Goals

CLB 4 Outcomes for Listening, Speaking, Reading, and Writing:

 Listening: You understand simple questions and information about familiar, everyday topics. You
understand when someone talks about what they like and dislike. You only need a little help to understand
what people say.
 Speaking: You participate in everyday conversations and describe your personal
experiences. You use short sentences. You talk about your preferences, your likes and
dislikes. You don’t need much help when you speak.
Learning  Reading: You read many familiar words and sentences. You understand simple stories
Outcome(s) about familiar topics. You can also get information from some longer descriptions about
less familiar topics.
 Writing: You use short, simple sentences to write a paragraph about a personal
experience or other familiar topics.

*An additional goal of these lessons is to acquaint learners with diverse populations living in Canada. In particular,
the materials introduce learners to several Blackfoot people who talk about their experiences in residential schools
and being a part of the Sixties Scoop.

Students will be able to:

1. Recognize different occupations
Lesson 2. Match each resume to its corresponding job posting
Objective(s) 3. Use listening skills to answer a variety of different questions about diverse people and occupations
4. Pair up skills that overlap for different occupations
5. Use reading skills to answer a variety of different questions about diverse people and occupations

Assessment Evidence
 Formative assessments will be conducted through
Summative Formative
N/A observation of the students as they make their way
Assessment Assessment
through each activity.

Learning Experiences/Opportunities
 Pens/Pencils
 Memory game
 Resume handouts
Ed Resources
N/A  Job posting handouts
Tech to Prepare
 Rationale forms
 Vocabulary glossary
 Venn Diagram templates
Time
Content/Description Notes
Allotment
Flexible Introduction/Attention Grabber: A glossary of all the vocabulary for
 What did you do before coming to Canada? (Have students answer) this lesson is available in an
 What would you like to do in Canada? (Have students answer) attachment.
 The reason why I am asking you these two questions is because the
topic of this lesson is occupations.
 Occupation is another word for job, so today we will discuss the
different jobs you can expect to find in Canada, the skills and
responsibilities required for each job, and what you will need to
apply for a job.
 You can find most of the occupations we will be exploring in this
lesson almost anywhere around the world. They are occupations that
you will encounter in any community.
 Some of the occupations we will be exploring include Police Officer,
Nurse, Teacher, Settlement Practitioner, Vice Principal, etc.
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  Most of the skills required for each occupation overlap, meaning they
are the same. For example, both a nurse and a police officer may be
required to work under pressure, or a teacher and a vice principal
may have to be skilled public speakers.
 We will be diving deep into occupations through a variety of
different activities!
Activity #1: Memory Game
Teacher Prompts/Cues/Explanations:
 This memory game is meant to help you recognize different
occupations, by using your memory to match each picture to the
proper occupation. For example, if you turn over the paper with the
picture of the police officer, you must then turn over the paper with
the words “Police Officer”.
 How to Play:
o Split the students up into pairs.
o Start by cutting out all of the occupations and pictures found
in the Memory Game PDF attached to this document.
o Once everything is cut, place all of the papers face up.
A PDF document of the memory
o Give the students about 45 seconds to try to memorize
game is attached to the end of this
Flexible where each picture and its title are. document.
o After the 45 seconds are over, turn all the papers face down.
o The students will now have to try to turn over each picture
and its corresponding occupation title by using their
memory.
 This game will not only train the students’ memory, but will also help
them put a face to every occupation, so they know where to find them
in the community, and what they may be wearing or doing.

Guiding/Prompting Questions/ Check for Understanding:

 Are these pictures perfect representations of the occupations? Why?
 Other than looking at the person, what other clues can you use in the
picture to help you?

Flexible Activity #2: Match Resume to Job Posting Sample resumes and job postings,
Teacher Prompts/Cues/Explanations: and rationale forms are attached to
 In order to apply for a job in Canada, you have to have a document the back of this document.
called a resume.
 Resumes are documents which include information about your
education, previous work experience, skills, etc. This is important
information for employers to know before hiring you, because it is
how they will assess whether or not you are qualified for a job.
 Before submitting your resume to different employers/companies,
you have to know which jobs are appropriate for you based on your
past experience, skills, education, etc. This is why we are also
introducing job postings in this activity.
 Job postings are descriptions of different jobs which can be found on
various websites, in newspapers, magazines, etc. Job postings usually
include a brief description about the company and the position, as
well as responsibilities, skills required, and qualifications.
 For this activity, I will hand out exemplar resumes and job postings.
 You will pair up, and each pair will receive one resume and seven job
postings.
 You and your partner will then begin reading through the resume,
searching for the key vocabulary words listed on the side, and trying
to understand them.
 This is an opportunity for students to practice different strategies to
help them understand the language, such as the use of a dictionary,
etc.

