Course Profile English, Locally Developed,
Grade 10, Catholic
Unit 2: Drivers' Education: Life Is A Highway
Time: 18 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
Drivers' Education is a practical skill relevant to the student’s immediate life experiences. The unit fosters awareness and appreciation of the student’s responsibility to self and community. Students examine the Ontario Driver’s Manual for a number of purposes. They read and retain information necessary to pass the Ontario Driver’s Test. They analyse the technical language, style, vocabulary, and structure of the document. These writing techniques are extended in the development of a report in Unit 5, Interdependent Learning: The Human Web. Guest speakers such as traffic safety officers and representatives of advocacy groups contribute to the practical learning dimension of this unit. Also students learn how to interpret maps and other informational texts, as well as give and receive directions based on those texts. The units culminating activity is the creation of a Safe Driving Campaign pamphlet.
Catholic Graduate Expectations: CGE1d, CGE1e,
CGE2e, CGE3c, CGE4a, CGE5e, CGE7a, CGE7h.
Strand(s): Literature and Reading, Language,
Writing, Media Studies
Overall Expectations: LRV1,LRV2,LRV3,WRV1,WRV3-4,WRV5,LAV1-2,
MEV2.
Specific Expectations: LR1.1, LR1.3,
LR1.5-1.7,LR2.2, LR3.3, WR1.2-1.4, WR3.1,WR3.5,WR4.1-4.2,WR5.2,WR5.3,WR5.4ai-ci,
LA1.1, LA1.2, LA2.1, LA2.2,LA2.5-2.6, ME2.1-2.2.
|
Activity 1 |
The Rules of the Road: Street Legal |
7 hours |
|
Activity 2 |
Directions: Could You Explain That Again? |
4 hours |
|
Activity 3 |
Responsible Driving: On the Road |
3 hours |
|
Activity 4 |
Responsibility: I’ll Send an S.O.S. to the World |
4 hours |
· basic computer literacy skills
· This unit will familiarize students with strategies for informational reading, practical skills in map reading, giving/receiving directions and designing a safe-driving pamphlet.
· Activity One requires the purchase of The Official Drivers' Handbook. It is available from the Ministry of Transportation or many bookstores. Students will use these resource books and study guides and school budgets should allow for the purchase of this material.
· If students have already received their level one or two license, they can use the text Road Worthy: Becoming A Responsible Driver, (Ontario Ministry of Transportation) as an alternate.
· Students continue to assess the individual goals that they set in Unit One.
· Students continue to use their Vocabulary Glossary to enrich their writing and reading skills.
· The teacher should examine the Language Appendices for activities and organizers that support vocabulary, grammar, usage, punctuation, spelling and the writing process.
· In this unit it is important to have students develop vocabulary that is germane to the topic of driving.
· The purpose of this unit is not necessarily to “teach to the test”. Students will also investigate technical, legal, and moral aspects of driving.
· The unit’s focus is on reading specific types of informational text as they relate to driving. The student will use the strategies for reading informational text and apply them to other types of informational text found in the subsequent units. As well, the classroom teacher is invited to supplement this unit with informational texts.
· The unit encourages the use of community links and resources, particularly when investigating issues of social responsibility and safe driving.
· The unit offers the opportunity to introduce students to those who work in the transportation industry. The teacher is encouraged to invite women speakers from non-traditional occupations who might act as role models.
· For those students who already have a driver’s license, alternatives to Activity 1 are provided in the accommodation section.
· It may be useful to plan the culminating activity (the pamphlet) around times of the year when high risk driving behavior is most likely.
· Some activities in the unit make use of the Internet. Students should receive training on the ethical use of the Internet prior to its use.
· Some classes will not have access to computer hardware, in which case the pamphlet can be hand-drawn.
· The unit contains extension activities that are cross-curricular in nature. There are natural extensions into Math, Science, Business, Religion, Social Science and Geography.
· Role playing
· Case studies/presentation of dramatizations
· Community assisted learning
· Brainstorming
· Think/pair/share
· Jigsaw
· Fieldtrips
· Teacher/student conferences
· Small group/large group discussion
· Journal responses to articles
· Use of word processor
· Computer Software for pamphlet design
· Computer Research of Topics
· Class discussion
· KWL (What I Know, What I Want to Know, What I Learned)
· Issue-based analysis
· Co-operative Learning
· Socratic Teaching
· Reading One-to-One
Diagnostic and Formative
Pre-test/post test
· On-line self-correcting quiz
· Group work/collaborative learning checklist
· Student/teacher conferencing to provide feedback
· Informal/formal teacher observation
· Checklist to assess small group presentations/oral communications and problem solving
· Self-assessment and self-reflection
· Checklist
· Rubrics
Summative
· Quizzes
· Rubric
· Oral presentations
Fulfilling the Promise: The Challenge of Leadership, Ontario Conference of Catholic Bishops 1993.
Educating the Soul, by Larry Trafford
A Resource for Assessment, Evaluation and Reporting, 1999. Kawartha Pine Ridge DSB in collaboration with the Ministry of Education
The Official Drivers Handbook: Traffic Laws and Good Driving Practises for Drivers in Ontario, Ontario Ministry of Transportation
Ready for the road… Earning your Driver’s License in Ontario’s Graduated Licensing System, Ontario Ministry of Transportation
Skimming and Scanning, Jamestown Publishers
Newspapers, Magazines, Community Pamphlets
Community Police; Transportation Workers; Representatives of MADD, OSADD, Driving School Instructors, and Ministry of Transportation
Ministry of Transportation- www. mto.gov.on.ca
Mothers Against Drunk Driving-www.madd.ca
Ontario Students Against Drunk Driving-www.osadd.ca
Young Drivers of Canada-www.youngdrivers.ca
News reports, documentaries, movies
Time: 7 hours
Students explore the responsibility and privilege inherent in becoming a licensed driver. Our call to responsibility and the common good is the framework through which this activity evolves. Students are introduced to the requirements necessary for obtaining a driver’s license in the Province of Ontario. Using Ministry pamphlets and the Official Drivers' Handbook, students will review the key features of informational text and develop effective strategies for reading and recording information.
