Course Profile English, Grade 10, Applied, Public

Unit 2: Voices

Time: 24 hours

Unit Developers: Linda Neary, Janice Rideout, Angela Ferguson, Melanie Barrett, Tina-Marie Sikkema

Development Date: April 2000

Unit Description

Grade 10 students in the applied course are increasingly aware of the issues surrounding them in their daily lives. The Voices unit is designed to encourage students to find their unique voices, determine their viewpoints, and develop argumentative skills which will inspire and encourage expression that is logical, coherent, persuasive and mature. “Voices” encourages students to analyse their own and others’ perspectives and to appreciate the different voices that unite to represent society’s multi-layered perceptions. The unit equips students with the tools they need to present their positions persuasively in oral and written format and to clarify their own opinions about a variety of issues. “Voices” addresses Grade 10 students' growing responsibilities to establish independent opinions and take participatory roles in society’s decision-making processes in order to become active members of society.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations: LIV.01P, LIV.03P, WRV.01P, WRV.02P, WRV.03P, WRV.04P, WRV.05P, LGV.01P, LGV.02P.

Subtask (Activity) Titles (Time + Sequence)

Subtask 1	Diagnostic Activity	75 minutes
Subtask 2	The Way I See Things	140 minutes
Subtask 3	The Power of Words	105 minutes
Subtask 4	Voices of Children	425 minutes
Subtask 5	Hearing Other Voices	225 minutes
Subtask 6	Speak and Be Heard – A Forum for Voices	370 minutes

Unit Planning Notes

· Before beginning this unit, teachers are advised to consult guidelines for antiracist and bias-free education to ensure awareness, sensitivity and caution in the selection and delivery of materials and issues for this unit. Teachers are advised to refer to Unit 3: Diversity, of this course profile which provides more detailed resources and suggestions for a respectful approach to controversial issues, topics, and ideas.

· It is recommended that teachers encourage their students to bring a dictionary and thesaurus to class every day or to have these readily available in the classroom.

· For all writing assignments it is imperative that students employ the writing process: brainstorming, outlining, rough work, discussion, editing, revision (BORDER). The ARRRP Approach (BLM 1.3-2) and the Grade 10 Editing and Revising Checklist (BLM 1.3-1), which are introduced in Unit 1, will assist students in the editing and revising stages of the writing process. Students are expected to submit evidence of all steps of the writing process with written assignments.

· Students are to be encouraged to word process final copies of writing assignments and the teacher should provide access to computers.

· Teachers are reminded to incorporate time for students’ selection of texts and independent reading required for the course final assessment. Teachers are also advised to provide a list of books related to the theme of Voices to assist students with the selection of appropriate reading materials. Teachers should monitor student selection for appropriateness. (Unit 1 outlines the requirements for the Book Festival.)

· The teacher ensures that the school teacher-librarian is consulted about the availability of research materials and assistance in locating additional sources before beginning this unit.

· The teacher should be familiar with the computer facilities in the school before this unit begins as this unit requires the use of the Internet and also word-processing skills.

Prior Knowledge Required

· Expectations of the Grade 9 Ontario Curriculum

· sentence and paragraph structure

· standard use of Canadian English

· essay structure

· research skills

· use of documentation

· oral presentation skills

· small group skills

· computer skills

· use of the writing process

Task Summary

Students explore the web of issues that surrounds them through the examination of literature, informational texts, and media. They analyse a number of arguments to determine their effectiveness and explore their own value systems and the value systems of others. With the assistance of the teacher-librarian they use research skills to gather information to support their arguments.

Through the use of rhetorical devices and persuasive techniques, students develop their argumentative skills in both oral and written form. They voice arguments through a variety of products such as journal responses, outlines, persuasive essays, and role playing. They participate in a final task – The Town Hall Meeting.

Students continue the Independent Reading component begun in Unit 1 by reading a book dealing with a controversial issue in preparation for Unit 5. They maintain their reading response journal and conference with the teacher.

Culminating Activity

In this activity students examine local issues to produce a role play of a town or city hall meeting. Students exercise their ability to identify points of view and the diverse aspects of an issue in order to adopt the role of an individual in the community who is involved in the issue. In addition to the role play, students write a persuasive essay which demonstrates the argumentation and persuasive language skills developed throughout the unit.

Resources

Aker, Don and David Hodgkinson, eds. Language and Writing 9. Toronto: ITP Nelson, 1999.
ISBN 0-17-618681-6
A writing handbook.

Anderson, Neil. Media Works. Toronto: Oxford U. P., 1989. ISBN 0-19-540730-X
An anthology of media works.

Baker-Sandbrook, Judith and Neil Graham, eds. Thinking Through the Essay. Toronto: McGraw Hill, Ryerson, 1986. ISBN 0-07-549066-8
An essay writing textbook.

Baker-Sandbrook, Judith. Essays Patterns and Perspectives. Don Mills: Oxford U. P., 1992.
ISBN 0-19-540839-X
A collection of essays.

Borovilos, John, ed. Breaking Through - a Canadian Literary Mosaic. Scarborough: Prentice Hall, 1990. ISBN 0-13-08372-0
An anthology of literature.

Borovilos, John, ed. Images - Canada Through Literature. Scarborough: Prentice Hall, 1999.
ISBN 0-13-255852-1
An anthology of literature.

Cheung, Mei-lin, ed. Galaxies III. Don Mills: Addison Wesley, 1992. ISBN 0-201--50441-3
An anthology of literature.

Close, Joanne, et al., eds. Literature and Media 9. Toronto: ITP Nelson, 1999. ISBN 0-17-619701-4
An anthology of literature.

Conrad, Ronald, ed. The Act of Writing: Canadian Essays for Composition. Toronto: McGraw Hill Ryerson, 1990. ISBN 0-07-549792-1
A writing handbook.

Crane, Ed. SightLines 10. Scarborough: Prentice Hall, 2000. ISBN 0-1308-2171-3
An anthology of works for Grade 10 students.

Davies, Richard and Glen Kirlkands, eds. Discovering. Toronto: Harcourt Brace, 1999. 0-7715-1162-0
An anthology of literature.

Davies, Richard and Glen Kirkland, eds. Dimensions. Toronto: Gage, 1986. ISBN 0-7715-6854-1
An anthology of literature.

Davies, Richard and Glen Kirkland, eds. Imagining. Toronto: Gage, 1990. ISBN 0-7715-1104-3
An anthology of literature.

Davies, Richard and Glen Kirkland, eds. Relating. Toronto: Gage, 1990. ISBN 0-7715-1104-3
An anthology of literature.

Dawe, Robert, Barry Duncan, and Wendy Mathieu. Resourcelines 9/10. Scarborough: Prentice Hall, 1999. ISBN. 0-13-012922-4
A writing textbook.

Duncan, Barry. Mass Media and Popular Culture. Toronto: Harcourt Brace. ISBN 7747-1262-17
A media textbook.

Geddes, Gary and Phyllis Bruce, eds. 15 Canadian Poets + 5. Toronto: Oxford U. P., 1978.
ISBN 0-19-54-289-8
An anthology of poetry.

Hannan, Ed, et al., eds. Perspectives Three. Toronto: Harcourt Brace, 1992. ISBN 0-7747-1338-0
An anthology of literature.

Hilker, Douglas, et al., eds. Transitions. Toronto: McGraw Hill Ryerson, 1986. ISBN 0-7747-0151-X
An anthology of literature.

Hilker, Douglas and Sue Harper. Elements of English 9. Toronto: Harcourt Brace, 1999.
ISBN 0-7747-0575-2
An anthology of literature.

Karpinski, Eva C. and Ian Lea, eds. Pens of Many Colours. Toronto: Harcourt Brace, 1993.
ISBN 0-7747-3146-X

Kedves, Alice Barlow, et al., eds. SightLines 9. Scarborough: Prentice Hall, 1999. ISBN 0-13-012906-2
An anthology of literature.

Lvengo, Anthony. Canadian Writers’ Companion. Scarborough: Prentice-Hall, 1996.
ISBN 0-13-443920-1
A writing handbook.

Messenger, W.E. and W.H. New, eds. A 20th Century Anthology. Scarborough: Prentice Hall, 1984. ISBN 0-13-934944-8
An anthology of literature.

Parker, John F. The Writers Workshop. Don Mills: Addison Wesley, 1982. ISBN 0-201-05724-7
A writing textbook.

Saliani, Dom and Nova Morine, eds. Crossroads. Toronto: Gage, 1999. ISBN 0-7714-1324-0
An anthology of literature.

Sebrank, Patrick. Writers Inc. Sourcebook. DC: Health and Co., 1995. ISBN 0-669-38553-0
A writing workbook.

Sebrank, Patrick, et al. Writers Inc. Willmington, Mass: Great Source Education Group, 1991.
ISBN 0-669-95068-8
A writing handbook.

Sebrank, Patrick, et al. Write Source 2000. Wilmington, Mass: Great Source Education Group, 1989. ISBN 0-17-618700-6
A writing handbook.

Dictionary and Thesaurus

Teacher-Librarian

Computer Lab facilities

Environmental Groups
World Wildlife Federation, Artists for the Environment, Friends of Temagami, etc.

Local Emergency Services
Police Department or Hospitals.

Local Social Agencies
Women's Shelters, Crisis Centres, Homeless Shelters, Missions, Drug Rehabilitation Centres, AA.

Subtask 1: Diagnostic Activity

Time: 75 minutes

Description

In this subtask, students perform a diagnostic activity in order to assess their ability to make persuasive arguments and to categorize supports for arguments effectively. The teacher assesses students’ prior knowledge through the diagnostic writing assignment and reviews essay format with the class.

Students continue the Independent Reading component begun in Unit 1, maintain their reading response journal, and conference with the teacher.

Strand(s) and Expectations

Strand(s): Writing, Language

Overall Expectations

WRV.03P - use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

LGV.02P - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

Specific Expectations

WR1.03P - sort and label information and ideas; assess the relevance, accuracy, and completeness of the information and ideas; discard irrelevant material; and find additional information as needed (e.g., relate data to focus questions; verify data by consulting multiple sources; identify and reconcile inconsistencies; use a storyboard to sequence information from a narrative);

LG2.01P - use listening techniques and oral communication skills to participate in group discussions (e.g., stay on topic; contribute ideas; support opinions; build on the ideas of others; solicit and classify information; identify key ideas and supporting details; and distinguish between fact and opinion).

Subtask Planning Notes

· This activity assesses students’ prior knowledge of arguments and persuasion and their ability to develop and organize effective arguments. As such, this activity demands minimal guidance from the teacher.

· BLM 2.1-1 Part A and 2.1-1 Part B can be given as a board note or made into an overhead.

· Strategies 6 through 8 of the Teaching/Learning Strategies may be optional depending upon the level of student needs for the review of persuasive writing as determined by the diagnostic activity.

Teaching/Learning Strategies

Strategies

Student Groupings

· Brainstorming

· Classifying

· Collaborative/Co-operative Learning

· Students working as a whole class

· Students working in small groups

· Students working individually

1. The teacher continues to provide the opportunity for students to read independently on a regular basis in class. The teacher reminds students that their independent reading selection should be linked to the theme of the unit. Students maintain a reading response journal. The teacher continues to monitor student progress.

