Course
Profile Basic Literacy Skills,
ELDBO, Level 2, Open, Public
Unit 4: Planning Your Personal Path
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
The focus of this unit is to help students identify and present some key personal and educational goals. Through the introduction of a variety of learning strategies and study skills such as time management techniques, notebook organization, and homework logs, students develop their ability to organize for school success, interact more confidently in the school environment, and plan for their future. Students create a personal time capsule that reflects their current situation and plans for their future.
Strand(s): Oral and Visual Communication
Overall Expectations: vBORV.01L, vBORV.02L, vBORV.03L.
Specific Expectations: BOR1.01L, vBOR1.02L, vBOR1.03L, BOR2.01L, vBOR2.02L, vBOR3.03L.
Strand: Reading
Overall Expectations: vBREV.01L, BREV.02L, BREV.03L, vBREV.04L.
Specific Expectations: vBRE1.01L, BRE1.02L, BRE1.03L, vBRE1.04L, BRE1.05L, vBRE1.06L, vBRE2.01L, BRE3.01L, BRE3.02L, BRE3.03L, BRE3.04L, vBRE4.01L, BRE4.02L, BRE4.03L.
Strand: Writing
Overall Expectations: vBWRV.01L, BWRV.02L, vBWRV.03L.
Specific Expectations: vBWR1.01L, vBWR1.03L, vBWR1.04L, BWR1.05L, vBWR1.06L, vBWR2.01L, vBWR2.02L, vBWR2.03L, BWR2.04L, BWR2.05L, vBWR3.03L, vBWR3.04L.
Strand: Social and Cultural Competence
Overall Expectations: BSCV.03L, vBSCV.04L, BSCV.05L.
Specific Expectations: vBSC1.03L, vBSC2.01L, vBSC2.03L, vBSC2.04L, BSC2.05L, vBSC2.06L, vBSC2.07L, vBSC3.01L.
vThis symbol indicates an expectation which is assessed in the activity.
|
Activity 1 |
I Have a Dream |
240 minutes |
|
Activity 2 |
The Time of Your Life |
240 minutes |
|
Activity 3 |
Setting the Stage for Success |
240 minutes |
|
Activity 4 |
Yours to Discover: The Ontario School System |
240 minutes |
|
Activity 5 |
Time in a Bottle |
240 minutes |
· Students new to Canada arrive with a variety of dreams and aspirations for their personal lives and for their future careers. They need to begin to articulate their hopes and to start to understand how they can accomplish their goals in the Canadian context.
· Students are given the opportunity to read about famous people and their personal paths. As independent reading, students select biographies of famous people who have had interesting lives. They present informal talks about their books, highlighting the dreams and steps taken towards their realization.
· While our students have hopes and dreams, there is often a knowledge gap in actualizing those dreams. In order for our students to have a successful future, they have to be aware of the multitude of options available and the requisite life and school experiences required to achieve their goals. Students need to learn how to make conscious, educated choices, and to make short term and long term plans for their futures.
· It is incumbent upon teachers to provide opportunities for students to develop the personal plan that will bridge present skills with future goals. Flexibility is the key for students because needs and situations will change. In modern society, change is the norm. Successful citizens embrace change in positive ways and incorporate change in their life plans.
· Throughout the unit, students will maintain response and vocabulary logs that will help them track their own progress and development.
· Guidance counsellors and teacher-librarians are important resources for this unit. Confer early and arrange for them to visit the class and assist the students in their plans. Make sure that all the students know how to make Guidance appointments and can begin to access the multitude of resources available to them through the Student Services department.
· Many of the activities in this unit require students to reflect on their histories, desires and present abilities and skills. It is critical that the classroom environment be encouraging and non-threatening, and that personal privacy be respected. Teachers have to be prepared for a wide scope of dreams and ambitions, and need to maintain impartiality, even as they help students realize that some of their previous dreams may have to be reworked or revised.
· This unit addresses equity of career opportunities. Students may come to the unit with assumptions about certain expectations for either males or females. Be very clear about reminding students that Canadian legislation exists to protect equity of opportunity. Refer to the Constitution Act, 1982, Equality Rights, Section 51 for the specific legislation, as found on the Government of Canada website http://canada.justice.gc.ca/cgi-bin/folioisa.dll/const_e.nfo/query=*/doc/{@392}? and on the Government of Ontario web site about the Human Rights Code, Revised Statutes of Ontario, 1990, Chapter H.19.
· Resources have been chosen to reflect the hopes, dreams, and aspirations of many different individuals. Adrienne Clarkson’s inaugural speech at her induction as Governor General of Canada in October 1999 has been selected as an excellent speech to use. It may be found in Voices: Past and Present, p. 396.
· This unit emphasizes dreams for the future. Careers are introduced; however, career education is left to the purview of the Teacher Advisor Program and the Career Studies curriculum.
· Find out if your school has a time capsule and, if so, determine its contents.
· Save samples of all student work from the unit to use as exemplars.
· Use appropriate language to facilitate classroom and group discussions
· Can read and listen to others read a variety of materials
· Can create and analyse simple media works
· Able to record personal learning, experiences, and feelings
· Can use simple past and simple future tense
· Can use a dictionary
· Brainstorming and cognitive mapping, cloze exercises, categorizing, checklists, comparing, co-operative learning, copying, listening to songs, modelling, response logs, vocabulary logs, patterned writing, authentic materials, guest speakers, oral presentations, homework, teacher-directed learning, charts and visual organizers, guided reading and writing, small group pair work, word search, sequencing, experience charts and key word lists, paired reading, reading aloud to students, sharing experiences orally, visual materials.
|
Activity |
Type |
Tool |
Categories |
|
Activity 1 |
Summative Formative Formative Diagnostic Summative Summative |
Sentences Cloze Writing Log Reading Log Poster and presentation Sentences |
Communication Thinking/Inquiry Communication Knowledge/Understanding Knowledge/Understanding/ Thinking/Inquiry/ Communications/Application Communication/Application. |
|
Activity 2 |
Formative Summative Formative/Summative Formative/Summative |
Worksheets Time Test Timelines, T-charts, and Pie Graphs Presentations |
Thinking/Inquiry Knowledge/Understanding/ Thinking/Inquiry Application Communication/Application. |
|
Activity 3 |
Formative/Summative Formative Summative Summative Summative Summative |
Notebooks Agenda Book Interviews Chart Panel Presentation Discussion |
Thinking/Inquiry Thinking/Inquiry Communication Thinking/Inquiry Communication/Application Communication/Thinking/ Inquiry. |
|
Activity 4 |
Formative Formative Summative |
List Timeline Paragraph |
Knowledge/Understanding/ Thinking/Inquiry Application Knowledge/Understanding/ Communication/Application. |
|
Activity 5 |
Summative |
Time Capsule |
Knowledge/Understanding/ Thinking/ Inquiry/ Communication/Application. |
Azar, Betty Schrampfer. Understanding and Using English Grammar, 3rd Edition. Upper Saddle River, New Jersey: Pearson Education, 1999.
DeRocco, David and John F. Chabot. Canada: Eh to Zed. Virgil, Ontario: Full Blast Productions, 1994.
Shapiro, Norma and Jayme Adelson-Goldstein. Oxford Elementary Learners’ Dictionary: Canadian Edition. Toronto: Oxford University Press, 1999.
