Lesson Plan: Career Search/Interviews & Jeopardy! Review Game

English For All – CLASS NAME: Advanced Morning

DATE: Tuesday, May 22

Teacher(s): Sarah Dunfee

Lesson Objectives	1. SWBAT speak vocab term for career that Ss are drawing on the board. 2. SWBAT speak answers to Q’s about a Help Wanted job Ad that they choose after reading all ads. 3. SWBAT speak answers to Q’s about the job they chose during an interview panel in front of the class. 4. SWBAT read and compare careers in the Athens News Help Wanted ads with the ads from 4 other newspapers from different cities. 5. SWBAT review the Unit by speaking answers to Jeopardy Questions. 6. SWBAT speak yes/no questions to guess the career of teacher the T is thinking of in 20 Questions.
Materials	Picture Game career cards Classifieds sections of 4 Athens News and one from each of The Washington Post, The Plain Dealer, Los Angeles Times, and Los Angeles Sentinel Jeopardy! Game question templates Tape, for hanging Jeopardy! Game
Procedure 10:10am 10:25am 10:35am 10:50am 11:05am 11:15am 11:55am	Warm-up: The Picture Game (15 mins) Objective: SWBAT speak the names of careers being drawn on the chalkboard by other classmates. Pre-activity: T will explain the Picture Game to Ss. T will say “Each S will get a chance to draw a picture on the board for the career that I give them. When it is your turn to draw, I will give you a card that states a specific career on it [teacher, doctor, accountant, firefighter, dentist]. Also on the card, you will see a list of 4-5 words explaining ideas for you to draw in that picture. Some of the describing words might be new to you, so if you do not know the words, you can ask me and I can help describe that thing to you. While you are drawing the other Ss will try and guess which profession/career you are drawing for, and the winner will get a starburst for guessing the right career. Any questions?” Activity: T will pick a S to draw. S will blindly choose a career. Whichever one they end up taking is the one they draw. Ss can ask T questions while drawing and ask for suggestions. Ss drawing may not ask other classmates for help and hints! Ss sitting and watching will try and guess the career that S is drawing. Winner gets a Starburst. T will go over any new vocab from that drawing of the career. Post-activity: T will ask Ss “which career was hardest to draw? Why? How might you have drawn some of them differently from your classmates?” T will answer any Q’s and go over any vocabulary from careers that need clarification. Evaluation: T will know that Ss know the names of careers from the Unit if they are guessing their classmates’ drawings correctly. TRANSITION: Now that we have had some fun drawing, let’s move onto Free Talk! Free Talk: Job Fair (10 mins) Objective: SWBAT read job ads and speak answers to questions about which one they like the best. Pre-activity: T will read the instructions for the activity and the questions aloud to the class. T will have each S read one of the Help Wanted Ads. Class will go over any new vocab as needed and make clarifications.  Ss will take notes on the Ads as needed. Activity: Ss will get into groups and discuss answers to these Q’s in groups. Ss will take notes on their answers. Post-activity: T will bring up the subject of interviews. T will say, “Can you remember the last job interview you had? Which job was it for? What was the hardest part? Did you prepare for the interview? Did you get the job?” And Ss will answer Q’s as they volunteer. Evaluation: T will know that Ss understand the meanings of the job ads when they are able to talk about them and answer the questions in their groups and as a class. TRANSITION: Now that you have had a chance to decide which job you like best and why, let’s have your interview for it! Group Work: Job Interviews: (15 mins) Objective: SWBAT speak and perform a job interview in front of the class using interview Q’s from the previous section. Pre-activity: T will introduce the interview activity by reading instructions to class. T will tell Ss they will be using their answers from the previous activity to answer these questions in their interview. T will have two Ss perform the sample interview to the class. T will take volunteers to go first for the interview process. Each S will have a chance to interview and be interviewed. Activity: Interviewer/Interviewee will step to the front of the class and ask/answer these questions for their interview. Post-activity: Class will take a vote on who should and should not get hired for the jobs they interviewed for. If Ss think yes, they should say why they should be hired. If no, why they should not be hired. Evaluations: T will know that Ss understand the concept of interviewing when they have properly responded in a professional manner to all of the questions in this part of the activity. T will know that the Ss have been successful in their interview when the “Job panel” votes them into their job. TRANSITION: Now that we have had a chance to practice our interviewing skills, let’s compare see what real jobs have openings! Newspaper job searches: (15 mins) Objective: SWBAT read Help Wanted ads in the Classified section of various newspapers to find out which careers are in demand in different places. SWBAT speak answers about comparisons of job demands in Help Wanted sections of newspapers. ·         Pre-activity: T will ask Ss “What kinds of jobs are of high demand in your home countries?” and “Where do you look if you want to find a job?” Ss will brainstorm and T will write the jobs on the board. T will reveal that they will be looking at the Help Wanted ads of four different cities: Athens, Los Angeles, Cleveland, and Washington D.C. ·         Activity: T will distribute the Classified Section of four different Newspapers to Ss [The Washington Post, The Plain Dealer, Los Angeles Times, and Los Angeles Sentinel]. T will also pass out a copy of the Athens News to each S. Ss will take 5 mins to browse through the Help Wanted section and identify different jobs/careers where help is needed in each of the cities of their newspapers. Ss will attempt to answer the following questions: “What kinds of jobs are being offered in each place? Identify the ads.” And “Are the jobs demands different depending on the city and/or region of the country? Use examples.” ·         Post-activity: Ss will reveal their conclusions to these Q’s to the class. Each S will report their findings and state what kinds of jobs they found and if there was a difference in the other city jobs when compared to Athens jobs. Ss will also compare the “other city” jobs with each other’s cities. T will ask, “How can these jobs compare with your hometown or capital city job demands? Are they similar or different?” and Ss will share their answers. Evaluation: T will know that Ss understand the