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  I do, we do, you do:

o I do:
 I am going to start by reading the list of words on
the side, so I know what to look for as I’m reading.
 After reading all the words, I will begin reading the
resume, and trying to understand what each of the
words means.
 Hopefully, after having understood the resume –
the persons work experience, education, skills, etc.
- I will begin to read through the job postings to see
which of the seven this individual is qualified for.
 Finally, I am going to grab a rationale form and
write out why I think the resume I was given is
suitable for the job posting I have chosen. I will
then present my rationale to the entire class.
 So, the whole point of the activity is to essentially
apply for the right job, based on the resume you
were given.
o We do:
 Let us take what we learned from me doing it by
myself, to help us work on one together!
 Repeat the above steps with the entire class.

o You do:
 Now that you have all seen how to complete this
activity, I want you to pair up, and do it by
yourselves!
 Once each pair has completed their rationale, both
students will share their rationale with the entire
class.
 The whole class can then engage in a discussion about which resumes
belongs to which job postings.

Guiding/Prompting Questions/Check for Understanding:

 What can you use to help you understand the meaning of the words in
the vocabulary list without having to look the words up?
 What are resumes used for?

Flexible Activity #3: Occupations Video

Teacher Prompts/Cues/Explanations:
 The video we are going to watch is an interactive video made using a
program called ED Puzzle.
 It is called an interactive video because you can pause and play the
video whenever you’d like, but there are also questions throughout
the video which all viewers of the video are expected to answer.
 These questions could be Multiple Choice, Short Answer, True and
False, etc.
 The occupation videos are a set of six videos of different people
working in our community, and each person has a different
occupation.
 The purpose of the video is to familiarize you with some of the
different occupations you will come across in Canada, or anywhere
else in the world.
 I would like you to pay attention to not just their occupations, but
also how they help the community, and for some, where they come
from.
 I also want you to pay attention, and listen for words that you may
have come across while you were completing activities one and two.
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  The video starts with a very short, easy to understand clip, with the
clips becoming longer and a little bit harder to understand as the
video continues to play.

Guiding/Prompting Questions/ Check for Understanding:

 What are some of the words you recognize from the previous
activities?
 What are some things you notice about the people in the video?

Links to the videos:

Nesmah (Participant One – Easy):

https://edpuzzle.com/media/5cfed39b5bd3b540a82f192b
Andrea (Participant Two – Easy):
https://edpuzzle.com/media/5cff07c35bd3b540a8301923
Mikey (Participant Three – Moderate):
https://edpuzzle.com/media/5cff098f22cc5d40a29045d2
Sheldon (Participant Four – Moderate):
https://edpuzzle.com/media/5cff291375164240b63f8bed
Roy (Participant Five Part 1/2– Difficult):
https://edpuzzle.com/media/5d159793c88b564122e19323
Roy (Participant Five Part 2/2– Difficult):
https://edpuzzle.com/media/5d159e6fcbf83a41158eaf67
Les Vonkemen (Participant Six – Difficult):
https://edpuzzle.com/media/5d15a2805e8d56411b3af23b

Activity #4: Concise Profiles

Teacher Prompts/Cues/Explanations:
 For this activity, we will be reading brief profiles on all of the people
you saw in the video to give you a better idea of the skills they
required to get to where they are.
 Each profile has the person’s name, occupation(s), and the skills they
require for their job.
 After reading through the profiles, you will pair up and find skills
that overlap for different jobs. In other words, I want you to look for
the same skills required for different jobs.
 To do this, you will be using a Venn diagram, which will be handed
out to each pair.
 For example, if I am reading the profile of the police officer and the
vice principal, and I read that both of them need to be able to work The profiles and Venn Diagram
Flexible well under pressure, I would put that skill in the middle of the Venn templates are attached to the end
diagram. Any skills that are different between the two occupations of this document.
will be written in the circles specific to those occupations.
 Feel free to refer to the resumes provided in activity two for help with
this activity.
 Each pair will be given two different profiles and a single Venn
Diagram.
 Once each pair has filled their Venn Diagram, a class discussion will
take place.

Guiding/Prompting Questions/ Check for Understanding:

 Which occupations have the most similarities? What makes them
different?

Flexible Activity #5: Extensive Profiles The extensive profiles are attached
Teacher Prompts/Cues/Explanations: to the end of this document.
 This activity is similar to the previous one, however, these profiles
are more extensive, meaning they are longer and more detailed.
 This is an intensive reading activity where you will have to read a
profile of your choosing, and answer the questions provided under
the profile.

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  These are deeper thinking questions, which are less straightforward
than the questions asked in previous activities.
 Some of the profiles are short, and some are very long.
 The profiles will provide you with a better understanding of the
people you saw in the video: their cultural background, education,
how their culture has affected their occupation or motivated them to
do what they do, and what a day in their life would look like.
 After each person has chosen a profile to read and analyze, a class
discussion can take place to address the following question: What
would a day in the life of a/an *place occupation here* look like in
your country?
 Other discussion topics could be talking about the different cultural
backgrounds, and how they influenced what these people chose to do
as their occupation.

*All bolded words are defined in the vocabulary glossary*

Guiding/Prompting Questions/ Check for Understanding:

 Does knowing more about each person’s background help you
understand their occupation better, or why they chose the occupation
they did?

Lesson Closure/Cliffhanger:

 What would you like to do in Canada?

 What skills and cultural knowledge do you have to help you get a job
Flexible in Canada?

*Have students use vocabulary learned throughout the lesson and apply it
to themselves*

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