Porter, Jesse. Voices: Past and Present. Toronto: Wall and Emerson, 1999.
Zuern, Guenther. Ontario Reader 1999. Toronto: Newcomer Communications, 1999.
The Learners’ Edge: Activities
for Students and Their Teacher Advisors. TDSB
This resource can be purchased through the Toronto District School Board, 155
College Street, Toronto, Ontario. M5T 1P6.
Bondar, B. On the Shuttle: Eight Days in Space. Toronto: Greey de Pencier Books. 1993.
Dougherty, D. JAM Session: Michael Jordan. Minnesota: ABDO Publishing Co., 1999.
Dougherty, D. JAM Session: Sammy Sosa. Minnesota: ABDO Publishing Co., 1999. Dougherty, D. JAM Session: Tara Lipinski. ABDO Publishing Co., 1999.
Dougherty, D. JAM Session: Tiger Woods. Minnesota: ABDO Publishing Co., 1999.
(Other biographies available in the series.)
Maze, Stephanie. I Want to Be an Engineer; I Want to Be A Chef; and I Want to Be A Firefighter. New York: Harcourt, Brace and Co., 1997.
Webb, M. Superstar of Science: David Suzuki. Mississauga: Ont.: Copp Clark Pitman Ltd., 1991.
Spalding, Andrea. Me and Mr. Mah. Victoria: Orca Press. 1999.
http://canada.justice.gc.ca/cgi-bin/folioisa.dll/const_e.nfo/query=*/doc/{@392}?)
This is the site of the Constitution Act, 1982, Equality Rights, Section 51.
Career Cruising. www.careercruising.com
Career Explorer. http://cdn.cx.bridges.com (a user ID and password are required to access this site)
Mazemaster. www.mazemaster.on.ca
There are several other simplified interest inventories, such as Career Key, Career Planning Process and Career Questionnaire, that can be accessed via the Toronto Public Library system, through the site http://careerbookmarks.tpl.toronto.on.ca
Time: 240 minutes
In this introductory activity, students begin to reflect on their personal and educational goals through journal writing, listening to songs, reading books and the creation of a collage. Tasks focus on student’s past, present dreams, and hopes for the future. Language development emphasizes verb tenses, simple sentence and question formation.
Strand(s): Oral and
Visual Communication
Overall Expectations
BORV.01L - participate in discussions about personal experiences and opinions;
vBORV.03L - create and analyse simple media works.
Specific Expectations
BOR1.01L - use appropriate language to facilitate classroom and group discussions;
BOR2.01L - use informal language appropriately;
vBOR3.03L - create headlines, posters, talk shows, or interviews related to classroom topics or personal reading.
Strand:
Reading
Overall Expectations
vBREV.01L - read and listen to others read a variety of materials;
vBREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.
Specific Expectations
vBRE1.01L - read along while listening to stories and other materials being read aloud;
BRE1.03L - choose books for a variety of purposes, and enjoyment, with teacher guidance;
BRE1.04L - read a variety of fiction and non-fiction materials designed or adapted for beginner learners of English;
BRE1.05L - read personally selected material on a daily basis;
vBRE1.06L - respond to personal reading in a variety of ways;
BRE3.04L - use background knowledge and context clues to make inferences and predict outcomes.
Strand:
Writing
Overall Expectations
BWRV.03L - write simple texts following the conventions of standard Canadian English.
Specific Expectations
BWR1.01L - write short answers to oral and written questions about familiar topics;
vBWR1.04L - write daily to record personal learning, experiences, and feelings;
BWR1.06L - organize notebooks for different subject areas, using titles, dates, and required forms;
vBWR3.03L - use some common verb forms;
vBWR3.04L - use correct punctuation in simple sentences, with some consistency.
Strand:
Social and Cultural
Competence
Overall Expectations
BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations;
BSCV.05L - identify some personal goals and use a variety of strategies to pursue them.
Specific Expectations
vBSC2.07L - express opinions appropriately in teacher-led classroom discussions;
BSC3.01L - identify some key personal and educational goals.
vThis symbol indicates an expectation which is assessed in the activity.
· The first activity asks students to think about senior citizens they have known. Be sensitive to the issues that may be raised and the stereotypes about seniors.
· Locate John Lennon and Paul McCartney’s song When I’m 64 from the Sergeant Pepper’s Lonely Hearts’ Club Band album. Make a cloze exercise from it. Be sure to include a word bank of the missing vocabulary.
· Locate a copy of Adrienne Clarkson’s inaugural speech as Governor General of Canada, which may be found in Voices: Past and Present.
· Collect bibliographic information about Adrienne Clarkson.
· Have available magazines and other visually rich materials that students can cut out for their collage. Be sure the resources are culturally diverse and reflect the backgrounds of the students.
· Have available copies of biographies at a reading level appropriate to your students. Refer to the resources used in ELDBO Unit 1, Ad Smart. Confer with your school librarian, the librarian at your local elementary school and/or the librarian at the public library. Canada: Eh to Zed is an excellent resource about famous Canadians.
· Prepare a cloze test and overhead for the lyrics of When I’m 64 for Teaching/Learning Strategy 3.
· Prepare a reading log that helps students track the number of pages read each day and the main ideas from their readings. They can record any questions they might have, any comments or any predictions.
· Students use vocabulary logs, reflective writing logs (journals) and reading logs and continue these throughout the unit. Collect these on a regular basis and evaluate for completion. Monitor the development of their writing skills.
· Have students set up their notebooks using a Table of Contents for this unit. (See Appendix A: Notebook Checklist and Table of Contents.)
Materials Needed
· Magazines, markers, scissors, tape, glue sticks, construction paper, chart paper
· The song When I’m 64 and an overhead transparency of the lyrics, a teacher-generated cloze worksheet of the lyrics
· An excerpt of Adrienne Clarkson’s speech
· Class set of beginner dictionaries
· Multiple copies of: the Notebook Checklist and Table of Contents (Appendix A), the Collage Poster and Presentation Worksheet (Appendix B), the Rubric to Assess the Collage and the Presentation of the Collage (Appendix C), and the reading log.
· Reads and listens to others read a variety of materials
· Creates and analyses simple media works
· Records personal learning, experiences, and feelings
· Uses simple past and simple future tenses
· Formulates simple questions
· Uses a dictionary
1. Introduce the unit by informing students that they will be exploring their own personal paths. Ask students what a path is. Have students locate the word in the dictionary and discuss its various meanings. Draw a path on the board. Mark the path for various age divisions: zero at the start for birth, 5 years, 10 years, etc. Brainstorm what students were doing at each of the stages in their lives, e.g. where they were living, what was happening in their lives, and any other volunteered information. Students copy the path into their notebooks. Tell students that their future path is determined by their present activities. Distribute Appendix A: Notebook Checklist and Table of Contents. Have students begin to record their notebook entries in their Table of Contents.
2. Pose the following questions: What kind of work would you like to be doing in 10 years? What do you imagine you will look like in 40 years? Where do you think you will be living? What might you be doing in your spare time? Record these questions on chart paper. Students copy these into their notebooks and answer them for homework. Have students think about older people they have admired to help them formulate their own ideas. Collect and check for completion and correct use of verb tense and punctuation.