Ontario Catholic Graduation Expectations
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE7h - exercises the rights and responsibilities of Canadian citizenship.
Strand(s): Literature and
Reading, Language, Writing
Overall Expectations
LRV1 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas and issues;
LRV2 - demonstrate understanding of key literary and informational text forms, including novels, poems, and magazine feature articles and editorials;
LRV3 - identify and explain the effect of key elements of style in a variety of literary and informational texts;
WRV1 - use a variety of print and electronic sources to gather information, generate and develop
ideas for personal, social, and school-related purposes;
LAV1 - use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situations;
LAV2 - use listening techniques and oral communication skills to participate in formal and informal discussions, with an emphasis on active participation and co-operation.
Specific Expectations
LR1.1 - use a variety of strategies to record and organize information they have located in a variety of different texts (e.g., compare/contrast charts, cause/effect graphs, timelines);
LR1.3 - read texts for a variety of purposes, including: extending knowledge of different genres; reading for personal purposes; gaining information for writing and discussion (e.g., to gather and share information on future careers);
LR1.4 - identify and explain information, ideas and issues in texts (e.g., issues of social justice in popular songs or articles);
LR1.5 - select and apply the appropriate strategy from a growing repertoire of reading strategies to deepen understanding of particular texts (e.g., set a purpose for reading; adjust reading style [skimming or scanning]; self-question while reading);
LR1.6 - use their understanding of the features of texts to locate information and show relationships between ideas (e.g., margin notes which summarize key ideas; headings and subheadings which give the main idea; underlining of words on web pages to point to links);
LR1.7 - demonstrate understanding of text by: citing explicit information; making inferences; using evidence from a text to support judgements and conclusions, interpreting charts and diagrams);
LR2.2 - compare and contrast the elements of key informational text forms, including newspaper articles, magazine feature articles and editorials (e.g., newspaper articles state facts, while editorials support opinions);
LR3.3 - explain how authors and editors use design features (e.g., margin notes, titles, “nuggets” of information headings, graphics) to organize information in texts;
WR1.4 - categorize and classify information (e.g., use of headings and subheadings, compare/contrast charts, visual organizers);
LA1.2 - use Reading Response Journals to note, record and define interesting words from personal reading, class reading and texts read aloud;
LA2.1 - use a variety of listening and speaking strategies to accomplish tasks in small groups (e.g., listen to instructions; ask questions to clarify the task; listen to the ideas of others; record ideas from discussion; speak respectfully, in turn, using appropriate language);
LA2.2 - demonstrate key social skills which contribute to successful group work (e.g., following instructions; staying on task; giving ideas and information; asking others for ideas and information; disagreeing in an agreeable way; supporting opinions with reasons; contributing to completion of the task);
LA2.5 - use techniques of effective oral communication (e.g., rehearse from written notes prior to presentation; speak clearly, in complete sentences, with an audible voice; identify topic and purpose for speaking; maintain eye contact with audience) to make short presentations to the class or small groups, as appropriate to their confidence.
· Prior to the start of the unit, the teacher conducts a survey of students who have their driver’s license level one or two. This determines the type and number of resources needed for the activity. Students who have already obtained their license may complete activities found in the resource Road Worthy: Becoming A Responsible Driver, Ontario Ministry of Transportation, a comprehensive guide to safe driving for new or experienced drivers. In addition there are other Official Handbooks available from the Ministry of Transportation. These include: The Official Motorcycle Handbook, The Official Off-Road Vehicles Handbook, The Official Truck Handbook.
· Activity 1 begins with students reading the pamphlet 'Ready for the Road' which is relatively more accessible than The Official Driver’s Handbook. The pamphlet contains strategies to support those students who find the Official Driver’s Handbook challenging to read.
· Cross-curricular extensions for math and science are included in this activity.
· The Ministry of Transportation allows students with reading difficulties to complete the written level one driver’s test orally. These students should be encouraged to book an appointment with their driver’s examination office. The process can be reviewed while students are on their field trip to the Driver’s Examination office.
· To expand on concepts presented in class, journal reflections are used at various points throughout this activity. Ideas for journal writing are included in the teaching/learning strategies section.
· At the start of this unit, students are asked to collect articles from newspapers or magazines related to driving, e.g., safe driving, driving laws, accidents and new cars. These clippings are to be used to develop a class bulletin board and for class discussions. Articles are to be added daily as part of the class routine.
· Sections 1, 2, 3, 4 and 6 of the Driver’s handbook will be the focus for this activity. The other sections in the handbook may be used as part of an extension activity or as part of a locally developed unit of study.
· Section 2 on ‘Safe and Responsible Driving’ is a lengthy section to read. It is suggested that this section be divided up into two parts. Two study groups can review each respective part.
· In this unit, students write two multiple-choice quizzes. This activity can be seen as a simulation for the actual driving test.
·
Two reading techniques that are
suggested in the activity involve skimming and scanning. These techniques
instruct the student on how to locate information. The speed with which they do
it is of secondary importance. Also for those students who are still challenged
by decoding they may find skimming the text more useful than scanning. For more
information see Interdependent Learning: The Human Web, Appendix 2.01.
