Dream Job Brainstorm

Welcome to our warm-up! Let’s get creative and start thinking about your future career.

Instructions:

1. Draw or write the name of your dream job in the box below.

1. List three reasons why this job appeals to you:
   a) ____________________________________________
   
   
   
   
   b) ____________________________________________
   
   
   
   
   c) ____________________________________________
   
   
   
   

When you’ve finished, turn to a partner and share your dream job and why you chose it!

Role-Play: Customer and Cashier

Objective: Practice making positive first impressions through clear communication, friendly greetings, and active listening in a real‐world scenario.

Time: 15 minutes

Materials:

• Printed role cards for Customer and Cashier
• Play money or fake items (optional props)
• Name tags (optional)

Prep (5 minutes)

• Print and cut out role cards for customers and cashiers.
• Place props (play money, small items) at a central “store counter.”
• Arrange desks or a table so pairs can stand or sit facing each other.

Instructions

1. Introduction (2 minutes)

• Explain the scenario: “You’re at a store. One of you is the cashier, the other is the customer.”
• Remind students of first‐impression factors: punctuality, appearance, positive attitude, clear tone.

2. Distribute Roles (1 minute)

• Hand each student a role card: half become Customers, half Cashiers.

3. Role-Play Round 1 (5 minutes)

• Customers approach the counter and greet the cashier politely:
  • “Hi, good morning! How are you?”
• Cashiers respond with a smile and help the customer:
  • “I’m great, thank you! How can I help you today?”
• Customers ask for 1–2 items; cashiers repeat the order, provide the items, and “ring up” the purchase.
• Encourage clear voice, eye contact, and friendly body language.

4. Role Swap & Round 2 (5 minutes)

• After 2½ minutes, signal students to switch roles.
• Repeat the scenario with new roles and try to improve based on feedback from Round 1.

5. Debrief (2 minutes)

• Ask a few volunteers:
  • “What did you do well as a cashier or customer?”
  • “What challenged you?”
  • “How did your tone or body language affect the interaction?”
• Record 2–3 key takeaways (e.g., maintain eye contact, use positive words).

Follow-Up Points:

• Remind students that practicing these skills helps in any future job.
• Encourage them to notice similar interactions in stores or restaurants outside of class.

Next Up:
Transition to What Makes a Great Worker? Discussion to broaden from first impressions to overall workplace qualities.

What Makes a Great Worker?

Objective: Students will identify key qualities of great workers and provide real-life examples to deepen their understanding of professional behaviors.

Time: 10 minutes

Materials: Chart paper, markers, sticky notes

Discussion Steps

1. Pose the Big Question (2 minutes)

• Write on the board: “What makes a great worker?”
• Give students 30 seconds to think silently, then ask for one word or phrase from volunteers.
• Record each response on chart paper in a visible spot.

2. Brainstorm Qualities (3 minutes)

• Review the list on chart paper. Ask students to explain why each quality matters on the job.
• Encourage related terms or synonyms (e.g., “reliable” for “responsible”).
• Common qualities may include:
  • Teamwork • Responsibility • Communication
  • Punctuality • Positive Attitude • Problem-Solving

3. Provide Real-Life Examples (3 minutes)

• For each quality, prompt: “Can someone share a time they saw this quality in action?”
• Students raise hands and briefly describe the scenario (school, home, sports).
• Add a short note next to each quality on the chart (e.g., “Sarah helped her team finish a project on time”).

4. Connect to First Impressions (1 minute)

• Ask: “How do these qualities help us make a strong first impression at work?”
• Highlight connections: punctuality shows respect, communication builds trust, positive attitude invites collaboration.

5. Personal Reflection (1 minute)

• Give each student a sticky note.
• Prompt: “Write one quality from our list that you want to practice this week.”
  
  
• Once written, have students place their notes on the “Commitment Wall” as a visible reminder.

Follow-Up Points:

• Revisit the Commitment Wall in future lessons to celebrate progress.
• Encourage students to notice these qualities in adults and peers outside of school and share observations.

Personal Career Pledge

Exit Ticket: Reflect on what you’ve learned today and make a commitment to practice one professional behavior this week.

1. My Pledge: I will _________________________________________________________

1. Why this behavior matters: __________________________________________________________

1. How I will show this behavior in class or at home: __________________________________________________________

1. Draw or write a symbol that will remind you of your pledge:

Please hand this in as you leave class. Keep your pledge visible to help you stay on track!