3. Play the song When I’m 64. Ask students to recall one detail from the song. Distribute the teacher-generated cloze worksheet. Replay the song. Students complete the cloze exercise. Take up the exercise orally. Show the overhead transparency of the cloze exercise. Students correct their own work. Collect their pages and check for accuracy. Ask comprehension questions about the lyrics of the song. Replay the song. Students sing or read along as the song is being played. Review/teach the simple past and future tenses.
4. Provide students with background information about Adrienne Clarkson and her dreams. Students follow the text of the speech as it is being read aloud. Ask students to recall one detail from the speech. Record on the board. Reread the speech, and have students fill in details missed. Use the ideas generated by the class to write a shared paragraph about Adrienne Clarkson’s dreams and aspirations. Students copy the shared paragraph into their notebooks. Practise reading the paragraph orally either as a choral reading activity or in pairs. For homework, each student must read the paragraph to another person and explain the main ideas, either in English or first language. The listener must sign the paragraph to indicate that the homework was completed. Next day, provide time in class for students to start their reflective writing logs about the material covered thus far. Remind students to include both their thoughts and feelings, as they did in Unit 1, Ad Smart, Activities 1 and 2. Circulate as students write, to assist as required. Assign writing logs three times per week for homework.
5. Refer back to the homework from Teaching/Learning Strategy 2. Have students find visual images that reflect their personal dreams for the future. Students create a collage poster entitled, “I Have a Dream.” (See Appendices B and C). They write sentences about the collage. Students present their collages to the class and explain their choice of images. Collect the collages and their written work for re-examination in the final activity of the unit.
6. Assign a biography to each student as an independent reading activity. Distribute copies of the reading log. Monitor progress regularly throughout the unit. Assign daily informal biography talks at the start of each class. Focus on the dreams and steps taken towards achieving the dream. Students respond to the presentations in their reflective logs.
· Sentences about personal path for correct verb tense and punctuation (Summative; BWR3.03L, BWR3.04L)
· Cloze activity (When I’m 64) for accuracy (Formative; BREV.01L, BREV.04L, BRE1.01L)
· Reflective writing logs (Formative; BWR1.04L)
· Reading log (tracking sheet) for completion of written reflections (Diagnostic; BRE1.06L)
· Collage poster and presentation (Summative; BORV.03L, BOR3.03L; BSC2.07L, BREV.04L. Refer to Appendix C)
· Collage sentences for completion and quality of ideas (Summative; BWR1.04L; BWR3.03L, BWR3.04L)
· Provide word and sentence patterns where needed.
· Provide a completed cloze as a model.
· Pair or group students to assist with tasks.
Books
Bondar, B. On the Shuttle: Eight Days in Space. Toronto: Greey de Pencier Books. 1993.
DeRocco, David and John F. Chabot. Canada: Eh to Zed. Virgil, Ont.: Full Blast Productions, 1994.
Porter, Jesse. Voices: Past and Present. Toronto: Wall and Emerson, 1999.
Shapiro, Norma and Jayme Adelson-Goldstein. Oxford Elementary Learners’ Dictionary: Canadian Edition. Toronto: Oxford University Press, 1999.
Webb, M. Superstar of Science: David Suzuki. Mississauga: Ontario: Copp Clark Pitman Ltd., 1991.
Easy Read Biographies (Other biographies available in the
series.)
Dougherty, D. JAM Session: Michael Jordan. Minnesota: ABDO Publishing Co., 1999.
Dougherty, D. JAM Session: Sammy Sosa. Minnesota: ABDO Publishing Co., 1999.
Dougherty, D. JAM Session: Tara Lipinski. ABDO Publishing Co., 1999.
Dougherty, D. JAM Session: Tiger Woods. Minnesota: ABDO Publishing Co., 1999.
CDs
McCartney, Paul and John Lennon. Sergeant Pepper’s Lonely Hearts Club Band. EMI Records Ltd. 1967.
Time: 240 minutes
In this activity, students begin to explore time management techniques. They create a personal time line, and chart current use of time using graphic organizers. They begin to use school calendars to organize their school and leisure activities. Grammar focuses on adverbs of time, simple past, present and future tenses, as well as more formal structures used in oral presentations.
Strand(s): Oral and
Visual Communication
Overall Expectations
vBORV.01L - participate in discussions about personal experiences and opinions;
vBORV.02L - recognize different levels of formality in spoken English and use language appropriately in specific situations.
Specific Expectations
vBOR1.02L - use common expressions and language patterns for a variety of language functions;
vBOR1.03L - present book talks or projects using visual aids;
BOR2.01L - use informal language appropriately;
vBOR2.02L - use more formal language when necessary.
Strand:
Reading
Overall Expectations
BREV.03L - use some key reading strategies with teacher guidance;
vBREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.
Specific Expectations
BRE1.01L - read along while listening to stories and other materials being read aloud;
vBRE1.04L - read a variety of fiction and non-fiction materials designed or adapted for beginning learners of English;
BRE3.03L - decipher simple text, using rules about phonics and syllabification and knowledge of common prefixes, suffixes, and roots;
BRE4.02L - record keywords and information.
Strand:
Writing
Overall Expectations
vBWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance;
vBWRV.03L - write simple texts following the conventions of standard Canadian English.
Specific Expectations
vBWR1.01L - write short answers to oral and written questions about familiar topics;
vBWR2.01L - participate in structured prewriting activities;
vBWR3.03L - use some common verb forms.
Strand:
Social and Cultural
Competence
Overall Expectations
vBSCV.04L - respond with increasing confidence to a variety of teaching and learning situations;
BSCV.05L - identify some personal goals and use a variety of strategies to pursue them.
Specific Expectations
vBSC1.03l - participate in discussions about personal and social issues related to school and community events;
BSC2.04L - use time management skills to organize homework, complete assignments on time, and make up missed work;
vBSC2.06L - ask questions to obtain information and clarification from teachers and peers;
vBSC2.07L - express opinions appropriately in teacher-led classroom discussions.
vThis symbol indicates an expectation which is assessed in the activity.
· Make multiple copies of a vertical time line for one complete day, a 24-hour pie graph, the article “Do You Have the Time? A History,” (Appendix D), plus teacher-generated worksheets for the article that evaluate comprehension, teacher-made cloze test, and a prepared evaluation of the timeline presentation.
· Refer to ELDAO course profile for a complete description of the directed reading approach.
· Remind students to bring their Student Agenda Books to every class. If your school does not produce Agenda Books, any calendar will suffice. Ensure that students copy homework assignments and due dates into their Agenda Books or calendars.
· At the start of each class, list activities to be covered on the board and check them off as completed. Share with students some of the ways you organize your own time. Model and show your Agenda Book/planners/personal calendars. All these help students begin to understand the direct correlation between organization, effective time management and attainment of goals.
· This activity emphasizes the need for students to put forth their best efforts on a consistent basis, especially in regard to homework and school assignments. Help students understand that different people require different amounts of time for schoolwork and that length of time spent is not the sole determinant of achievement.