· The teacher reviews co-operative learning strategies with the class. These include:
· Participates actively
· Listens to ideas within a group
· Deals with conflict within a group
· Organizes tasks and ideas
· Some familiarity with issues relating to driving
· Writing multiple choice tests, e.g., filling out a scantron card
Goal Planning
At the start of this unit the teacher and students review student goals. These goals should be consistent with those found in the Individual Education Plan or the Annual Education Plan.
Rights and Responsibilities
· The teacher begins a discussion by asking students to list what they would consider to be a right of every resident of Ontario, e.g., voting, driving, freedom of expression, self-defense, healthcare, housing. Together the teacher and students create a visual mind map that lists various rights.
· Students then organize the various rights according to a hierarchy from most important to least important. They fill in the left hand side of the Rights and Responsibilities Organizer.
· The teacher leads a discussion regarding how every right has corresponding responsibilities associated with it. Students fill out the right hand side of the organizer.
Rights and Responsibilities Organizer
|
Rights |
Responsibilities |
|
Right to Drive |
· Follow the rules of the Road · Help others |
|
Right to Drink when of Age |
· Not to Drink and Drive · To know when to stop |
|
Right to Vote |
· Must become informed about the issues and leaders |
· Students compose a journal reflection on the relationship between our rights and responsibilities as it relates to driving a motor vehicle. Possible journal reflection topics include:
· Having a driver’s license is a privilege not a right. Do you agree or disagree with this statement? Give three reasons for your position.
· Why does having a driver’s license make the driver responsible for themselves and others? Give three reasons.
· Why is wearing a seatbelt a sign of responsible driving? Give three reasons.
· When one has obtained the right to a driver’s license, one has more opportunities for such things as better employment. Do you agree or disagree? Support your answer.
· Society has a responsibility to ensure that all people, regardless of race, religion, gender or social status have an opportunity to obtain their driver’s license. Discuss this statement and support your answer.
· The teacher introduces vocabulary terms that are associated with driving and the Driver’s Test.
· Students develop vocabulary concept map terms, e.g., Yield, Caution, Right of Way, Speeding, Passing Lane, Express Lane, Collector Lane, Accelerate, Slow, Construction Ahead, Freeway, Pedestrian, Intersection, Demerit Points, Probationary Driver.
· While students are concept mapping they explore the relationship between driving vocabulary words, e.g., they may note the connection between the terms ‘accelerate’ and ‘decelerate’ or ‘signal’ and ‘sign’ or ‘overpass’ and ‘underpass’.
· An additional vocabulary activity would be to group driving vocabulary terms into nouns, verbs, adverbs, and adjectives and then have the students use the terms in a sentence. (Language Appendices 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10)
· For the vocabulary section to be effective the teacher should select a limited number of terms to ensure that the vocabulary activities are fun and relatively short in duration.
Pretest/Post-test
· Students complete a pretest on basic driver information such as road signs, rules of the road and driver safety (see Driver's Appendix 1.1a).
· At the end of the unit students write a multiple-choice test on the same information to gauge how well their knowledge of driving has improved (see Post-test Appendix 1.1b).
· It would be useful to use road signs as part of the Pretest/Post test. There are a variety of road signs included in The Official Driver’s Handbook that could be used to supplement this activity.
Ready for the Road Pamphlet
In pairs, students review The Official Driver's Handbook for its design elements using the chart below.
Design Elements of Informational Text
|
Criteria |
Comments |
|
Table of contents/index |
|
|
Use of visuals/images |
|
|
Use of colour for coding information |
|
|
Use of font size and type for text/headings |
|
|
Layout and spacing allows for easy location of information |
|
|
Includes contact for further questions (telephone number or web site listing) |
|
· Students write a brief summary note based on their chart.
· Individually students read Section 1, ‘Getting Your Drivers' License’. Students skim, scan, highlight, summarize and identify information that is key for their purpose.
· Students organize a series of point form notes under the sub-headings listed in this section. (The teacher aids in decoding and reading.)
· Students are divided into groups of three or four. Each group is
assigned a section of the Official Driver’s Handbook. Within each group
there is a reader, a recorder and an editor(s) who advises the recorder as to
what information needs to be recorded. Since each section in the Handbook is
divided into subsections the role of reader, recorder, and editor should rotate
as students move from one subsection to another. Students record information on
each subsection in the Informational Text Summary Organizer
Informational Text Summary Organizer
|
Name of Group Members |
|
Name of Section____________________ Subsection____________________ |
|
New Vocabulary Words: (include in glossary), meaning, example of how word is used, (Frayer Model). |
|
What information is important to know? |
|
What information did you find interesting? Please explain. |
|
What questions do you have about this information? |
· Once students have accurately recorded the information pertaining to their section, they collectively design a poster and/or a three-dimensional model to communicate what they have learned from the text. Students may want to use floor maps with toy cars to demonstrate their learning. Alternatively they may choose to arrange the desks into streets and then role-play safe driving. Images from magazines and newspapers can be used to create posters.
· Students present their findings (including any new vocabulary) to the class.
Extension Activity
· Students can use the Internet to access the Ministry of Transportation web site and complete an on-line quiz.
· Once a KWL analysis has been completed students can then generate a list of questions. These questions can be asked on a field trip to the Driver’s Examination Centre or Police station. Similarly a community police officer or Ministry of Transportation official can be invited to field students’ questions.
· There are numerous opportunities to pursue various cross-curricular activities. Students may investigate financial and legal questions dealing with obtaining a license, costs of insuring a vehicle, purchasing a vehicle or maintaining a vehicle.
