Integrating Career Awareness Lesson Plans. Reality Checking and Setting Goals

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1 Integrating Career Awareness Lesson Plans Level: Intermediate and Advanced ELL Class Time: 2.5 hours Reality Checking and Setting Goals Learner Objectives: This lesson will help students be realistic when they are discovering and selecting the types of jobs available to them. Students will begin to understand the importance of setting goals to reach their dreams. Then they will create and complete their own SMART goal worksheet. NV Content Standards and Performance Measures: R4.13 Interprets short and long term requirements to reach a career goal. R5.14 Analyzes the relationship between education and career goals. R5.32 Identifies the main idea and supporting details in familiar text. L5.20 Interprets a problem presented in a short narrative and suggests solutions. W5.1 Lists personal, educational and workplace goals. W5.17 Comprehends the relationship between education and career success and applies that knowledge to the development of a goal. Seven Cs: Critical Thinking and Problem Solving Career and Learning Self-reliance Materials Needed: 1. Handout 1: Setting Goals 2. Handout 2: Student Goal Scenarios 3. Handout 3: SMART Goals Yes OR no? 4. Handout 4: SMART Goal Worksheet 5. Handout 5: Ed/Ing Emotion Adjectives 6. Access to the Internet Vocabulary: goal, scenario, teamwork, criteria, element, specific, measurable, achievable, realistic, timely, emotion, reflect, visualize, recognition, elderly, engaged

2 Grammar Focus: 1. Emotion Adjectives: ending in -ed or -ing. Lesson Introduction: Write the title of the lesson on the whiteboard, and ask the students what realistic means to them. Discuss what is meant by goal and explain that there are many types of goals, e.g. short, long, general, and specific. Elicit examples of each of these from the students. Further explain that there are goals for many situations; some of these are personal, financial, health, education, and career goals. Ask for examples. Lesson Procedure: Write the acronym SMART on the whiteboard and tell the students that a SMART goal is a special type of goal. Ask if the students know what word each letter in the word SMART stands for. If they do not know, ask them to give an intelligent guess, keeping the topic in mind. S specific, M measurable, A achievable, R relevant, and T timely. For now, give a brief description of each. Distribute Handout 1: Setting Goals Read the handout together and explain new vocabulary. Distribute Handout 2: Student Goal Scenarios Review vocabulary, and ask individual students to read each scenario aloud. Explain that each student scenario contains a different goal. Ask the students if they can explain what the goal is in each. Distribute Handout 3: SMART Goals yes OR no? Divide the class into groups of 3 or 4 students. In their groups, have the students review the 3 scenarios together. Ask them to reflect on the criteria for a SMART goal and decide if each goal meets ALL 5 required areas. Students can then use the chart to check off which areas are met, and then record either a yes if a goal meets all five requirements, or a no if it meets fewer than five. Regroup as a class and share their findings. Distribute Handout 4: SMART Goal Worksheet Explain in greater depth what constitutes a SMART goal.

3 Discuss the worksheet together, and ask the students to record a SMART goal of their own, making sure that it meets all 5 requirements. (It may be easier for the students to practice this with a personal goal first, then a career goal next.) Share their ideas, and ask the students to put their SMART goal worksheets in a safe place for future reference. Lesson Assessment: 1. Informal questioning. 2. Successful completion of handouts. Extension Activities: Distribute Handout 5: Ed/Ing Emotion Adjectives Often emotion adjectives are used when discussing job situations. Explain that some of these adjectives share the same root word, but have a different ending, and will be used in a different way. Ask individual students to read each situation, and make a simple sentence with each corresponding adjective. For example: He told me a funny joke. I am amused. It is amusing. Follow the rest of the directions at the bottom of the handout. As a further extension, students can do an online search for more information on SMART Goals.

4 Handout 1: Setting Goals What is a goal? A goal is something we set for ourselves. A goal is something we aim for. A goal is important for achieving success. A goal can help us measure our progress. A goal can be big or small. Big goals can be broken up into smaller goals. Tips to help you set goals: Keep it simple a few sentences for each goal will be plenty. Write your goals down. Make a commitment to review your goals regularly. Allow your goals to reflect your values. Visualize achieving your goal. Use motivating, positive language. Share your goals with others and ask for their support. Reward yourself along the way. Even small achievements deserve recognition. Setting goals is an ongoing process: Practice setting goals and you will get better at it. Review your goals regularly. Are your actions moving you closer towards your goal or away from it?

5 Handout 2: Student Goal Scenarios Scenario 1 Jose wants to travel to Mexico to visit his elderly father. He would like to go within the next few months. He has just started a new job, but he can t take a vacation until he has been working there for one year. He earns $22.00 an hour. The ticket will cost him $ round trip, and Jose has already saved $ Scenario 2 Juana and Julio recently became engaged. They would like to have a big wedding next July and invite their family and friends from Nicaragua and Peru. Of course, they also want to invite their family and friends from their hometown in the U.S.A. where they met. They would love to get married at Lake Tahoe and want to have the reception at a very fancy golf course. Juana works part-time at a local supermarket, and Julio has just started his own office cleaning business. However, he needs to find more customers because business is slow. Their parents don t have a lot of money, so Juana and Julio are going to pay for their own wedding. They have saved $120 already. Scenario 3 Sofia is 17 years old, and she is a senior in high school. She studies very hard, has excellent grades, and will graduate from high school next June. She would like to go to university next August. She enjoys her part-time job at a local hair salon, and she uses her money to buy gas for her car. Sofia is very organized, and she has already applied for many scholarships to help with the expenses she will have. Her married sister lives in a large apartment close to the university. She told Sofia she can live with her and her family while she attends college, as long as she babysits her nephew occasionally.

6 Handout 3: SMART Goals SMART Goals yes OR no Jose Juana and Julio Sofia specific measurable achievable relevant timely

7 Handout 4: Goal Worksheet Name: Today s Date: SMART Goal Worksheet Start date: Target date: Date Achieved: Goal: Check that your goal is SMART Specific: What exactly will you accomplish? Measurable: How will you know that you have reached this goal? Achievable: Is achieving this goal realistic with effort and commitment? Relevant: Why is this goal significant to your life? Timely: When will you achieve this goal?

8 Handout 5: Ed/Ing Emotion Adjectives Some adjectives share the same root word, but have a different ending, and will be used in a different way. Look at the following examples: The Situation I feel OR I am This is OR It is -ed -ing I spilled water on my pants. embarrassed embarrassing I want to learn about SMART goals. interested interesting I would like to become a movie actor. fascinated fascinating I have worked in a factory for many years. bored boring I have been working all day. tired tiring I have been running for five miles. exhausted exhausting I have a job interview tomorrow. frightened frightening The boss asked me to go to his office. terrified terrifying I haven t had an interview for weeks now. annoyed annoying I am lost on my way to my new job. confused confusing I can t pass the GED exam. frustrated frustrating I haven t had a job promotion in six years. discouraged discouraging My boss told me I was doing a great job. encouraged encouraging My co-workers are often late for work. disgusted disgusting My boss just fired me for no reason! horrified horrifying He told me a funny joke. amused amusing My boss baked me a birthday cake. surprised surprising He also gave me a pay raise. shocked shocking I like my current job. satisfied satisfying I didn t get many tips today as a waiter. disappointed disappointing I got the new job! excited exciting My friend was laid off from his job. depressed depressing He got a better job! thrilled thrilling 1. Work with a partner and create 5 of your own situations. 2. For each situation, correctly use both forms of your chosen adjectives in a sentence. 3. Share your 10 sentences with the class. 4. Can you think of any more emotion adjectives like these? Please share!