2. The teacher recalls the idea of claim and support with the class.

3. The teacher writes the following statement on the board: “Homework should/should not be assigned to students on a daily basis”. The teacher allows students twenty minutes to complete a persuasive response to this statement. As students write their responses, the teacher circulates and observes students’ ability to write persuasively. The teacher collects the student responses for anecdotal assessment in order to determine what level of review/teaching of concepts is required.

4. The teacher provides a sample T-chart organizer listing the pros and cons of the statement. (See BLM 2.1-1 – Sample Persuasive Essay T-Chart).

5. The teacher leads a class discussion brainstorming additional arguments for the pro and con sides of the question. The teacher indicates that all ideas should be included initially and then the validity and credibility of the ideas should be analysed.

6. The teacher and students work collaboratively to develop criteria for a persuasive argument. The teacher assists the class in grouping supports and in deleting support that proves to be irrelevant once the categorizing has been completed.

7. The teacher assigns BLM 2.1-2 – Persuasive Argument. This activity, spurred by review, assesses students’ prior knowledge of organizing ideas into valid and effective criteria.

8. The teacher allows time for student groups to present their criteria and support to the class.

9. The teacher provides anecdotal comments to student groups during their presentations. The focus of assessment should be on the criteria developed, the organization of ideas, and the inclusion of sufficient, coherent support.

Assessment/Evaluation Techniques

Assessment Strategies	Assessment Recording Devices
· Introduction	· Anecdotal Record

· Diagnostic assessment of persuasive essay, focussing on structure, organization and support.

· Anecdotal assessment of group activity.

Adaptations

· The teacher may wish to supply criteria for students with IEPs.

· The teacher may allow students to word process their responses in order to accommodate IEP students.

Resources

Blackline Masters

BLM 2.1-1 – Sample Persuasive Essay T-Chart
A breakdown of support for a claim and an organizational framework for the development of criteria.

BLM 2.1-2 – Persuasive Argument
An assignment sheet for a persuasive essay outline diagnostic activity.

Subtask 2: The Way I See Things

Time: 140 minutes

Description

Students read the short story “Two Fishermen” by Morley Callaghan in order to examine the terms morals, value systems, and tolerance and the idea that value systems influence perspective on issues. This subtask examines how debatable issues are classified into Political, Social, Economic, Environmental, Local, Historical, Global, and Scientific categories and how these issues affect different aspects of a student’s life. It employs critical thinking skills and provides practice in organizational and analytical skills through the categorization of issues. It introduces the concept that issues are interwoven and perspectives on issues are connected to a student’s individual value system.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations

WRV.03P - use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

Specific Expectations

LI2.02P - select and read texts for a variety of purposes, with an emphasis on extending knowledge of the elements of literary genres and the organization of informational materials, collecting and assessing information, responding imaginatively, and relating literary experiences to personal experience (e.g., gather and evaluate information from several newspaper articles; compare the early years of a historical figure or fictional character with their own);

LI1.04P - demonstrate understanding of a text by citing explicit information and ideas from it (e.g., create a character profile based on a character’s words and actions; list key steps from a technical manual to create a quick-reference guide);

LI1.05P - analyse the information and ideas presented in texts and make inferences based on the analysis (e.g., analyse a student-created website in order to give it an appropriate title; contrast a character’s words and actions in a play to explain irony; identify the interests an author represents in an article on an environmental issue);

LI1.06P - use evidence from a text to support judgements about an issue (e.g., debate an issue discussed in a magazine or newspaper; debate the appropriateness of the resolution of a story);

LI1.07P - describe how readers’ different values and perspectives might influence the way they respond to and interpret texts (e.g., create and share visual responses to a text and suggest reasons for similarities and differences in interpretations; choose a favourite character from a novel and give reasons for the choice; describe and give reasons for a personal interpretation of a short story);

LG1.05P - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

– parts of speech, including participles;

– types of sentences, including compound-complex sentences;

– components of sentences, including adjective and adverb phrases; noun, adjective, and adverb clauses;

– agreement between subject and verb, and between pronoun and antecedent;

– consistency of verb tense and voice;

Subtask Planning Notes

· As a vehicle for response to ideas and issues raised during this unit, students keep a learning log/journal. This will be a forum for informal writing where students can establish a rapport with the teacher. This is different from the reading response journal in that it is assessed anecdotally.

· Teachers need to remind students to purchase a journal(s) (e.g., spiral type, bound, etc.). Students maintain an ongoing reading response journal as part of the Independent Reading component of the course. They also make extensive use of a learning log/journal throughout the course. Students may use separate sections of a binder for these two purposes or purchase two “journals”.

· As the issues generated for student Issue Webs may be sensitive for some students, teachers are cautioned to be aware of stereotype and bias in the selection of issues, and to choose only those issues that would be appropriate to the level and background of the class.

· The teacher may provide newspapers – local, national, etc. – to help students brainstorm and identify issues.

· The teacher may direct students to watch a news program and write down topics discussed.

· The teacher may wish to substitute a different short story for “Two Fishermen”. See Resources for suggested alternate texts.

· As an extension or optional activity the teacher may wish to show students “clips” from a half-hour local news program and discuss the difference between issues and human interest stories. (Using short “clips” from TV newscasts is permitted under copyright regulations.) Students then define whether the topics addressed are human interest stories or issues and categorize the issues.

· Before assigning the journal response, the teacher should teach a mini-lesson to review the use of pronouns and pronoun and antecedent agreement.

Teaching/Learning Strategies

Strategies

Student Groupings

· Brainstorming

· Classifying

· Collaborative/Co-operative Learning

· Direct Teaching

· Students working individually

· Students working in small groups

· Students working as a whole class

1. The teacher writes the following definition of the term “issue” on the board: “A point in question; an important subject of debate or litigation; a controversial topic; a subject of contention, dispute or argument”.

2. The teacher discusses the definition and clarifies words such as litigation, dispute, contention, etc. The teacher has students write the definition in their notebooks.

3. The teacher instructs students to individually brainstorm a list of issues that they know about in their notebooks for three to five minutes.

4. The teacher provides students with BLM 2.2-1 – Types of Issues, and discusses the definitions to ensure student understanding.

5. The teacher provides BLM 2.2-2 – The Issues Web, and has students, in small groups of three or four, discuss, compare and categorize their brainstormed list of issues under the provided headings. Students fill in the Issues Web and categorize issues under each heading.

6. The teacher provides chart paper and markers and instructs students to reproduce their Issues Web, incorporating all group members' issues under the specified headings.

7. Student groups post their completed charts around the classroom.

8. The teacher instructs students to examine peer charts and note any different classifications of issues or any listings that they would consider human interest stories. Using the issue list provided, the teacher gives additional issues for categories which are short on examples and adds any significant issues that students have not mentioned (See BLM 2.2-3 – Teacher Resource: Suggested Issues).

9. Through a guided, whole class discussion the teacher asks students to draw conclusions about the nature of issues based on their observations of the different groups’ Issues Webs. The teacher leads the class to the conclusion that issues can be approached from many angles but that they have a primary base within one category. For example, Separatism is primarily a political issue but it may also be a local issue (depending on where one resides); a social issue (because it is a clash between two language groups); an historical issue (based on the rights of Canadian settlers) etc.

10. As a whole class, develop a colour coding system for each category on the Issues Web. For example, environmental issues may be green, local may be orange, etc.

11. The teacher directs students to add to the Issues Web in their notebooks, drawing from information around the room. Students decide the primary category for each issue and place colour-coded checkmarks beside the issues to indicate other applicable categories for each issue.

12. The teacher provides students with BLM 2.2-4 – Value Systems and thoroughly discusses the content of the note to ensure that students understand the terminology.

13. The teacher reads the story “Two Fishermen” by Morley Callaghan to the class. The teacher reviews the words from the word study as the story is read. The teacher discusses with students the Literature Study questions on BLM 2.2-5 – Two Fishermen Literature Study and makes connections between the note “Value Systems” and the values Michael displays in the story.

14. The teacher has students respond to the journal question from BLM 2.2-5 in their learning log/journal for homework.

15. The teacher allows a few volunteers to read their journal entries aloud and facilitates a brief class discussion in response to the question.

Assessment/Evaluation Techniques

Assessment Strategies	Assessment Recording Devices
· Observation	· Anecdotal Record

Formative

· Observation of group dynamics during small group work for learning skills.

· Anecdotal assessment of students’ Issues Webs to ensure understanding of categorization and the interconnected nature of issues.

· Anecdotal assessment of students’ responses to the learning log/journal question.

Adaptations

· The teacher may wish to supply the Issues Web to students who are visually impaired or who are appropriately identified in their IEP.

· The teacher may wish to use symbols to designate categories for students who have difficulty perceiving colours.

· As an enrichment activity, the teacher may wish to have one or two students recreate their completed and colour coded Issues Webs on bristol board to be posted in the classroom for the duration of the “Voices” unit.

Resources

Burke, Norah. “The Blue Bead” – short story in Kedves, Alice Barlow, et al., eds. SightLines 9. Scarborough: Prentice Hall, 1989. ISBN 0-13-12906-2
A short story about a young girl in India and how she discovers and cherishes a blue bead.

Callaghan, Morley. “Two Fishermen” – short story in Davies, Richard and Glen Kirkland, eds. Discovering. Toronto: Gage, 1980. ISBN 0-7715-1162-0

Deal, Borden. “A Taste of Melon” – short story in Davies, Richard and Glen Kirkland, eds. Relating. Toronto: Gage, 1990. ISBN 0-7715-1104-3
A short story dealing with the idea of owning up to one’s actions.

NGO’s Earth Summit 1992. The Earth Charter in Crane, ed. SightLines 10. Scarborough: Prentice Hall, 2000. ISBN 0-1308-2171-3

Chart Paper

Markers

Masking Tape

Blackline Masters

BLM 2.2-1 – Types of Issues
A class note on the categories that can be used to classify issues.

BLM 2.2-2 – The Issues Web
A map of categories demonstrating the connection between issues and personal value systems.

BLM 2.2-3 – Teacher Resource: Suggested Issues
A compilation of issues to be used as a teacher resource.

BLM 2.2-4 – Value Systems

BLM 2.2-5 – Two Fishermen Literature Study
Word Study and questions on the short story “Two Fishermen” by Morley Callaghan.

Subtask 3: The Power of Words

Time: 185 minutes

Description

Through the reading of a personal essay students learn about tone, rhetorical devices, types of sources, and types of supports used in persuasive writing. Students analyse an issue by reading an article defending the issue and an article refuting the issue.

Strand(s) and Expectations

Strand(s): Literature Studies, Writing, Language

Overall Expectations

LIV.03P - identify and explain the effect of specific elements of style in a range of literary and informational texts.