Rights and Responsibilities
· Journal Reflection Checklist (CGE5e, CGE7h)
Official Driver’s Handbook
· Group Collaborative Learning Rubric (see Drivers' Appendix 1.2) (LAV2, LA2.1, LA2.2)
· Criteria of Informational Text checklist (LRV1, LR1.1, LRV2, LR2.2, LRV3, LR3.3)
· Pretest/post-test (LRV1, LR1.3, LR1.4, LR1.5, LR1.7)
· Presentation rubric (WRV1, WR1.4, LRV1, LR1.6, LAV2, LA2.1, LA2.2, LA2.5)
· Teacher observation (LAV2, LA2.1, LA2.2)
· Students who are visually impaired may supplement this unit with mobility training through CNIB. Students with Physical challenges should be provided with information regarding assistance devices for driving, handicap parking stickers, and accommodations for writing or completing tests and assignment.
· Computer-graphic programs such as PowerPoint can be used to assist students in creating two-dimensional displays.
· The teacher or resource teacher may modify The Official Driver’s Handbook text so that it is more accessible.
· Students may use the pamphlet 'Ready for the Road' as an alternative to The Official Driver's Handbook.
· Groups should include students of differing reading levels. In this way students can support others in reading and assimilating information.
· Through the Driver’s Examination Centre, teachers are able to obtain handbooks in various languages and translators are available for students who have difficulty reading/writing English.
The Official Driver’s Handbook, Ontario Ministry of Transportation
Ready for the Road, Ontario Ministry of Transportation
Road Worthy…Becoming a Responsible Driver, Ontario Ministry of Transportation
Skimming and Scanning, Jamestown Publishers
Web site: www.mto.gov.ca
Time: 4 hours
In this activity, students practise giving and receiving directions. A series of realistic scenarios involving the reading of maps are used to sharpen reading for information skills. Critical thinking, problem solving and active communication skills are used in this activity.
Ontario Catholic Graduation Expectations
CGE3.c - thinks reflectively and creatively to evaluate situations and solve problems.
Strand(s): Literature and
Reading, Language, Writing
Overall Expectations
LRV1 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas and issues;
WRV1 - use a variety of print and electronic sources to gather information, generate and develop ideas for personal, social, and school-related purposes;
LAV1 - use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situations;
LAV2 - use listening techniques and oral communication skills to participate in formal and informal discussions, with an emphasis on active participation and co-operation.
Specific Expectations
LR1.1 - use a variety of strategies to record and organize information they have located in a variety of different texts (e.g., compare/contrast charts, cause/effect graphs, timelines);
WR1.3 - record information from print and electronic sources in a variety of ways (e.g., information in visual/graphic organizers; impressions/reflections in personal journals; photos, illustrations, sound clips in visual/oral journals);
LA1.1 - use a range of strategies to extend vocabulary, including word-building strategies (e.g., building strategies (e.g., building on root words using suffixes and prefixes) and use of a thesaurus (print or electronic);
LA2.1 - use a variety of listening and speaking strategies to accomplish tasks in small groups (e.g., listen to instructions; ask questions to clarify the task; listen to the ideas of others; record ideas from discussion; speak respectfully, in turn, using appropriate language);
LA2.2 - demonstrate key social skills which contribute to successful group work (e.g., following instructions; staying on task; giving ideas and information; asking others for ideas and information; disagreeing in an agreeable way; supporting opinions with reasons; contributing to completion of the task);
LA2.5 - use techniques of effective oral communication (e.g., rehearse from written notes prior to presentation; speak clearly, in complete sentences, with an audible voice; identify topic and purpose for speaking; maintain eye contact with audience) to make short presentations to the class or small groups, as appropriate to their confidence;
LA2.6 - set goals for improving listening and speaking skills.
· One objective of this unit is to have students understand what it means to be an interdependent learner, that is, the students will understand how each of us is dependent on others for support, in this case giving and receiving directions. Learning how to both ask for support and give support is both a practical and intrinsically Christian exercise in servant leadership.
· The teacher may consider reading the parable of the Good Samaritan as a method of introducing the topic of offering support.
· To make this activity relevant to the student the teacher uses maps and graphs and informational text that relate to the local area in which the student lives.
· Care needs to be taken in choosing informational texts and maps that are reader-friendly to the students. Members of the Social Science department may provide support.
· When providing assistance to others and giving directions, issues of personal safety and protection need to be addressed.
· This activity includes a vocabulary building exercise. The teacher introduces only those terms that are essential for the activity.
· Peer and self-assessment is ongoing throughout the activity. As well, teacher observation is critical.
· The teacher reminds students to continue collecting articles for the class bulletin board. The articles collected for the bulletin board are used as an introduction to Activity 3.
· Skimming and scanning techniques
· The teacher and a student role-play a scene in which the teacher asks the student to go on an errand. Purposely, the teacher gives a list of six or seven non-related instructions. The directions are ambiguous, out of sequence, numerous, and difficult to hear.
· The class discusses the different issues involved in giving directions and the teacher records findings on the board (mind map).
· The teacher and students design an organizer that identifies the criteria for effective communication when giving or receiving directions. The key elements of listening, speaking and organization are included in the organizer. These elements include the following:
Voice
· Is the voice clear?
· Is the voice too soft? Too loud?
Body Language
· Do gestures support verbal directions?
· Has eye contact been made? Is it appropriate?
Informational Detail
· Do the directions follow a logical sequence?
· Do the directions offer a simple and clear plan to get from one place to another?
· Are there any details that confuse the listener?
· Do the questions asked (by both the person asking for and the person receiving directions) help clarify where to go?
Listening For Understanding
· Feedback: How does the listener indicate accurately that he/she understands the directions?
· Through discussion students identify their own strengths, challenges, and goals for speaking and listening. The class discusses the relationship between effective communication and giving/receiving directions.
