Table of Contents

I. Project Introduction and Rationale pg. 2-3II. Statement of Problem pg. 3III. Profiles pg. 3-4IV. Needs Assessment pg. 5V. Program Goals pgs. 5-6VI. Training Plan/Program pgs. 9-24VII. Development Timeline pgs.6-7VIII. Budget Analysis pgs. 7-8IX. Evaluation Plan pg. 8

X. References n/aXI. Professional Bio pg. 8

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Owen Silverman Andrews Summer 2015

CASA Workforce ESOL Curriculum

Audience: CASA Workforce ESOL learners, CASA Workforce ESOL instructors, CASA ESOL administrative staff

Subjects: ESOL, worker rights, worker safety, work-related goal setting, community mobilization

I. Project Introduction and Rationale: CASA (previously CASA de Maryland) is a non-governmental organization dedicated to

creating a more just society by building power and improving the quality of life of low-income immigrant communities. One of the means through which this is being achieved is Adult English to Speakers of Other Languages Classes (within CASA’s Department of Education and Welcome Centers, which has other functions as well). There are two ESOL programs within CASA: the Workforce ESOL Program (previously Day Laborer ESOL Program) and the ESOL Morning/Evening Program. The latter offers leveled, 12-week classes that follow a curriculum and textbook. The Workforce ESOL Program, meanwhile, operates on a drop-in basis.

Due to the drop-in nature of the Workforce ESOL program, no curriculum currently exists. However, CASA does award a 25-hour diploma for learners who attend 13 2-hour classes, and many learners do achieve this mark. In order to meet the needs of regularly attending learning, and provide additional support to Workforce ESOL instructors, the Education Department administrate staff have decided to build a curriculum. In order to develop a curriculum tailored to the needs, availability, and capacity of CASA learners, this project will strike a balance between programming geared toward sporadic attendees and programming geared toward regular class attendees.

A traditional sequential curriculum will not work for the Workforce ESOL Program. As a drop-in program, instructors cannot assume prior classroom knowledge when they create their weekly lesson plans. To meet this challenge, the curriculum will be structured with three time frames in mind: a single lesson plan (2 hours), one week of classes (four 2 hour classes), and month-long units (structured so that a learner who comes to 75% of classes during this timeframe should be able to pass the summative assessment and receive the 25 hour diploma). Each class and week unit will be able to stand on their own, but the month long units will encourage and reward continuous attendance.

Each of the eight monthly units will consist of four components: worker rights, worker safety, work-related goal setting, and community mobilization. Worker rights will cover the protections workers have under the law. Awareness on the instructors’ part of variation due to immigration status and municipality is essential. Worker safety will cover best practices for staying safe on the job. Emphasis will be given to work typically performed by CASA learners, including construction, painting, cleaning, demolition, food service, and retail, as well as those professions included in CASA’s Vocational Training program: Building and Maintenance Engineering, Air Conditioning, Security, Electrical, Professional Landscaping, and Childcare Development. Work-related goal setting will be devoted to learners investigating career path and/or education opportunities and developing a plan to achieve their medium-term goals. Finally, community mobilization will involve deepening the class’s understanding of how CASA

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and its allies have won important victories for workers and what learners and instructors can do to get involved with future victories.

Several content specific questions will be added on to the CASAS reading test, which has traditionally been used to measure learner progress in the program. These content questions can then be checked against the learner’s attendance, and they will not be penalized for wrong answers for topics covered when they were absent.

II. Statement of Problem:

Low-income immigrants often face language barriers when seeking employment. Once employed, language and labor law knowledge deficits sometimes result in negative outcomes, such as wage theft, workplace injury, discrimination, and other abuses. CASA’s Workforce ESOL classes currently address both deficits, but improvements are possible.

