those who attend the Future Workplace Information Fair. Students reflect on the effectiveness of the fair by completing a journal entry.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1a, c, e, 2b, e, 3e, 4e, 4g, 5b, 7j.

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

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

Specific Expectations: COR1.01, .04v, .05, .06v, .07, 2.01, .02, 3.01v, .02, 4.01, CRE1.04, 2.01, .02, 3.01v, 4.01v, CWR1.01v, .03v, 2.01, .02v, .03, .04, .05, 3.01, .02v, .03, .07, CSC1.04, 2.05v.

Planning Notes

· Teachers should provide students with a model display board. Some good sources for this kind of model, as well as for resources, could be your school's Art, Science, and/or Tech departments.

· Teachers should provide students with a set of written guidelines to assist them in the design of their display.

· Teachers should arrange for the use of any audio/visual equipment required by the students.

· Teachers should arrange the time, place, and audience for the Future Workplace Information Fair.

· Teachers could design and provide a passport to be used by guests who would record anecdotally their responses to the displays at the Future Workplace Information Fair.

Prior Knowledge Required

· some familiarity with the elements of visual production

· some familiarity with concepts and terms introduced in the unit

Teaching/Learning Strategies

Before the Future Workplace Information Fair

11. Brainstorm with students, items which could be included on an effective display board including activities students completed throughout this unit, such as their résumé, covering letter, interview video, completed information gathering sheets, reflections and business letters.

Teachers model an effective display and make suggestions pertaining to layout and balance. An excellent resource for designing a three-panel display board can be found in ResourceLines 9/10.

Teachers provide students with a checklist of required/compulsory items to be included on the display board. This list should be generated based on the previous brainstorming session.

In collaboration with the teacher, students formulate an action plan including deadlines to be followed in the completion of their display boards.

Students assemble material on their display boards using the checklist of required/compulsory items as a guide.

Collaboratively, teachers and students plan the physical environment for the displays.

During Future Workplace Information Fair

Students present their display boards at the Future Workplace Information Fair.

Students interact with their audience using appropriate registers (social/cultural competence skills).

Teachers visit and evaluate each display. An excellent Teacher Evaluation of a Presentation comment sheet can be found and reproduced in its blackline master format in Expanding Your Horizons - Teacher's Resource, p. 152 or teachers could modify the Rubric for Assessing a Collage (see Appendix 1.1).

Guests could also be asked to evaluate student displays.

After the Future Workplace Information Fair

Students write a journal entry reflecting on the experience of the Future Workplace Information Fair. This could be included in students' ESLCO course portfolio.

Assessment/Evaluation

12. Summative assessment - reflective journal entry - adapt Rubric for Assessing Creative Writing (Appendix 1.0)

Formative assessment - participation - anecdotal comments

Summative assessment - Future Workplace Information Fair - adapt Rated Checklist for Assessing an Oral Presentation (Appendix 1.3) to evaluate the presentation and adapt Rubric for Assessing a Collage (Appendix 1.1) to evaluate the display board

Accommodations

· Some students may require an extended amount of time to complete this culminating activity and would therefore present their display at a later time perhaps using the class as an audience.

· Some students may find it difficult to complete this activity on their own and could be paired with another student.

· Some students may require extra teacher assistance in designing the layout of their displays.

Resources

The Career and Life Planning Portfolio. Junior Achievement of Toronto & York Region, 1999.

Kedeves Barlow, A. et al. Resource Lines 9. Scarborough, ON: Prentice Hall, 1999.

Misener, J. and S. Butler. Expanding Your Horizons. Second Edition. Toronto: McGraw-Hill Ryerson Limited, 1999.

Misener, J. and S. Butler. Expanding Your Horizons: Career Development Guide. Teacher's Resource. Toronto: McGraw-Hill Ryerson Limited, 1999.

Appendices

Appendix 1.0 - Rubric for assessing creative writing

Appendix 1.3: Rated Checklist for an Oral Presentation

Course:_____ Name: ___________________ Date: _____________

Criteria	Exceptional 5 points	Considerable 4 points	Some 3 points	Limited 2 points	Not Yet/ Incomplete	Score
Content
Organization
Eye Contact
Interest
Visuals
Fluency in Oral Communication
Accuracy in Oral Communication
					Total Score

Appendix 1.4: ChecBric for Assessing a Storyboard

Name: ____________________ Assessed by: o Teacher o Self o Peer Date:_______________

Grade each trait by assigning a level based on the qualitative descriptors.

Trait One – Communicates Ideas Visually Effective storyboard ____ Uses cartoonists’ tools ____ Is neat, clear, and presentable ____ Presents ideas in a visually pleasing way ____ Controls language conventions in the script: ___ capitals ___ punctuation ___ spelling ___ grammar ___ word choice		13. Limited degree of understanding of this event Some degree of understanding of this event Considerable understanding/interpretation of this event Thorough understanding/interpretation of this event
Trait Two – Comprehension Understands the historical passage ____ Identifies the main ideas ____ Identifies significant detail ____ Has correct sequence of events ____ Makes literal interpretations ____ Makes inferred interpretations ____ Understands overall meaning		14. Limited degree of understanding of this event Some degree of understanding of this event Considerable understanding/interpretation of this event Thorough understanding/interpretation of this event
Trait Three – Extends Understanding ____ Makes connections to personal experience		15. Limited application of understanding Some application of understanding Considerable application of understanding Thorough application of understanding
Student Comments	Peer Comments		Teacher Comments

Highest Consistent Level of Achievement

Appendix 1.5: Checklist for Assessing Group Work

Name: ____________________ Assessed by: o Teacher o Self o Peer Date:_______________

Criteria		Assessment Points
		Points Possible	Earned Assessment
		Points Possible	Peer	Self	Teacher
1.	Individual's preparedness	10
2.	Individual's task completion	10
3.	Individual's participation	10
4.	Individual encourages others to participate constructively.	10
5.	Individual is a good listener.	10
6.	Individual defends his or her position in a thoughtful manner.	10
7.	Individual debates in an agreeable manner.	10
8.	Individual can compromise.	10
9.	Individual assists group in following directions and meeting the timelines.	10
10.	Individual promotes positive interactions between group members.	10
	Total	100