Mapping Skills
· Using a map that is easily recognizable for the students, the class generates a list of mapping terms and symbols (including: direction, north, south, east, west, legend, symbols, index, grid, city, town, hamlet, railway, overpass, bridge, sideroad, crosswalk, destination, right, left, etc). Students identify the words they know and include relevant words in their Vocabulary Glossary. Students create a concept map. (see Language Appendix 1.1, 1.2, 1.3)
· Using the map, the teacher and students locate major and minor roadways, key buildings, health facilities and other significant landmarks in their area. Examples of using an index and grid are part of this exercise.
· Students complete the mapping activity.
Mapping Activity
|
1. Identify the following symbols found on a map: (The teacher will select appropiate symbols.) |
|
2. Using the section of the map provided below use the grid and identify what is located at ____________________________________________________________________. |
|
3. Using the landmark from question 2 indicate a street that is: north of this location east of this location south of this location west of this location |
|
4. If your challenge is to get from ______________ to ________________, use the section of the map provided and outline your steps. 5. Describe any challenges you encountered. 6. List the two goals you outlined for yourself at the start of this activity. Have you met these? How did you do this? 7. List precautions one must always take when stopping to provide directions for others. 8. How do we help a stranger and avoid putting ourselves at risk? 9. If someone is in a wheel chair and needs directions to get to a location what types of considerations do you need to take into account when providing directions? |
Extension Activities
· Students create their own map using graph paper. This could include drawing maps to scale, creating their own legend, symbols, and index.
· Teachers can extend mapping activities by using bus routes and public transit systems.
Role-Playing: Giving and Receiving Directions
· Students form a group of four. Two group members act as observers, while the other two act as participants.
· The observers name a place in the local vicinity. One participant explains to the other how to get there from the school.
· The participants role-play the process of giving clear and concise directions while the observers make notes assessing the effectiveness of both giving and receiving directions.
· To help the participants organize their directions they will use the Giving Directions Organizer.
Giving Directions Organizer
|
Name: |
|
Where am I? |
|
What destination will I take? |
|
Direction and Street |
Distance City Blocks, Miles |
Key Land Marks |
Type of Transportation |
Estimated Time |
|
Eileen Street, north |
2 miles |
Large Billboard which says “I am Canadian” |
Bus |
Ten minutes (may have to wait at most five minutes) |
|
Turn right onto Sheila Blvd., east |
Half mile |
Hot Dog salesperson in a blue jacket |
Walk |
Five minutes |
|
Go to third house on the right, 5 Sheila Blvd. |
Ten metres |
A brown door, with a welcome sign outside |
Walk |
1 minute |
|
|
Total Distance |
|
|
Total Time |
· The pairs rotate roles until all students have had an opportunity to give at least two sets of directions and observe at least twice.
· Students come back as a large group and share the most difficult situations encountered in their group.
· The teacher asks for volunteers to role-play scenarios in front of the class.
Extension Activities
· Students create their own case studies on safety issues. These are shared with the class and students identify precautions when providing directions.
· Students examine the issue of sterotyping when giving directions to someone with whom they are unfamiliar.
· Students who are visually impaired, hard of hearing, or in a wheel chair can identify supports to assist them in giving and receiving directions.
· For students who are visually impaired, Mobility Training is available through CNIB and may supplement their learning.
· Students who experience difficulty with memory retention or sequencing steps may use cue cards to assist with the directions. As well, directions and mapping can be limited to the school or small local areas.
Communication Skills
· Communication Inventory (LA2.6);
· Role-Playing Rubric (LA2.1, LA2.6, LA2.5).
Mapping Skills
· Role-Playing Rubric (LA2.1, LA2.2, LA2.5);
· Mapping Activity Checklist (CGE3c, LR1.1, WR1.3, LA1.1).
Skimming and Scanning Jamestown Publishers
Brigance (Oral test of speaking and listening skills)
Variety of Maps relevant to students (street maps, towns, large cities, provinces)
Time: 3 hours
Using informational text, community support groups and video tapes, students identify the implications of irresponsible driving. After investigation, students write journal reflections on issues related to dangerous driving and responsible decision making.
Ontario Catholic Graduation Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE1e - speaks the language of life …recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it;
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE5e - respects the rights, responsibilities and contributions of self and others;
CGE7a - acts morally and legally as a person formed in Catholic traditions.
Strand(s): Literature and
Reading, Language, Writing, Media Studies
Overall Expectations
LRV1 - read and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas, and issues;
WRV1 - use a variety of print and electronic sources to gather information, generate and develop ideas for personal, social, and school-related purposes;
WRV3 - use a variety of organizational structures and patterns to produce writing;
WRV5 - use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling and punctuation conventions of standard Canadian English, as appropriate;
LAV1 - use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situations.
Specific Expectations
LR1.1 - use a variety of strategies to record and organize information they have located in a variety of different texts (e.g., compare/contrast charts, cause/effect graphs, timelines);
LR1.7 - demonstrate understanding of text by: citing explicit information; making inferences; using evidence from a text to support judgements and conclusions, interpreting charts and diagrams);
WR1.1 - use a variety of strategies, including identifying the purpose for writing, formulating questions, and generating lists of potential topics (e.g., brainstorm lists, semantic webs, mind-maps);
WR3.1 - identify and select the appropriate organizational plan to structure written work (e.g., chronological order; order by example; least to most important; compare/contrast);
WR3.5 - use an outline to organize ideas in the body of a report (e.g., group ideas by means of headings to show cause/effect, order of importance, chronological order);
WR5.3 - set personal goals for improving writing;
WR5.4 - use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the following requirements for grammar, spelling, and punctuation grammar and usage “a”;
WR5.4ai - identify parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, prepositions and conjunctions, to enable them to correct errors in their own writing;
WR5.4aii - use their knowledge of sentence structure to write complete, correct sentences (subject, object, predicate, subordinate and principal clauses);
WR5.4aiii - use a variety of sentence types (simple, compound, and complex);
WR5.4aiv - make compound subjects agree with their verbs;
WR5.4aiv - make nouns and pronouns agree in number and gender;
WR5.5av - use consistent verb tense in narrative and expository writing spelling “b”;
WR5.4bi - demonstrate understanding of an increasing number of spelling patterns and rules by identifying and correcting their spelling errors;
WR5.4bii - spell homophones and commonly-confused words correctly (e.g., hear/here; affect/effect);
WR5.4biii - use the apostrophe correctly in contractions and possessives (e.g., its/it's; there/their/they're; who's/whose; could've, not could of);
WR5.4biv - use a variety of spelling resources to improve spelling (e.g., spell-checkers or dictionaries) punctuation “c”;
WR5.4ci - use punctuation correctly in their writing, including the period, question mark, exclamation mark, comma, colon, quotation marks;
LA1.2 - use Reading Response Journals to note, record and define interesting words from personal reading, class reading and texts read aloud.