Materials Needed
· Multiple copies of a vertical time line for one complete day, a 24-hour pie graph, and the article “Do You Have the Time? A History,” (Appendix D)
· Teacher-generated worksheets, teacher-made cloze test, and a prepared evaluation of the timeline presentation
· Markers, construction paper, rulers, tape, protractors, coloured pencils
· Uses some basic reading strategies to decipher text
· Understands some basic facts and concepts about printed text
· Uses some basic patterns of standard Canadian English in some simple forms of writing
· Knows how to use visual aids in an oral presentation
1. Write the title of the activity, The Time of Your Life, on the board and invite students to predict some of the topics to be studied. Record their responses on the board. Review/teach the idiom to have the time of your life. On chart paper, brainstorm additional idioms of time that students may know, for example, in the nick of time, by the skin of one’s teeth, in no time flat, on the double, right off the bat, every now and then, it’s high time, once in a blue moon, in the long run, for the time being, out of the blue, save it for a rainy day, the time is ripe, burning the candle at both ends, etc. Post and continue to add to the list of idioms as they arise in future tasks.
2. Ask students to brainstorm basic tools that measure time, for example, a watch, a computer, a calendar, the seasons, daylight. Ask students how and why each is used.
3. Distribute the article, “Do You Have the Time? A History” (Appendix D). Using a directed reading approach, teach the article. Review/teach rules about phonics and syllabification, and knowledge of common prefixes, suffixes, and roots. Assign the teacher-generated worksheets for homework and ask students to record how long they took to complete. Next day, check that the homework has been completed. Take up the worksheets. Ask students to mark their own work for accuracy.
4. Conduct an informal survey to determine the relationship between successful completion of homework and time spent doing it. Encourage students to see the direct correlation between better understanding and improved marks. Inform students that they will be having a test next day on the contents of the article and the discussion points about time. After the test has been completed, have students predict their mark on the test, and give their reasons. Do not return the tests at this point; only tell students their marks individually. Students who scored lower than 15/20 must retake the test. Those who scored higher than 15/20 may retake it for a higher grade. Use the very same test for the rewrite. Track the relationship between studying and improved mark. Analyse the results and share with students.
5. Ask students to look at the various sections in their Agenda Books. Be sure to draw attention to the different calendars and the different ways the book organizes time: by the hour, by the day, by the month and by the year. Students list upcoming tests and assignments from all their classes. Ensure that these are recorded in the Agenda Books. Have students allocate and record in their Agenda Books days and times needed in preparation for the successful completion of their tests and assignments.
6. Ask students to answer the following questions: How long does it take you to get to school? How many hours did you study for the last test? How many hours do you think you will need to study for the next test? How many hours per week do you need to practise your sport or hobby? Record all their answers on the board. Explain that time management requires estimating how long a task will take and incorporating additional time to accommodate unforeseen delays. For the rest of the unit, ask students to make predictions about how long homework tasks and assignments will take. Students record their estimation and the actual time required to complete the task in their agenda books. They revise their original study plans as needed.
7. Refer students back to the timeline in the article, “Do You Have the Time? A History.” Remind students that timelines are chronological and historical. Have students create their own personal timeline for a 24-hour period. They record all activities performed, e.g., eating, sleeping, studying, walking to school, exercising, working. Students share their timelines with a partner. The partner must be able to understand the chronological order of the timeline. Circulate to correct spelling and ensure that students stay on task. Have students transpose the information from their timelines into a T-chart showing hours of the day and activities. Then have students transpose their information into a pie graph broken into 24 segments, representing each hour of the day. Students analyse their pie graphs to determine the total amount of time spent on each activity (e.g., sleeping, eating, studying, leisure activities, etc.). They make a bar graph that illustrates the total number of hours spent on each task. Remind students to colour code each of the activities and to include a legend on their paper. Model for students how to write simple descriptive sentences about their conclusions. Draw attention to appropriate verb tense usage. As an out of class assignment, have students complete the same task for an entire week. Mark this assignment for accuracy and completion.
8. Students present their timelines and pie and bar graphs to the class.
· Do You Have The Time? A History teacher-generated worksheets (Formative; BRE1.04L)
· Test about the History of Time (Summative; BWR1.01L)
· Daily Timelines, T-charts and pie and bar graphs (Formative; BWR2.01L, BSC2.06L. Summative; BOR1.02L, BREV.04L, BRE4.02L, BWRV.01L, BWRV.03L, BWR3.03L)
· Presentation of weekly timelines, T-charts and pie graphs (Summative; BORV.02L, BOR1.02L, BOR1.03L, BOR2.02L; Formative BSCV.04L)
· Pair students as necessary for reading assignments.
· Provide a completed cloze as a model to assist students with their corrections.
· Use computer graphics programs as needed for graphic assignments.
· Presentations could be done in front of small groups or in front of the teacher only.
School agenda books or calendars
The Learners’ Edge: Activities
for Students and Their Teacher Advisors. TDSB
This resource can be purchased through the Toronto District School Board, 155
College Street, Toronto, Ontario. M5T 1P6
Time: 240 minutes
In this cross-curricular activity, students begin to develop organizational skills for school success. They learn about notebook organization. They research the extra help opportunities available in the school. Students hear presentations from successful peers and discuss the relationship between effective organizational skills and success. Grammar focusses on the imperative, the use of modals, and questions.
Strand(s): Oral and
Visual Communication
Overall Expectations
BORV.01L - participate in discussions about personal experiences and opinions.
Specific Expectations
BOR1.01L - use appropriate language to facilitate classroom and group discussions;
BOR1.02L - use common expressions and language patterns for a variety of language functions;
BOR2.02L - use more formal language when necessary.
Strand:
Reading
Overall Expectations
BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.
Specific Expectations
BRE1.02L - identify and describe various forms of writing;
vBRE4.01L - find information in subject-specific sources;
BRE4.02L - record keywords and information;
BRE4.03L - use discussion to clarify understanding of information located.
Strand:
Writing
Overall Expectations
BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance;
BWRV.02L - use some elements of the writing process to plan writing.
Specific Expectations
vBWR1.03L - complete simple forms;
BWR1.01L - write daily to record personal learning, experiences and feelings;
BWR1.05L - write in a variety of forms;
vBWR1.06L - organize notebooks for different subject areas, using titles, dates, and required forms.
Strand:
Social and Cultural
Competence
Overall Expectations
BSCV.03L - use school and community resources.
Specific Expectations
vBSC1.03L - participate in discussions about personal and social issues related to school and community events;
vBSC2.01L - use school and community resources to support classroom learning;
vBSC2.03L - record homework and other assignments in a specific place such as a planner;
vBSC2.04L - use time management skills to organize homework, complete assignments on time, and make up missed work;
BSC2.06L - ask questions to obtain information and clarification from teachers and peers;
vBSC2.07L - express opinions appropriately in teacher-led classroom discussions.
vThis symbol indicates an expectation which is assessed in the activity.
· Students in the class may already possess some of the strategies/skills needed for notebook organization that are covered in this task. Wherever possible, cite their work as models.
· Begin to research the remedial, resource, and tutoring opportunities available in your school.
· Notify your staff that students will be interviewing teachers about extra help opportunities and homework assignments. Inform teachers that they will be asked to initial students’ agenda books.
· Book time in the computer lab for students to create their extra help chart.