Leadership within the CASA Education Department wants to develop a curriculum that addresses specific work and language needs (for example OSHA law) to enhance its Workforce ESOL program. Creating this curriculum with specific instructional materials and lesson plans will allow instructors to focus on making an existing activity more relevant to their learners, rather than reinventing the wheel as they plan next week’s lessons. In turn, this will lead to higher quality instruction and learners acquiring more language and work competencies.

III. Profiles:

General Information

A. CASA Workforce Learners Immigration Status: Most learners do not have U.S. citizenship. Some do not

have work or residency permits Economic Status: Most learners live in low-income households Length of residency in U.S: Varies from days to decades Exposure to English outside of class: Varies greatly both between different

learners and over time for the same learner. Age: Adults of all ages (Baltimore Welcome Center 2015 age range: 18-70) Previous general education: Some learners have tertiary education, others did

not complete primary school. Previous ESOL education: Some attend/ed ESOL courses at community

colleges or other NGOs. Professional experience: some learners are out of the workforce, others are

employed steadily, but many do not have paid steady work. Native language literacy skills: Varies greatly, although many did not

complete secondary school in their home countries and some did not complete primary school. Other learners have tertiary degrees.

English language skills (level of speaking, listening, reading, and/or writing proficiency): Varies greatly.

B. CASA Workforce Instructors Total number of instructors: 5 Total number of hours in classroom per instructor per week: 8

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Total number of hours of paid planning time per week: 2 TESOL training: Varies. Most do not have a MA in TESOL or education.

There is a basic half-orientation given by CASA administrative staff on logistics, and a two day training on TESOL methodology by Montgomery Coalition for Adult English Literacy.

Length of employment with CASA: Varies. Some have taught for CASA for years. However, there is heavy turnover, and multiple new teachers cycle in and out every year.

C. CASA ESOL Administrative Staff Positions: Education Manager and two ESOL Program Coordinators (am and

pm). Primary responsibilities of Program Coordinators: provide feedback to

instructors’ lesson plans, train instructors in Popular Education methodology, support in-class advocacy of CASA’s political organizing projects, conduct instructor orientation each year, observe instructors, create online spaces for dialog between instructors at geographically isolated sites, testing analysis (CASAS and program specific tests), record keeping, data analysis, community outreach, register/add/drop learners, conduct student satisfaction surveys, assist with selection process of new instructors.

D. CASA Centers and Satellite Class Locations Five Welcome Centers: Silver Spring, Wheaton, Shady Grove, Baltimore, and

Hyattsville Rooms used as ESOL classrooms are multi-functional, so instructors do not

have free range in terms of decorating. There is usually a cabinet for ESOL Program materials.

Wifi available, but no projectors or other smart classroom technology.E. CASA (as an organization)

CASA (Central American Solidarity Association) began in the mid 1980s as the number of political and economic refugees and immigrants from Central America increased in the Washington, DC metropolitan area. Since the beginning, ESOL and other direct services (health, legal, work placement, job training) complimented and were reinforced by community organizing and political advocacy. Today, CASA is the largest immigrants’ rights organization in Maryland. It has expanded to Virginia and is in the process of expanding to south-east Pennsylvania and Delaware.

When CASA first offered ESOL classes, few other institutions were servicing DC-area immigrants with daily living and workplace language classes. More recently, community colleges, places of worship, and other non-profits have begun offering ESOL classes. Due to the rapid growth of Maryland’s immigrant population (from 6.6% of Marylanders in 1990 to 14.2% of Marylanders in 2013), competition for enrollment is not zero sum and neither is grant funding. This has lead to specialization, CASA’s specialties being Popular Education and Workforce Development.

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Training-Specific Information

Participants’ motivations for taking the class include: access to more or better employment, better performance in their current job, deeper engagement with their children’s schools.

CASA’s strengths include the diverse array of services offered at its Welcome Centers, its long track record in and accountability to the communities it serves, that it has paid instructors (many drop-in programs are staffed by volunteers), that it is responsive to learners’ needs. CASA’s weaknesses are that it pays its instructors significantly less than nearby community colleges, that it does not yet have a well-defined curriculum for the Workforce ESOL Program, that the program is mixed level.