· The framework of this activity is call of Catholics to “Speak the language of life recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it”(CGE1e).
· The news articles collected and posted on the bulletin board in Activity 1 are used as discussion points in this activity.
· Guest speakers (listed in community resources) are used for community-based learning. If speakers are unavailable, students may contact these organizations using the Internet or phone interviews. The teacher ensures that there is a balance between genders and cultures when choosing guest speakers.
· The writing process is a part of this activity. Teachers may find Language Appendix 2 useful.
· Safe driving rules presented in activity 1, The Driver's Handbook
Introduction
· Students complete a series of journal reflections to begin this activity. The journal reflections encourage the students to focus on the impact of our actions and decisions as they relate to irresponsible driving.
Possible Journal Reflection topics:
· Drinking and driving should not be tolerated at all. No amount of alcohol should be consumed if an individual is going to drive. Do you agree or disagree with this statement. Give three reasons to support your answer.
· Drinking and driving is not a problem among high school students. Do you agree or disagree with this statement? Give proof to support your answer.
· Driving while under the influence of alcohol or drugs is a criminal offence. Those found guilty should serve jail time. Do you agree or disagree? Give three reasons to support your answer.
· A drunk driver kills an individual. Should this be considered an accident or murder? Give three reasons to support your answer.
· What are the contributing factors behind ‘Road Rage’? What should be done to prevent it?
· What role do gender and youth play in terms of irresponsible driving?
Collecting Information
Class Discussion
· Articles from the bulletin board dealing with irresponsible driving are read aloud and the class identifies and discusses behaviours that contribute to vehicle accidents. Students also examine information found in the Official Driver's Handbook that focusses on the topic of dangerous driving.
· Students complete the following chart that outline irresponsible driving behaviours, factors that influence our choice to drive irresponsibly and the implications of irresponsible driving.
Causes and Effects of Irresponsible Driving
|
Irresponsible driving behaviors |
Factors that Influence Our Choice to
Drive Irresponsibly |
What are the implications of
irresponsible behaviors? |
|
Failing to follow the rules of the road |
Friends |
Fines |
|
Speeding |
Ignorance |
Injury to self |
|
Drinking and driving |
|
Injury to others |
|
Using drugs while driving |
|
Death of self/others |
|
Road Rage |
|
Family pain and suffering |
|
|
|
Loss of license |
|
|
|
Cost to the community |
|
|
|
Incarceration |
|
|
|
Job loss/Drop out of school |
|
|
|
Higher Insurance Rates |
· The teacher then turns the discussion to an examination of how, as responsible Catholics, we should act when confronted with irresponsible driving behaviours.
Community Resources
· The teacher invites a speaker or panel of guest speakers from the community to discuss issues and concerns on the topic of safe driving. (Alternatively the students view videotapes.)
· Class discussion checklist (CGE1d, CGE1e, CGE4a, CGE5c, CGE7a)
· Journal reflections, writing rubric (LRV1, LR1.1, LR1.7, LAV1, LA1.2, WRV1, WR1.3, WRV3, WR3.1, WR3.4, WR3.5, WRV5, WR5.3, WR5.4, WRV3)
· The teacher needs to be sensitive to students who have been personally affected by irresponsible driving. If students are uncomfortable with the topic and feel unable to participate in this activity, the teacher and student can collaboratively decide on an alternative assignment.
Community Groups/Agencies
Ontario Provincial Police
Mothers Against Drunk Driving (MADD)
Ontario Students Against Drunk Driving (OSADD)
Rehabilitation Centres
Young Drivers of Canada
Other Community Based Drivers' Education Courses
School OSADD Representative
Web sites
www.madd.ca
www.add.ca
www.youngdrivers.ca
Time: 4 hours
This culminating activity integrates the knowledge, critical thinking and investigation skills learned in the previous activities in this unit. Students create a pamphlet to inform others of the hazards of irresponsible driving. The focus of this activity is the development of a resource to serve a practical purpose for a real audience. Teachers should integrate the development of the students’ pamphlets with the school calendar so it may be part of an in-school campaign for safe, responsible driving. Students are encouraged to use computer resources in the development of their pamphlet.
Ontario Catholic Graduation Expectations
CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.
Strand(s): Literature and
Reading, Language, Writing, Media Studies
Overall Expectations
WRV1 - use a variety of print and electronic sources to gather information, generate and develop ideas for personal, social, and school-related purposes;
WRV3 - use a variety of organizational structures and patterns to produce writing;
WRV4 - revise written work both collaboratively and independently with a focus on clarity, competency and accuracy of information;
WRV5 - use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling and punctuation conventions of standard Canadian English, as appropriate;
LAV2 - use listening techniques and oral communication skills to participate in formal and informal discussions, with an emphasis on active participation and co-operation;
MEV2 - apply understanding of the relationships between the form, purpose, audience and production to collaboratively create media works.
