Lesson Overview:
Students will learn job identification and better understanding of tools and identifying features of particular workers as they respond to the prompt, "Tell me about..." to describe a worker and/or a worker’s job as depicted on Language Builder Occupation Cards.
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Objective:
Students will describe a worker and/or a worker’s job depicted on an Occupation Card by responding to the teacher’s prompt of “Tell me about…”
Skills Practiced:
- Job identification
- Understanding of tools used for certain jobs
- Recognition of identifying features of particular workers (i.e., uniforms)
- Increased awareness of helpers seen in the community
- Vocabulary development
Materials Needed:
People:
- This lesson is designed for 1:1 instruction with a teacher or therapist
Set Up:
Decide which cards you would like to work on with your student. Occupations with which your student is already familiar work best for this activity. Depending on the content you are teaching in class, you may decide to choose workers your student is likely to see on an upcoming community trip, athletes, workers you see in a school, etc. Note that each occupation shows male and female workers.
Sit across from or next to the student.
Procedures:
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Model what you’d like your student to do by choosing a card (for example, firefighter, #44) and placing it on the table facing your student. Ask your student to identify the job, and then tell them about that occupation.
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Then tell the student it is their turn.
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Choose a card (for example, police officer, #89) and place it on the table facing your student.
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Ask your student to tell you about the occupation shown on the card, using the name of the job in your statement. For example, “Tell me about the police officer.”
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If your student names the occupation itself, “Police officer”, reinforce the correct label and encourage them to tell you more about the police officer’s job. For example, “That’s right, she is a police officer. Can you tell me more about her?”
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If your student needs more prompting, try pointing to different elements of the photo (such as the police car, her badge, the pad of paper in her hands) to give the student a reference point from which to begin.
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Depending on your student’s vocabulary, encourage them to use complete sentences to talk about the worker.
- “The police officer writes tickets.” rather than, “Ticket.”
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As your student becomes more familiar with this activity and the occupations, encourage them to identify aspects of the worker’s job that are not readily apparent from the photo.
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For example, “The police officer can help you if you are lost”; “The police officer will respond if you call 911”; “The police officer arrests people who break the law”, etc.
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Repeat for the remainder of the cards.
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Shuffle and repeat.
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