IV. Needs Assessment

CASA Learners need practical English language instruction for workplace and community use.

CASA Instructors need greater organizational support in the form of a well-defined (but non-binding) curriculum.

CASA Administrative Staff need to increase instructor and learner retention, gains, and satisfaction.

CASA needs to empower the immigrant community and improve the lives of low-income immigrants.

V. Program Goals

The primary goal of this training program is that low-income immigrants who use CASA’s Welcome Centers acquire the English language skills they need to empower themselves and their communities. Empowerment means economic empowerment through more and better work, political empowerment through more and better power in and over political institutions, cultural empowerment through more and deeper cross-cultural understanding and respect. This broad organization-wide goal cannot be fully achieved through this training program alone, but the program represents an important tool for the construction of immigrant power.

Sub-goals for learners under the heading of individual and collective empowerment:

Increased competency interacting with employers Increased ability to market preexisting job skills to employers Greater awareness of workers’ rights Greater awareness of work safety More refined short-, medium-, and long-term job-related goals Proficiency in community organizing principles and techniques Deepened cross-cultural understanding and respect within immigrant groups

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Deepened cross-cultural understanding and respect between immigrant and US-born groups

Sub-goals for teachers under the heading of individual and collective empowerment: Greater organizational support through curriculum supplemental materials Increased competency interacting with employers Increased ability to market preexisting job skills to employers Greater awareness of workers’ rights Greater awareness of work safety More refined short-, medium-, and long-term job-related goals Proficiency in community organizing principles and techniques Deepened cross-cultural understanding and respect between immigrant and

US-born groups

VI. Training Plan/Program

A. Schedule/timeline of training program: 15 weeks, four 2-hour classes per week.B. Goals/objectives of each module: The four session-long organizing themes are

Workers’ Rights, Worker Safety, Work-Related Goal Setting, and Community Mobilization. Learners’ greater awareness of these themes in the United States and greater competency in communicating their ideas on these themes in English is the goal. Within this overarching, modules are broken down in week-long modules.

C. The Week 1 module has been fully developed.

VII. Development TimelineProject

Time on Task

Consideration of projects and decision to proceed on CASA Curriculum Supplementals

7/6-10~2 hrs.

Write up of Project Information and Rationale 7/12 ~1 hr.Write up of Statement of Problem 7/12 ~0.5

hr.Write up of Profiles 7/12 ~1 hr.Write up of Needs Assessment 7/19 ~1 hr.Write up of Program Goals 8/10 ~.5

hr.Write up of Training Plan/Program 8/10 ~.5

hr.Write up of Development Timeline 8/10 ~.5

hr.Write up of Budget/Cost Analysis 8/10 ~.5

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hr.Write up of Evaluation Plan 8/10 ~.5

hr.Write up of References -Write up of Professional Bio 7/15 ~1 hr.Design of CASA Workforce Curriculum Supplementals 7/6-8/10

~100 hrs.Total 109 hrs.

VIII. BudgetA. Development Budget

The Development Budget for the CASA Workforce ESOL Curriculum Supplementals was $2,000.00 broken down as follows:

$2,000 to Owen Silverman Andrews to design the Curriculum Supplementals

Undefinable costs associated with CASA Education Manager Shannon Wilk de Benitez’s contributions of defining the scope of the project and providing general feedback

Undefinable costs associated with UMBC Faculty Laura Hook’s contributions of feedback at each stage of development

B. Implementation BudgetThe Implementation Budget for the CASA Workforce ESOL Curriculum Supplementals for the 2015 Fall Session is $289.20. However, these printing costs are not new expenditures, as teachers would have printed their own supplementals anyway. Because these supplementals are not always wide-margin, double-sided, and learner centered, the new Curriculum Supplementals may represent a substantial savings in printing costs associated with running the program.