· Find several senior students who are willing to participate in a panel presentation to your class about their time management techniques. Remember to select students who are successful in more than one area of school life, students who are active in school teams and clubs, and students who reflect the diverse school population. Include former ELD students. Share with the participants the questions you and your students will ask.
· Teacher-librarians and guidance counsellors are excellent resources to assist students with effective planning and preparation for tests and assignments. Arrange for them to visit your class. (See Teaching/Learning Strategy 4)
· Care and sensitivity must be taken regarding the reality of students’ homes in the discussion of ideal study environments in Teaching/Learning Strategy 6.
Materials Needed
· Multiple copies of the questionnaire students use when they interview teachers about the extra help opportunities
· Chart paper, markers, tape, notebook dividers, binders, transparent page protectors, blue recycling box
· Uses some basic patterns of standard Canadian English in some simple forms of writing
· Reads and creates charts
· Recognizes different levels of formality in spoken English
· Uses language appropriately in specific situations
1. Brainstorm what it means to be organized. Brainstorm reasons for keeping an organized notebook and applications in all facets of life. Record these on chart paper and post.
2. Ask students to bring in their notebooks from all their classes. Review/teach ways of organizing notes and materials, e.g., dates, subject, page number, topics. In partners, students leaf through each other’s ELDBO Unit 4 notebook to check that the Table of Contents is complete and up to date, all pages listed in the Table of Contents are in the notebook, only ELDBO work is in the notebook, all pages are titled, underlined, dated correctly, numbered, complete, and all work is neatly handwritten. (See Appendix A.) Make sure students identify any missing work and that they update as necessary. Encourage students to have a homework buddy for all classes to notify them of work covered during their absences. When students have finished organizing their ELD binder, provide time to organize notebooks from other classes. Ensure that a separate binder or at least a separate section of a binder is set aside for each subject. Circulate and help students order their work for each of their binders.
3. Ask students what assignments and tests they have coming up in the next two weeks. Write these on the board. Then have students check that their tests and assignments are recorded in their Agenda books. Have students conference with their subject teachers to check that all upcoming assignments and tests are recorded in the Agenda book. Have the teachers initial beside the notation in the Agenda book. Check that all notations are initialled.
4. Invite the teacher-librarian and/or guidance-counsellor to give a presentation on effective strategies to plan and prepare for tests and assignments.
5. In pairs, students recall the key points from the presentation. Make sure that students identify key strategies: rereading materials, ensuring that all work is up- to-date, asking questions about work not understood, re-doing questions, reviewing/retaking quizzes, preparing questions based on the work as well as assigning time in the daily schedule to study.
6. Briefly discuss ideal study environments both within and outside of school. Be sensitive to personal living situations. Record these on chart paper. Teach/review the imperative and the modals should and could. Create with students sentences that describe ways to prepare for tests. Students continue to make entries in their reflection logs about their studying practices. Encourage students to practise using the imperative and modals in their sentences.
7. Develop with students a questionnaire to ask Department Heads or subject teachers about the extra help opportunities available in the school. For homework, have students collect the data from teachers. Next day, take students down to the Computer lab. Record information garnered from the teachers. Ask students to suggest ways to organize the information, e.g., a T-chart. Students use a graphic organizer to record the information. Remind students to regularly avail themselves of the extra help opportunities, especially before tests and examinations.
8. Brainstorm with students what it means to be successful. Write the points on the board. Discuss the various ways one can be successful, in and outside of school. Invite a group of successful senior students to present a panel discussion on “The Secret of my Success at School.” In advance of the panel presentation, brainstorm with students questions that they can ask the panel. Review expected classroom behaviour during presentations. Discuss active listening skills and the expectation that students will ask questions following the panel presentation. Inform students that they will be evaluated on their participation and behaviour during the presentation. Begin the panel presentation with a brief introduction of the participants. Outline their achievements. Be sure to have a student greet and thank the participants.
9. Following the panel presentation, have students summarize the facts that came out of it. Write these on the board. Help students draw conclusions between effective organizational skills and academic success. Students reflect on their conclusions in their writing logs.
· Organize subject notebooks (Formative; BRE4.01L, BSC2.04L; Summative BWR1.06L)
· Initialled Agenda Book entries (Formative; BSC2.03L)
· Data gathered through interviews of teachers regarding extra help opportunities (Summative; BSC2.01L)
· Record extra help opportunities in a chart (Summative; BWR1.03L)
· Appropriate behaviour during panel presentation (Summative; BSC2.07L)
· Follow-up discussion to panel presentation (Summative; BSC1.03L)
· Pair students to interview teachers about extra help opportunities.
· Provide an outline for any notes to be copied from chart papers or from the board.
· Make available computers for student notes.
Student Agenda books
The Learners’ Edge: Activities
for Students and Their Teacher Advisors. TDSB
This resource can be purchased through the Toronto District School Board, 155
College Street, Toronto, Ontario. M5T 1P6
Time: 240 minutes
In this activity students begin to see the relationship between future goals and present educational choices. They learn about the current Ontario secondary school system, complete an interest inventory, and begin to make educational plans that allows them to actualize their goals. They begin to explore the various avenues of post-secondary education and training that lead to their choices. Grammar focus is on modals and conditionals.
Strand(s): Oral and
Visual Communication
Overall Expectations
BORV.01L - participate in discussions about personal experiences and opinions;
BORV.03L - create and analyse simple media works.
Specific Expectations
BOR1.01L - use appropriate language to facilitate classroom and group discussions.
Strand:
Reading
Overall Expectations
BREV.02L - use some strategies to build vocabulary;
BREV.03L - use some key reading strategies with teacher guidance;
BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.
Specific Expectations
vBRE2.01L - use thematic word lists and knowledge of word families to build vocabulary;
BRE3.01L - recognize familiar structures in new words;
BRE3.02L - use a variety of strategies to determine the meaning of unfamiliar words;
BRE4.01L - find information in subject specific sources;
vBRE4.02L - record keywords and information.
Strand:
Writing
Overall Expectations
BWRV.03L - write simple text following the conventions of standard Canadian English.
Specific Expectations
BWR1.01L - write short answers to oral and written questions about familiar topics;
BWR1.04L - write daily to record personal learning, experiences, and feelings;
vBWR2.01L - participate in structured prewriting activities.
Strand:
Social and Cultural
Competence
Overall Expectations
BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations;
BSCV.05L - identify some personal goals and use a variety of strategies to pursue them.
Specific Expectations
BSC1.03L - participate in discussions about personal and social issues related to school and community events;
BSC2.01L - use school and community resources to support classroom learning;
BSC2.05L - participate in directed group work;
BSC2.06L - ask questions to obtain information and clarification from teachers and peers;
vBSC3.01L - identify some key personal and educational goals.
vThis symbol indicates an expectation which is assessed in the activity.
· Speak to Guidance and Co-operative Education teachers to arrange for class visits. Ensure that the presentations include information about equivalency credits and the track of ELD to regular English, as well as the Grade 10 Test of Reading and Writing.
· Collect interest inventories from Guidance that are at the appropriate reading level for your students. Suggestions are included in the Resource list below.
· Ask the teacher-librarian to gather books and other resources on careers and post secondary education and training.
· Surf the Internet for updated sites on careers, post secondary education and training.
· Locate the song “If I Had A Million Dollars,” by The Barenaked Ladies.
