Course
Profile Literacy
for School and Work, ELD Level 4, Open, Public
Unit 1: Choices and Challenges
Time: 25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
This unit
engages students in a variety of self-assessment activities that centre on the
themes of choices and challenges. It emphasizes the fact that we make choices
daily and face and overcome challenges of different kinds. Students participate
in cooperative groups, and in the guided viewing and discussion of videos. Many
opportunities are provided for reading and responding to literature, improving
decision-making and communication skills, and participating in group work and
research. In the culminating activity, students write a three-paragraph
composition about someone who has overcome a challenge. These compositions are
published as a class collection of stories and presented.
Time: 240 minutes
The
expectations of this introductory activity are clustered to focus on
identifying personal goals, participating in discussions on personal topics,
and demonstrating flexibility as learners in different teaching and learning
situations. There is ample opportunity for diagnostic language assessment and
teacher observation of the ability of students to work with others in groups.
Class routines and expectations are established to create a positive classroom
learning environment. Students read and discuss poetry, complete a personal
interest inventory, and write and share personal profiles with the class. The
teacher reads aloud daily from a novel that focuses on the themes of choices
and challenges. The culminating performance task is to create a poster and a
personal profile that reflect each student’s uniqueness.
Strand: Oral and Visual Communication
DORV.O1L
- participate in discussions and short oral presentations about a variety of
school, workplace, and personal topics;
DOR1.O1L
- participate effectively in classroom discussion and oral presentations (e.g.,
by explaining, persuading, summarizing).
Strand: Reading
DREV.O1L
- read and respond to a variety of fiction and non-fiction materials, with
minimal teacher support;
DREV.O4L
- locate and evaluate information from a variety of print and non-print
resources and use it for guided research projects, career exploration, and
personal interest.
Strand: Writing
DWR1.01L
- write for personal and career-related purposes (e.g., letters, newspaper
advertisements, résumés);
DWRV.02L
- organize and develop ideas using linked paragraphs.
Strand: Social and Cultural Competence
DSCV.03L
- demonstrate flexibility as learners in different teaching and learning
situations;
DSCV.04L
- identify personal and career goals and plan how to achieve them;
DSC2.01L - participate fully in group
activities (e.g., contribute productively to all group tasks; assist others in
the group; help keep the group on task);
DSCV2.O2L
- participate in discussions and debates on local, national, and global issues
and events.
·
demonstrates
proficiency in the learning expectations of the ELDCO course
·
uses
the writing process
·
writes
linked paragraphs
·
reads
fiction and non-fiction materials with minimal teacher guidance
·
works
effectively in groups
·
It
cannot be assumed that all students entering ELDDO are equally proficient in
all the language skills. In order to build on students’ skills and experiences,
Activity 1 provides opportunities for diagnostic assessment of students’ prior
knowledge and skills in reading, writing, listening, speaking, and the ability
to work with others in groups. It is appropriate for teachers to conduct
diagnostic assessment whenever students enter the course and to assign peer
helpers to help familiarize new students with their new school, its rules and
facilities. It may be necessary to adapt teaching/learning strategies and
review/teach expectations from previous ELD courses.
·
Spend
time creating a welcoming atmosphere to help students feel comfortable in their
school environment. Be aware of students who are new to the school and may need
orientation to the facilities and rules of the school. Appoint a classmate as a
new student’s “buddy.” It would be beneficial for students to review their
timetables early in the unit to ensure that they are appropriate for each
individual. Changes and adjustments may need to be made as the course
progresses. Encourage students to ask for help with any adjustment or academic
issues that concern them.
·
Collaboratively
build class rules and expectations to create a positive classroom learning
environment. Make copies of these rules and expectations for students to keep
in their notebooks. Distribute course outlines and make students aware of the
expectations of the ELDAO course.
·
Establish
at the beginning of the course a number of ongoing classroom routines and
activities, which are integral parts of a balanced language learning program.
These routines include: journal writing; silent reading; reading aloud of a
variety of materials by the teacher; keeping organized notebooks; learning
relevant Canadian cultural material; participating in discussions and group
work; working independently; submitting assignments in a timely fashion; and
using agenda planners to track homework, projects and assignments.
·
Prepare
the ice-breaker sheet “Find Someone Who…” Additional ice-breaker and group
activities are available in Caring and Sharing in the Foreign Classroom,
and Recipes For Tired Teachers.
·
Obtain
sufficient copies of the texts Voices Past and Present and New
Canadian Voices for reading poetry and stories about dreams and new
experiences or gather suitable poems and stories for class study. For
diagnostic purposes, create questions that focus on understanding the poems and
invite personal response.
·
Select
a novel to be read aloud daily by the teacher. Provide additional copies for
students to follow along as they are being read to. Use this read-aloud time to
engage students in the enjoyment of the story, develop critical thinking skills
and make students active readers. Demonstrate reading strategies that develop
competence in comprehension, expand vocabulary, and encourage personal
response. A suggested read-aloud novel is Absolutely Invincible, the
story of four friends with various disabilities that face the challenge of a
motorcycle trip to
·
A
good way to begin response journals is to have students react to the read-aloud
novel. After a specific section, which lends itself to a response, ask students
to respond in writing.
·
Prepare
multiple copies of a self-wheel. A self-wheel is a full-page graphic organizer,
which looks like a flower with 6-8 petals. The student places his/her name in
the centre and then writes in each petal things that are important in the
student’s life. For example a student might write family in one petal, school
in another, sports, etc. In advance of the class, the teacher completes a
self-wheel to share with the class. Decide whether it is suitable to have
students share and discuss their self-wheels with their classmates before
filing them away for future use in Unit 4.
·
There
are many tests that have been developed to help people know themselves better
and to identify special interests aptitudes and abilities. Through consultation
with career studies teachers, guidance counsellors and teacher/librarians, find
interest inventory tests that are suitable for the reading level and age level
of your class. Examples of interest inventory tests may be found in the print
materials of the Sunburst Video Series, Career Planning or in the ESL/ELD
Resource Guide for Career Studies developed by the Toronto District School
Board.
·
Make
sufficient copies of an interest inventory for students to complete and score
independently.
·
The
final culminating task is to create a personal poster and write a composition
about what makes the student unique. The poster must include the student’s name
written as an acrostic poem and accompanying visuals such as a collage, a
picture, a personal symbol or a coat of arms. Share previous students’ posters
with the class. To model the writing task, make copies of a 3-paragraph
composition written by the teacher or other students. For additional models of
personal reflective writing, consult New Canadian Voices, Voices Past
and Present and other books with autobiographical stories, such as Chicken
Soup for the Teenage Soul.
·
Keep
a file folder of the work completed by each student. These folders can be used
for diagnostic assessment, for documentation of student progress, and later for
students themselves to use as part of their “Stepping Into the Future”
portfolio in Unit 4. The themes of self-discovery, and choices and challenges
that begin in this activity will continue throughout the course.
Copies of
ice breakers, course outlines, texts Voices Past and Present and New
Canadian Voices or other poems and stories, read aloud novel Absolutely
Invincible or other novel, copies of self-wheel, interest inventories and
answers model composition of personal profile, chart paper, dictionaries,
thesauruses, a camera, and art supplies.
1. To facilitate students’ comfort levels, start
with an ice breaker activity such as: “Find Someone Who…” Go over the
vocabulary on the instruction sheet, model asking yes and no questions.
Students circulate and interact by asking questions of each other and
explaining their choices to the group. Continue daily with additional ice
breakers and interactive group activities.
2. Distribute course outlines and
collaboratively establish rules that will permit students to participate
effectively in classroom activities.
3. Invite classmates to be new students’
“buddies.”
4. Have students form a circle around the
teacher who then models the activity, “My name is … and my dream is to…”
Throw a ball of string to a student who then makes a similar introduction and
throws it to another student. Once all students have introduced themselves,
have students try to recall each other’s names and dreams. Encourage students
to assist each other in recalling the names.
5. Read aloud and discuss the poem, “Dreams,” by
Langston Hughes found in Voices Past and Present, p. 62. Refer to page
101 for suitable discussion questions. Have students write in class one
paragraph about a dream or plan they have for the future. Diagnostically assess
the writing for ideas and evidence of editing and accuracy in written work.
Keep this piece of writing for the students to use in building their “Stepping
into the Future” portfolio in Unit 4.
6. Divide
the class into small groups. Read aloud the poem, “Foreign Student” by Barbara
Robinson found in Voices Past and Present, p. 62. Direct groups to write
answers collectively to questions 1-3 and discuss questions 4 and 5 found on p.
101or create questions that focus on understanding and responding to the poem.
Circulate to assist learners with the group task. Have small groups report to
the whole class.
7. Select for silent reading, stories that focus
on the choices and challenges in students’ lives from New Canadian Voices,
pp. 14-26, Voices Past and Present, pp. 67-78 or other suitable texts.
Have students choose stories for the teacher to read aloud and to be discussed
as a class.
8. Read aloud the poem, “You Have Two Voices”,
by Nancy Prasad, pg. 64, Voices Past and Present. Have students
independently answer the questions on pp. 101-102. Collect and diagnostically
assess.
9. Introduce the novel to be read aloud daily
throughout the unit.
10. Brainstorm students’ personal interests.
Display on chart paper a self-wheel completed by the teacher or other students.
Have students complete a self-wheel. Collect and keep it on hand for use in
Unit 4.
11. Have students independently complete an
Interest Inventory. Circulate and help with any reading difficulties. Collect
and keep it on file for use in Unit 4.
12. For the final culminating task, students
create a personal poster reflecting their interests and write a composition
about what makes him/her unique. The poster must include the student’s name
written as an acrostic poem and visuals, which may include a collage, a
picture, a personal symbol or a coat of arms. Review/teach adjectives, acrostic
poems, and how to use dictionary and thesaurus.
13. Model good composition writing by distributing
copies of a three-paragraph composition written by yourself or another student.
Review the writing process and discuss the features of a good composition.
14. Display the posters and keep on file the
written profile for use in Unit 4.
·
Paragraph
on personal dreams – assess for organization and development of ideas
(Communication)
·
Questions
answered about the poem “You Have Two Voices” – assess for accuracy of
information (Thinking/Inquiry)
·
Teacher
observation of group activities – assessing participation and positive
contribution to group tasks (Communication)
·
Self-Wheel,
Personal Profile, and Poster – assess organization and development of ideas,
sentence structure, use of capitalization, punctuation, and spelling
(Knowledge/Understanding, Application, Communication, Thinking/Inquiry)
Students
having difficulty with the reading and writing tasks may require adjustment to
their course selections. For the culminating task, substitute writing a
composition in paragraph form with writing 8-10 sentences on what makes the
student unique.
Canfield,
Jack et al. Chicken Soup for the Teenage Soul 3, More Stories of Life, Love
and Learning. New York: Scholastic, 2000. ISBN 0-439-23731-9
ESL/ELD
Resource Guide for Career Studies. The Toronto District School Board, 2000.
Exploring
Careers: What’s Right for You. Video and Teacher’s Guide. Pleasantville,
N.Y.: Sunburst Career Communication, 1997. ph. 1-800-431-1934.
McCloskey,
Mary Lou and Lydia Stark, ed. Voices in Literature Book One. Boston:
Heinle & Heinle Publishers, 1992. ISBN 0-8384-3948-9
Moskowitz,
G. Caring and Sharing in the Foreign Classroom. Newbury House. ISBN
0-88377-098-9
Plue,
Leo. Careers: Today and Tomorrow. Toronto: Irwin, 2000. ISBN 077252857-8
Porter, Jessie. New Canadian Voices.
Toronto: Wall & Emerson, Inc., 1991. ISBN 1-895131-05-7
Porter,
J. Voices Past and Present. Toronto: Wall & Emerson, Inc., 2000.
ISBN 1-895131-19-7
Sion,
Christopher, ed. Recipes for Tired Teachers. Toronto: Addison-Wesley,
1985. ISBN 0-201-06509-6
Read-Aloud
Novels
Bell,
William. Absolutely Invincible. Toronto: General Paperbacks, 1988. ISBN
0-7736-7291-5
Boraks-Nemetz,
Lillian. The Sunflower Diary. Montreal: Roussan, 1999. ISBN
1-896184-58-8
Yee,
Paul. Breakaway. Toronto: Groundwood, 1994. ISBN 0-88899-201-7
Time: 240 minutes
The
expectations of this second activity are clustered to continue the focus on
self-discovery, personal choices, and challenges. Students make personal
choices and choose resolutions to scenarios involving others. They listen to
and discuss the opinions and ideas of fellow students concerning scenarios they
have read. They clarify and express their own values while learning from their
peers. Language skills are further developed through the review of sentence
structure and linking paragraphs. In the culminating task, students draft and
revise the contents of short personal compositions.
Strand: Oral and Visual Communication
DORV.01L
- participate in discussions and short oral presentations about a variety of
school, workplace, and personal topics;
DOR1.01L
- participate effectively in classroom discussions and oral presentations.
Strand: Reading
DREV.02L
- use appropriate reading strategies to understand and interpret a variety of
fiction and non-fiction materials;
DRE2.01L
- use a variety of strategies to expand their vocabulary;
DRE3.01L
- use a variety of reading strategies to determine meaning.
Strand: Writing
DWRV.02L
- organize and develop ideas, using linked paragraphs;
DWRV.03L
- use the writing process to revise and edit written work, with teacher guidance;
DWRV.04L
- use the sentence patterns and conventions of standard Canadian English
correctly most of the time in written work;
DWR2.01L
- participate in prewriting discussions and activities;
DWR2.02L
- draft and revise the content of short compositions, working independently or
with a peer;
DWR2.03L
- edit short compositions to correct items outlined on a checklist;
DWR3.01L
- use knowledge of spelling conventions to spell words correctly most of the
time in personal and school-related compositions;
DWR3.02L
- use knowledge of the forms and rules of English grammar to write correctly
most of the time;
DWR3.04L
- use punctuation correctly most of the time.
Strand: Social and Cultural Competence
DSCV.03L
- demonstrate flexibility as learners in different teaching and learning
situations.
·
comprehends
passages containing complex verb forms
·
writes
paragraphs
·
uses
the writing process
·
When
students are asked to discuss/write about personal experiences, their privacy
should be respected. Alternate choices where students discuss relatives,
friends, etc., should be allowed. Additionally, students can be referred to the
read-aloud novel started in Activity 1 in which characters made choices and
came to exciting resolutions.
·
Find/prepare
scenarios involving choices. Suitable scenarios can be found in the books, Decisions,
React Interact, Challenges, and Choices. The texts, Challenges:
A Young Man’s Journal for Self-awareness and Personal Planning and Choices:
A Teen Woman’s Journal for Self-awareness and Personal Planning are
particularly suited for students who have minimal experience with making
independent choices/decisions because they present details to guide the
decision-making process. Choose a different scenario for each of the groups.
·
Prepare
multiple copies of Appendix A – Personal Choice Writing Plan.
·
Prepare
a 3-paragraph personal choice story (true or fictitious) following the format
of Appendix A to use when modelling the culminating assignment of the
activity. Make a copy for the overhead.
·
Obtain
a copy of a first draft piece of writing done by a student from a previous
group and make a copy for the overhead projector to be used to model the
revising and editing stages of the writing process.
·
The
books, Focus on Grammar and Fundamentals of English Grammar are
good sources to draw from when teaching grammar.
·
Continue
the read-aloud novel started in Activity 1.
Chart
paper, markers, an overhead projector and acetate, writing samples, 3-paragraph
teacher prepared story, multiple copies of Appendix A, and scenarios for
groups.
1. Initiate a class discussion by relating a
personal struggle and how you overcame it or refer to the choices made in the
read aloud novel started in the previous activity. Direct students to think of
a problem that they have faced/set for themselves and resolved. Have students
share some of their personal choices with the class or some of the choices they
read about in Activity 1, Strategy 7.
2. With the class, brainstorm choices that
people make in daily life. Discuss their possible reactions and outcomes. List
these choices on chart paper. Post it in the classroom.
3. Divide students into small groups. Distribute
copies of scenarios which feature choices found in the texts, Decisions,
React Interact, Challenges, and Choices. Have students read and
discuss their scenarios and offer suggestions on how to resolve/overcome the
struggle. Groups practise role-playing their scenarios for presentation in front
of the class.
4. Review/teach sentence structure (complete
sentences, sentence fragments, and run-on sentences).
5. Show on the overhead the personal choice
writing sample done by the teacher. Read it to the students. Distribute the
Personal Choice Writing Plan – Appendix A to students. Deconstruct the first
paragraph by asking questions such as Where and when did this crisis happen?
What happened? How did it happen? Underline the information on the
overhead. Continue with the second paragraph using the questions on the Personal
Choice Writing Plan. Conclude with paragraph three.
6. Using Appendix A, instruct students to draft
their 3-paragraph compositions in class. Remind students to double-space their
initial draft to allow for ease in applying the writing process.
7. Using
a piece of writing from a former student, review with students the revising and
editing stages of the writing process. On the overhead, model the revising and
editing stages. First have students read the overhead copy and suggest changes
that are important for meaning: rewrite or combine sentences, add or delete
points, develop ideas, re-arrange information, and use more effective language.
Use coloured markers to make the corrections directly on the overhead. Then
have students correct mechanical errors and polish the writing, targeting
grammar, spelling, punctuation, and word usage. Make corrections directly on
the overhead.
8. Have students confer with writing partners to
revise, edit, and polish their compositions.
9. Students prepare and hand in a final copy of
their compositions, together with the rough drafts.
·
Assignments
on sentences – assess for structure (Knowledge/Understanding)
·
3-paragraph
compositions – assess for information and style (Communication)
·
Teacher
observation of group activity – assess oral proficiency and responses
(Communication)
·
Compose
new scenarios.
·
Brainstorm
ideas for composition with supporting details. Do orally, in point form and
then written.
Bingham,
Mindy, Judy Edmondson, and Sandy Stryker. Challenges: A Young Man’s Journal
for Self-awareness and Personal Planning. Santa Barbara, California:
Advocacy Press, 1993.
ISBN 0-911655-24-7
Bingham,
Mindy, Judy Edmondson, and Sandy Stryker. Choices: A Teen Woman’s Journal
for Self-awareness and Personal Planning. Santa Barbara: Advocacy Press,
1993. ISBN 0-911655-22-0
Bowers,
Barbara and John Godfrey. Decisions. Toronto: Pippin, 1983. ISBN
0-88751-018-3
Byrd,
Donald R.H. and Isis Clemente-Cabetas. React Interact. New Jersey:
Prentice Hall Regents, 1991. ISBN 0-13-753716-6
Maurer,
Jay. Focus on Grammar: An Advanced Course for Reference and Practice.
White Plains, N.Y.: Addison-Wesley Publishing Company Inc., 1995. ISBN
0-201-65693-0
You will
be writing three paragraphs about a personal choice that you have made or a
challenge you have set for yourself and how you overcame it. The suggestions
below will help you plan your paragraphs.
Paragraph
1 – Describe the
choice you had to make. What happened? When did it occur? Where did it take
place? How did it happen?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Paragraph
2 – Describe your
reaction. Describe how you dealt with it?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Paragraph
3 – Describe the
outcome of your choice. What feelings do you have about your experience? Do you
think you learned from your experience?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Time: 300 minutes
This
activity exposes students to a variety of high interest stories on the themes
of choices and challenges. Reading expectations are addressed by having
students predict meaning and read ahead to confirm their predictions, make
inferences based on clues in the text and make judgments about meaning that go
beyond the text. Students learn the elements of a short story by using a
graphic organizer to categorize information. Writing expectations are assessed
through the writing process. Accuracy in writing linked paragraphs is stressed
through writing letters, summaries, and personal responses. Students also
complete vocabulary logs. The culminating task is to write a letter to a friend
explaining a challenge that a character in a story has overcome.
Strand(s): Oral and Visual Communication
DORV.O1L
- participate in discussions and short presentations about a variety of school,
workplace, and personal topics.
Strand: Reading
DREV.02L
- use appropriate reading strategies to expand and interpret a variety of
fiction and non-fiction materials;
DRE1.02L
- choose and respond to personal reading materials suitable to their age and
interests;
DRE1.03L
- respond to personally selected books in a variety of ways;
DRE2.01L
- use a variety of strategies to expand their vocabulary;
DRE3.02L
- explain how a reading strategy suits a specific reading task;
DRE3.03L
- recognize some cross-cultural themes and figures in folk tales and stories.
Strand: Writing
DWR.O1L -
write in a variety of forms for personal purpose, to carry out assignments, and
to pursue career goals with teacher guidance;
DWR.04L -
use the sentence patterns and conventions of standard English correctly most of
the time in written work;
DWR1.03L
- link ideas, using a variety of transitional words and phrases suited to the
purpose;
DWR2.01L
- participate in prewriting discussions and activities (e.g., develop graphic
organizers; produce written outlines);
DWR2.02L
- draft and revise the content of short compositions, working independently or
with a peer;
DWR2.04L
- produce an edited copy of a short composition.
Strand: Social and Cultural Competence
DSCV.03L
- demonstrate flexibility as learners in different teaching and learning
situations;
DSC2.03L
- use study skills effectively to achieve learning goals.
·
understands
how to complete graphic organizers
·
selects
and reads stories independently
·
understands
how to write linked paragraphs
·
Prepare
to show two compelling stories on video to review the elements of the short
story. Animated short National Film Board videos such as George and Rosemary
and The Big Snit are suggested because of their high interest and
brevity. These two videos can easily be viewed and studied in one class period.
·
Create
multiple copies of the short story graphic organizer outlined in Strategy 2 and
copies of the definitions to be used by the groups.
·
Use
chapters of the novel being read aloud to consolidate the elements of a short
story.
·
Before
introducing some high-interest stories to the class, discover the group’s
interests by discussing the kinds of choices and challenges students would like
to learn more about. Suggestions include selections from Voices Past and
Present and the popular series Chicken Soup for the Teenage Soul
Volumes 1, 2, 3. Consult with English teachers and your library staff for other
suitable books of short stories.
·
Survey
professional development materials on how to teach reading. Suggestions for
these materials are made in the resource section.
·
Throughout
the activity, students are given opportunities to select stories they wish to
read. Provide students with a variety of stories and encourage students to skim
before committing themselves to reading and writing activities. Encourage
students to take ownership of the reading content by involving them in the
selection process.
·
Remind
students to revise and edit all written work.
·
The
final culminating task is to write a letter to a friend explaining a challenge
that a character in a story has overcome. It may be necessary to review/teach
personal letter writing. This letter writing task will assist students with the
“Stepping into the Future” profile in Unit 4.
Videos, George
and Rosemary, The Big Snit, copies of short story graphic organizer, and
selection of high interest short stories.
1. Divide the students into groups and give each
group the definition of a different element of the story (character, setting,
atmosphere, plot, conflict, or resolution).
2. Ask each group to share with the class the
story element and the corresponding definition. Create a sample graphic
organizer on chart paper posted in the classroom. As a class, students fill in their
own story chart (see below) with the definitions for each element, while the
teacher fills in the posted chart.
Story Chart
|
Character(s) |
Setting |
Atmosphere/Mood |
|
Plot/Main
Events |
Conflict/Problem |
Solution/Resolution |
3. Instruct each group to focus on their
assigned story element while they watch the video.
4. Show the animated video The Big Snit.
After viewing, each group discusses their specific story element. Together, the
class fills in the graphic organizer on chart paper, categorizing the details
supplied by each group. Students copy this into their notebooks.
5. Show the animated video George and
Rosemary. Have each group complete a story chart graphic organizer. Groups
will report and compare their findings to the large group.
6. Cooperatively complete and post a story chart
graphic organizer of George and Rosemary.
7. Engage the class in a discussion that focuses
particularly on the points in the stories at which decisions are made. Class
discussion will be enriched by students’ sharing of their own views and
cultural experiences with relation to the behaviour and decisions of the
characters. Students should also be encouraged to make real-life applications
of the decisions made in the story.
8. After
the class discussion, students write a response, reflecting on the choices and
challenges faced by the characters. As an extension, students reflect upon the
choices they would have made if they were in the story character’s situation or
predicament.
9. Discuss with the class the strategies that
good readers use when they are reading, in order to make meaning from what they
read. Write these strategies on a piece of chart paper, and post the list in
the classroom for reference. The list of strategies should gradually increase
as the course progresses, and as the students have increasing opportunities to
read and interact with various texts. Your sample list might include the
following:
Good readers:
· find out the purpose for reading before they begin;
· make mistakes, but self-correct;
· re-read if the text does not make sense;
· predict meaning and read ahead to confirm their predictions;
· read thoroughly to remember detail;
· use context clues to guess the meaning of unfamiliar words;
· skim to get a sense of the main ideas;
· scan for specific information;
· use graphic organizers to remember details.
10. In advance of selecting a class story,
brainstorm with the class the kinds of stories about challenges that they would
like to read. Introduce a high-interest story to the class, distributing a copy
to each student. Have students silently read the entire story through once.
During this first read through, encourage students to try to get a general
sense of the storyline and the structure of the story and not to stop for
difficult words but just mark them with a pencil and keep reading.
11. After the first reading, have students write a
few sentences explaining what occurred in the story and then have them also
make a list of questions that they have about the story.
12. Have students read aloud their sentences about
what they think happened in the story. Post the list of questions that students
have about the story
13. For the second reading, read the story aloud
and guide students to find answers to their questions and to discover the
meaning of difficult words and phrases through context. Review with the class
the strategies that good readers use.
14. Encourage students to keep an ongoing
vocabulary log of five new or interesting words from each piece of literature. Students
write these new words on a vocabulary chart, use the context of the story and
dictionary to confirm the word definitions, and use the words in new sentences.
Check for accuracy.
|
New Vocabulary Words |
Definitions |
New sentences using the words |
|
|
|
|
15. Model writing a summary using the elements of
a story studied in Strategy 2. Post a list of transitional words that will
assist in writing linked paragraphs.
16. Using stories about overcoming obstacles and
challenges from Chicken Soup for the Teenage Soul have students select a
story to read independently. Encourage students to read the story first to get
a general sense of the storyline and mark any difficult words. After the second
reading, students complete their vocabulary logs and story chart graphic
organizer and then write a summary following the model provided in Strategy 15.
17. Review/teach letter writing.
18. The final culminating task is to have students
select a story to read independently and then write a personal letter to a
friend, summarizing the story and explaining the main character’s decisions and
actions as they appear in the story.
·
Response
to videos – assess depth of response,
use of conventions of standard English, production of edited copy
(Thinking/Inquiry)
·
Vocabulary
Logs – assess accuracy of definitions and creation of sentences demonstrating
expanded vocabulary (Thinking/Inquiry)
·
Summary
of independent story read – assess ability to summarize, link ideas, and
produce edited paragraphs (Communication)
·
Letter
to a friend – assess letter writing skills, ability to summarize, use of
standard English, production of edited copy (Application)
·
Select
stories for those students having difficulty in choosing one.
·
Conference
with reluctant readers/writers on a regular basis.
·
Present
assignments in smaller chunks.
Short
Stories
Canfield,
Jack et al. Chicken Soup for the Teenage Soul 3, More Stories of Life, Love
and Learning. New York: Scholastic, 2000. ISBN 0-439-23731-9
McCloskey,
Mary Lou and Lydia Stark, ed. Voices in Literature. Book One. Boston:
Heinle & Heinle Publishers, 1992. ISBN 0-8384-3948-9
Porter,
Jessie. Voices Past and Present. Toronto: Wall & Emerson, Inc., 2000.
ISBN 1-895131-19-7
Media
50 for
50. Volume 1. The Big Snit. George and Rosemary. National Film
Board: Montreal.
Teacher
Resources
Duff,
Allan. Literature. Oxford: Oxford University Press, 1991. ISBN
0-19-437094-1
Fry,
Edward, ed. 10 Best Ideas for Reading Teachers. New York:
Addison-Wesley, 1991.
ISBN 0-201-25141-825141
Parsons,
Les. Response Journals. Markham: Pembroke Publishers, 1990. ISBN
0-921217-41-2
Parsky,
Larry. Writing Letters. New York: Educational Design, 1991. ISBN
0-87694-365-2
Sage, Howard.
Incorporating Literature in ESL Instruction. Washington: Prentice-Hall,
1987.
Time: 300 minutes
The
expectations for this activity have been clustered to develop media knowledge
by having students analyse and interpret films on the theme of meeting
challenges. Through the completion of a viewing package, students will take
notes, interpret, compare, and evaluate points of view and identify strategies
used to influence the audience. Student pairs will discuss the media’s
perspectives on social and cultural issues and write a response to share with
others. The culminating task is to view independently a film on meeting
challenges and write a personal response.
Strand: Oral and Visual Communication
DORV.01L - participate in discussions and short
presentations about a variety of school, workplace, and personal topics;
DORV.04L
- create, analyse, and interpret a variety of media works;
DOR1 .01L
- participate effectively in classroom discussions and oral presentations
(e.g., by explaining, persuading, summarizing);
DOR3.01L
- interpret, compare, and evaluate the points of view taken in a variety of
media works (e.g. newspaper articles, films, advertisements);
DOR3.03L
- identify strategies used in different media to influence audiences.
Strand: Reading
DREV.01L
- read and respond to a variety of fiction and non-fiction materials, with
minimal teacher support;
DREV.04L
- locate and evaluate information from a variety of print and non-print
resources and use it for guided research projects, career exploration, and
personal interest.
Strand: Writing
DWRV.01L
- write in a variety of forms for personal purposes, to carry out classroom
assignments, and to pursue career goals, with teacher guidance;
DWR1.0IL
- write for personal and career-related purposes.
Strand: Social and Cultural Competence
DSC1.03L
- participate in discussions about media perspectives on social and cultural
issues (e.g., newspaper and television selection and presentation of facts,
images, and opinions related to race, gender, and age);
DSC1.05L
- participate in discussions about similarities and differences in the needs
and values of people of different generations and cultures and both genders.
·
writes
personal responses
·
takes
notes
·
works
effectively in groups to do analysis
·
The
availability of many good short films and docudramas in school and board media
collections allows teachers to go beyond simply discussing content and themes
to considering the unique way that films codify reality. The Nadia de Franco
package, a 2-part video series, produced by the National Film Board is
suggested for this activity. The first video, I’ll Find A Way, tells the
compelling story of a young Canadian girl who is learning how to meet the
challenges of having spina bifida. The second video, Just A Wedding,
visits Nadia and her family twenty years later to explore the challenges of
courtship and marriage. As an alternative, discuss The Miracle Worker,
the story of Helen Keller and her teacher Anne Sullivan, either the original
1961 version or the 2000 made for TV version. Consult with your
teacher/librarian for other media resources available from your school or
board. Always preview films first to check for appropriateness and curriculum
connections.
·
Consider
your time constraints and decide in advance whether you will show the entire
film or sections. Make a note of the counter numbers for easy reference of the
important segments, pause points, relevant vocabulary, and grammatical
structures.
·
Set
the stage for viewing with previewing activities. Collect pictures that
positively represent people with physical disabilities, e.g., athletes
competing in the Special Olympics, department store flyers, book jackets.
·
Select
short texts that complement the video. If the class is viewing the Nadia de
Franco series, the picture book Helping Paws Service Dogs and the
illustrated poem If Sarah Will Take Me are suggested. If the class is
discussing The Miracle Worker suggestions for resources include Helen
Keller: Crusader for the Blind and Deaf and Helen Keller.
·
To
ensure that students are focused viewers, create a teacher-made viewing
package. Your viewing package is an organizer that allows students to jot down
notes, make predictions, and answer content questions. Sample questions are
included in Appendix B.
·
Always
leave some lights on during viewing. Pause and replay the video to involve
students in interactive viewing. At times, turn off the sound and replay a
segment. This can encourage a more careful viewing of the on-screen images and
facilitate remembering audio details.
·
Try
to focus on what makes the film memorable, the film’s magic moments. Explore
the range of emotions generated, the character development, credibility of the
plot, and the themes expressed in the film. Encourage students to think about
themselves and their lives in connection with the film and characters. Don’t
overdo discussing the technical elements of the film. ELD students can be
confused with too much technical jargon.
·
To
further integrate the video into various course expectations, develop some
post-viewing activities. Consider having students orally share their
experiences of similar situations shown, by role-playing parts of the video and
responding in writing. Personal response lies at the heart of media literacy.
Encourage students to respond to the film by thinking about characters,
situations, and issues that tie into personal experiences rather than reviewing
the film.
·
In
order to facilitate students in finding appropriate films to do their
independent response, share titles of videos that are readily available from
the school or local library. Consider planning a film field trip. For students
who may not have access to a VCR at home, make school equipment available at
lunch or after school.
Videos,
short texts to accompany videos, copies of teacher-prepared viewing package,
and a list of suitable videos for independent viewing.
1. As a previewing activity for the Nadia de
Franco series, show pictures that positively represent people with
disabilities. Brainstorm relevant vocabulary.
2. To create a context for the video, read aloud
the picture book, Helping Paws Service Dogs and the illustrated poem, If
Sarah Will Take Me. Elicit prior knowledge from the viewers. Introduce
relevant content, vocabulary, and grammatical structures that will enhance
comprehension of the video.
3. Review/teach grammatical structures that are
repeated throughout the video.
4. Give the title of the film and read the video
jacket aloud and have the class predict what they think the video might be
about.
5. Show a short clip from the video to predict
the story elements and extend vocabulary. Discuss the impact the video may have
on the viewers because it is based on a true story.
6. Distribute copies of a teacher-made viewing
package. Sample questions are included in Appendix B. Show the video,
pausing to give students a chance to complete sections of their viewing
package. To verify the sequence of events and check oral comprehension, replay
sections of the video. Assess the viewing package for comprehension of the
film.
7. Brainstorm
magical moments from the film. Teach film response writing by having students
recall the images that seem most vivid and the kinds of thoughts and feelings
that come to mind when they think about this film. Model a written response to
one magical moment in the film on the board. Have students work in pairs to
write a response to the film. Encourage pairs to respond to the film by
thinking about characters, situations, and issues that tie into personal
experiences rather than retelling and reviewing the film.
8. Have pairs share their work with other pairs.
9. From a list created by the class or teacher,
assign students to watch a video or current film about a person meeting a
special challenge. Encourage students to take notes and jot down their thoughts
while they are watching the film.
10. Students write a one-page personal response to
the film viewed in Strategy 9.
·
Notes
and questions answered in the viewing package – assess interpreting, locating
and evaluating information (Thinking/Inquiry)
·
Pair
response to the film shown in class – assess depth of response, use of standard
English, and production of edited copy (Thinking/Inquiry)
·
Personal
response to a film independently viewed – assess depth of response, use of
standard English, and production of edited copy (Application)
·
Create
a viewing package for students experiencing difficulty in writing an
independent film response. Appendix B and the chart from Activity 3, Strategy 2
can serve as a resource.
Media
The
Nadia de Franco series. I’ll Find A Way and Just A Wedding.
National Film Board: Montreal, 1999.
The
Miracle Worker.
Consult board media catalogue.
Teacher
Resources
Media
Literacy Resource Guide. Ministry of Education, Queen’s Printer for Ontario. 1989.
Parsons,
Les. Response Journals. Markham: Pembroke Publishers, 1990. ISBN
0-921217-41-2
Illustrated
Texts
Duden,
Jane. Helping Paws Service Dogs. Logan, Iowa: Perfection Learning, 1998.
ISBN 0-7891-2147-6
Dunfield,
Robb. If Sarah Will Take Me. Victoria: Orca Books, 1997. ISBN
1-55143-081-9
Morgan,
Nina. Helen Keller. East Sussex: Wayland, 1992. ISBN 0-7502-04788
After viewing the opening of the film, answer these
questions.
1. Write the title of the film. From the title
and opening scenes, what do you think the film might be about?
2. Name the key actors in the film.
3. Who directed the film? Who wrote the script?
When was the film made?
4. Where does the story take place?
5. Name the characters introduced. Tell two
things about each character.
6. What happens in the introduction?
7. How does the introduction make you feel?
While watching the film, answer these questions.
1. List the important settings in the film.
2. Who are the main characters? Tell three
things about each of the main characters.
3. List the major events in the film.
4. Describe two conflicts in the film. How are
these conflicts resolved?
5. How does the film end?
After watching the film, answer these questions.
1. Did you like the ending or would you change
it?
2. Did you agree or disagree with the people in
the film?
3. What is the main message of the film?
Time: 270 minutes
The focus
of this activity is research and writing. Reading expectations emphasize that
students read and extract information while writing expectations place
importance on the development of writing skills: drafting, revising, and
editing. A review of sentence combining and writing paragraphs is designed to
enhance the writing process. Students strengthen their research skills through
use of the WH-6 format. In the culminating task, students research and write a
3-paragraph composition about a Canadian who has successfully overcome a
challenge.
Strand: Reading
DOR3.04L
- create a variety of media works (e.g., classroom newspapers, video
advertisements, radio documentaries);
DREV.02L
- use appropriate reading strategies to understand and interpret a variety of
fiction and non-fiction materials;
DREV.04L
- locate and evaluate information from a variety of print and non-print
resources and use it for guided research projects, career exploration, and
personal interest;
DRE2.02L
- recognize and use key elements of standard textbook formats to find required
information (e.g., tables of contents, indexes, boldface type, italics);
DRE3.01L
- use a variety of reading strategies to determine meaning;
DRE4.01L
- consult print and electronic sources to acquire information;
DRE4.02L
- skim and scan text to choose relevant materials;
DRE4.03L
- compare and evaluate ideas and information from more than one source, for
guided research projects;
DRE4.04L
- summarize main points for guided research projects, using graphic organizers.
Strand: Writing
DWRV.01L
- write in a variety of forms for personal purposes, to carry out classroom
assignments, and to pursue career goals, with teacher guidance;
DWRV.02L
- organize and develop ideas, using linked paragraphs;
DWRV.03L
- use the writing process to revise and edit written work, with teacher
guidance;
DWR2.04L
- produce an edited copy of a short composition;
DWR3.02L
- use knowledge of the forms and rules of English grammar to write correctly
most of the time;
DWR3.03L
- use a variety of sentence structures for interest and/or emphasis;
DWR3.04L
- use punctuation correctly most of the time.
·
writes
using paragraphs
·
uses
the writing process
·
When
discussing challenges, encourage the class to reflect on challenges presented
in previous activities. Ensure a good variety: discrimination, disabilities,
accidents, violence, etc.
·
Choose
three short biographies of Canadians with a variety of challenges to use in
reviewing the WH-6 format for getting information. The text, Canada from eh
to zed, is a good source of Canadian biographies. Choose one Canadian
biography to model the WH-6 format.
·
There
is a wide range of resources for this activity. Have students take ownership by
involving them in the selection of resources. Students may skim newspapers and
current magazines for articles and pictures to create a class vertical file
related to challenges. Consult with the library staff to have available a selection
of material on Canadians who have faced and overcome challenges.
·
The
CD-ROM, Defining Canada, takes users inside a virtual high school with a
library, foyer, classroom, and theatre. In the library, users can explore
biographies of Canadians.
·
The
Internet used constructively is a rich source of information. The Internet
should be used in addition to and not in place of books. Students are required
to have at least two books in the bibliography.
·
The
following graphic organizers set out the assignment and provide areas for
students to record their information and keep check of their progress: Appendix
C – Research Organizer, Appendix D – Planner for Independent Research Project,
and Appendix E – Bibliography Worksheet. Make multiple copies of each.
·
Computer
literacy is essential in today’s technical society. Students should be
encouraged to develop their word processing skills and to augment texts with
simple graphics. They should produce the final copies of their compositions on
the computer. The teacher may wish to enlist the help of students enrolled in
senior computer classes for support.
Chart
paper, markers, graphic organizers, an overhead projector and acetate, used
newspapers and magazines, easy biographies, and multiple copies of Appendices
C, D, and E.
1. Remind students of the personal choice
writing done in Activity 2 and the characters who overcame challenges in the
read-aloud novel and video from Activities 3 and 4. Explain that in this
activity the class researches some Canadians who have overcome challenges.
2. Review with the class challenges that people
face in life. Encourage students to relate some of the challenges that members
of the class have overcome and to think of a wide range of challenges. List
these on chart paper and post it in the classroom.
3. Review the WH-6 format (who, what, where,
when, why and how) of questioning. Model this using a short biography.
4. Divide the class into triads. Distribute to
each group the same three biographies of Canadians who have overcome
challenges. Each group member reads one biography silently in preparation for
reading aloud to the group. The group discusses the biographies using the WH-6
format.
5. Distribute and review with the class Appendix
C – Research Organizer, Appendix D – Planner for Independent Research Project
and Appendix E – Bibliography Work Sheet.
6. Have students spend time browsing through a
selection of books on Canadians who have overcome challenges. Then each student
chooses one to research. Remind students to have their choices approved by the
teacher to avoid duplication.
7. Review the use of different parts of a book
for gathering information. Model using a graphic organizer to collect material
for the composition.
8. Review/teach sentence combining and topic
sentences. The grammar book, Focus on Grammar: An Advanced Course for
Reference and Practice, is an excellent resource.
9. Students continue their research using time
both in and out of class.
10. Students
write a 3-paragraph composition on their chosen individual using Appendix C –
Research Organizer, Appendix D – Planner for Independent Research, and Appendix
E – Bibliography Worksheet.
11. Students use the writing process to improve
compositions. Encourage them to work with partners.
12. Students make a final copy of their
compositions. Remind students to use a computer or make a legible handwritten
copy.
13. Students hand in their research planner,
bibliography work sheet, rough draft, and final copy of the composition.
14. Publish compositions as a class book.
·
Grammar
skills worksheets – assess for correctness (Knowledge/Understanding)
·
Compositions
– assess for information, style, and use of the conventions of standard
Canadian English.
Some
students may need to conference with the teacher to revise and edit their
compositions.
Easy-Read
Biographies
Barry,
James, Sharon Siamon, and Glen Huser. Personal Best: the Sports Experience.
Toronto: Nelson Canada, 1993. ISBN 0-17-603943-0
Chan,
Arlene. Spirit of the Dragon: the Story of Jean Lumb, a Proud Chinese
Canadian. Toronto: Umbrella Press, 1997. ISBN 1-895642-24-8 Jean Lumb has been awarded the Order of
Canada for her role in changing Canada’s immigration laws that separated
Chinese families and for helping to save Chinatown communities.
Gillen,
Mollie. Lucy Maud Montgomery. Markham, Ontario: Fitzhenry &
Whiteside Limited, 1999.
ISBN 1-55041-461-5 Lucy Maud
Montgomery grew up in rural Victorian society where opportunities for women
were limited. She showed an unusually independent character by becoming first a
teacher, then a journalist, and one of Canada’s most popular and widely-read
authors.
Kaye,
Marcia. Karen Kain. Markham, Ontario: Fitzhenry and Whiteside Limited,
1989.
ISBN 0-88902-857-5 From the time she
was eight years old, Karen Kain knew she wanted to be a ballerina. By age 19
she had become one of the most popular principal dancers with the National
Ballet Company.
Stewart,
Mark. Eric Lindros: Power Player. Canada: Children’s Press, Inc., 1997.
ISBN 0-516-26052-9
Webb,
Michael. Roberta Bondar. Mississauga, ON: Copp Clark Pitman, 1993. ISBN
0-7730-5288-7
Other
Books
Archibald,
Jo-ann, V. Friesen, and J. Smith. Courageous Spirits. Penticton, B.C.:
Theytus Books Ltd., 1993. ISBN0-919441-50-5
Porter,
Jessie. Voices Past and Present. Toronto: Wall and Emerson, Inc., 2000.
ISBN 1-895131-19-7
Sivell,
John and Deborah Yeager-Shaw. Canada from eh to zed. Virgil, Ontario:
Full Blast Productions, 1995. ISBN 1-895451-14-0 Contains biographies of Canadians.
Teacher
Resources
Maurer,
Jay. Focus on Grammar: An Advanced Course for Reference and Practice.
White Plains, N.Y.: Addison-Wesley, 1995. ISBN 0-201-65693-0
Non-print
CD-ROM: Defining
Canada: Active Citizenship for the 21st Century. Montreal: NFB, 1999.
Name:
________________________________
You will
research a famous Canadian who has overcome a challenge. You will prepare a
written report about this famous person. The suggested paragraphs below should
be used to record your research notes and should help you to organize your
material into paragraphs to write your final report.
Name of
Canadian who has overcome a challenge: _____________________________________
Information
on this famous person:
The
challenge and how it was overcome
Why I
admire this individual:
Name: ____________________________ Date: __________________
Research
Question: You will research a Canadian who has overcome
a challenge. You will prepare a written report about this famous person. Your
Research Organizer should be used to record your research notes and to help you
to organize your material into paragraphs and write your final report.
You
are expected to research this famous person in a variety of ways: books,
newspapers, magazines, Internet, CD-ROM. Check off each stage you have
completed. Use the checklist below to monitor your progress and to ensure that
you have covered all the requirements.
Check off
each instruction when you have completed it.
1. Choose a famous Canadian you would like to
research and have it approved by the teacher. __
2. Find at least two books with information on
the individual. __
3. On the Bibliography Worksheet, record the
author, title and call number of each book. Record the pages you have used. __
4. On the Bibliography Worksheet, record any
CD-ROM or Internet sites you have used. __
5. Make notes from the material you have
gathered. Record your notes on your research organizer. __
6. Write a draft of your composition based on
your research organizer. __
7. Revise and edit your draft. Work with a
partner if you wish. __
8. Make your final copy. Your final copy may be
done on the computer or may be handwritten. Handwritten copies should be
legible for inclusion in the class book. __
9. Hand in your planner, your research
organizer, and your final copy. __
Name:
___________________________________
Texts
|
Title |
Author |
Pages Used |
Call Number |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Internet
Sites/CD-ROM
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Time: 150 minutes
In this
activity, the clustering of expectations focuses on the oral presentation of
the individual researched in Activity 5. Students prepare cue cards from their
compositions, practise for and make an oral presentation. They prepare to
answer questions posed by their peers and compose questions that the teacher
assembles into an open book test.
Strand: Oral and Visual
DORV.01L
- participate in discussions and short oral presentations about a variety of
school, workplace, and personal topics;
DOR1.01L
- participate effectively in classroom discussions and oral presentations.
Strand: Writing
DWR1.02L
- take notes on information presented in class, using graphic organizers,
blackboard outlines, and other aids.
Strand: Social and Cultural Competence
DSCV.03L
- demonstrate flexibility as learners in different teaching and learning
situations;
DSC2.02L
- participate constructively in a variety of learning and teaching situations;
DSC2.03L
- use study skills effectively to achieve learning goals.
·
composes
questions
·
makes
oral presentations
·
Have
copies of the class book from the previous activity ready to distribute to the
students.
·
Students
are required to make an oral presentation based on their work in Activity 5.
This should last no longer than 3 minutes. Students are encouraged to use a
visual to enhance their presentations, and they should have access to the books
used in the previous activity.
·
They
should create three questions on their compositions to be submitted for the
final test.
·
Prepare
students to make test questions by helping them to realise that their questions
need to move beyond grammatical correctness. Teach students to make questions
dealing with details, inferences, drawing conclusions, etc.
·
Choose
a set of questions from those submitted by the class for an open book test at
the end of the activity.
Small
file cards, class set of books made in Activity 5, easy read biographies, and
other books used in Activity 5.
1. Distribute copies of the class book made in
Activity 5 to students. Allow time for them to peruse the books.
2. Explain the assignment. Review the
requirements with students. Remind students that they will make an oral
presentation of their compositions lasting no longer than 3 minutes plus they
prepare three questions for a final test.
3. Review/teach
making cue cards for an oral presentation. Students prepare cue cards from
their compositions.
4. Review/teach writing test questions. Instruct
students to think of questions they have had from other courses. Using the
teacher-prepared composition from Activity 2, model the writing of questions
based on the composition. Write the questions on chart paper and post it.
Students copy the questions into their workbooks.
5. Students browse through books and other
materials from Activity 5 to find suitable visuals to assist in their presentations.
6. Students practise presenting their report to
a partner. Partners ask questions for practice.
7. Students present their reports in front of
the class and answer questions from the audience. At the end of their presentations,
students hand in the questions they have prepared for the class test.
8. As an out-of-class assignment, students read
the class book from Activity 5.
9. Students write an open book test.
·
Oral
presentation – assess for preparedness, content, organization, use of cue
cards, and presentation techniques
(Communication)
·
Creating
test questions (Knowledge/Understanding, Thinking/Inquiry)
·
Open
book test on class book – assess for information (Application)
Students
may wish to make their presentations to the teacher prior to delivering it in
front of the class. Students who feel threatened by an in-class presentation
are assessed on their presentation to the teacher.
Course
Overview | Unit 2 | Course Profiles Main
Menu