Cost of initial printing for CASA’s five sites: 64 pages x 5 = 320 @ .06 cents per page = $19.20

Estimated cost of printing for class use during Fall Session: 300 pages (320 minus cover page, notes for usage page, and index pages) x ~15 learners per class = 4,500 pages @ .06 per page = $270

Not included: Previously allocated hourly teacher pay @ $18 per hour x 5 teachers x 10 hrs. per week x 15 weeks = $13,500

Undefinable costs associated with approximately 15 minutes of the Workforce ESOL Teacher Meeting being devoted to introducing the Curriculum Supplementals.

Undefinable costs of electricity for lighting and other class use Undefinable savings of implementing Curriculum Supplementals and

Intercambio in paid teacher planning time (minus 1/16 for Intercambio) leading to increased lesson plan creativity, learner retention and post-testing (tied to grant funding), and new learner outreach

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Undefinable savings in printing costs due to the Curriculum Supplementals formatting and methodology

IX. Evaluation Plan

The Curriculum Supplementals will be evaluated based on year-on-year comparisons in the following categories: total single count attendance throughout the Fall Session; number of learners who received 25 hour certificate and number of learners who post-test at 50 hours (retention); results of CASAS post-test (increased reading comprehension and/or critical thinking skills, increased life skills); results of learner survey (increased learner satisfaction); results of teacher survey (increased teacher satisfaction); increased learner income (measured in the learner survey); increased involvement with CASA and broader community (measured in learner survey and CASA membership conversion rate).

X. References

n/a

XI. Professional Bio

Owen Silverman Andrews is ESOL Lead Program Coordinator for CASA. Before beginning this position in July 2015, he taught in CASA’s Day Laborer (now Workforce) ESOL program in Baltimore. He has also taught as an Adjunct Faculty Member in the Community College of Baltimore County's Adult Basic Education ESOL program for four semesters and plans to return next summer. Previously, he was an Adjunct Faculty member at Prince George's Community College. Outside of the ESOL field, Owen's professional experience includes leading delegations of North American students on service learning projects in El Salvador and being the Seafood Department Team Trainer at the largest organic and natural supermarket in the country. Additionally, he is co-Chair of the Graduate Student Interest Section of Maryland TESOL. He has lead workshops on the using TESOL in solidarity with migrants for Amnesty International and Maryland TESOL. Owen holds dual BAs from the University of Maryland College Park in History and Government and Politics as well as a Certificate in Latin American Studies.

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Workforce ESOL Curriculum

Supplemental Materials

Dedicated to All Migrants Seeking Empowerment through Language

Learning

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Designed by Owen Silverman Andrews, CASA ESOL Lead Program Coordinator\

2015

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Notes for Usage

Living Document PrincipleClassroom teachers know the evolving needs of learners better than anyone except the learners themselves.

These supplemental materials are not a traditional, prescribed curriculum. Consider this a support system and springboard for all the creative, empowering lessons you will create over the course of the session. Please keep in mind that this is a living document. Let us know what works, what doesn’t, and how you revised a given supplemental to make it work. Your feedback on existing supplementals, as well as your original submissions, is hardily encouraged and will result in ongoing editing. Thank you, teachers and Workforce ESOL Team Members, for making this program an invaluable resource to the communities we serve.

The IntercambioAt least once a month—and as often as once a week— we suggest the second hour (and continuing after the

end of formal class) be dedicated to a Language and Culture Intercambio. This is an opportunity for workers of diverse language backgrounds to teach each other those languages, using English to facilitate that exchange when possible. Outreach to workers who use the Center but do not participate regularly in the Workforce ESOL classes is essential.