Specific Expectations

LI1.02P - select and read texts for a variety of purposes, with an emphasis on extending knowledge of the elements of literary genres and the organization of informational materials, collecting and assessing information, responding imaginatively, and relating literary experiences to personal experience (e.g., gather and evaluate information from several newspaper articles; compare the early years of a historical figure or fictional character with their own);

LI1.06P - use evidence from a text to support judgements about an issue (e.g., debate an issue discussed in a magazine or newspaper; debate the appropriateness of the resolution of a story);

LI2.03P - use knowledge of elements of magazines and reports, such as editorials, regular columns, letters to the editor, advertisements, foldouts, cover art, table of contents, layout, columns, headings, and sub-headings, to understand and interpret texts in the genre (e.g., present a display illustrating the key features of a popular magazine; create a table of contents for a class magazine; use understanding of magazine layout to read articles with columns and wraparound text);

LI3.01P - explain how authors adapt diction and phrasing and use specialized vocabulary to communicate ideas, emotions, and information and achieve intended effects (e.g., compare the colloquial language of a personal letter to the formal language of a business letter; compare the technical language of a computer manual to the language in a poem about computers);

LI3.02P - explain how authors use stylistic devices, such as varied sentence structures, onomatopoeia, alliteration, and symbol, to communicate ideas, emotions, and information and achieve intended effects (e.g., explain how the symbolic language used in an advertisement persuades consumers to buy a product; explain how the imagery in a poem helps engage the reader’s interest);

WR1.04P - use the information and ideas generated to develop the content of written work (e.g., free write; create graphic organizers; do further research);

LG1.06P - recognize, describe, and correct sentence errors in oral and written language (e.g., comma splice, run-on sentence).

Subtask Planning Notes

· The teacher should approach the issue of social assistance with caution, sensitivity, and an awareness of bias and stereotyping. Teachers need to be observant of and sensitive to student reaction when discussing these issues in the classroom. Teachers are encouraged to consider alternatives to the article suggested where they consider pupil or community sensitivities may suggest such a course of action.

· The teacher should be aware of and sensitive about stereotypes, bias, and student backgrounds when selecting articles for this subtask.

· The teacher may wish to invite a guest speaker who represents an organization or agency associated with the issue discussed in the articles.

· See Resources for suggestions of alternate literature which explores current issues.

· The teacher may want to provide time in the school’s computer lab for students to word process their letters both in rough and for a good copy.

· While discussing tone and physical expression, the teacher may wish to address the idea that cultures vary in their expression and interpretation of emotions.

· The teacher may wish to offer rewards (stickers, pencils, erasers, etc.) to students who are successful in the placement of types of support and who provide valid explanations for their choices in Teaching/Learning Strategy 11.

Teaching/Learning Strategies

Strategies

Student Groupings

· Advance Organizer

· Guided Reading

· Issue-Based Analysis

· Note-Making

· Retelling

· Students working as a whole class

· Students working in pairs

· Students working in small groups

· Students working individually

1. The teacher distributes a slip of paper on which is written one of a variety of tones (e.g., serious, sarcastic, humourous, angry, sad, friendly, etc.) to pairs or small groups of students.

2. The teacher allows students a few minutes to determine how a nursery rhyme, such as “Little Miss Muffet”, could be recited using the specific tone that they have been given. One student from each pair or group recites the nursery rhyme to the class. The class tries to determine what tone the presenter is using.

3. The teacher defines the word tone and asks students how they were able to determine which tone each speaker was using. Likely responses are: facial expression, body language, pitch, pauses, pace, volume, etc.

4. The teacher explains that writers use tone as a way to influence, persuade or create emotion in a reader but since they cannot use sound or physical expression they must create tone with written language.

5. The teacher provides students with BLM 2.3-1 – Rhetorical Devices, and discusses the note thoroughly to ensure students’ understanding.

6. The teacher reads “Is There Life After Welfare” by Annie Downey to the class and asks students to focus on the author’s tone while listening. Where careful consideration suggests the selection of an alternative reading for this purpose, new questions will have to be devised to replace BLM 2.3-2.

7. The teacher assigns BLM 2.3-2 – Is There Life After Welfare Literature Study, to students and discusses students’ responses to the questions to ensure student understanding of the use of tone in persuasive writing.

8. The teacher provides students with the note BLM 2.3-3 – Backing Up Your Opinion. The teacher discusses the note to ensure student understanding.

9. On the board the teacher draws a table consisting of five rows and two columns. In the first column the teacher lists the five different types of supports (facts, statistics, quotations, experiences, ideas).

10. The teacher distributes a cue card to each student on which is written a fact, a statistic, a quotation, an experience, or an idea. The teacher should ensure equal representation for each of these types of support.

11. The teacher allows students two or three minutes to consider which type of support is on the cue card. The teacher selects individual students at random or asks for volunteers to place the cue card within the appropriate row of the table. The student must justify the placement. If a student is unsuccessful at the task, another student may assist the student. This process continues until all student cue cards are on the board.

12. The teacher furnishes students with an article on a current issue. The class reads the article aloud.

13. The teacher supplies students with BLM 2.3-4 – Analysis of an Article Framework. The teacher reads through the framework with the class and clarifies terminology to ensure students' understanding.

14. The teacher divides the class into groups of four or five. In these groups, students take 15 minutes to fill out the Analysis of an Article Framework (BLM 2.3-4) using the article read in Teaching/Learning Strategy 12.

15. Using the blackboard or an overhead transparency, the teacher facilitates the completion of the framework with the whole class.

16. The teacher leads a class discussion about the strength of the author’s argument and the persuasiveness of his/her tone and support.

17. The teacher provides students with an article which presents the opposite point of view on the same issue. In pairs, students complete an Analysis of an Article Framework (BLM 2.3-4) for the new article. Student pairs submit this exercise for formative assessment.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Recording Devices

· Performance Task

· Anecdotal Record

· Checklist

Formative

· Anecdotal comments on the Analysis of an Article Framework.

· Anecdotal assessment of student use of rhetorical devices.

· Anecdotal assessment of students’ responses to the literature study and students’ journal responses.

Adaptations

· The teacher should provide additional class time for IEP identified and ESL students to complete the formal letter.

· The teacher should group weaker students with students who have strong reading and communication skills during the deconstruction of the articles.

· The teacher should provide words for the chosen nursery rhyme to accommodate ESL students or students who may not be familiar with it.

· The teacher should provide appropriate and necessary support for visually, learning, or physically impaired students during the group deconstruction of the articles.

· The teacher should allow physically impaired students to respond to the type of support activity from their seats.

Resources

Downey, Annie. “Is There Life After Welfare?” – article in Crane, ed. SightLines 10. Scarborough: Prentice Hall, 2000. ISBN 0-1308-2171-3

Kaur, Pretam. “As the Buffaloes Bathed” – short story in Crane, ed. SightLines 10. Scarborough: Prentice Hall, 2000. ISBN 0-1308-2171-3

Two current articles presenting opposing views on a current scientific issue.

Various magazines

Various newspapers

Blackline Masters

BLM 2.3-1 – Rhetorical Devices
A note on biased language, overstatement, understatement, the rhetorical question, repetition, irony, and allusion.

BLM 2.3-2 – Is There Life After Welfare Literature Study
Word Study and Questions on “Is There Life After Welfare”.

BLM 2.3-3 – Backing Up Your Opinion
A class note outlining types of sources, qualities of trustworthy sources, and types of supports for essay writing.

BLM 2.3-4 – Analysis of An Article Framework
A framework to aid students with analyzing an article and identifying sources.

Subtask 4: Voice of Children

Time: 425 minutes

Description

Students explore the topic of childhood by reading the poem “Of Children” by Kahlil Gibran. This subtask focusses on the issues of the rights of the child and child labour. While exploring this topic students read child testimonials, summarize and analyse information, write and perform a dramatic presentation, and create an individual persuasive essay outline. Students also write sample paragraphs.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations

LIV.01P - read and demonstrate an understanding of a range of literary and informational texts;

WRV.01P - use a variety of print and electronic sources to gather information and explore ideas for their written work;

WRV.02P - identify literary and informational forms suited to a variety of purposes and audiences and use the forms appropriately in their own writing, with an emphasis on stating and supporting an opinion;

WRV.03P - use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

WRV.04P - revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and coherence.

Specific Expectations

LI1.06P - use evidence from a text to support judgements about an issue (e.g., debate an issue discussed in a magazine or newspaper; debate the appropriateness of the resolution of a story);

WR1.02P - locate and summarize information and ideas from print and electronic sources, including newspapers and magazines, reports, dictionaries, encyclopedias, vertical files, and multiple electronic databases (e.g., create a graphic organizer for data acquired from a textbook and an electronic database; chart information by subtopic; list sources of information);

WR1.04P - use the information and ideas generated to develop the content of written work (e.g., free write; create graphic organizers; do further research);

WR2.01P - demonstrate an understanding of literary and informational forms, such as personal essays, dramatizations, descriptions, poems, research reports, newspaper columns or magazine articles, and formal letters, by selecting forms appropriate to different purposes and audiences to use in their own writing (e.g., use a journal entry to explore a personal opinion; compose a formal letter to persuade a community partner to sponsor a school project; write a letter to a newspaper editor about a local issue; write a children’s story for a Grade 2 class; use essay form to describe their response to a group of poems by one author);

WR5.07P - identify and correct sentence errors, including comma splices and run-on sentences;

WR5.08P - make collective nouns used as subjects agree with verbs in simple and compound sentences;

WR5.09P - use verb tense and voice (i.e., active and passive) to suit purpose and audience;

WR5.13P - use punctuation correctly, including the semicolon (e.g., use the semicolon to join principal clauses and to separate elements in a list that contains commas);

LG1.07P - recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation, including:

– spelling: historical and technical terms;

– capitalization: of proper nouns, and in scripts, dialogue, and poetry;

– punctuation, including semicolon;

LG2.03P - plan and make oral presentations, adapting vocabulary and methods of delivery to suit audience and purpose (e.g., identify purpose; gather ideas and information; plan, create, rehearse, revise, and assess presentations such as interviews, dramatizations, and reports);

LG2.04P - use specific examples, facial expressions and body language, emotional appeals, and visual aids and technology, as appropriate, to engage the audience’s interest during oral presentations;

LG2.07P - analyse their own and others’ oral presentations, identifying strengths and weak-nesses and developing and carrying out plans for improvement.

Subtask Planning Notes

· The teacher should exercise caution and sensitivity in approaching this subtask. An awareness of bias, stereotype, and students’ backgrounds is necessary for the discussion of the issue presented.

· The teacher should review the idea of value systems and tolerance for different ideas and values before beginning this subtask.

· The teacher may wish to have students visit Kielberger’s Free the Children website to see some of the possible solutions and to initiate a discussion on hope. This discussion could initiate an in-school project to help children around the world. Students might suggest collecting School or Health Kits, linking with a pen pal, or even, as a class, initiating a campaign to make their school a sweatshop-free zone.

· On the October 27, 1999 airing of the television program Oprah, Craig Kielberger was a featured guest, as were many other teens whose efforts to improve the lives of children or society in general were acknowledged. This program would be a good resource.

· See Resources for alternate literature that deals with the theme of child labour.

· The teacher may provide computer lab time for students to word process the final copies of their persuasive essays.

· This may be a good opportunity to draw on students’ first hand knowledge of developing nations if there are students in the class who were not born in Canada.

· As an extension, the teacher may wish to provide students with the opportunity to investigate Craig Kielberger and the work he has done. The teacher should focus on the fact that Kielberger was only twelve years old when he became an advocate for children’s rights. He, as one child, made a difference for many.

· The teacher may wish to invite a guest speaker from a local agency dealing with the rights of children to give a presentation to the class or to observe the group role plays.

· When instructing the process of writing a persuasive essay, teachers should provide sample student essays for analysis and deconstruction.

· If the teacher decides to have students research the Rights of the Child on the Internet, the teacher should closely monitor students’ computer use to ensure they stay on task.

· Before assigning the script-writing assignment, the teacher should teach a mini-lesson to review the correct use of punctuation and capitalization in script and dialogue writing.