Specific Expectations
WR1.2 - create a plan to research/gather information on an identified topic;
WR1.3 - record information from print and electronic sources in a variety of ways (e.g., information in visual/graphic organizers; impressions/reflections in personal journals; photos, illustrations, sound clips in visual/oral journals);
WR3.1 - identify and select the appropriate organizational plan to structure written work (e.g., chronological order; order by example; least to most important; compare/contrast);
WR3.5 - use an outline to organize ideas in the body of a report (e.g., group ideas by means of headings to show cause/effect, order of importance, chronological order);
WR4.1 - use a variety of strategies to revise written work (e.g., read the work aloud to self or another; select from a list of transition words and phrases to link ideas; use a checklist to examine the content for clarity, completeness, consistent tense and point of view);
WR4.2 - confer with teacher, peers and mentors, and use feedback to produce writing that is complete, organized and clear;
WR5.2 - produce, format and publish written work using the appropriate technology to share writing with intended audiences;
WR5.4 - use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the requirements for grammar, spelling and punctuation;
LA2.2 - demonstrate key social skills which contribute to successful group work (e.g., following instructions; staying on task; giving ideas and information; asking others for ideas and information; disagreeing in an agreeable way; supporting opinions with reasons; contributing to completion of the task);
ME2.1 - collaboratively design and create a media work based on the issues and theme of this course (e.g., use a storyboard to design a public-service commercial for peers; use script and sound effects to create an announcement over the school PA system for an up-coming event; create a video or audio how-to manual; create a multi-media welcome and orientation for students new to the school or community);
ME2.2 - describe and explain the choices made in the design and production of a media work (e.g., decision chart; media response journal).
· By creating a pamphlet alerting the community to the issue of irresponsible driving, this unit offers students the opportunity to demonstrate how they to can be servant leaders for their peer group.
· The teacher can contact the Student Council to link this activity with other school resources or events.
· Where appropriate, students should be encouraged to submit their finished product to organizations or advocacy groups that promote responsible driving. Many of these groups run contests that call for student submissions.
· This activity can be adapted so that the culminating product is not a pamphlet but a poster, television commercial, radio announcement or a drama production.
· Knowledge of the Official Driver's Handbook, mapping skills and issues on irresponsible driving
· In class discussion the teacher and students review a variety of different pamphlets for purpose, style, layout, and content.
· Using chart paper, the class lists resources for their own pamphlets on the hazards of irresponsible driving. (Information has been gathered in the previous three units.)
· Students design their own pamphlets using an outline (see Drivers' Appendix 4.1)
· The teacher instructs the students on what topic is to be included on each panel of the pamphlet.
· Students create a first draft which includes:
Content Components
· Clear statement of purpose
· Use of key information, facts and statistics to support the purpose
Layout and Design Components
· Use of visuals and graphics
· Clear subtitles with variety in print, font size, and colour
· Point form, short paragraphs or question/answer format for easy reading
· Students peer-edit their work and prepare a final draft.
· Each student presents a finished product to the class.
· Class discussion, teacher observation (LA2.2)
· Design outline checklist (WRV1, WRV3, MEV2, WR1.2, WR1.3, WR3.1, WR3.5)
· Peer edit checklist (WRV5, WR4.1, WR4.2, WR5.4)
· Pamphlet rubric (WRV4, WR5.2, ME2.1)
· Presentation, peer evaluation (CGE2b, CGE3c, LAV2, ME2.2)
· Ensure understanding of information as presented in the visual pamphlet style as students who are visually impaired for example, may be very unfamiliar with this format.
· Students may need assistance with the concept and skill of editing.
· Make sure that students with learning disabilities are truly aware of the meaning of prescriptive verbs e.g., "outline," "communicate".
· Help students prepare for presentations. Hard of hearing students in an integrated setting tend to feel self-conscious about presenting in front of their peers. To promote success, make sure the student's work is relatively free of errors so there is no embarrassment. Make sure the students are well prepared and allow time for them to practise the presentation either with the teacher, parent or supportive classmate.
The Driver's Handbook
Bulletin Board Articles
Ontario Ministry of Transportation Pamphlets
Journal Reflections, class notes, organizers
Guest speakers, videotapes
Read each question carefully and circle the correct answer.
1. What is the minimum amount of time a new driver needs to become fully licensed?
a. one year
b. twenty months
c. two years
d. five years
2. To become a fully licensed motorcycle driver, it is necessary to complete the graduated licensing program for motorcycles?
a. true
b. false
3. Your child is four years old and weighs 16 kg (35 lb.). In a parent’s or guardian’s car, the child must travel:
a. in an approved rear-facing child safety seat
b. in an approved forward-facing child safety seat
c. in an approved vehicle booster seat
d. using the lap belt portion of the vehicle’s seat belt system
4. Demerit points remain on your record for:
a. ninety days from the date of the offence
b. one year from the date of the offence
c. two years from the date of the offence
d. ive years from the date of the offence
5. What does a solid white line in the direction of travel on the roadway mean?
a. A white line separates traffic travelling in the same direction. A solid line means it is unsafe to pass.
b. A whiteline separates traffic travelling in opposite directions. A solid line means it is unsafe to pass.
c. A solid white line identifies a cycle path.
d. A solid white line indicates where a motor vehicle’s tires should be positioned.