· Book time in the computer lab.
· Make multiple copies of a graphic organizer that shows OSS diploma requirements for the Guidance presentation on the Ontario system of education. Make an overhead transparency of the graphic organizer. Also, make multiple copies of Appendix E. Share these in advance with the Guidance teacher.
· Retrieve the dream collage posters created in Activity 1.
Materials Needed
· Song “If I Had a Million Dollars,” by The Barenaked Ladies
· Have available the read-aloud book series, I Want to Be…
· Chart paper, markers, tape, overhead projector and overhead markers
· Multiple copies of an Interest inventory (See Resources)
· Multiple copies of Appendix E and the graphic organizer of OSS diploma requirements
· Follows simple oral presentations
· Reads and completes simple forms
· Accesses the Internet with teacher guidance
1. Pose the question, “What would you do if you had a million dollars?” Ask students to record any and all ideas. Students list everything they would like to be, do, or have over the next one to five years. Refer back to Activity 1 to help students think about all their dreams and goals, not just those around school. Make sure they do not limit themselves. Ask students to prioritize their goals under the following headings: critical, important, or desired.
2. Distribute student collage posters from Activity 1. Have students compare the collages with their lists. Discuss similarities and differences. Students should begin to realize that their dreams and goals often change over time.
3. Play the song, “If I Had A Million Dollars.” Have students recall one wish from the song. Replay to have students listen for any missed ideas. Ask students whether they share any goals with the dreams from the song. Are there any goals that they believe are not important? Why? For homework, students transfer all of their critical goals to a separate page, and prioritize them. Then students list four steps that would lead to accomplishing their goals.
4. Students brainstorm ways their lives at present will help actualize the goals/wishes they looked at for homework. Take one goal and put it at the end of a 5-or 10-year timeline on the board. Have students backward map to determine a course of action that would link the stated goal to the current situation. Have students make a timeline and action plan for each of their critical goals. Ask students to predict what they think they should take at school in order to actualize their goals. Review/teach modals and conditionals. For homework, students write statements about subjects they should take in school that will help them reach their goals.
5. Have a Guidance counsellor give a presentation to the class about the Ontario secondary school system. Students use the graphic organizer and Appendix E to take notes and record information. Following the presentation students compare their notes to the teacher’s. Collect and evaluate the graphic organizers and Appendix E.
6. Distribute copies of an Interest Inventory. Have students complete and score the inventories. On chart paper, brainstorm jobs and occupations. Post. Use the list to review/teach word families as they relate to occupations. Students copy the vocabulary into their notebooks. Invite a Guidance Counsellor to take students to the computer lab and provide time to begin to research occupations that reflect their personal interests. Circulate and assist as needed.
7. Students select three occupations that they are interested in pursuing. Have them make a guidance appointment to find out what prerequisites they need for future studies. Students write a short paragraph about their guidance visit, and report their findings to the class. Evaluate the paragraph for appropriate vocabulary use.
8. Invite a Co-operative Education teacher to talk to the class about co-operative education opportunities that relate to the students’ choices.
· List of goals (Formative; BRE4.02L)
· Five or ten year timeline (Formative; BWR2.01L, BSC3.01L)
· Paragraph on Guidance visit (Summative; BRE2.01L)
· Provide completed graphic organizer of the guidance presentation.
· Pair students for computer work.
· Pair students for guidance appointments.
Books
Maze, Stephanie. I Want to Be an Engineer; I Want to Be A Chef; and I Want to Be A Firefighter. New York: Harcourt, Brace and Co. 1997.
School Resources
The Learners’ Edge: Activities
for Students and Their Teacher Advisors. TDSB
This resource can be purchased through the Toronto District School Board, 155
College Street, Toronto, Ontario. M5T 1P6
University and College calendars
Information about various apprenticeship programs
Sample Interest Inventories
Career Cruising. www.careercruising.com
Career Explorer. http://cdn.cx.bridges.com (a user ID and password are required to access this site)
Mazemaster. www.mazemaster.on.ca
There are several other simplified interest inventories, such as Career Key, Career Planning Process and Career Questionnaire, that can be accessed via the Toronto Public Library system, through the site http://careerbookmarks.tpl.toronto.on.ca
Time: 240 minutes
Students continue to explore the relationship between their present choices and future academic and personal paths through the creation of a time capsule. Grammar focuses on a review of simple verb tenses.
Strand(s): Oral and
Visual Communication
Overall Expectations
BORV.01L - participate in discussions about personal experiences and opinions.
Specific Expectations
BOR1.02L - use common expressions and language patterns for a variety of language functions;
BOR1.03L - present book talks or projects using visual aids.
Strand:
Reading
Overall Expectations
vBREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.
Specific Expectations
BRE2.01L - use thematic word lists and knowledge of word families to build vocabulary;
BRE4.01L - find information in subject specific sources;
BRE4.02L - record keywords and information.
Strand:
Writing
Overall Expectations
BWRV.02L - use some elements of the writing process to plan writing;
BWRV.03L - write simple texts following the conventions of standard Canadian English.
Specific Expectations
vBWR2.02L - compose a first draft of a specific form of writing, with teacher guidance;
vBWR2.03L - edit a first draft of a specific form of writing, with teacher guidance;
BWR2.04L - use simple word processing software to compose and edit pieces of writing, with teacher guidance;
BWR2.05L - use simple graphics software to format and embellish pieces of writing, with teacher guidance;
vBWR3.03L - use some common verb forms;
vBWR3.04L - use common punctuation in simple sentences, with some consistency.
Strand:
Social and Cultural
Competence
Overall Expectations
BSCV.05L - identify some personal goals and use a variety of strategies to pursue them.
Specific Expectations
vBSC3.01L - identify some key personal and educational goals.
vThis symbol indicates an expectation which is assessed in the activity.
· At the start of this activity, invite a guest in to share with the class personal memories and memorabilia.
· The read aloud book, Me and Mr. Mah, from Unit 3, Activity 5, is a touching story about personal memories that spans generations and cultures. Locate a copy of it.
· Make multiple copies of Appendices F, G and H.
· Inform students that creating time capsules is a time-honoured activity. Locate information about time capsules either on the Internet or in the school’s Resource Centre as classroom examples.
· Bring in sample time capsule containers, such as a shoebox, a coffee can, a cola bottle, a cereal box, a plastic container with a lid, etc.
· Enlist the support of the teacher-librarian and the art teacher as resources.
· Make sure that students bring all of the notes from this unit to every class because they will be selecting from previous work.
· Book time in the computer lab.
· Locate Jim Croce’s song, Time in a Bottle. Make a cloze exercise. Include a word bank of the missing vocabulary.
· Invite a member of the administrative team to witness the sealing of the time capsule.
· Negotiate with students the date for the opening of the time capsule.
· Be sensitive to the reactions of your students while they are completing the activity, since some will have had very painful past experiences.
Materials Needed
· The read aloud book, Me and Mr. Mah.
· The song Time in a Bottle and multiple copies of the teacher-created worksheets
· Sample time capsule containers (shoeboxes, coffee cans, etc.)
· Computers with word processors and simple graphics programs
· Art supplies such as coloured pencils, pens, construction paper, scissors, rulers, glue, markers, chart paper, etc.