· The teacher may wish to enlist the assistance of a drama teacher within the school to assist with the role play instructions and assessment.

Teaching/Learning Strategies

Strategies

Student Groupings

· Directed Reading-Thinking Activity

· Discussion

· Learning Log/Journal

· Note-Making

· Role Playing

· Students working as a whole class

· Students working in small groups

· Students working individually

1. The teacher writes the following passage on the board:
“Know you what it means to be a child? It is to be something very different from the man of today;...it is to be so little that the elves can reach to whisper in your ear; it is to turn pumpkins into coaches, and mice into horses, lowness into loftiness, and nothing into everything, for each child has its fairy godmother in its soul.” – Percy Bysshe Shelley. The teacher leads a class discussion on the meaning of the quotation and poses the question “What are the benefits of being a child?”

2. The teacher reads aloud the poem “Of Children” by Kahlil Gibran and discusses the questions on BLM 2.4-1 – “Of Children” Literature Study with the class.

3. The teacher introduces the concept that during childhood we learn responsibility, for example, doing chores around the house. The teacher leads a class discussion on a child’s role within a family.

4. The teacher discusses the following topics with students:

(a) Describe a full or part-time job you have had and explain the responsibilities that went with it.

(b) Describe the jobs that you do at home and the responsibilities that go with them.

5. The teacher facilitates a class discussion which focusses on the topics of an allowance from parents or guardians, wages earned and hours worked, equity, and exploitation. The discussion should progress to the topic of child labour and labour laws in Canada. As a prompt, the teacher may use the question “Why does the Canadian government regulate the minimum age requirement for employment?”

6. The teacher divides the class into pairs or small groups and provides each group with a copy of “The Summary of the UN Conventions on the Rights of the Child”. This can be found at www.un.org or teachers may wish to use “The Children’s Bill of Rights” found at www.worldtrans.org. The class reads the summary aloud and the teacher clarifies any points of confusion that may arise.

7. The teacher provides each group with a story or article written by or about children forced into child labour in different parts of the world. The groups read and discuss their stories/articles together. (An excellent resource for this activity is Craig Kielberger’s website www.freethechildren.org which has personal testimonials about child labour.) See Resources for other suggested web sites where stories can be found.

8. On chart paper, and using the knowledge they have gained from reading “The Summary of the UN Conventions on the Rights of the Child”, have student groups: a) summarize the article or story; b) identify four rights of the child that are being violated in the article or story; c) explain how these rights are being violated; and d) explain how these violations compare to conditions for children in Canada. Each group then presents its information informally to the class.

9. The teacher assigns the journal response on BLM 2.4-1 to students for homework. The teacher invites students to voluntarily read their responses during the next class.

10. The teacher provides BLM 2.4-2 – How to Do a Role Play, and discusses its content to ensure student understanding.

11. The teacher provides BLM 2.4-3 – Child Labour Role Play, assignment and allots class time for students to prepare their scripts and practise their role plays. Using BLM 2.4-4 – Role Play Observation Checklist, students peer evaluate one group member using the section titled “Before Role Playing”.

12. Students perform their role plays and are evaluated by the other groups using the section in BLM 2.4-4 – Role Play Observation Checklist, titled During the Role Play.

13. The teacher instructs students on the structure of an essay using BLM 2.4-5 – Essay Structure and discusses the note to ensure student understanding.

14. The teacher instructs students on the process of writing a persuasive essay using BLM 2.4-6 – Writing a Persuasive Essay.

15. The teacher assigns students an introductory paragraph and one supporting paragraph that will be submitted for formative assessment (see BLM 2.4-7 – Child Labour Persuasive Essay). The teacher provides BLM 2.4-8 – Outline for a Persuasive Essay to assist students in writing an outline. Students are reminded to use the information gathered from informal oral presentations, articles and testimonials read in class, and the role plays performed in class in their outlines.

16. The teacher stresses to students the need for a formal tone and persuasive language.

17. Students edit and revise rough drafts independently and collaboratively to ensure clarity and sufficient support. The teacher provides students with a copy of BLM 2.6-10 – Persuasive Essay Assessment Rubric (Subtask 6) to assist them with the writing of their essays. The teacher encourages students to assess their own paragraphs using this rubric.

18. Students submit their outlines and paragraphs for assessment. The teacher assesses the writing formatively using BLM 2.4-9 – Rating Scale for Persuasive Essay. The teacher assesses the persuasive paragraphs outline summatively using BLM 2.4-10 – Persuasive Essay Outline Rating Scale.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Recording Devices

· Essay

· Classroom Presentation

· Performance Task

· Anecdotal Record

· Checklist

· Rating Scale

· Rubric

Formative

· The teacher and students assess the group role play using an observation checklist and anecdotal comments.

· The teacher assesses students’ responses to the literature study with anecdotal comments.

· The teacher assesses group scripts anecdotally for relevant content and use of persuasive language.

· Students assess their own persuasive paragraph using the Essay Assessment Rubric.

Summative

· The teacher assesses the persuasive essay for structure, argument, support, and effective use of persuasive language using a rating scale.

· The teacher assesses the persuasive essay outline using a rating scale.

Adaptations

· The teacher may wish to allow students to video record their role plays instead of performing them in front of the class.

· Seat hearing and visually impaired students close to the front during the role plays in order to facilitate their evaluation of other groups.

· Anecdotally assess student outlines before they complete the paragraphs to provide additional support for IEP students.

· The teacher should make any necessary modifications to assist physically impaired students with the role play assignment.

Resources

Casa-Alianza
http://www.casa-alianza.org/EN/index.shtml

Changemakers
http://www.changemakers.net/journal/archive.cfm

Craig Kielberger - Free the Children
http://www.freethechildren.org

Gibram, Kahlil. “Of Children” - poem in Crane, ed. Sightlines 10. Scarborough: Prentice Hall, 2000. ISBN 0-1308-2171-3
Gibram expresses the belief that children need to be guided and nurtured but not controlled.

Grady, Wayne. “Children at Work.” Scarborough: Prentice Hall, 1996. Equinox, July 1998

Kogawa, Joy. “What do I Remember About the Evacuation” – poem in Borovilos, John, ed. Breaking Through: A Canadian Literary Mosaic. Scarborough: Prentice Hall, 1990. ISBN 0-130830720
Kogawa recounts the abuse of human rights experienced by Japanese Canadians who were interned during WWII.

Landsberg, Michele. “West Must Confront Anonymous Misery of the World’s Children” – an article in Conrad, Ronald, ed. The Act of Writing: Canadian Essays for Composition. Toronto: McGraw Hill Ryerson, 1980. ISBN 0-0754979201

Chart paper and markers

Masking tape

Blackline Masters

BLM 2.4-1 – “Of Children” Literature Study
Word Study and questions on the poem “Of Children” by Kahlil Gibran.

BLM 2.4-2 – How to Do a Role Play
A class note on steps needed in a role play

BLM 2.4-3 – Child Labour Role Play

BLM 2.4-4 – Role Play Observation Checklist
A teacher or peer checklist to be used during class role plays.

BLM 2.4-5 – Essay Structure
A class note on the structure of an essay.

BLM 2.4-6 – Writing a Persuasive Essay
A class note on the process of writing a persuasive essay.

BLM 2.4-7 – Child Labour Persuasive Essay

BLM 2.4-8 – Outline for a Persuasive Essay
A framework to assist students in creating an outline for a persuasive essay.

BLM 2.4-9 – Rating Scale for Persuasive Essay
A teacher rating scale for the assessment of a persuasive essay.

BLM 2.4-10 – Persuasive Essay Outline Rating Scale
This rating scale is for teacher evaluation of student outlines.

BLM 2.6-10 – Persuasive Essay Assessment Rubric

Subtask 5: Hearing Other Voices

Time: 225 minutes

Description

Strand(s) and Expectations

Strand(s): Language, Writing

Overall Expectations

WRV.01P - use a variety of print and electronic sources to gather information and explore ideas for their written work.

Specific Expectations

LI1.06P - use evidence from a text to support judgements about an issue (e.g., debate an issue discussed in a magazine or newspaper; debate the appropriateness of the resolution of a story);

WR1.04P - use the information and ideas generated to develop the content of written work (e.g., free write; create graphic organizers; do further research);

WR5.01P - identify borrowed information, ideas, and quotations and use a variety of techniques to incorporate them smoothly into written work and research projects (e.g., write an introduction to set up a quotation; use transition words to link information from different sources; create a bibliography to identify reference materials consulted).

Subtask Planning Notes

· The teacher should be aware of language and bias in song lyrics and use caution in selecting appropriate materials.

· The teacher may wish to provide time in the computer lab for students to word process the good copies of their letters.

· The teacher may wish to choose one or two letters to submit to the school newsletter or a community paper.

· The teacher can extend this activity by having students choose one of the issues presented in the student letters and have students develop and implement a community action plan for resolving the problem. For example, if students are concerned with the pollution of a local water system, have them organize a clean-up day by enlisting the help of members of the community.

· Before students begin the editing process of their letters, the teacher should teach a mini-lesson to review the use of a dictionary, thesaurus, and word-processing language tools in the use of vocabulary selection and the correction of spelling errors.

· The teacher may wish to assign environmental issues to students depending on the availability of resources in the school library.

· Any student use of Internet for researching local environmental issues should be monitored closely to ensure students remain on task.

· The teacher may initiate this subtask by reading some specified literature that has an environmental theme. See Resources for suggestions.

· The teacher may wish to invite a representative from an environmental organization to speak to the class about local environmental issues.

· The teacher should consult the teacher-librarian about the availability of resources and suggestions of specific publications concerned with environmental issues before beginning this subtask.

Teaching/Learning Strategies

Strategies

Student Groupings

· Issued-Based Analysis

· Problem-Solving Strategies

· Read Aloud

· Research

· Students working as a whole class

· Students working in small groups

· Students working individually

1. The teacher presents students with various songs which focus on environmental issues (See Resources for song suggestions). Students refer to their Issues Web (See BLM 2.2-2) to identify the issue which appears in each of these songs and how these issues can be classified.

2. The teacher instructs students to brainstorm a list of local environmental issues. The teacher records student responses on the blackboard. Students copy the completed list into their notebooks.

3. The teacher reads “Healing the Planet” by Helen Caldicott to the class and discusses the word study and comprehension questions on BLM 2.5-1 – “Healing the Planet” Literature Study. The teacher leads a discussion on the environmental concerns currently facing students’ local environments.

4. The teacher supplies students with BLM 2.5-2. The teacher reads the assignment aloud to the class and clarifies any points of confusion.

5. The teacher reviews research skills and the use of credible sources with the class.

6. The teacher divides the class into groups of three or four. Each group chooses a topic. The teacher ensures that no topic is used more than once.

7. Students complete the assignment following the steps outlined on BLM 2.5-2. The teacher may provide students with local and other periodical publications to assist with their research. This could be done with the assistance of the teacher-librarian. Students work in their groups to collect and organize their research

8. The teacher assesses the format of the Works Cited list using BLM 2.5-3 – Rating Scale for a Works Cited Format.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Recording Devices

· Performance Task

· Rating Scale

· Checklist

Summative

· The Works Cited list is assessed for format using a rating scale.

Formative

· Anecdotal feedback on T-Chart

Adaptations

· The teacher may wish to allow students to tape the reading of their letters to accommodate speech impaired, ESL, or specifically designated IEP students.