This concept grew out of the English-Spanish Intercambio initiated by workers at CASA’s Baltimore Welcome Center. English L1s, mostly African Americans born in Baltimore, expressed interest in learning Spanish. At the same time, immigrants learning English in the Day Laborer (now Workforce) ESOL class expressed difficulty understanding the accent and colloquial terms of East Baltimoreans. Through the Intercambio, they taught one another basic language components (numbers, colors, simple verbs, and basic phrases) and exchanged culture (music, movies, history, and stories). In this process, the teacher was a volunteer participant, observing, engaging in the exchange, and facilitating the group discussion only when necessary. He learned much more than he taught.

On the second day of the Intercambio (held after class on Mondays and Wednesdays) the teacher was called away by a phone call.

“So, we’re done? We gotta go?” asked one of the workers when the teacher stood up to leave.“No, I’m done, I gotta go, but y’all keep going as long as you feel,” responded the teacher.It is our strong belief that while the teacher’s role is vital to language learning, true empowerment can only

be achieved when learners see themselves as leaders in their and their community’s educational advancement.

Repetition of Class Terms and RolesThe following nine1 classroom terms and roles will be used throughout the Fall and Winter/Spring sessions.

Because instructors cannot assume regular attendance, it is not sufficient to teach this essential vocabulary once at the beginning of the session. It’s also not helpful for the teacher to explicitly teach this material over and over as new learners arrive. A solution is to teach it once at the beginning of the session and then have returning learners teach the terms and words to their peers. This builds leadership among returning learners and reduces teacher talk time. To make it easier for returning learners to orient new learners, laminate and mount an explanatory visual aid created by the learners early in the session and keep it on hand. See Appendix 1 for more support on creating the visual aid.

Classroom terms: brainstorm, list, group, dialog, role playClassroom roles: monitor, recorder, presenter, coordinator

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Week Workers’* Rights

Supplemental 1

Worker Safety

Supplemental 2

Work-Related Goal SettingSupplemental 3

Community MobilizationSupplemental 4

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Week 1:Introductions

Accents & Discrim.Beginner: W1_S1_BIntermediate: W1_S1_IAdvanced: W1_S1_A

Class ContractBeginner: W1_S2_BIntermediate: W1_S2_IAdvanced: W1_S2_A

First ImpressionsBeginner: W1_S3_BIntermediate: W1_S3_IAdvanced: W1_S3_A

One-on-onesBeginner:Intermediate: W1_S4_I_One-to-onesAdvanced:

Week 2: Childcare & Family LeaveBeginner:Intermediate: W2_S1_I_Childcare & Family LeaveAdvanced:

Health Effects of HeatBeginner:Intermediate:Advanced:

InterviewsBeginner:Intermediate: W2_S3_I_Job InterviewsAdvanced:

Hour 1: Scaffolding and Preparation for Intercambio

Hour 2: Intercambio

Week 3: Minimum Wage or Living Wage?Beginner:Intermediate: W3_S1_I_Living WageAdvanced:

Ladder SafetyBeginner:Intermediate: W3_S2_I_Ladder SafetyAdvanced:

Moving Work VocabBeginner:Intermediate: W3_S3_I_MoversAdvanced:

School InvolvementBeginner:Intermediate: W3_S4_I_Parents and SchoolsAdvanced:

Week 4: U.S. Labor HistoryBeginner:Intermediate: W4_S1_I_US Labor HistoryAdvanced:

Safe LiftingBeginner:Intermediate: W4_S1_I_Safe LiftingAdvanced:

ResumesBeginner:Intermediate:Advanced:

Hour 1: Scaffolding and Preparation for Intercambio

Hour 2: Intercambio

Week 5: Domestic Workers’ RightsBeginner:Intermediate: W5_S1_I_Domestic Workers RightsAdvanced:

Personal Protective EquipmentBeginner:Intermediate:Advanced:

Traveling to WorkBeginner:Intermediate: W5_S3_I_Traveling to WorkAdvanced:

PetitionsBeginner:Intermediate: W5_S4_I_PetitionsAdvanced:

Week 6: Sexual Assault of Tipped WorkersBeginner:Intermediate: W6_S1_I_Sexual Assault RestaurantAdvanced:

ScaffoldsBeginner:Intermediate:Advanced:

Job ApplicationsBeginner:Intermediate:Advanced:

Hour 1: Scaffolding and Preparation for Intercambio

Hour 2: Intercambio

Week 7: Feminism & Women’s RightsBeginner:Intermediate:Advanced:

Electrical HazardsBeginner:Intermediate:Advanced:

School EnrollmentBeginner:Intermediate:Advanced:

Civil DisobedienceBeginner:Intermediate:Advanced:

Week 8: Indigenous Peoples’ Fall Protection Vaccinations Hour 1: Scaffolding

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MovementsBeginner:Intermediate:Advanced:

Beginner:Intermediate:Advanced:

Beginner:Intermediate:Advanced:

and Preparation for Intercambio

Hour 2: IntercambioWeek 9: Organizing in the

Informal SectorBeginner:Intermediate:Advanced:

Healthy EatingBeginner:Intermediate:Advanced:

Vocational Training at CASABeginner:Intermediate:Advanced:

Hunger StrikeBeginner:Intermediate:Advanced:

Week 10: Global ConnectionsBeginner:Intermediate:Advanced:

Cholesterol ReductionBeginner:Intermediate:Advanced:

GEDs and Community CollegeBeginner:Intermediate:Advanced:

Hour 1: Scaffolding and Preparation for Intercambio

Hour 2: IntercambioWeek 11: Community

Organizations SurveyBeginner:Intermediate:Advanced:

Substance Use, Abuse, and AddictionBeginner:Intermediate:Advanced:

Asking for a RaiseBeginner:Intermediate:Advanced:

Peaceful DemonstrationsBeginner:Intermediate: W10_S4_I_Peaceful DemonstrationsAdvanced:

Week 12: LGBTQ RightsBeginner:Intermediate:Advanced:

Mental Health for MigrantsBeginner:Intermediate:Advanced:

Networking for EmploymentBeginner:Intermediate:Advanced:

Hour 1: Scaffolding and Preparation for Intercambio

Hour 2: IntercambioWeek 13: Persons with

Disabilities RightsBeginner:Intermediate:Advanced:

OSHA with Documents, OSHA without DocumentsBeginner:Intermediate:Advanced:

Starting Your Own Business on the SideBeginner:Intermediate:Advanced:

Letter Writing CampaignsBeginner:Intermediate: W12_S4_I_Letter Writing CampaignsAdvanced:

Week 14: Immigration Reform, Civil RightsBeginner:Intermediate:Advanced:

Safety Behind the WheelBeginner:Intermediate:Advanced:

Worker Co-OpsBeginner:Intermediate:Advanced:

Hour 1: Scaffolding and Preparation for Intercambio

Hour 2: IntercambioWeek 15: Where Will You

Plug In?Beginner:Intermediate:Advanced:

Create Your Work Safety Pocket ChecklistBeginner:Intermediate:Advanced:

Create Your Short-, Medium-, and Long-Term PlanBeginner:Intermediate:Advanced:

Phone CampaignsBeginner:Intermediate:Advanced:

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CASA Workforce ESOL Week 1, Supplemental 1 intermediate

Vocabulary: discrimination [identities: race, color, national origin, sex, religion, disability, family status, immigration status, sexual orientation, accent], apartment, available, wheelchair, housing, option, law

Discrimination (housing, accent)

Vocabulary Pronunciation

1. Listen to your teacher pronounce the vocabulary words. Repeat each word five times.Write the word how it sounds.Example: option sounds like ap-shun or ap-cion

a. discrimination sounds like de-screm-e-na-shun

b. apartment sounds like __________________

c. available sounds like ____________________

d. wheelchair sounds like __________________

e. housing sounds like _____________________

f. option sounds like ______________________

g. _________ sounds like ___________________

Brainstorm2. Talk to your partner about discrimination.