· A supply of consumable visuals such as magazines, clip art, pictures, calendars, catalogues, etc.
· Multiple copies of: Stages of Editing Worksheet, the Time Capsule Assignment and Rubric (Appendices F, G, and H)
· Follows simple oral presentations
· Writes simple sentences
1. Have a guest share with the students memories and memorabilia that have personal significance. Review or read aloud “Me and Mr. Mah.” Start a discussion about important events or times in students’ lives. Refer back to the book and the timelines in the previous activities for examples of meaningful life events. Brainstorm ways, both concrete and abstract, that one remembers these events: photos, ticket stubs, jewellery, sounds, songs, fragrances, tastes, etc. Write the lists on chart paper. Post for future reference. Some students may volunteer to explain which items they have brought with them to Canada or which items they wish they had brought with them.
2. Ask the class if anyone knows what a time capsule is. Record the responses on the board. Ask students why time capsules are created. Record these responses. Show examples of time capsules. Encourage students to understand that time capsules reflect the present with an eye to future hopes and aspirations. If your school has a time capsule, discuss with students the location and contents of the capsule.
3. Introduce the Time Capsule assignment (see Appendices G and H). Give students ample time in class to work on the assignment. Teach/review the writing process and the editing process (Appendix F). Build in time for teacher conferences and revision of writing. Provide time in the computer lab for students to use simple word processing and graphics programs to record and enhance their time capsule entries. Students share their personal time capsules with the class.
4. Play the song Time in a Bottle. Ask students to recall one detail from the song. Record these on the board. Discuss the emotions and feelings expressed in the song. Write these on the board. Distribute the cloze exercise. Replay the song and have students complete the cloze exercise.
5. As a final reflective activity, students write about their present feelings and hopes for the future. Students include this final piece of writing in their time capsule.
6. Negotiate with students when the time capsule will be opened. They seal the capsule. Celebrate the closure of the time capsule with an “official ceremony.” Invite a member of the administration, the teacher-librarian, guidance counsellor, and any other school personnel who assisted with the project.
· Time Capsule Assignment (Summative; BREV.04L; BWR2.02L, BWR2.03L, BWR3.03L, BWR3.04L; BSC3.01L)
· Students present their time capsules individually to the teacher.
· Assist students with the computer as necessary.
Books
Spalding, Andrea. Me and Mr. Mah. Victoria: Orca Press. 1999. ISBN 1-55143-168-8
Web sites
www.ourmillennium.ca
This web site outlines a variety of projects that have been proposed and
completed to celebrate the millennium. It provides students with creative and
concrete examples for the contents of their time capsules.
Name: Date:
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Table of Contents is complete and up-to-date |
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All pages listed in the Table of Contents are in the notebook |
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All pages are dated correctly |
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All pages are numbered |
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All pages are complete |
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All work is neatly handwritten |
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ELDB Notebook Table of Contents
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Name: Date:
Part 1: Collage
You will be making a collage poster that will illustrate your dreams for the future. You may select pictures from a variety of sources, for example, magazines, flyers, ads, etc. If you wish, you may
draw your own pictures.
1. Consider these categories when you are choosing your pictures:
Your dream job Your family Your friends
Your leisure activities Your education Add in your own categories.
2. You need to have illustrations for a minimum of four categories.
3. Be creative in your collage. Make it colourful and visually appealing. It must be organized. That means it must be neat, and all the pictures must relate to a category. You may include some words in your collage.
Part 2: Presentation
4. You will be presenting your collage to the class. Be prepared to talk about each of the images you have chosen and to explain how each relates to your dream.
5. Look at Appendix C: Rubric for Assessing the Collage Poster to check that you understand how your collage will be assessed.
6. The due date for this assignment is ___________________________________.
___________________________________________________________________________________
Do you understand the Collage Poster Assignment?
Fill in the blanks:
There are two parts to this assignment. The first involves making a __________________________.
The second part of the assignment involves doing a __________________________.
The collage must have at least ____________ different pictures.
The collage must explain at least ____________ different categories.
Four words to describe a good collage are: __________________________, __________________________, __________________________, and __________________________.
___________________________________________________________________________________
After you have finished your collage poster, use this checklist to make sure that you have completed all the necessary requirements of the assignment:
q There are at least four different pictures in the collage poster.
q There are at least four different categories illustrated in the collage.
q The collage is colourful.
q The collage is appealing.
q The collage is neat.
q The collage is organized.
q All pictures relate to my dreams.
Name: Date:
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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The pictures relate to the student’s dreams (BREV.04L) |
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- some relationship between pictures and dreams |
- considerable relationship between pictures and dreams |
- thorough relationship between pictures and dreams |
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Thinking/Inquiry |
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Uses a variety of pictures (BOR3.03L) Pictures show dreams in a variety of categories (BOR3.03L) |
- limited variety of pictures - limited number of categories represented |
- some variety of pictures - some categories represented |
- considerable variety of pictures - considerable number of categories represented |
- thorough variety of pictures - thorough number of categories represented |
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Collage is organized and neat (BORV.03L) |
- limited organization and neatness |
- some organization and neatness |
- considerable organization and neatness |
- thoroughly organized and neat |
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Clearly explains the relationship between the chosen image and the dream (BORV.03L) |
- limited explanation of relationship between image and dream |
- some explanation of relationship between image and dream |
- considerable explanation of relationship between image and dream |
- thorough explanation of relationship between image and dream |
Note: Students whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teacher Comments:
Student Comments:
Do you Have the Time? A History
Name: Date:
Throughout history, people have told time in many ways. Prehistoric humans watched the sun move across the sky and they also measured the shadows. As well, they noted the changes in the seasons.
Four thousand years ago, the Sumerians invented sundials to measure time. Calendars were developed using the moon to measure monthly cycles.
Egyptians were the first people to use a calendar that had 365 days. Ancient Egyptians used hourglasses and water clocks to measure time. Do you have an hourglass in your house? Nowadays, people use egg timers, which are a kind of hourglass. This is how they work: Water or sand drips from a hole at the bottom of one container into another container. People know how long it takes one container to empty.
One thousand years ago candles were used to measure time. People marked sections of a candle and knew how long each section took to burn.
Eight hundred years ago mechanical clocks were invented. They were made of chains and weights. These clocks had no hands. Instead, bells rang to tell the hour. These clocks were built into towers, so that the community would know the time.
Four hundred years ago clocks changed again. Spring powered clocks were created that were much smaller.
Three hundred years ago, pendulum clocks were invented. Have you ever heard of Grandfather or Grandmother clocks? They are pendulum clocks. Pendulum clocks were the first clocks to be accurate. These clocks are still being built and used today.
In the last century, the 20th century, many different kinds of clocks were invented, for example, quartz, digital, and atomic clocks.
Clocks come in different sizes and shapes. You can find clocks in many appliances, pieces of furniture and electronic equipment such as televisions, radios, computers, VCRs, microwaves and stoves. Clocks used to be very expensive. Now almost everyone owns several clocks and watches. People like clocks and watches because they look attractive and are very useful.
Directions:
Put the information from the paragraphs onto the timeline below. Include the kind of clock that was invented and when it was invented.
_____I_____________I_____________I_____________I_____________I_____________I____
(Adapted from Your News, Feb. 1999.)