· The teacher may wish to assist identified students with brainstorming.

· The teacher should make necessary modifications for visually, hearing, and physically impaired students during the group research stage of this subtask.

Resources

Aird, Leet Paul. “The King and the Royal Trees - An Ecological Fable” – story in Crane, ed. SightLines 10. Scarborough: Prentice Hall, 2000. ISBN 0-1308-2171-3

Caldicott, Helen. “Healing the Planet” – essay in Hilker and Duncan, et al., eds. Transitions. Toronto: Harcourt Brace, 1996. ISBN 0-7747-0151-x
An essay speaking in favour of environmental protection.

Chapman, Tracy. “Rape of the World” – song on New Beginnings.
A song about Mother Earth and the environmental destruction that has occurred.

Cimon, Anne. “Montreal Trees” – poem in Borovilos, John, ed. Images: Canada Through Literature. Scarborough: Prentice Hall, 1996. ISBN 0-13-255852-1

Cockburn, Bruce. “If a Tree Falls (Does Anybody Hear?)” – song on Stealing Fire.
A song about the issue of deforestation.

Dumont, Marilyn. “Not Just a Platform for My Dance” – poem in Crane, ed. SightLines 10. Scarborough: Prentice Hall, 2000. ISBN 0-1308-2171-3

Fitch, Sheree. “Westray Diary” – article in Crane, ed. SightLines 10. Scarborough: Prentice Hall, 2000. ISBN 0-1308-2171-3
Fitch explores the feelings experienced the day of the Westray mining disaster.

Jones, Frank. “Regular Guy Becomes a Champion” – essay in Hilker and Duncan, et al., eds. Transitions. Toronto: Harcourt Brace, 1992. ISBN 0-7747-0151-x

Newman, Peter C. “Trees are a Renewable Resource but Forests are Not” – essay in Borovilos, John, ed. Images: Canada Through Literature. Scarborough: Prentice Hall, 1996. ISBN 0-13-255852-1

O’Connor, Sinead. “Famine” – song on Universal Mother.
A song about the potato famine in Ireland.

U2. “Red Hill Mining Town” – song on The Joshua Tree.
A song about coal mining.

Various periodical publications
**Local Publications,** The Globe and Mail, The National Post, The Toronto Star, The Canadian Geographic, Equinox, The National Geographic.

Access to the Internet
Opportunity to research environmental issues.

Blackline Masters

BLM 2.5-1 – “Healing the Planet” Literature Study

BLM 2.5-2 – Assignment: Local Environmental Issues Data Collection

BLM 2.5-3 – Rating Scale for a Works Cited Format

Subtask 6: Speak and Be Heard - A Forum for Voices

Time: 370 minutes

Description

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations

LIV.02P - demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, magazines, and reports;

WRV.03P - use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

WRV.04P - revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and coherence;

Specific Expectations

WR1.01P - consider potential topics and develop research plans by asking questions and identifying information needs (e.g., create and rank focus questions; identify key words and electronic search terms to narrow a topic; connect possible topics and sources of information);

WR2.02P - consider the characteristics of the intended audience in selecting the form and developing the content for each piece of writing (e.g., list information the audience will need and identify the most appropriate way to present it; consider the audience’s age, gender, and probable knowledge of the topic in writing a report);

WR2.03P - select first or third person and an appropriate level of language to suit the form, purpose, and audience of their writing (e.g., use the first-person singular to compare their own views with those in a text; use the third-person singular to summarize information from an encyclopedia; use formal language in a letter to the editor);

WR3.03P - provide an introduction, body, and conclusion to present information sequentially, support an opinion, or develop an argument in reports and short essays;

WR4.02P - revise drafts to ensure consistency in the use of first or third person and use of an appropriate level of language;

WR5.03P - provide documentation showing their use of the writing process (e.g., lists of genres and forms used in personal and assigned writing; lists of writing goals and next steps for improvement; notes about results of peer and teacher conferences; a writing folder with examples of strengths, weaknesses, and interests in writing);

LG1.03P - modify their vocabulary and phrasing in oral and written work to suit specific informal and formal situations (e.g., adapt a discussion with a friend to suit the requirements of a simulated job interview);

LG2.07P - analyse their own and others’ oral presentations, identifying strengths and weak-nesses and developing and carrying out plans for improvement.

Subtask Planning Notes

· The teacher may want to begin this subtask by reading an article from a local newspaper discussing a current community issue or by sharing a specific piece of literature that deals with a local issue with the class.

· The teacher should be aware of the personal connection some students may make with the issue selected for the town hall meeting and be sensitive to students’ needs as they arise.

· The teacher may wish to show a video clip which illustrates a Town or City Hall meeting to establish a background for students.

· The teacher may wish (depending on the local community) to deal solely with school related issues to ensure primary research can be completed.

· As students prepare their Town or City Hall meeting, the teacher should observe groups to ensure that each group has chosen community members who will role-play both sides of the issue.

· The teacher may wish to find out about a recent Town or City Hall meeting in the local area to share with the class.

· The teacher may wish to organize a school trip to a local Town or City Hall meeting to establish a background for students or invite a member of municipal government to speak to students in the classroom.

· Prior to the town hall activity, the teacher should teach a mini-lesson to review the appropriate selection of voice for both oral and written assignments to ensure a first person consistency in students’ role plays and third person consistency in the formal essay.

· Any student use of the Internet for research should be closely monitored to ensure students remain on task.

Teaching/Learning Strategies

Strategies

Student Groupings

· Advance Organizer

· Community Involvement

· Role Playing

· Interview

· Students working individually

· Students working in small groups

· Students working as a whole class

1. The teacher poses the question: “What are some issues of concern in our local community?” Students brainstorm a list of local issues and the teacher records this list on the board or on an overhead transparency for students to copy in their notebooks. The teacher advises students to refer to their Issues Webs (see BLM 2.2-2) for suggestions.

2. During a full class discussion, the teacher selects one of the local issues and brainstorms a list of people affected by, concerned with or involved in this issue and what their concerns and attitudes would be. The teacher provides BLM 2.6-1 – A Local Issue: Who is Concerned and Why? as an example of an appropriate list.

3. The teacher discusses interview expectations and protocol such as being prepared, being on time, speaking clearly, formal language and attire, professionalism, etc. The teacher distributes BLM 2.6-2 – Conducting An Interview to each student.

4. The teacher instructs the class on the structure, purpose and forum of a Town or City Hall meeting using BLM 2.6-3 – A Town or City Hall Meeting.

5. The teacher divides students into groups and assigns BLM 2.6-4 – A Town or City Hall Meeting Role Play Assignment.

6. The teacher recalls expectations for a role play (see BLM 2.4-4 – Role Play Observation Checklist).

7. The teacher allows students the time needed to organize and prepare for their Town or City Hall meeting presentation and sets a town or city hall meeting date and agenda.

8. The teacher distributes BLM 2.6-5 – Role Play Peer Assessment, which students will complete as they observe their peers on the presentation day.

9. The teacher also provides BLM 2.6-6 – Student Recorder of Issues - Pros and Cons, to be completed by students as they view their peers’ performances. The teacher instructs students that BLM 2.6-6 – Student Recorder of Issues - Pros and Cons, is to be used as a resource for a persuasive essay.

10. The teacher summatively assesses the performances using BLM 2.6-7 – Role Play Rating Scale.

11. The teacher collects BLM 2.6-5 – Role Play Peer Assessment, checklists for assessment purposes.

12. The teacher introduces BLM 2.6-8 – The Mayor’s View and assigns the persuasive essay.

13. The teacher allows time for students to complete the writing process including peer editing. Students use BLM 2.6-9 – Editing Skills - Peer Checklist. The teacher provides computer access for students in order for good copies to be word-processed.

14. The teacher collects students' persuasive essays for summative evaluation using BLM 2.6-10 – Persuasive Essay Assessment Rubric.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Recording Devices

· Classroom Presentation

· Essay

· Observation

· Checklist

· Rating Scale

· Rubric

Summative

· Role Play - Peer Assessment Checklist

· Role Play - Rating Scale

· Persuasive Essay Assessment Rubric

Adaptations

· The teacher should allow additional time for some students to complete the essay.

· The teacher may wish to invite interview subjects to the school to accommodate physically impaired students who may not be able to make other arrangements.

Resources

The Canadian Pulp and Paper Association 1993. A Forest for All – Kit.
Marwil Communications Inc. 1-416-466-2617
A simulation activity for grades 7-12 on a town hall meeting. It also includes a radio script and videotape.

Overhead projector, transparencies, markers

Blackline Masters

BLM 2.6-1 – A Local Issue: Who is Concerned and Why?
An exemplar for students to follow when planning their role plays.

BLM 2.6-2 – Conducting an Interview
A script designed to assist students with an interview.

BLM 2.6-3 – A Town or City Hall Meeting
A class note on the running of a town or city hall meeting.

BLM 2.6-4 – A Town or City Hall Meeting Role Play Assignment
An assignment sheet for students outlining requirements needed for the culminating activity.

BLM 2.6-5 – Role Play Peer Assessment
A checklist for peers to assess role plays.

BLM 2.6-6 – Student Recorder of Issues - Pros and Cons
A framework for students to use when listening to peer role plays.

BLM 2.6-7 – Role-Play Rating Scale
A rating scale for assessment of student role plays.

BLM 2.6-8 – The Mayor’s View
A writing assignment where students take on the persona of the mayor and write a persuasive essay.

BLM 2.6-9 – Editing Skills - Peer Checklist
A checklist for editors.

BLM 2.6-10 – Persuasive Essay Assessment Rubric
An assessment rubric for a persuasive essay.

BLM 2.1-1

Sample Persuasive Essay T-Chart

PART A: T-Chart

Thesis (claim): Homework should (or should not) be assigned to students on a daily basis.

PROS		CONS
1.	It provides a review for the day’s lessons.	1.	If all teachers assign homework on a daily basis students will have a heavy workload.
2.	It develops proper work habits.	2.	It cuts down on the time when students could be employed.
3.	It encourages self-discipline.	3.	It adds to students’ stress levels.
4.	It keeps students busy so they do not get into trouble.	4.	It could lead to poor sleep habits.
5.	It saves time in class for classroom activities.	5.	It cuts down on students’ leisure time with family and friends.
6.	It provides an opportunity for independent learning.	6.	Completion of homework can be too difficult without teacher assistance.
7.		7.
8.		8.

PART B: Organizer

CRITERIA - PROS		CRITERIA - CONS
1.		1.
2.		2.
3.		3.

BLM 2.1-2

Persuasive Argument

Working in groups of three, choose a topic from the following list:

A. School uniforms should/should not be mandatory.

B. Food and drinks should/should not be allowed in classrooms.

C. Students should/should not be allowed to wear hats in school.

Steps to follow:

PART A:

1. Discuss the topic with your group members.

2. On chart paper, make a T-chart that lists the pros (should) and cons (should not) of your chosen topic. Follow the sample discussed in class.

3. Organize your ideas and develop criteria from your T-chart. List your criteria in order of validity and strength.

BLM 2.2-1

Types of Issues

HISTORICAL:

Issues that develop over a period of time or an issue relevant during a specific time period.

· Some examples are First Nations’ land rights, a woman’s right to vote, Confederation, etc.

SOCIAL:

Issues concerned with how human beings get along or with specific groups of human beings; of or relating to society and its organization.

· Some examples are homelessness, teen pregnancy, poverty, etc.

POLITICAL:

Issues concerning the governing of a society whether it be at a municipal, provincial, or federal level.

· Some examples are gun laws, Separatism, the Young Offender’s Act, etc.

GLOBAL:

Issues concerning the whole world and how it works.

· Some examples are nuclear warfare, UN Peacekeeping, the regulation of international waters, etc.

LOCAL:

Issues decided at a municipal or community level (towns, cities, villages, etc.)

· Some examples are waste disposal, parking, zoning by-laws, etc.

ENVIRONMENTAL:

Issues about our environmental surroundings (animals, water, forests, air, etc.).

· Some examples are clearcutting, pollution, greenhouse effect, etc.

SCIENTIFIC:

Issues about scientific studies and discoveries.

· Some examples are cloning, animal testing, genetic engineering, etc.

ECONOMIC:

Issues affected by or affecting money in a society.

· Some examples are taxation, national debt, foreign aid, etc.

BLM 2.2-2

The Issues Web

BLM 2.2-3

Teacher Resource: Suggested Issues

HISTORICAL:

First Nations’ issues; gender equality; free trade; proactive selection or hiring policies; civil wars; reformation; slave trade; intellectual repression; etc.

SOCIAL:

same sex benefits; homelessness; child abuse; teen pregnancy; drug/alcohol abuse; sexual assault; prostitution; violence in the media; age of majority; violence in sports; legalization of marijuana; prejudice; breastfeeding in public; poverty; illiteracy; daycare; paternity leave; abuse of the aged; etc.

POLITICAL:

UN intervention in civil action; welfare/workfair; free trade; gun laws; Separatism; political ideologies (e.g., Canadian versus American health care systems); censorship; the seal hunt; nuclear weaponry; the Young Offender’s Act; freedom of speech; unions; prison reform; etc.

GLOBAL:

international waters; children’s rights; famine; the International Olympic Committee; abuse of human rights; refugee status; war crimes; political asylum; genocide; aging population; population explosion; etc.

LOCAL:

fishing rights; waste disposal; gang fights; smoking in restaurants; the bear hunt; parking issues; school uniforms; leaving school for hunting; zoning by-laws; bookbags in stores; halfway houses; skateboarding; amalgamation of townships; historical site protection; community development; recreational facilities; etc.

ENVIRONMENTAL:

hazardous waste clean up; exportation of natural resources; logging and clearcutting; animal rights; ecoterrorism; pollution control; recycling; oil spills; space junk; desertification; depletion of fresh water; littering; greenhouse effect; depletion of rainforest; transplanting of species; energy crisis/conservation; urbanization; etc.

SCIENTIFIC:

genetic engineering; cloning; organ transplants; abortion; euthanasia; fertility drugs; nature versus nurture; performance enhancement drugs in sports; use of fetal tissue; animal testing; biological warfare; overuse of antibiotics; etc.

ECONOMIC:

standard of living; Gross National Product; World Bank controlling currency; business monopolies; regional differences in cost of living; Old Age Pensions; etc.

BLM 2.2-4

Value Systems

What are values and morals?

Values are what a person thinks is important in life. Morals are what a person believes is good or bad, right or wrong.

Personal Value Systems

One’s system of values is determined by the influence of the people and conditions around one. Some influences are:

family community culture religion

race society nationality location

Values are also influenced by a one’s gender, age, education, and economic backgrounds. Since these influences are different for each person, each person’s value system is unique.

Changing Values

Morals and value systems change throughout a person’s life and throughout human history depending upon the circumstances and situations.

Examples of change:

1. In the twenty-first century, North Americans value the space program, whereas in the sixteenth century, Copernicus was persecuted for his theories of astronomy.

2. In Canada one hundred years ago, it was considered morally unacceptable for women to wear trousers, but today, for the majority, this is no longer a moral issue.

3. When you were small you may have valued a toy or book that you no longer find important.

Different Values

Because value systems are so personal, talking about one’s beliefs can result in conflict. To avoid conflict and to learn from each other, it is necessary that we all respect and listen to the beliefs of others. Accepting that other people have values and beliefs different from one’s own is called tolerance.

BLM 2.2-5

Two Fishermen Literature Study

by Morley Callaghan

Word Study

proprietor spatulate molesting jutting apprehensively

furtive resentful melancholy quaint resolutely

Comprehension Questions

1. a) What is Michael’s goal in life?

b) Why does Michael like Smitty?

2. Why is Michael ashamed of himself for leaving Smitty at the pier?

3. When the crowd throws rocks and sticks at Smitty, Michael tries to remain uninvolved. He tries to protect himself from the anger of the townspeople without hurting Smitty. Why does he say, “It’s different now, it’s different”? Explain your answer.

4. What is the major issue in the story? Where would it fit on your Issues Web?

Journal Response

Michael has the opportunity to learn a valuable lesson from this experience. Using proper paragraph structure, summarize Michael’s lesson and explain how you would react if you were put in the same situation as Michael. Provide a minimum of three supports for your answer.

BLM 2.3-1

Rhetorical Devices

Biased Language

Bias is the feeling toward, or opinion, that a writer has about a topic that he/she is writing about. Bias is shown through the specific words that a writer uses. Words all have a specific meaning but some words seem to have a more positive or negative meaning than other words.

For example, all of the following words have very similar meanings but the first two words seem positive in meaning while the last two words seem negative in meaning.

perfume scent odour stench

Overstatement

Overstatement is the use of exaggeration to help a writer emphasize a point.

Examples: I have a million things to do today.

You are always talking.

Understatement

An understatement makes light of a point by representing it as being less than it is.

Examples: Jalapeño peppers may make your mouth tingle a bit.

The roads were a little slippery after the giant ice storm.

Rhetorical Question

A rhetorical question is question asked by a writer that the reader is not expected to answer.

Example: Are you enjoying reading this note?

Repetition

Repetition is the repeating of words or phrases for emphasis.

Examples: English class is very, very, very fun.

Rhetorical devices are so neat. Rhetorical devices are so cool.

Rhetorical devices are so neat. Look what can be learned in school!

Irony

Irony is the use of a word or phrase to mean the exact opposite of what it says.

Example: After a boring party, one might say, “It was a terrific night!”

Allusion

A reference to something that the writer assumes the reader is familiar with.

Example: When I was younger, I always wanted a rubber duckie like Ernie’s.

BLM 2.3-2

Is There Life After Welfare Literature Study

By Annie Downey

Word Study

welfare burden round unmitigated

caseworker degree housing grants

Comprehension Questions

1. The author begins with a description of herself.

(a) Identify three words she uses to describe herself in paragraph one.

(b) What feelings do you get about her because of these words?

2. The author makes use of several statistics in the article. Choose one of these statistics and explain what it means in the context of the article.

3. The word hyperbole means a deliberate exaggeration for effect. The author exaggerates when she says that she has been exiting places for five years without being noticed.

(a) Why does she say this?

(b) How does this make the reader feel?

4. What is the tone of the article and how does the author create this tone? Give three examples.

5. Based on her tone, what does the author believe that people in society think about people on welfare?

Journal Response

In your learning log/journal, write a brief response in which you comment on the welfare system discussed in the article “Is There Life After Welfare”. Base your response on your own observations or personal experiences as well as the article.

BLM 2.3-3

Backing Up Your Opinion

Every time you want to back up an opinion you must support that opinion with proof. Proof for your opinion can be found in various types of sources and in a number of places. Some examples are:

Types of sources: Places to go:

Encyclopedias Libraries (school, public, personal)

Anthologies Art galleries

Atlases Museums

Textbooks Historical houses

Videos Historical societies

Magazines Churches/Synagogues/Mosques etc.

Photographs Universities

Businesses Newspapers

Manufacturing companies The Internet

Social agencies CD-ROMs

Community organizations

And of course... BOOKS!

Selecting Good Sources

Good sources are written by people you can trust.

For example: Would you trust what a tobacco company representative says about the health risks associated with smoking? Probably not, because the tobacco company has something to gain by saying that there are no health risks connected with smoking.

If the source is not trustworthy it will not prove your opinion.

What makes a source trustworthy?

1. Age How old is the source? Is the information up to date?

2. Author’s How is the author connected to the topic?

Connection Can s/he talk about the topic from knowledge and experience?

3. Purpose Why has the author written about this topic?

Does s/he have something to gain from writing about this topic?

4. Variety Does the author use a variety of different types of proof to discuss the topic?

BLM 2.3-3 (Continued)

Types and Uses of Support

facts - true statements that cannot be argued

Example: The Earth is the third planet from the sun.

statistics - percentages and numbers gathered from research

Example: One out of every four Canadian homes has a personal computer.

quotations - direct words spoken by an expert or a person who knows the topic well

Example: “You must be organized when you are writing essays,”

says English teacher, Janice Rideout.

experience - personal examples of the topic being discussed

Example: An essay about seatbelt laws that discusses a personal

experience involving an accident in which no seatbelt was worn.

ideas/opinion

/theories - based on personal beliefs, not proven facts

Example: Teenage pregnancy is a horrible thing.

The more types of support a writer uses, the more convincing an argument will be. A good essay combines proof that is based on opinion as well as proof that is based on fact so that the essay is interesting and convincing. If an essay is boring no-one will want to read it!

BLM 2.3-4

Analysis of an Article Framework

Title of the Article:

Bibliographical Information:

Topic:

Examples

Rhetorical Devices

Writer’s Tone:

Writer’s Position on the Topic:

Support	Examples
Statistics	1. 2. 3. 4.
Experiences	1. 2. 3. 4.
Quotations	1. 2. 3. 4.
Facts	1. 2. 3. 4.
Ideas, opinions or theories	1. 2. 3. 4.

Explain the concluding remarks in your own words:

BLM 2.4-1

“Of Children” Literature Study

Kahlil Gibran

Word Study

bosom longing strive

tarry infinite stable

Comprehension Questions

1. This poem is about children but the speaker, “he”, is not speaking to children. Who is he speaking to?

2. In the first verse, who does the speaker say the children belong to?

3. Create the following chart in your notebook. Use the second verse to fill it in.

Parents can...	Parents cannot...	Because...

4. a) The speaker compares parents and children to two objects that belong together. Identify these objects.

b) In your own words, explain what parents are supposed to do for their children.

c) Who is the archer?

5. a) Does this poem present a positive or negative view of children?

b) Do you agree or disagree with this representation of children? Explain your answer fully.

Journal Response

Based on Kahlil Gibran’s poem “Of Children” and the true story you have read about a child from another country, discuss the different views of childhood presented. Make a list of the ten most important things a parent can do for a child.

BLM 2.4-2

How to Do a Role Play

1. Consider the role you have been asked to play.

2. Think about the physical characteristics of your character. What sort of gestures and mannerisms would s/he use? What sort of voice would the character speak in? How would the character stand and move?

3. Consider the background your character would have. What type of education, family life, interests, beliefs, values, feelings and attitudes would your character have? For example, someone who is a doctor would most likely have a different education and background than a mobster.

4. What is your character’s emotional state? How strongly does your character feel about the issue? Is your character shy? happy? angry? uncaring?

5. It is important to stay “in character” during the role play. Speak like your character and concentrate on acting and moving the way that your character would. For example, a parent attending the court case of his son or daughter would not be joking and laughing.

BLM 2.4-3

Child Labour Role Play

In pairs or groups of three, choose one of the following topics to write a script for a role play. Use the knowledge you have gained from your classmates’ oral presentations about the personal stories of those children who were enslaved in child labour to aid you in your script writing.

Requirements for the Role Play:

1. The skit must be three to five minutes in length.

2. Persuasive language and the UN Rights of the Child document must be clearly used.

3. The role play must be creative and original; you are not to act out one of the testimonials presented in the articles read in class earlier.

4. Hand in a good copy of your script.

Role Play Topics:

1. As an enslaved child, make a plea to one of the following people, using persuasive language and the United Nations Rights of the Child document, to argue for your freedom.

Options for the role play:

The choices of people with whom you can try to argue for your freedom are:

(a) your parent(s)

(b) your employer/master

2. As Craig Kielberger, make a plea to one of the following people, using persuasive language and the United Nations Right of the Child document, to put an end to child labour.

Options for the role play:

The choices of people with whom you can try to argue for the end of child labour are:

(a) the leader of the country

(b) a wealthy business person who employs children

3. As a television reporter who has witnessed the horrors of child labour, make a plea to one of the following people, using persuasive language and the United Nations Rights of the Child document, to convince the person to allow you to produce your story.

Options for the role play:

The choices of people with whom you can try to argue to produce your story are:

(a) the advertisers

(b) the editors

BLM 2.4-3 (Continued)

4. As a famous person, make a plea to one of the following people, using persuasive language and the United Nations Rights of the Child document, to convince the person not to purchase products produced through child labour.

Options for the role play:

The choices of people with whom you can try to argue about not purchasing products are:

(a) a high school student

(b) a politician

5. As an individual who profits from child labour, make a plea to one of the following people for the legalization of child labour.

Options for the role play:

The choices of people with whom you can try to argue for the legislation of child labour are:

(a) a politician

(b) a consumer

BLM 2.4-4

Role Play Observation Checklist

NAME: DATE:

OBSERVER: PROJECT:

BEFORE ROLE PLAYING	Needs Improvement	Satisfactory	Good	Excellent
Practices, changes and perfects role play.
Makes positive and creative contributions to the small group.
Uses imagination to create a character and situation.
DURING THE ROLE PLAY
The character is consistent and believable.
The performer uses appropriate physical gestures, posture and movements.
The performer uses the thoughts, feelings, values, beliefs, attitudes and background of the character.
The performer adapts his or her character to suit new information or circumstances developed during the role play.
The performer speaks clearly, loudly and expressively in an appropriate voice for the character.
The character contributes to the development of tension or mood in the scene.
The performer uses appropriate language for the character.
The performer makes use of costumes, props and/or set pieces.

COMMENTS:
BLM 2.4-5

Essay Structure

INTRODUCTORY PARAGRAPH

1. Topic Sentence: The topic sentence introduces the topic of the essay without stating an opinion.

2. Thesis Sentence: The thesis sentence states the opinion that the essay will prove.

3. Criteria Sentences: The criteria sentences introduce the criteria that will be used to prove the thesis. The criteria are broad areas of support for which a minimum of three proofs can be used.

4. Concluding Sentence: The concluding sentence concludes the introduction and leads the reader into the first body paragraph.

Sample Introductory Paragraph

Topic Sentence Many Canadians smoke cigarettes. Cigarette

Thesis Sentence smoking should be discouraged. The smoking

Criterion 1 Sentence of cigarettes is harmful to one’s health. The

Criterion 2 Sentence financial costs associated with smoking are high.

Criterion 3 Sentence In addition, non-smokers suffer the damaging

Concluding Sentence affects of smoking. Individuals who care about

themselves and others should choose not to smoke.

A good introduction grabs the reader’s attention and makes him or her want to read more.

BODY PARAGRAPHS

1. Presenting Arguments: Each body paragraph of the essay provides proof to back up the essay’s thesis. Each paragraph of the body discusses one criterion and provides sufficient proof to support that specific criterion. Proof can be facts, statistics, quotations, examples or opinions. The proof needs to be clearly stated. How the proof supports the criterion and the thesis needs to be fully explained.
This discussion of criterion and proof is called an argument. A convincing essay presents a minimum of three arguments in support of the thesis.

2. Argument Order: The body paragraphs should be ordered with the second strongest argument first and the strongest argument last so that the reader is drawn into the essay and remains convinced at the end of the essay that the writer’s opinion is correct.

3. Opposing Argument: One of the middle paragraphs of the body should present an opposing argument to the thesis and should be argued against in order to prove that the thesis is correct.

BLM 2.4-5 (Continued)

CONCLUDING PARAGRAPH

1. Restating Sentence: The restating sentence restates the thesis in a new and interesting manner.

2. Summary Sentences: The summary sentences summarize the major arguments of the essay.

3. Final Sentence(s): In the final sentence(s) the essay is brought a logical end. The final sentence of the conclusion should leave the reader thinking about the essay and considering a personal course of action.

Sample Concluding Paragraph

Restating Sentence Canadian society would greatly benefit from

a ban on smoking. A national “butting out” would

Summary Sentences increase the amount of money available for more

worthwhile things. The health of the nation would

improve considerably and the resentful division

between smokers and non-smokers would disappear.

Final Sentence Like a row of dominoes, the decision to quit by one

smoker will filter through all layers of Canadian

society.

BLM 2.4-6

Writing a Persuasive Essay

To make an essay persuasive a number of requirements must be met:

1. The topic must be thoroughly researched from all angles.

2. The sources that proofs are gathered from must be trustworthy.

3. The sources of the proofs must be documented within the body of the essay and a Works Cited list must be provided.

4. There must be a clear thesis presented and appropriate criteria used to support the thesis.

5. There must be various types of proofs used.

6. Proofs must be specific and focus on a single point.

7. The proofs must be relevant, accurate and sufficient.

8. The arguments must be logically presented and well explained.

9. The arguments must appeal to both reason and emotion.

10. The opposing viewpoint must be presented and shown to be a weaker argument than those presented in support of the thesis.

11. Persuasive language and rhetorical devices must be used to strengthen the arguments.

BLM 2.4-7

Child Labour Persuasive Essay

You have gathered lots of information by now about child labour. This information has been gathered from the oral presentations, the articles, and testimonials read in class and the role playing that was performed in class.

You are to use the information you have gained to complete an introduction and one paragraph of a persuasive essay. Pick one of the two topics listed below to create your paragraphs.

CHOICE A: Children in Canada are fortunate.

CHOICE B: Child labour should be abolished throughout the world.

REQUIREMENTS:

(a) Complete and submit an outline for your sample paragraphs.

(b) Include persuasive language in your paragraphs. (See your notes on Rhetorical Devices)

(c) Use strong support/proof for your essay thesis which clearly strengthens your point of view. Use information you have studied in class to help you.

BLM 2.4-8

Outline for a Persuasive Essay

Introduction

Topic Sentence: Provide the background of the topic (e.g., Children around the world have very different lifestyles.)

Thesis: State your thesis (choice A or B) in a clear sentence and state the three criteria that you will be arguing in your essay.

Criterion #1

Criterion #2

Criterion #3

Concluding Sentence

Body

Criterion #1: The first point you have that supports your thesis.

support/proof:

Criterion #2: The second point you have that supports your thesis.

support/proof:

Criterion #3: The third point you have that supports your thesis.

support/proof:

Conclusion

Restate Thesis: Restate your thesis in a new and interesting way.

Summary: Summarize the arguments.

Concluding Leaves your reader thinking about the topic and a personal plan for action.

Sentence:

BLM 2.4-9

Rating Scale for Persuasive Essay

Structure: /5

· five paragraphs, including an introductory and concluding paragraph

· use of topic and concluding sentences within each paragraph

Style: /3

· persuasive language is used

· concise, clear sentences

· formal language

Process: /5

· outline for a persuasive essay is submitted

· title page

· evidence of the writing process (B.O.R.D.E.R.) is submitted

Format: /5

· opening paragraph contains background information, thesis statement, and three criteria

· the introductory sentences of body paragraphs introduce the criteria

· the conclusion restates the thesis and summarizes the topic with a general discussion

Content: /12

· supporting information is relevant and fully explained

· there is sufficient supporting information provided

· the language is persuasive and effective

Mechanics: /5

· spelling, grammar, punctuation, capitalization

· sentence structure

Total /35

BLM 2.4-10

Persuasive Essay Outline Rating Scale

Structure: /3

· all required sections are completed fully with evidence of extensive effort

· introduction and thesis statement are separated

· conclusion encourages further action

Organization: /6

· a clear thesis statement is provided

· three separate and relevant criteria are used

· support for criteria is logical and coherent, criteria all support thesis

Content: /12

· support provided for each criteria is valid and relevant

· comes from an extensive source base, is developed using rhetorical devices

Mechanics: /2

· proper sentence structure is used, grammar rules are followed

· use of proper spelling and punctuation

Total /23

BLM 2.5-1

“Healing the Planet” Literature Study

by Helen Caldicott

Word Study

scudding apex ecological etiology

beset psyche aphrodisiac blissful

analogy guava

Comprehension Questions

1. What is Caldicott’s message to the reader about the state of the planet?

2. What does she mean by “the only cure is love”?

3. Caldicott compares humans’ mistreatment of the earth to an addiction. Explain what she means by this comparison.

4. Identify four actions that Caldicott suggests need to be taken in order to heal the planet.

5. Do you think that Caldicott’s conclusion is effective? Does it keep you thinking about what she has said and considering a personal course of action?

BLM 2.5-2

Assignment: Local Environmental Issues Data Collection

Expectations

In Groups of Four

1. Choose a local environmental issue that really concerns your group.

2. Research your issue using newspapers, magazines, encyclopaedias, books and the Internet. Record the information you find and make note of the bibliographic information for your sources.

3. Organize all of the information you find in a T-Chart using the headings pro and con. Each group member makes a copy of all of the information and hands in both the T-Chart and the Works Cited list (See BLM 2.5-3)

BLM 2.5-3

Rating Scale for a Works Cited Format

Indented /1

(all entries show proper indentation as needed)

Correct order /2

(all information is presented in proper sequence)

Alphabetized /1

(all entries are listed in alphabetical order)

Punctuation /3

(all punctuation is utilized correctly, no punctuation is missing)

Complete /2

(all required sections are included for sources cited)

Sources /1

(all sources used have been listed)

Total /10

BLM 2.6-1

A Local Issue: Who is Concerned and Why?

ISSUE: Building a local skateboard park.

PEOPLE INVOLVED	REASONS FOR THEIR CONCERN:
1. Teens (for/pro)	- offers a place to skateboard that is trouble and hassle free
	- gives them ownership and a place to meet friends
	- gives them a chance to demonstrate responsible behavior
2. Parents (for/pro)	- gives their children a place to go and minimizes worry
	- encourages exercise
	- a positive social gathering place for their children
3. Local Neighbors (against/con)	- too noisy and an eyesore
	- too much opportunity for a fight to break out
	- encourages vandalism - teens are too irresponsible and have no respect
4. Police (against/con)	- requires extra manpower to patrol and this would tax the local citizens
	- teens could easily be injured
	- teen hangouts have a reputation for leading to violence and gang fights
5. Local Construction Company (for/pro)	- provides employment for initial construction
	- needs to be repaired over time which means more jobs
	- if successful it could lead to expansion or other facilities
6. Local Store Owners (for/pro)	- leads to increased business due to specific equipment requirements
	- keeps teens from loitering in front of stores
	- encourages new businesses in the area which would increase the number of shoppers

BLM 2.6-2

Conducting An Interview

Use the following script to assist with your interview(s):

Interviewer: Hello, my name is _________________. I am a student at _________________ school and I was wondering if I could ask you a few questions to help me complete an assignment for English class.

(Interviewee: No, I don’t have time. Interviewer: Thank you anyway for your time.)

Interviewee: Yes, of course.

Interviewer: In my class we will be role playing a town/city hall meeting. I will be playing the position of _______________________ and I will be discussing my views on the local issue ___________________________. As a person who is in this position, may I ask you a few questions to get your expert opinion?

Interviewee: Of course.

Interviewer:

a. What are the benefits of (insert issue here) to you?

b. What are the disadvantages of (insert an issue) to you?

c. Make up one more question to ask the interviewee specifically concerned with your issue.

Thank you very much for your assistance. I really appreciate it that you took the time to speak with me.

BLM 2.6-3

A Town or City Hall Meeting

What is it?

A Town or City Hall Meeting is a special meeting that is held in your town or city in order to discuss an issue which would have an impact upon the people who live in and around your community.

Why is it called?

The meeting is called because the issue raised is controversial in nature. The people who would be affected by the issue usually feel very strongly, either in favour of or against the issue.

Where is it held?

The meeting is held in a public building. It may be held in the town or city council chambers or it may be held in a community centre in order to accommodate the numbers of people who may wish to attend.

How is it organized?

The meeting may be initiated by municipal politicians or by citizens in the community. There may be a formal panel set up and there is usually a microphone provided for members of the public to use. The meeting may be run by the mayor or by an independent mediator. The issue raised is discussed at the meeting and people from both sides of the issue have an opportunity to express their views in a controlled and organized manner.

When is it held?

Town or City Hall Meetings are usually held weekday evenings but may be held whenever it would best suit the interested parties.

Who are the players?

· The Mayor

· Councillors

· Concerned Citizens

· Experts in the Field

· Delegates for Special Interest Groups

· Media representatives

Example

The local Business Association in your community has approached the Town or City Council with a proposal to take over the abandoned lot on Baker street and build a much needed parking lot to accommodate downtown shopping. The people who would attend this meeting might be: near-by residents, delegates from the Business Association, the Mayor, Councillors, the Community Improvement Committee, the owner of the lot and a strip mall developer.

BLM 2.6-4

A Town or City Hall Meeting Role Play Assignment

You and your group members are participating in a city or town hall meeting. You are concerned about a local issue and want to voice your opinions.

Assignment:

1. As a group you will choose a local issue, from the list brainstormed in class, to present at the town or city hall meeting.

2. As a group, decide which people would be most concerned with this issue and would attend a town or city hall meeting to voice their opinions.

3. Make a list of concerned people. Think of the overall opinion these people would have (would they be for/pro or against/con the issue?). Indicate this on your list and give the list to your teacher for approval.

4. Each of you will choose to be one of the concerned people from your list. Be sure to choose a person who would have a strong opinion about your issue. Individually, brainstorm all the reasons (pro and con) why this person would be concerned.

5. Once you have written your list of reasons, think of people in the community who are like the concerned person you will be role playing. Find one or two people in the community to interview. For example, if you are role-playing a shopkeeper, think of shops around town that you could contact (by phone or in person) to conduct a brief interview questioning the shop owners’ views of the issue and observing his/her physical and personality traits. Make a list of potential places you could visit to conduct your interview.

6. Use the “Conducting an Interview Form” to assist you with the interview.

7. Once you have gathered the information from your interview, add it to your list of reasons. Examine the pros and cons and choose the side that the person you are role-playing would confidently support at a city or town hall meeting.

8. With your group members, organize and plan your city or town hall meeting. Organizing includes deciding in which order your group members will voice their opinions. Planning includes determining which supplies will be needed (such as visuals, props, costumes, sets, cue cards, etc.) and who will bring what on the meeting date.

Requirements:

· your group’s meeting should be 8-10 minutes in length.

· every group member must speak, presenting his or her role played view on the issue.

· both sides of the issue need to be presented (not necessarily in any order).

· it should be clear to the audience who each person in your group is role playing.

Evaluation:

Voice /5

Body Language /5

Ability to portray a realistic character /10

Contents of Presentation /25

BLM 2.6-5

Role Play Peer Assessment

PERFORMER: DATE:

OBSERVER: PROJECT:

DURING THE ROLE PLAY	Needs Improvement	Satisfactory	Good	Excellent
The character is consistent and believable.
The performer uses thoughts, feelings, values, beliefs, attitudes and background appropriate to the character.
The performer adapts his or her physical and verbal responses to suit new information or circumstances developed during the role play.
The performer uses appropriate language for the character.
The performer uses appropriate physical gestures, posture and movements.
The performer makes use of costumes, props and/or set pieces.
The performer speaks clearly, loudly and expressively in an appropriate voice for the character.
The character contributes to the development of tension or mood in the scene.

COMMENTS:

BLM 2.6-6

Student Recorder of Issues - Pros and Cons

Group Members:

ISSUE:

PROS:

CONS:

Group Members:

ISSUE:

PROS:

CONS:

Group Members:

ISSUE:

PROS:

CONS:

Group Members:

ISSUE:

PROS:

CONS:

BLM 2.6-7

Role-Play Rating Scale

NAME: DATE:

PROJECT:

PERFORMANCE: /20

Voice:

· speaks clearly, loudly and expressively /3

· uses an appropriate voice for the character /2

Body Language and Visuals:

· uses appropriate physical gestures, posture and movements /3

· makes use of costumes, props and/or set pieces /2

Takes on Character:

· character is consistent and believable /2

· uses thoughts, feelings, values, beliefs, attitudes and background of the character /2

· adapts his or her physical and verbal responses to suit new information /2

or circumstances developed during the role play

· contributes to the development of tension or mood in the scene /2

· uses appropriate language for the character /2

CONTENTS OF PRESENTATION: /25

· three clearly-stated criteria given for the character’s opinion /3

· sufficient support for each criteria using valid, believable examples /6

· uses a variety of supports /3

· ideas are well-organized and logical /3

· provides an introduction and conclusion for character’s involvement /4

· awareness of and response to opposing opinions /2

· use of rhetorical devices /4

TOTAL: /45

BLM 2.6-8

The Mayor's View

As the mayor of a city or town, you are going to write a persuasive essay. The essay will present your views (as the mayor) on one of the issues that was presented in class by the role-playing groups.

Expectations

1. Review each of the issues that were discussed during the role play group presentations by re-reading your collection of notes from your Student Recorder of Issues -Pros and Cons Worksheet.

2. Choose the one issue that most interests you from the variety of issues presented in class. Develop a thesis statement about the issue which clearly shows your (the mayor's) decision on whether or not the issue will be approved for the town or city. For example, if a skateboard park were the issue, your thesis statement would state clearly whether or not the park would be built for your town or city.

3. Using the information you have gathered on your Student Recorder of Issues - Pros and Cons Worksheet as well as your own ideas, complete a persuasive essay using the complete writing process (BORDER). You may wish to complete further research on your issue in order to add strength to your essay.

4. Be sure to use persuasive language to convince your readers that you, the mayor, have made the right decision.

Submit (in this order)

1. Title Page

2. Good copy

3. Works Cited

4. Rough work

5. Pros and cons recording sheet

Assessment

Persuasive Essay Assessment Rubric

BLM 2.6-9

Editing Skills - Peer Checklist

Editor’s Name:

Writer of edited work:

o Made at least two suggestions to improve the arguments

o Made at least two suggestions to improve organization of ideas

o Checked use of proper letter format

o Made corrections to grammar, punctuation, and spelling

o Checked sentence and paragraph structure

BLM 2.6-10

Persuasive Essay Assessment Rubric

Achievement Criteria	Level 1 50-59%	Level 2 60-69%	Level 3 70-79%	Level 4 80-100%
Knowledge and Understanding: The student: - demonstrates understanding of relationships among facts, ideas, and concepts (with a focus on supporting the main idea of the essay).	- supports main ideas with facts, statistics, examples, reasons and/or expert opinions that are somewhat relevant	- supports main ideas with facts, statistics, examples, reasons or expert opinions that are somewhat relevant and accurate	- supports main ideas with facts, statistics, examples, reasons, or expert opinions that are relevant, accurate, believable and sufficient	- supports main ideas with facts, statistics, examples, reasons, or expert opinions that are relevant, accurate, sufficient, believable and interesting
- demonstrates understanding of relationships among facts, ideas, and concepts (with a focus on supporting the main idea of the essay by presenting and arguing against the opposing opinion).	- argues against an opposing idea with facts, statistics, examples, reasons and/or expert opinions that are somewhat relevant	- argues against an opposing idea with facts, statistics, examples, reasons or expert opinions that are somewhat relevant and accurate	- argues against an opposing idea with factual information, statistics, examples, reasons, or expert opinions that are relevant accurate, believable and sufficient	- argues against an opposing idea with facts, statistics, examples, reasons, or expert opinions that are relevant, accurate, sufficient, believable and interesting
Thinking and Inquiry: The student: - demonstrates critical thinking and inquiry skills (with a focus on giving a logical and clearly-stated opinion in a persuasive essay).	- gives an opinion that is vague, simplistic or unclear	- gives a clear opinion that is commonplace and focuses on the essay somewhat	- gives a opinion that is clear and shows original thought	- gives an opinion that is well thought out, shows understanding, and demonstrates a clear, precise, and believable point of view. It focuses the essay

BLM 2.6-10 (Continued)

Achievement Criteria	Level 1 50-59%	Level 2 60-69%	Level 3 70-79%	Level 4 80-100%
Communication: The student: - communicates for different audiences and purposes.	- uses first person point of view and a formal tone at times and uses appropriate words and style in a limited manner	- uses first person point of view, a formal tone and words and style are somewhat consistent	- uses first person point of view and a formal tone; words and style are consistent and appropriate	- effectively uses first person point of view, a formal tone, appropriate words, terminology and style
- communicates ideas persuasively.	- limited attention given to persuasive language	- some persuasive language and an attempt to use rhetorical devices	- persuasive language and rhetorical devices used	- persuasive language and rhetorical devices are used effectively
- communicates information and ideas with a focus on supporting the central idea of the essay.	- limited organization of ideas; a series of random points are given	- organizes ideas in the essay somewhat logically into paragraphs, using topic sentences and persuasive essay format	- organizes ideas in the essay clearly, and logically in a persuasive essay format	- organizes ideas in essay clearly, and logically, using transitions and a persuasive essay format
Application: The student: - applies the writing process.	- limited evidence of the writing process that appears rushed	- some steps of the writing process present	- good use of all steps of the writing process.	- thorough use of all steps of the writing process; revisions done
- applies correct documentation.	- documents sources providing basic information	- documents sources somewhat accurately and completely and attempts to use a standard documentation format	- documents sources completely with some errors in using a standard documentation format	- documents sources completely and accurately in standard documentation format
- applies language conventions (spelling, grammar, punctuation).	- several major and minor errors are present and these occasionally interfere with the reader’s understanding	- a few major and minor errors are present and these occasionally interfere with the reader’s understanding	- some minor errors are present but they do not interfere with the reader’s understanding	- few minor errors are present and the meaning is clear

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.