6. Your car has hit black ice and you’ve gone into a skid, you should:
a. close your eyes and hope for the best
b. steer in any direction until the car straightens out
c. steer in the direction you want to go
d. slam on the brakes
7. In a car with air bags:
a. children must sit in the front seat
b. children should not sit in the front seat
c. passengers do not have to wear seatbelts
8. Motorists approaching a stopped school bus with its lights flashing and stop arm extended:
a. Must stop no matter what direction you are travelling until the bus moves or its lights stop flashing. Motorists approaching from the rear must stop at least 20 metres from the bus. Motorists approaching from the opposite direction must stop a safe distance away unless they are on a road with a median
b. must only stop during school hours
c. only need to stop if in the same lane as the bus
d. must slow down to make sure no children are crossing
9. If you are driving along and see an emergency vehicle with a siren and/or flashing lights behind you, you should:
a. stop
b. get out of the way and stop close to the right side of the road and clear of any intersection
c. continue; the emergency vehicle must wait its turn
10. A solid yellow line at the left of your lane means:
a. it is unsafe to pass
b. pass with caution
c. only trucks may pass
d. trucks cannot pass
Answer Key:
1.b, 2.a, 3.b, 4.c., 5.a, 6.c, 7.b, 8.a., 9.b, 10.a
Read each question carefully and circle the correct answer.
1. When you come upon a car that is stopped to allow a pedestrian to cross the street at a marked crosswalk, you should:
a. sound the horn so the stopped driver will drive on
b. pass the stopped car on the right
c. pass the stopped car on the left
d. not pass any car that has stopped to allow a pedestrian to cross
2. What type of vehicle uses flashing blue lights?
a. snow removal vehicles
b. police cruisers
c. ambulances
d. school buses
3. You have been convicted of “following too closely” because you slid and rear-ended another vehicle. How many demerit points will be against you?
a. two
b. three
c. four
d. six
4. How many demerit points do you lose for impaired driving?
a. two
b. three
c. four
d. none
5. Which of the following have the right-or-way over all others at an intersection when the signal light is green?
a. vehicles turning left
b. vehicles turning right
c. pedestrians crossing with the light
d. pedestrians crossing against the light
6. A class “A” drivers license:
a. means the driver did very well on the test
b. allows the driver to drive “All” vehicles, including school buses
c. is for school bus drivers
d. allows the driver to drive any tractor-trailer/truck-trailer combination
7. When parking it is important to:
a. not park within three metres of a fire hydrant
b. not park on a curve, hill or anywhere you do not have a clear view
c. never park in a space designated for people with disabilities unless you display a disabled person permit
d. all of the above
8. A pedestrian crossing or crossover is marked by:
a. a yellow and black striped line
b. two double yellow lines
c. two white double parallel lines across the road with an X in each land approaching it
d. a crossing guard
9. When approaching a school zone sign drivers are:
a. to speed up and proceed
b. stop and watch for students
c. slow down, drive with extra caution and watch for children
d. watch for a play ground
10. A stop line is:
a. red line painted on the road showing you where a cross walk starts
b. A white line painted across the road showing you where you must stop
c. A yellow line painted on the road showing where a crosswalk starts
d. An imaginary line drivers should use to judge where to stop
Answer Key
1.d, 2.a, 3.c, 4.d (Impaired driving is a criminal code offence that carries a mandatory suspension period. For the first offence, the HTA license suspension period is one year. The judge may prescribe a longer period.), 5.c, 6.d, 7.d, 8.c, 9.c, 10.b
|
|
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding Demonstrates understanding of information, ideas, concepts and themes in the Official Driver's Handbook |
- demonstrates limited understanding of the text |
- demonstrates some understanding of the text |
- demonstrates considerable knowledge of the text |
- demonstrates thorough and insightful knowledge of the text |
|
Thinking/Inquiry Critical and creative thinking skills e.g., reflecting, analysing, explaining |
- uses critical and creative thinking skills with limited effectiveness |
- uses critical and creative thinking skills with moderate effectiveness |
- uses critical and creative thinking skills with considerable effectiveness |
- uses a high degree of critical and creative thinking skills |
|
Communication Communication for the specific audience and purpose |
- communicates with a limited sense of audience and purpose |
- communicates with some sense of audience and purpose |
- communicates with a clear sense of audience and purpose |
- communicates with a strong sense of audience and purpose |
|
Application Application of oral communication techniques and design elements |
- uses oral communication techniques with limited effectiveness |
- uses oral communication techniques with some effectiveness |
- uses oral communication techniques effectively |
- uses oral communication techniques effectively and creatively |
Note: A student whose achievment is below level 1 (50%) has not me the expectations for this assignment or activity.
|
Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Communication Language appropriate to audience and purpose |
- limited sense of purpose and audience |
- some sense of purpose and audience |
- clear sense of purpose and audience |
- strong sense of purpose and audience |
|
Uses appropriate body language for speaking and listening |
- rarely uses appropriate body language or eye contact for speaking and listening |
- sometimes uses appropriate body language or eye contact for speaking and listening |
- consistently uses appropriate body language or eye contact for speaking and listening |
- uses effective and appropriate body language or eye contact for speaking and listening |
|
Application Organizes and presents thoughts in a clear and concise manner |
- limited sense of organization of ideas and directions |
- moderate sense of organization of ideas and directions |
- considerable sense of organization of ideas and directions |
- thorough and complete sense of organization of ideas and directions |
|
Responds to questions with supporting information |
- limited responses in clarity and effect |
- moderately clear and effective responses |
- considerably clear and effective responses |
- questions answered with thorough clarity, effect, and insight |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Students: _______________________ _______________________
Note: Remember when doing your design layout to include visuals, graphics, charts, spacing and point form specifics, font variations and colour specifications.
|
Page 5 Inside Flap |
Page 6 Back Page |
Page 1 Front Cover Include Title |
|
Page 2 Inside Pamphlet |
Page 3 Inside Pamphlet |
Page 4 Inside Pamphlet |
Peer Editor(s): _________________________ Date of Peer Edit: __________________
Teacher Conference Date: __________________________ Design Layout Approved: ____