Have you experienced discrimination based on race Yes No color Yes No

national origin Yes No sex Yes No

religion Yes No disability Yes No

family status Yes Noimmigration status Yes Nosexual orientation Yes No

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accent Yes No Copy the words (race, color, etc) on the board. Write a check if your partner has

experienced this type of discrimination.Personal Reflection

3. Think about a time when you looked for housing. Did you face discrimination? Yes No

If yes, what type(s)? ____________________________________________________________

“‘Accents’ (Fair Housing PSA)” TranscriptSpecial Thanks to The Leadership Conference Education Fund

1Caller: “Hello, can I ask a few questions about the apartment on Park Street?”2Receptionist: “What was your name?”3Caller: “My name? My name is Juan Hernandez.”4Receptionist: “It’s been rented.”5Caller: “Oh, it’s gone…”

6Caller: “Hello, my name is Sanjai Kumar. I’m calling about the apartment on Park Street.”7Receptionist: “It’s not available.”8Caller: “Not available!?”

9Caller: “Hello, my name is Tyrone Washington, and I’m calling about the apartment on Park Street.”10Receptionist: “It’s been rented.”

11Caller: “Hello, I am Cheng Lee.”

12Caller: “My name is Khalid ben-Ali.”

13Caller: “I’m Twan Vo.”

14Caller: “Hello, my name is Moshe Goldberg.”

15Caller: “I use a wheelchair.”

16Caller: “It’s gone?!”

17Caller: “Not available?!”

18Caller: “Alright, thank you.”

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19Caller: “Yes, hello, my name is Graham Wellington. I’m calling about the apartment for rent on Park Street. Is that still available?”20Receptionist: “Yes it is.”21Caller: “Oh, it is? Really?

22Narrator: “Housing discrimination is illegal. If you think you’ve been a victim because of your race, color, national origin, sex, religion, disability, or family status, call us. Fair housing. It’s not an option. It’s the law.”

Role Play4. Role play lines 1-5 with a partner. Switch roles and repeat.

Group Discussion5. What kinds of discrimination happened in the dialog?

_____________________________________________

What is accent discrimination? ________________________________________________________________

Do different people born in the U.S. have different accents? ________________________________________

CASA Workforce ESOL Week 1, Supplemental 2 intermediate

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Vocabulary: popular education, contract, signature, safety [classroom safety, fire safety, work safety, physical safety, emotional safety] safety signs, equipment Grammar: prefix dis- (examples: disobey, disagree, distrust, disinterest)

Introduction to Safety

Write a Class Contract1. Ask your teacher: What is popular education? Write their response:

_______________________

______________________________________________________________________________

Discuss popular education as a class. Is popular education different from the school you went to as a child? Yes / No Why or why not?

Read with a partner:In a popular education classroom, the teacher does not make all the rules. In a popular

education classroom, the teacher and the students work together to make rules. Some rules help us learn. Some rules keep us safe. What are important rules for the classroom to help us learn and keep us safe?

In a team of four (team jobs: monitor, recorder, presenter, coordinator): Brainstorm two lists. One list is for rules to help us learn and one list is for rules to keep us safe, physically and emotionally.

Our team’s rules to help us learn Our team’s rules to keep us emotionally and physically safe

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When your group is finished, send your coordinator to visit the other teams. The coordinator should ask the other teams about their rules and write their rules on this paper.

Write other teams’ rules: _______________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Are the other teams’ rules the same or different as your team’s rules? Same / Different

Send your team’s recorder to write your team’s lists on the whiteboard. Send your team’s presenter to tell the class about your team’s rules. Discuss as a class: Do you agree or disagree with the rules on the board?

Make a list of the rules everyone agrees on. This is the Class Contract.

CASA ESOL Class Contract

Signature(s):_______________________________________________Date:____________________________

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Keep one copy in your notebook, wallet, or purse. Keep another copy, signed by everyone, in the classroom.

Other Rules and Contracts (not popular education)

2. Class discussion: What are other examples of rules and contracts that you know? From work, government, the Welcome Center, your home, or another place. How are these rules different or the same as the CASA ESOL Class Contract? How are the rules below different or the same as the CASA ESOL Class Contract?

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CASA Workforce ESOL Week 1, Supplemental 3 intermediate

Vocabulary: impression, introduce, body language, to hireGrammar: third person –s. I/you/we/they hire; she/he/it hires. I/you/we/they introduce; she/he/it introduces.

Make a Strong First Impression

1. Brainstorm two lists in groups of 3 students. Group jobs: monitor, recorder, presenter. Then share your lists with the class.

How to introduce yourself to a classmate: How to introduce yourself to an employer:

A1. What do you say?-example: Hello, nice to meet you.

-

-

-A2. What should you not say?-

-

-

-

A3. What about your body language?-example: big smile

-

-

-

A4. What body language is not good?- _____________

B1. What do you say?-example: Hello, thanks for hiring me.

-

-

-B2. What should you not say?-

-

-

-

B3. What about your body language?-example: eye contact

- _________________________

-

-B4. What body language is not good?-

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-

-

-

-

Ask your partner: What are the differences between introductions and body language in the two situations?

Answer: ________________________________________________________________________________________

2. Create a dialog with your partner. Choose A or B and make a conversation to present to the class.:_______________________________________________________________________________

:_______________________________________________________________________________

:_______________________________________________________________________________

:_______________________________________________________________________________

3. Goal setting: What do you want to say to an employer?Examples:

Describe my skills Ask to be paid

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Ask if they are hiring Ask for more hours

My goal is __________________________________________________________________________________.

Read your goal to your partner.

Add your goal to the dialog from part 1. Repeat dialog.:_______________________________________________________________________________

:_______________________________________________________________________________

:_______________________________________________________________________________

:_______________________________________________________________________________

:_______________________________________________________________________________

:_______________________________________________________________________________Ask your partner: What is one challenge to achieving your goal? ___________________________

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CASA Workforce ESOL Week 1, Supplemental 4 intermediateVocabulary: social movement tools [protest, march, strike, boycott, one-to-one, vote], construction tools [hammer, saw, nails, screwdriver, screw, level] Grammar:

One-to-Ones and Community Organizing

1. Community Organizing Tools

Read with a partner: To build a house, we need tools. For example, a hammer, a saw, nails. To build a social movement, we also need tools. What are the tools that CASA and other movements use to build power for immigrants?

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Community organizing tools:_____________________________________________________________

_____________________________________________________________________________________

Discuss your answers with the class. Write your answers on the board. Copy the answers from the board to the boxes below.Tools to build a house Tools to build a social movement

What is the most important tool? Why? ____________________________________________________

Can we use some of these movement building tools in the classroom? Yes / No

How can we use movement building tools in the classroom? ____________________________________

_____________________________________________________________________________________

2. Learn about One-to-onesDiscuss in groups of four (monitor, recorder, presenter, coordinator): What is a one-to-one? The monitor makes sure everyone speaks in English.The recorder writes what people say.The coordinator visits other groups and listens for different ideas.The presenter tells the whole class.

A one-to-one is _______________________________________________________________________.Can we use one-to-ones in the classroom? Yes / No

Watch the video: https://vimeo.com/2042104Watch the video: https://www.youtube.com/watch?v=4CARmuVJuqo

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3. Practice a one-to-one.With a partner, practice a one-to-one.

What did you talk about? ________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Class discussion: Share what you talked about with the class.

Brainstorm a list of subjects for one-to-ones in ESOL class.

a.b.c.d.e.f.g.h.i.j.k.l.m.n.

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