Help Wanted ads of newspapers when they are able to identify which kind of career the ad is targeting. T will know that Ss have compared their findings when they can point of similarities and/or differences between career demands in different locations. TRANSITION: Okay everyone, great job with the newspapers! Now its time to take a break and when we get back we will play Jeopardy!!! ***10 minute break*** TRANSITION: Okay, now that we have had a break, let’s get on with the game! Jeopardy!!! (40 mins) Objective: SWBAT read and listen to Jeopardy-style questions from Unit 12, after selecting a category and value from the table. SWBAT speak answers to Unit 12 questions after “buzzing in.” Pre-activity: T will explain the rules of Jeopardy again to Ss, in case they were not present during my lesson on the Unit Review. o   T will explain, “Jeopardy is a game where you are given two choices, 1) the category of the question, and 2) the difficulty of the questions… o   The categories are written on the top row, as you can see here (*T will show Ss the game chart); and the difficulty of the question is represented by a monetary value, the easiest starting on the top being the smallest value, and the hardest being on the bottom, being the biggest value. o   When you answer a question correctly, you earn as much money as the value of the question…But beware! If you answer a question incorrectly, you will lose the amount of money given in the value of the question!” o   T will explain that the person ending up with the highest amount of “money” at the end wins! … o   “Any questions?” Activity: *T will pick a secret number (42) and give Ss the chance to guess the number 1-50. The student with the closest number will start. T will present the Jeopardy chart with a total of 5 categories and 5 values starting at $100 to $500. Values and categories and will be posted on the board and T will show them to the class as they are chosen. *After the first Ss answers, the T will explain that “Whoever answers the question right is allowed to choose the category and value for the following question. If nobody answers it right within 10 seconds, the question will expire and the following question will be selected at random by the Jeopardy host (the teacher). *T will make sure Ss know to buzz in before answering, otherwise, no credit for answer! The Jeopardy! Game will begin and T will keep track of the scores throughout. The winner of the game gets the special prize of dollar store sunglasses! Post-activity: T will ask Ss, “Which category was the hardest? Why?” T will go over the more difficult questions. This will include the questions that “expired” in value because no Ss were willing/able to try and answer the questions, or questions that many/all Ss attempted to answer, but answered incorrectly. T will ask Ss if they still have questions about these questions and discuss as necessary. Evaluation: T will know that Ss have understood the Unit when they effectively answer many of the questions from Jeopardy! TRANSITION: Great job during Jeopardy! And congrats to our winner! Now let’s name one thing we learned to wrap up the class… CLOSING: T will wrap-up class by going around the room and asking each S to name one thing (can be vocab word, Jeopardy! Q,  Careers available, etc.) that they learned that day in class. After each S has spoken, class is dismissed! (5 mins) Time Filler: 20 Questions: Careers (5-10 mins) Objective: SWBAT speak yes/no questions to guess which career the teaching is thinking of based off her answer. Pre-activity: T will explain the rules of 20 Questions: Ss will have to form a yes/no question to try and guess the career T is thinking of. T will give the example of a Veterinarian: S might ask “Do they work in an office?” No. “Do they wear fancy clothes to work?” No. “Do they help others?” Yes. Activity: T will select a career [civil engineer, astronaut, clothing designer, photographer] and Ss will have 5 minutes to try and guess the career. T will reveal the answer after 5 minutes. Post-activity: T will ask Ss to think of a yes/no question that would have easily helped them guess the answer, now that they know what it is. Ss can have a chance to take a turn if they wish. Evaluation: T will know that Ss understand the activity when they correctly ask yes or no questions and begin to form question that can deduct which career the T is thinking of.
Assessment	1.T will know if Ss understand the activity and guess the job correctly if Ss answer the right name of the career that the Ss are drawing on the board. 2. T will know if Ss have answered the listed questions about their job correctly if they are using proper vocab words related to the job ad discussing topics related to the job. 3. T will know if Ss understand the concept of interviewing if they are following the structure and format according to the book and acting and answering professionally. 4. T will know that Ss understand the activity when they give several examples of the differences/similarities between Help Wanted ads in Athens versus other cities. 5. T will know that Ss have a good understanding of Unit 12 and Jeopardy! Game when Ss answer Q’s correctly and buzz in before answering. 6. T will know that Ss understand the 20 Q’s game and can guess the career when Ss only ask y/n Q’s and say the right answer to the career T was thinking of.
Anticipated Problems	Ss may be afraid to draw on the board because they are embarrassed about their drawing skills. Solution: Let enthusiastic Ss go first, and other Ss will see that nobody in the class is a perfect artist. Ss may not understand the meaning of new words on career cards in drawing game. Solution: T will explain the meaning and Ss can look them up with translators. If they still do not understand, they may draw other clues in their picture and T will explain new vocab to class afterwards. While brainstorming for “jobs that are of high demand in your home countries,” Ss may not know the names of the careers they are trying to talk about. Solution: T will allow Ss to use their translators or dictionaries to find the names. If their dictionaries do not have that, then they may look up the answer using the internet provided by Ohio University and use photos to show the class. Otherwise, Ss do not have to identify the exact name and the class can settle on using their classmate’s description of the job to gain an understanding. Ss may have a hard time reading/finding the job ads in classified section. Solution: T will explain that this is part of the job hunting lesson! T will go around and help point Ss in the right direction in finding the job ads. Ss may forget to buzz in before answering Jeopardy! Q’s. Solution: T will explain this before they begin, but she will not award point for questions answered without buzzing, to enforce the rule.