Comprehension and Collaboration: Speaking and Listening Standard 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Materials: Index cards, pencils
Time: One 45-minute class period
For this activity, students trade their resources for other goods and services. The purpose of the activity is for the class to understand the relative value of different community occupations.
Discussion questions to consider asking students include:
Research to Build and Present Knowledge: Writing Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing: Writing Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Materials: book, Robinson Crusoe or Swiss Family Robinson, by Johann Wyss, writing materials for each student.
Time: 45-60 Minutes
Read the beginning part of “Robinson Crusoe” or “Swiss Family Robinson,” in which the family’s circumstances are described.
Have the students make a list of all the things they would want if they found themselves in similar circumstances.
Working from this list make two additional lists, one for absolute needs and one for items that would make life nicer.
Relate this to the students’ lives by making lists of their needs and wants. Keep in mind that not all students will have exactly the same needs and wants.
Comprehension and Collaboration: Speaking and Listening Standard 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Presentation of Knowledge and Ideas: Speaking and Listening Standard 4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Materials: Questionnaire for students, list of possible careers in the community
Time: Two 45 minute classes (One to introduce assignment and expectations - one for students to be able to discuss their findings)
For this activity, students learn about the world of work and career planning from those actually out there: adults.
Have students interview an adult who has worked in the same type of job for at least 10 years using the following questions:
With their information, have students write a short story about the person they interviewed (can be fiction or non-fiction). This can be first or third person, but should reflect how society has changed over the span of the person's life experience. Include cultural trends, societal changes, and differing family expectations.
Text Types and Purposes: Writing Standard 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Production and Distribution of Writing: Writing Standard 4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Materials: Wanted Worksheet, paper, markers
Time: 45 Minutes total - 20 Minutes for lesson and remaining time for students to create their own advertisement
You are an advertising executive who has been hired by an employment agency. You must create ads for four careers, using the propaganda techniques that follow. Ads must be creative, neat, and appealing. You must include the background skills needed, and positive aspects of this career.
Wanted Worksheet (pdf)
Production and Distribution of Writing: Writing Standard 4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Range of Writing: Writing Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Materials: Journal, pencil
Time: 5-10 Minutes (ongoing)
For this activity, students write responses to prompts that relate to skills applicable to both school and the workplace.
The following are writing prompts to be used as bell work or class starters. The responses need to be a minimum of three to five sentences.