What Is Your Dream Job?

1. As a warm-up activity, have a 10-minute conversation with students. Ask questions like "When you were little, what did you want to be when you grew up?" and "Where would you like to work now?"  
2. Briefly summarize what today's lesson is for. Introduce terms like Curriculum Vitae, Job Interview, and Professional Development. 
3. Distribute CV handouts (https://grad.ucla.edu/asis/agep/advcv.pdf) and (http://www.grad.illinois.edu/sites/default/files/PDFs/CVsamples.pdf)
4. Go through CV handouts as a whole class and explain in detail what a CV should include. Encourage students to rely on the sample to have a better understanding. 
5. Introduce "Strengths Posters" (See Supporting File). Posters should be pasted on wall with each student name.  
6. Have students walk around the classroom for 10-15 minutes and go to each "Strengths Poster" (including their own) and write specific words/phrases that describe each student's strengths, skills, and experiences. Teacher participates in activity and writes on posters as well. 
7. Give students 5 minutes to read their own poster and take 10-15 minutes to share thoughts as a whole group. Ask them to share what word/phrase touched them or surprised them. Encourage students to add more as they continue to brainstorm. Posters are meant for students to take home with them. 
8. Play "08 Common Interview Questions & Answers - Job Interview Skills" video (12 minutes). Ask students to write questions down. (https://www.youtube.com/watch?v=1mHjMNZZvFo)
9. Have students discuss in pairs about what they thought of the video. Then, ask them to share with each other how they would answer such questions. Allow them to realize that there are variuos possible answers and that the answers simply depend on the person's experience and opinion. 
10. Engage students in a whole class discussion on what their experiences are as immigrant women currently living in the U.S. in terms of Professional Development. 
11. Debrief for 5 minutes. Ask learners for feedback on lesson and take notes on their comments. 
12. As a homework assignment, ask students to turn in a draft of their CV, due the following week. 

• Short debrief at the end of the class will provide space for students to give feedback to teacher on effectiveness and outcomes of the lesson. 
• Homework assignment is an assessment tool as well, because it shows whether or not students understood what a good and organized CV looks like.  

On warm-up activity:
If students have a hard time identifying a "dream job", teacher can offer time and space to brainstorm in pairs or groups. More simple questions can be asked such as "What is something you enjoy doing?" or "What do you consider your most relevant strengths to be?" Teacher can also share ideas from her or his own life. 

On human rights and empowerment discussion:
Students' job search processes will be affected by the fact that they are women and immigrants. Listen to what they have to say about their experiences and how they have been impacted by sexism, patriarchy, racism, and xenophobia. However, it is more meaningful if the teacher focuses more on what they can do about the issue, rather than having the focus be on their shared negative experiences. There are community organizations, projects and laws that they might not know about. Speak about feminist efforts that support immigrant women in the U.S. and encourage them to participate in them.   

For subsequent class session:
To develop job interview skills further, next class session could include an activity where some students take the role of an interviewer and others take the role of an interviewee. This activity (in pairs) will offer students the opportunity to prepare for future real life situations in terms of job applications. Each pair could be given a particular job position, currently being advertised in the area.