Name: Date:
Minimum 30 credits to earn an Ontario Secondary School Diploma
PART A: Compulsory Subjects
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Year 2 |
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1 |
Eng/ELD/ESL |
Eng/ELD/ESL |
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English |
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Math |
Math |
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Science |
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Canadian History |
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CREDIT TOTAL: ___ |
CREDIT TOTAL: ___ |
CREDIT TOTAL: ___ |
CREDIT TOTAL: ___ |
Choose one:
q an additional English OR
q a third language OR
q a Social Science and Humanities OR
q a Canadian or World Studies
and Choose one:
q a Business Studies OR
q an additional Physical Education and Health OR
q an additional Arts
and Choose one:
q Grade 11 or 12 Science OR
q Technological Education
PART B: Elective Subjects
Choose 12 electives
__________________________ ___________________________ _________________________
__________________________ ___________________________ _________________________
__________________________ ___________________________ _________________________
__________________________ ___________________________ _________________________
Name: Date:
Different pieces of writing have different purposes. Writing that is to
be published must be error free. When you check for errors, you need to check
your writing 6 different times. Each time you check your writing, check
for a different kind of error. Whenever you change your work, you should
improve it. If the change does not improve your work, then there is no need for
a change.
When you check your work, what do you check for?
Here are the steps to edit your work.
1. The first time you read
your work, check sentence punctuation only.
a. Check for sentence punctuation by reading
your work out loud. Make sure that you have a full stop/period at the end of
each sentence. You will know that you have come to the end of a sentence when
your voice drops.
b. Also, make sure that your voice drops wherever
you see a full stop/period. If your voice does not drop, then think about
whether that is really the end of the sentence.
c. Don’t put any full stops/periods between
words unless you mean for that to be the end of a sentence.
2. The second time you
read your work, check ideas only.
a. Check ideas by asking
yourself these questions:
i. Does this writing make sense?
ii. Is this what I said I would write about?
b. If you need to make any
changes, you can:
i. add words, sentences, or paragraphs;
ii. delete words, sentences, or paragraphs;
iii. move words, sentences, or paragraphs.
3. The third time you read
your writing, check verbs only. Check for the following:
a. verb tense;
b. verb agreement. (This means that plural verbs
go with plural subjects and singular verbs go with singular subjects.)
4. The fourth time you
read your writing, check best words only. Make sure that you use
the new vocabulary you have learned or you can use a thesaurus, which is a kind
of dictionary.
5. The fifth time you read
your writing, check mechanics only. Your teacher will help you
with this. Some examples of mechanics are quotation marks, commas, and
apostrophes.
6. The sixth time you read
your writing, check spelling only. If you are not sure about the
spelling of a word, use a dictionary, ask your teacher, ask your friend, or use
the spell check in your computer. If you are going to use a spell check in your
computer, make sure that the spelling is Canadian. Many spell checkers use
American spelling.
____________________________________________________________________________________
Do you understand how to edit writing?
Fill in the blanks:
When you check for errors, you need to check your writing __________
bdifferent times. Each
time you check your writing, check for a ____________ kind of error.
Check for the following:
1.
2.
3.
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Here is a fast way to remember the six steps:
SIVBMS= SCHOOL IS
VERY BIG. THERE ARE MANY STUDENTS.
Make a sentence of your own with words that start with the letters
SIVBMS:
________________________________________________________________________
Name: Date:
You will be making a time capsule that will contain reminders of significant events from your past and hopes for your future.
1. You must include:
· a statement of your personal and educational goals;
· your personal time line;
· one of the graphs that show how you typically spend a day or week;
· your five year or ten year plan;
· at least four excerpts from your reflection journal; and
· the final writing assignment on your present feelings and hopes for the future.
2. In addition, select a minimum of five of the following:
· photos, pictures, mementoes, ticket stubs, newspaper articles, songs, and tapes of sounds or any other items that help to explain who you are, what you are doing now and what your personal and career plans are.
Explain, in a short paragraph, why each is significant to you.
3. Make up a Contents page that lists the items in your time capsule.
4. Select a time capsule container that will hold all of the items listed above.
5. Decorate your time capsule and make it colourful and visually appealing. Label it clearly with the following information:
· Your name;
· Your school;
· The date the time capsule is sealed;
· The date the time capsule will be opened.
6. Include the first drafts of the writing assignments (these will not go into the time capsule, but they will show that the editing process has been followed).
7. Look at the Rubric for Assessing the Time Capsule Assignment to check that you understand how your time capsule will be assessed.
8. The due date for the assignment is _________________________________________.
Do you understand the Time Capsule
Assignment?
Fill in the blanks:
There are 6 parts to this assignment.
The first part of the assignment must include:
1.
2.
3.
4.
5.
6
The second part of the assignment involves selecting and including _____ items that explain
_____________________________________, ______________________________
______________________________________________, and __________________
________________________________________________.
You must also write a short paragraph to explain _____________________________
______________________________________________.
The third part of the assignment involves making a _____________________________.
The fourth part of the assignment involves choosing a _____________________________ container.
For the fifth part of the assignment, you must ___________________ and label the time capsule with
the following information: _____________________________________,
_____________________________________,
_____________________________________,
_____________________________________.
For the sixth part of the assignment must include all ___________________________________.
After you have finished the time capsule assignment, use this checklist to make sure that you have completed all the necessary requirements:
q There are at least nine different pages in the time capsule.
q There are at least five different items in the time capsule.
q You have written a short paragraph explaining the significance of each of your items.
q You have a Contents page for your time capsule.
q Your time capsule is decorated in a colourful and visually appealing manner.
q The time capsule is labelled with your name.
q The time capsule is labelled with your school.
q The time capsule is labelled with the date sealed.
q The time capsule is labelled with the date to be opened.
q The first drafts of the writing assignments are included.
Name: Date:
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/Understanding |
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Composes first drafts of writing assignments (BWR2.02L) |
- limited proficiency in composing first drafts |
- some proficiency in composing first drafts |
- considerable proficiency in composing first drafts |
- thorough proficiency in composing first drafts |
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Thinking/Inquiry |
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Includes required pages and items BREV.04L) |
- alimited number of required pages and items are included |
- some of the required pages and items are included |
- a considerable number of the required pages and items are included |
- all the required pages and items are included |
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Communication |
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Uses correct verb tenses (BWR3.03L) Uses correct punctuation (BWR3.04L) |
- limited proficiency in using correct verb tenses - limited proficiency in using correct punctuation |
- some proficiency in using correct verb tenses - some proficiency in using correct punctuation |
- considerable proficiency in using correct tenses - considerable proficiency in using correct punctuation |
- thorough proficiency in using correct verb tenses - thorough proficiency in using correct punctuation |
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Application |
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Clearly explains the relationship between chosen items and personal and career plans (BSC3.01L) Edits writing (BWR2.03L) |
- limited explanation of the relationship between chosen items and personal and career plans - limited proficiency in editing |
- some explanation of the relationship between chosen items and personal and career plans - some proficiency in editing |
- considerable explanation of the relationship between chosen items and personal and career plans - considerable proficiency in editing |
- thorough explanation of the relationship between chosen items and personal and career plans - thorough proficiency in editing |
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Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teacher Comments:
Student Comments: