Course Profile Literacy Skills: Reading and Writing, Grade 11, Open, Public
Unit 3: Downtown and Around Town
Time: 25 hours
Unit Developers:
Barry McKillop, Cathy Costello
Development Date:
July 2000
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
Students use community resources as a source for practical reading, focusing on informational texts such as community guides, tourist brochures, take-out menus, community service announcements, flyers, newsletters, playbills, and other non-fiction information sources to develop a community profile. Students use local entertainment opportunities such as sports events, concerts, plays, and movies as points of reference in developing their community profile, writing responses, reviews, or summaries. Students read excerpts from contemporary plays that strengthen their understanding of the importance of community. They interpret and respond reflectively, by comparing their own experience with that of the characters in the play and by demonstrating their knowledge of the elements of drama, with an emphasis on plot, character development, conflict, and dialogue. Students demonstrate understanding of form, purpose, and intended audience, as well as appropriate person and level of language inherent to dramatic and practical reading texts. In preparing the writing tasks for this unit, students may design a brochure with essential services and resources for young people new to their area; construct a directory of services available in their community; or design a promotional package for a cultural, entertainment, or sporting event. Emphasis is on the writing process with the focus on revision, editing, and proofreading. Using appropriate and effective techniques, which may include desktop publishing, students complete publication of their final product.
Strand(s): Reading Skills, Writing Skills
Overall Expectations:
REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02,
WRV.03, WRV.04, WRV.05.
Specific Expectations:
RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, RE2.01,
RE2.05, RE3.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01,
WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05,
WR5.01, WR5.02, WR5.03, WR5.04.
|
Activity 1 |
Our Town |
75 minutes |
|
Activity 2 |
Community Profile |
300 minutes |
|
Activity 3 |
Community Use Survey and Report |
450 minutes |
|
Activity 4 |
Hanging Out |
300 minutes |
|
Activity 5 |
Culminating Activity – A Community Guide |
375 minutes |
· The teacher gathers community information brochures, community guides, and relevant sections of local newspapers (community calendar) to be used as samples throughout this unit. These samples may be obtained from other communities, or retrieved using the Internet.
· The teacher schedules access to computers for Activity 3 and Activity 5. If the facilities and expertise are available, students may “publish” their brochure, directory, or promotional package in a website format.
· The students have demonstrated an understanding of the elements of contemporary and “environmental” texts such as popular magazines, billboards, mall maps, and signs during activities in Units 1 and 2.
· The students have demonstrated an ability to compare their own interpretations of texts with those of others.
· The students have demonstrated an ability to choose and record relevant information from a variety of sources including informational text and Internet websites.
This unit draws upon a wide array of teaching/learning strategies. Whole class activity supports students in:
· understanding the focus for the unit;
· setting directions for small group and individual activity;
· becoming familiar with the assessment and evaluation focus;
· brainstorming topic ideas;
· examining models of informational text in the form of brochures and pamphlets.
Small group activity is
used to:
· generate ideas;
· compare approaches;
· support reading comprehension;
· provide feedback regarding writing activities.
Individual activity is
used to:
· gather information;
· sort and classify information;
· report information;
· demonstrate the attainment of the expectations.
Assessment and evaluation carried out include:
· a checklist of expectations that is a class-wide focus for the unit
· a checklist of expectations that have been identified by each student as a focus for individual improvement (these expectations will likely be drawn from those addressed during Units 1 and 2)
· a rubric for the reading components of the unit (developed using the Ontario Curriculum Unit Planner)
· a rubric for the written components of the unit (developed using the Ontario Curriculum Unit Planner)
· a checklist that supports students in tracking completion of the required components of the unit
· a feedback guide to be used in support of peer editing and peer feedback during the review phase of the culminating activity (Activity 6)
Aker, Don and David Hodgkinson. Language and
Writing 10. Scarborough: Nelson, 2000.
ISBN 0-17-618720-0
Andersen, Neil, et al. Literature and Media 10. Scarborough: Nelson, 2000. ISBN 0-17-618719-7
Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing For Success. Toronto: Harcourt Canada, 1998. ISBN 0-7747-0197-8
Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing For Success Teacher’s Guide. Toronto: Harcourt Canada, 1998. ISBN 0-7747-0198-6
Barclay, Susanne and Diane Patterson. Galaxies
II. Don Mills: Addison-Wesley, 1991.
ISBN 0-201-50438-3
Costello, Catherine, Ted Palmer, and Mary Lou Smitheram. Contacts: Teaching Communication Across the Curriculum. Toronto: OSSTF, 1997. ISBN 0-920-930-84-0
Duncan, Barry, Sue Harper, Douglas Hilker, and Andrea Mozarowski. Transformations. Toronto: Harcourt Canada, 1996. ISBN 0-7747-0168-4
Hilker, Douglas and Sue Harper. Elements of
English 10. Toronto: Harcourt Canada, 2000.
ISBN 0-7747-0594-9
Kirkland, Glen and Richard Davies. Dimensions II. Toronto: Gage, 1996. ISBN 0-7715-6856-8
Ontario Ministry of Education and Training. Ontario Curriculum Unit Planner, Version 2.0. Toronto, 2000.
Time: 75 minutes
During this lesson, students become familiar with the Unit theme, Downtown and Around Town through a variety of activities drawing upon their prior knowledge and opinions. They practise brainstorming strategies, and reinforce their abilities to organize and categorize information as they carry out a community inventory to set the context for other activities in the unit.
Strand(s): Writing Skills
Overall Expectations
WRV.03 - organize information, ideas, and supporting details in written work.
Specific Expectations
WR1.01 - describe and use strategies to generate ideas and explore topics for writing (e.g., brainstorm approaches to a topic).
· The teacher may wish to refer to the Course Overview sheet, which was distributed to students at the beginning of Unit 1. The teacher may prepare and provide additional, more detailed information about the expectations and activities for Unit 3.
· The teacher prepares a simple chart organizer, and provides chart paper and markers to support the individual, small group, and whole class brainstorming and classifying activity.
· Copies of the local telephone book and sample information brochures/pamphlets are to be made available to support the brainstorming activity.
· Students have experience working in partners and cooperative group structures.
· Students have some awareness of the features of their community.
1. Think/Pair/Share: The teacher writes the topic Our Town on the board and asks students to spend a few moments reflecting on what the phrase means, and then to share their thoughts with a partner. Pairs of students then share their thoughts and ideas with the whole class, and the teacher records the responses in two columns on a chart. The teacher invites discussion about the division of student responses, and asks for suggestions to label each of the columns, e.g., “positives” and “negatives” or “We’re proud of…” and “We’re unhappy about…”. The teacher asks students to decide whether each item on the chart is a fact or an opinion. (See Archer, 87-90.) To sum up this introductory activity, the teacher asks students to reach consensus on one place they could recommend that anyone new to the town (or their part of it) should visit or see. The teacher then provides students with an overview of the activities planned for this unit and reviews them, inviting students to seek clarification and to offer input to them.
2. The teacher reviews brainstorming strategies, i.e., write down as many ideas as possible; don’t censor anyone’s ideas, no matter how bizarre they may seem; springboard off other people’s ideas to ensure that students understand that the goal is always to consider the broadest possible range of ideas/information related to the focus established. Then, using markers and large chart paper, students work in small groups to list as many places in their community as they can in the time allotted – three minutes. At the end of three minutes, group members initial their page, and pass their chart paper clockwise. All groups are given two minutes to add to the new list. (Ensure that each group has a different coloured marker.) After two minutes, the groups pass the pages again, and again each group adds to the new list. At the conclusion of this third round, groups return the pages to their original owners. During this process, the teacher may wish to record observations about student behaviour and roles in groups. Because students will work in co-operative group structures throughout this unit, the teacher may wish to provide some guidelines on group interaction, and/or group roles. (See Reading and Writing for Success Teacher’s Guide, 53, or Contacts, 161-162.)
3. In their small groups, students compare their original lists with the additions. Each group then posts its list on the board. The teacher asks the whole class to consider all of the lists, and to add any places which may have been omitted and which students feel are significant.
4. The lists are likely quite random in nature, so now the teacher asks students to take the time to consider the nature of the various places, and to establish and name categories for them. The teacher may begin by suggesting some possible categories. A student recorder writes all the suggested categories that can be used to group the places cited on the board, e.g., residential, commercial, industrial, recreational, educational, entertainment, religious, cultural etc. At this point, students work individually with a chart organizer sheet, to examine the various posted lists and categorize the places/buildings. The teacher takes some time after a few minutes to discuss places that do not readily fall into categories and those places that fit into two, or more categories. Students may wish to adjust their lists.
5. Students complete the process of categorizing the places from the whole-class list using the identified categories. The completed lists are used to conduct a formative assessment of each student’s ability to organize/categorize information, a strategy used later in the unit.
6. Time is spent reviewing the expectations that are addressed during this unit. Students are invited to target key expectations as a focus for individual improvement and special teacher support and to record those targets in the Record of Learning. They should also record what they have learned about brainstorming and categorizing.
7. As a possible follow-up or homework activity, students expand their “community inventory” by gathering ideas from friends and relatives, or simply by paying conscious attention to their immediate environment during the next few days.
Diagnostic
· teacher observation of cooperative group behaviour
Formative
· teacher assessment of completed organizers with a focus on evidence of each student’s ability to classify information according to relevant criteria (residential, commercial, industrial, recreational)
Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing For Success. Toronto: Harcourt Canada, 1998. ISBN 0-7747-0197-8
Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing For Success Teacher’s Guide. Toronto: Harcourt Canada, 1998. ISBN 0-7747-0198-6
Costello, Catherine, Ted Palmer, and Mary Lou Smitheram. Contacts: Teaching Communication Across the Curriculum. Toronto OSSTF, 1997. ISBN 0-920-930-84-0
· Students who require more time to complete activities are given a time extension.
· Those who require support when recording ideas are paired with the teacher or a classmate who performs the role of scribe.
· Consult with student individual education plans (IEP) where relevant for specific suggested accommodations/modifications.
Time: 300 minutes
This activity engages students in the process of developing a profile of their community with an emphasis on skills related to gathering, analysing, and presenting information in a graphical format. The aim here is to provide students with an opportunity to know more about their community and to appreciate what their community has to offer, or to reflect on important things it may lack. Inspiration is first discovered through literature, then students develop practical reading skills, using key sources of community information to add to the community inventory begun in Activity 1, e.g., local telephone directories, local newspapers, tourist directories, recreation calendars, municipal Internet sites. They may develop skills in primary source research by interviewing long time residents for history of, and anecdotes about, the community and writing or tape recording notes on these interviews. The culminating task for this activity is a Community Profile that sets out the places and people that define the local community. In a rural area, this community could be as broad as the entire school district or county, while in urban areas it could be the feeder area for the school.
Strand(s): Reading Skills, Writing Skills
Overall Expectations
REV.01 - demonstrate an understanding of a variety of contemporary texts;
REV.04 - use a variety of strategies to understand words encountered in texts;
WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;
WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;
WRV.03 - organize information, ideas, and supporting details in written work;
WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;
WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.
Specific Expectations
RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge, and responding imaginatively;
RE1.03 - use knowledge of the organization of texts to locate relevant information;
RE4.02 - use word-identification strategies while reading;
RE4.03 - use context to determine the meaning of unfamiliar words;
WR1.01 - describe and use strategies to generate ideas and explore topics for writing;
WR1.02 - make research plans based on information needs;
WR1.03 - locate and record information from a variety of print and electronic sources;
WR1.04 - assess information to determine its relevance, sufficiency, and accuracy;
WR2.03 - use the appropriate person and level of language for a specific form, purpose, and audience;
WR4.04 - revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience;
WR5.03 - identify and use appropriate and effective techniques and formats to publish written work;
WR5.04 - edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation.
· The teacher establishes groups of four with the intent of having each group member take individual responsibility for one category of the Community Profile that is developed by each group.
· The teacher and students find/gather/contribute a variety of community resources to support this activity. These resources include telephone directories, local newspapers, maps of the local community, tourist guides (if available), a list of relevant Internet sites, a community business directory, community recreation guides, continuing education calendars.
· Assessment data gathered during Activity 1 is used to determine the focus for initial instruction during this activity, as well as group composition and intervention strategies that are used for individual students.
· The teacher prepares a clear description of the Community Profile activity, listing the expectations which will be addressed, the individual and small group responsibilities, a suggested process for gathering information, and the assessment and evaluation emphasis for the activity. (See Unit 3, Appendix A.)
· The teacher may schedule time for students to do Internet research.
· The teacher prepares checklists for process and data-gathering elements and may co-operatively create a rubric for the final written component.
· The students have consolidated skills in sorting, classifying, and recording information from Activity 1.
· The students can use format elements, such as titles and visual supports to access information in print and electronic sources.
· The students can work co-operatively in a small-group setting, carrying out both group and individual responsibilities successfully.
· The students know, understand, and practise the school policy on appropriate and ethical use of the Internet.
1. The teacher asks students to recall the decision they reached in the consensus exercise from the previous day’s lesson, the one place any newcomer to town must see. Then the teacher asks students to consider what they might miss if they were to leave the town, or what they do miss from a previous place where they have lived. A student recorder may list some of the attributes of “home towns” on the board. The teacher reads aloud to students an essay or short story such as “A Village Childhood” (DimensionsII) or “Excerpts from Ten Lost Years” or “The Marine Excursions of the Knights of Pythias” (Elements 10), and asks students to comment on the qualities and values of community life which are revealed. The teacher may also choose to pair the story or essay with a suitable poem or song such as “My Little Town” by Paul Simon, or “I Remember Back Home” (Transformations) to raise awareness of the positive and negative qualities of community life, and what one may lose in changing countries or communities. The teacher uses questioning to lead a whole class discussion on the sense of “community.”
2. The teacher asks students, in reflecting on the readings, to think of characters who were memorable or who had significant influence on the people and events in the community described. Then students are encouraged to consider the people of influence or those who are memorable in their own community. Sensitivity must be shown here, and the teacher may wish to ask students to refer to roles rather than names (e.g., mayor, police chief, chair of chamber of commerce, hunting guide). The teacher introduces the concept of a primary source, and suggests that students consider the possibility of interviewing one of the people identified or another primary source such as an older relative who would know the history of, and stories about the community.
3. The teacher establishes groups for the Community Profile activity and distributes and reviews the description of the activity (Appendix A), and the expectations for co-operative learning. The nature of the task is discussed; that is, each group will develop categories for the significant information they wish to convey about their community. These categories may include places to see or visit, things to do, sources for key personal needs (e.g., grocery and drug stores), memorable or influential people, significant events, famous folklore). The roles to be played by each group member are clearly defined in terms of research tasks, note taking/recording of information, categorizing items, etc. All students in the group may participate in all tasks initially to brainstorm ideas, but then they may divide the labour.
4. To introduce use of the community resources and the practical reading strategies, the teacher distributes a single source of community information (consider using a business directory, recreation guide, or tourist guide) to the class to be used for a brief (about 15 minutes) “guided” deconstruction activity where the following issues will be addressed:
· navigation of the resource, including use of an index or table of contents, alphabetizing;
· format features such as titles and graphic supports – charts, photographs, artwork;
· category (or categories) that this resource addresses;
· relevance and reliability of the resource for the Community Profile they are developing;
· intended audience;
· strategy that can be used to summarize information from this resource.
5. Students work in small groups to summarize the information found in the resource provided. The teacher observes group co-operation, evolving roles, and participation patterns and intervenes to improve group effectiveness as necessary. The teacher may also provide a mini-lesson on interviewing skills for those students who wish to pursue “primary source” information. (See Archer, 232-233, and 238-239, as well as Costello, 135-136.)
6. As a homework assignment, students may interview an older relative or neighbour, or gather resources for development of the Community Profile.
7. Students spend one additional period locating and using sources of information for their group’s Community Profile, discussing their research, and creating appropriate categories to summarize it. They may simply retain the categories of “places” which they developed in Activity 1, i.e., commercial, residential, tourist, industrial, entertainment. An organizer is provided to support the tracking of sources and the categories each resource addresses (Appendix B).
8. During the final two periods of this activity, students organize and record the information that they have gathered, with each student taking individual responsibility for one category. Although an organizer has been provided for the note-making process, students are invited to present their inventory using a format of choice, and are encouraged to be creative. They are encouraged to use some form of diagram or graph, perhaps with symbolic pictorial representations of the elements, which they consider important in their community, as they complete their Community Profile. The emphasis here is on presenting key information in an organized fashion.
9. The teacher assesses the completed Community Profiles using a rubric developed from the activity description, and students’ subsequent work. This assessment device may be co-operatively created. The teacher may wish to provide time for a gallery walk so that students can see each group’s completed Community Profile.
Formative
· assessment of co-operative learning skills using generic checklist
· assessment of reading skills using an observational checklist
· assessment of writing skills using an observation checklist
Summative
· rubric taken from Community Profile activity description
Collection of community resources as described in Planning Notes.
Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing For Success. Toronto: Harcourt Canada, 1998. ISBN 0-7747-0197-8
Costello, Catherine, Ted Palmer, and Mary Lou Smitheram. Contacts: Teaching Communication Across the Curriculum. Toronto: OSSTF, 1997. ISBN 0-920-930-84-0
Duncan, Barry, Sue Harper, Douglas Hilker, and Andrea Mozarowski. Transformations. Toronto: Harcourt Canada, 1996. ISBN 0-7747-0168-4
Kirkland, Glen, and Richard Davies. Dimensions II. Toronto: Gage, 1996. ISBN 0-7715-6856-8
Local telephone directory
Local community guide/directory (if available)
Municipal website (if available)
Time: 450 minutes
Using information gathered during Activity 2 as a guide, students develop and use a strategy to carry out a survey of the “use patterns” in their community. This activity consolidates students’ skills in gathering data, organizing information, and presenting information in a well-organized and coherent manner. The groups established in Activity 2 are maintained to support the process components of this activity. At the conclusion of this activity, each student produces an individual Use Report of the aspect of the community he/she addressed during Activity 2.
To gather the necessary information to complete the culminating activity, students compile a list of focus questions for each category (group activity), develop a survey to be used to gather information (may be questionnaire or observation checklist) and establish a format for reporting the final survey data. For each phase of the activity, whole class and small group activity includes reviewing and analysing relevant models (focus questions, surveys/observation checklists, reports), determining essential content requirements and exploring possible data-gathering processes.
Strand(s): Reading Skills, Writing Skills
Overall Expectations
REV.01 - demonstrate an understanding of a variety of contemporary texts;
REV.04 - use a variety of strategies to understand words encountered in texts;
WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;
WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;
WRV.03 - organize information, ideas, and supporting details in written work;
WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;
WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.
Specific Expectations
RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge, and responding imaginatively;
RE1.02 - use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading, making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading sections, and summarizing key points;
RE1.03 - use knowledge of the organization of texts to locate relevant information;
RE4.02 - use word-identification strategies while reading;
RE4.03 - use context to determine the meaning of unfamiliar words;
WR1.01 - describe and use strategies to generate ideas and explore topics for writing;
WR1.02 - make research plans based on information needs;
WR1.03 - locate and record information from a variety of print and electronic sources;
WR1.04 - assess information to determine its relevance, sufficiency, and accuracy;
WR2.01 - demonstrate an understanding of form in written work, with an emphasis on narratives, summaries, reports, letters, and short essays;
WR2.03 - use the appropriate person and level of language for a specific form, purpose, and audience;
WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types;
WR3.02 - organize sentences about a topic into coherent and unified paragraphs;
WR4.01 - revise drafts to strengthen the content;
WR4.02 - revise the organization of drafts to improve clarity of thought and expression;
WR4.04 - revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience;
WR4.05 - use print and electronic dictionaries, thesauri, and reference texts to select precise and appropriate vocabulary and find alternative phrasings for awkward constructions;
WR5.02 - describe and use strategies to edit, proofread, and correct written work;
WR5.03 - identify and use appropriate and effective techniques and formats to publish written work;
WR5.04 - edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation.
· The teacher prepares a description of the Community Use task to support students in understanding the focus for the activity, the timeframe for each component, and the assessment/evaluation emphasis.
· The teacher obtains, if possible, sample observation checklists and survey forms to serve as models for students to study or deconstruct at the outset of this unit. These samples may be available from a variety of sources including Municipal Planning Departments, Internet sites and local land developers involved in both residential and commercial planning, or the teacher may use sample student work from a previous semester/term.
· The teacher may wish to prepare a set of sample focusing questions to provide a model for the process of establishing a research focus.
· The teacher provides markers and chart paper or overheads for brainstorming.
· The teacher obtains, if possible, a set of sample community use survey reports (e.g., how many people use community recreation facilities) to serve as models when students move to the reporting phase of this activity.
· The teacher may arrange for computer time so that students can research their municipal website.
· A progress checklist is provided to students to support their ability to track their completion of each component of this activity.
· The students can develop clear questions according to a specific focus (Unit 2, Meeting Place collage activity).
· The students can use word processing software to develop a survey form or observational checklist suited to this activity.
· The students can record relevant information using an organizer.
· The students can use the Internet to access information and explore models suited to this activity.
· The students know, understand, and practise the school policy on appropriate and ethical use of the Internet.
Part A: Developing a Community Use Survey
1. The teacher distributes the Community Use activity description, and reminds students of the categories which they established for places in their community in Activity 1, and which they may have used in Activity 2. To model the process for students, the teacher chooses one category and displays and discusses several focus questions for that category, e.g., residential: Where are the residential areas? What variety of housing exists in our community? What percentage of housing is apartments, mobile homes, single family dwellings?
2. Students are divided into new small groups – one per community category – and use the brainstorming process they learned in Activity 1 to develop a set of focusing questions for each category. Each group is given a single category, e.g., residential sites, commercial sites, industrial sites, recreational sites, educational sites, religious sites, cultural sites, entertainment sites with which to begin brainstorming focus questions, and this time, the groups circulate the large chart pages (or overheads) until each group has had an opportunity to add suggestions for each category. At the conclusion of the exercise, the groups post their chart pages, and the teacher encourages the whole class to amend, combine, or eliminate questions to sharpen the focus and to avoid redundancy. The aim here is to reduce the questions to a manageable number. These questions establish a clear focus for each student’s data-gathering process.
3. The teacher introduces data-gathering tools (surveys, observation checklists) that are relevant to this activity. The teacher may wish to draw upon the students’ experiences and work in Unit 2, creating a survey for the Meeting Place collage. Each sample (two or three) is analysed through whole-class discussion in terms of focus, scope and ease of use. In addition, each tool is assessed in terms of the data it can yield and the manner(s) in which this data can be reported.
4. Students work in small groups to develop a Community Use Survey tool for one of the categories. The teacher reviews the survey tools to determine additional instruction or next steps required to prepare students for the individual activity.
5. Sample survey tools developed by the class are reproduced on paper or overhead, shared with the class and critiqued for possible improvements. These samples are available to support students with their individual work.
6. The teacher passes out the rubric, which will be used to assess the survey tools, and ultimately the Community Use Report. The criteria are discussed with reference to the sample surveys developed by the groups and links to the expectations are established.
7. Students work independently to develop the Community Use Survey form that each will use to gather information for their individual focus. The teacher encourages students to limit the number of questions per category. The teacher monitors individual student progress and provides support as needed. (See development of survey questions in Unit 2, Activity 2, Part A.)
8. Completed Community Use Surveys are submitted for formative assessment and feedback in preparation for the next phase of this activity.
Part B: Data Gathering
1. The teacher provides an overview of the expectations for this phase of the activity. Issues related to data-gathering timelines, suggested processes and record-keeping strategies are reviewed. Together, the teacher and students develop a data-gathering plan which clarifies when, where, and how students will gather their information. The teacher may also raise the issues of etiquette when students are asking people in the community for information and safety so that students do not put themselves in jeopardy. Generally, students should gather their information from people whom they know, and in locations, which are familiar and comfortable. The importance of careful observation of details, which may respond to survey issues, should also be stressed.
2. To provide students with the opportunity to gather their data, the teacher should allow one or two afternoons/evenings, or a weekend break. In the interim, the teacher should proceed with Strategies 1 and 2 in Part C, below.
3. Students submit their data for formative review according to the timelines established. Teacher review of this data determines each student’s readiness to begin drafting the final report.
4. Trends identified during the formative assessment of the survey data are used to adjust the focus for instruction during Part C of this activity.
Part C: Reporting Community Use Data
1. As students carry out the data-gathering, class time is spent on direct instruction of report writing strategies. The teacher reminds students of their introduction to report writing in Unit 2. The teacher provides further sample reports – some in a more formal style – for students to deconstruct so that they become familiar with effective use of titles, headings and sub-headings, organizing information to convey a point of view, using and maintaining a consistent, objective voice, and making effective use of relevant information. (See Appendix D, Unit 2.) Students are also given an opportunity to examine a rubric that will be used for the assessment of the final report. (See any of the teacher’s guides listed in Resources for appropriate rubrics.)
2. Each student identifies a focus for teacher support for the report writing process. This focus is self-determined and reflects assessment feedback provided from writing activities carried out during Units 1 and 2 in this course.
3. Using their focusing questions and Community Use Surveys as guides, students set out the major headings for their reports. These headings serve as an organizing strategy as they carry out the process of summarizing the data gathered during the survey process. (See Report Template, Unit 2: Appendix D.)
Part D: Report Writing
1. Students submit their Community Use Survey Report headings for formative review. Where necessary, the teacher provides individual support for this phase of the writing process. Headings should typically address such issues as:
· Who lives here? Where do they live? In what type of accommodation? (residential)
· Where do people spend leisure time? Who uses recreational facilities? At what times and for what purposes? (recreational)
· Who shops, or does business here? How often, and why these locations? (commercial)
· Where do people work? How many people work at each location? What do they produce, and where is it sold? (industrial/manufacturing)
2. Students work independently, with some class time provided, to write initial drafts of their reports. The teacher conferences with students during this writing time, providing relevant feedback (with an emphasis upon the focus for teacher support that each student has identified), and intervention is provided as required.
3. Peer editing is carried out on the draft reports with a focus on spelling, sentence clarity and word choice. This focus for editing is modelled using teacher-developed writing samples containing typical student errors as observed by the teacher. (See Archer, 198-229.) Each student’s ability to cite potential errors in spelling, sentence clarity and word choice is assessed based on a teacher-developed sample. Where necessary, intervention is provided. When students understand the focus for peer editing, the teacher reminds them that the editor’s role is to flag potential errors, not to correct a classmate’s work.
4. Students respond to feedback from the peer editors, seeking teacher support as needed.
5. Students revise and submit the final draft of the Community Use Report to be assessed using the rubric described in Part A.
Formative
· teacher assessment of focusing questions
· teacher assessment of Community Use Survey
· student self-assessment of focus for support
· teacher assessment of report framework
· teacher assessment of Community Use Survey data
· peer assessment of editing issues related to draft report
Summative
· Community Use Survey rubric
· Community Use Report rubric
Collection of community resources as described in Planning Notes and Teaching/Learning Strategies: Part A.
Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing For Success. Toronto: Harcourt Canada, 1998. ISBN 0-7747-0197-8
Literacy Skills Test Preparation Workbook. Toronto: Harcourt Canada, 2000. ISBN 0-03-998819-8
Local telephone directory
Local community guides, directories, or brochures (if available)
Municipal website (if available)
· Individual conferences and interventions are provided by the teacher to help students consolidate concepts and skills.
· Deadline extensions are provided for students who need more time to complete independent reading selections.
· Students may be partnered, where appropriate, for assistance with activities (e.g., data gathering).
Time: 300 minutes
In this activity students explore the presentation of facets of community life as presented in modern drama, short stories, and lyrics. Although the focus is the consolidation of reading and writing skills related to studies in literature, the community theme receives continued emphasis. During this activity, aspects of community life that are relevant to young adults are explored in the context of patterns in their own community. Particular emphasis is placed on the techniques used by playwrights, short story writers and songwriters to capture the essence of specific places through the treatment of setting and characterization. The issues addressed in this unit establish the context for the Community Guide that students develop in Activity 5.
Strand(s): Reading
Skills, Writing Skills
Overall Expectations
REV.01 - demonstrate an understanding of a variety of contemporary texts;
REV.02 - demonstrate an understanding of the elements of a variety of contemporary texts, with a focus on short plays, short stories, novels, poetry, and newspaper and magazine articles and opinion pieces;
REV.03 - explain the use of specific elements of style in a variety of contemporary texts;
REV.04 - use a variety of strategies to understand words encountered in texts;
WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;
WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;
WRV.03 - organize information, ideas, and supporting details in written work;
WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;
WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.
Specific Expectations
RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge, and responding imaginatively;
RE1.02 - use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading, making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading sections, and summarizing key points;
RE1.04 - make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts;
RE1.05 - compare their own interpretations of texts with those of others;
RE2.01 - use knowledge of the elements of the short story, with an emphasis on events, character, setting, and theme, to understand and interpret short stories;
RE3.01 - describe how particular words and phrases in a text help communicate ideas, feelings, and information effectively;
WR2.02 - describe the form, purpose, and intended audience for each piece of writing;
WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types.
· The teacher develops an Activity Overview that sets out the activity focus (expectations), related activities, timelines for completion of assigned elements and the rubric used for the activity.
· Reading Response Guides are developed, setting out the response activities that are assigned at the conclusion of each reading selection. These activity guides provide students with a range of response options to each selection as determined by the expectations being stressed.
· A rubric is developed to capture formative assessment information regarding the attainment of the reading and writing expectations addressed in this activity.
· A note-making organizer is developed to guide students when summarizing information about setting, characterization and community features found in each play and short story studied.
· A key drama selection is identified for purposes of a whole-class guided reading and guided response activity.
· The students can differentiate among the different forms of text including drama, short story and lyrics.
· The students can define and interpret elements of literature such as setting, character, theme and plot.
· The students can read and understand text written for young adult audiences.
· The students can articulate their responses to materials read using strategies such as Cloze passages, short answer, paraphrase (recall, summary) and personal response.
· The students can select reading materials suited to the assigned focus and appropriate to their independent reading level.
Part A: Whole-Class Drama Study
1. Prior to introducing the play, the teacher engages all students in a discussion on the topic of local hangouts. The teacher can draw on the Meeting Place collage activity from Unit 2. In particular, students can provide, and a student recorder can list on the board the specific favourite spots for young adults on Friday or Saturday night. Guide the discussion to a classification of these sites according to the appeal of each site, the characteristics of the young adults who find the location appealing, and the times when each site is most popular.
2. The teacher then introduces the play, a good possible selection for this purpose being a short drama entitled “Louis and Dave” from Elements of English 10. This play is an ideal vehicle for analysing a playwright’s treatment of character portrayal as an extension of the local environment. The content of the play and the personalities of the two protagonists should incite lively response when issues related to characterization are examined through whole-class and small group discussion and individual response activities.
3. The teacher asks students to make predictions about characters and plot events based on the title, and the brief description of characters and setting. The teacher divides students into small groups, to rehearse an oral reading of a segment of the play. The teacher ensures that parts are assigned appropriately according to each student’s capability and reading confidence. Encourage students to take the text home for additional rehearsal time, and, in the interim, begin Strategy 1 in Part B.
4. Carry out an oral reading of the entire drama selection with minimal interruption. Following the read-aloud, the teacher leads a whole class discussion of the following questions:
· What was familiar about these characters? What surprised you about either of them?
· At what point does each character realize that their relationship has changed?
· Why did the relationship change? Based on your experiences, is this change inevitable or not?
· What predictions would you make about Louis and Dave and their friendship?
Then students work in their small groups to respond to the following question: Thinking of the setting, characters, and plot in this drama, could it take place in our community? Students are encouraged to support their responses with specific references to their own community and to the play. Following discussion, each group shares its response with the class. The teacher records key points that are made by each group on the board.
5. Keeping the record of key points available for review, each student writes a piece for the Portfolio of Written Responses comparing their own thoughts and experiences to those of the characters in the play. The completed responses are collected to assess the abilities of students to relate materials read to personal knowledge or experience.
6. As a follow-up to the oral reading of the play, a response guide is distributed, providing the students with opportunities to:
· demonstrate their abilities to make inferences (Using information from the play, which character would you prefer as a co-worker at a part time job?);
· compare their interpretations with those of others (Explain why you consider the behaviour of the two main characters to be appropriate, or inappropriate. Share your response with a classmate and compare your responses.);
· use knowledge of elements of drama (1. Write a five or six sentence summary of the play which captures the key events. 2. Choose one of the main characters and explain how the author has presented him to be appealing, or unappealing. 3. The qualities of the characters in this play are revealed through their conversation. Choose one character and explain what you have learned about his personality as revealed through his conversation.);
The teacher collects these responses to carry out formative assessment of the reading skills being demonstrated and summative assessment of students’ understanding of the play.
7. Maintaining the group structure established earlier in this activity, students work with their group partners to brainstorm ideas for a short drama about a teen “hang out”. The teacher provides a checklist for the group discussion in the form of an overhead or board outline that guides the groups to address setting, characters, plot and theme.
8. Each group shares its idea(s) and the teacher (or a student) summarizes them on the board. In whole-class discussion the teacher asks students to consider how the suggestions would include the elements of a good drama. The students draw upon their knowledge of television and film when attempting to support their views with specific examples. Groups may then rehearse and present a short, improvised dramatic moment based on one of the options, and peers using co-operatively set criteria may evaluate this.
Part B: Reviewing Local Entertainment
1. The teacher and students gather and read reviews or accounts of plays, movies, restaurants, and sports events (or even of local town council meetings, which can be entertaining, depending on the issues). In whole-class discussion, the teacher encourages students to note the dramatic elements in these reviews or accounts, descriptive expressions about setting and events, characterization through use of specific adjectives, indications of a theme or lesson to be drawn from the situation, details of the “plot” events. The teacher helps students to deconstruct the form of a review – part summary, part report, and a combination of factual details with personal opinion based on knowledge of similar situations. For example, based on broad experience, a restaurant reviewer has certain, internalized values and standards by which he or she judges food preparation and presentation, restaurant décor, and service.
2. Following the reading and discussion of selected materials, students select one category of review, and attempt, in discussion with a partner or members of a small group that has chosen the same category to establish their own internalized standards and values, i.e. What do I look for, and expect when I view a movie? At this point, students, in their groups, may wish to read additional reviews of movies or restaurants, or additional accounts of sports events to gain further insight into the form, style, and typical areas for comment. Each group creates a checklist for the elements of a review or account. Checklists are submitted to the teacher for a formative assessment and feedback.
3. Using the group-created checklist, each student writes a brief review or account of a local entertainment or sports experience. The teacher provides an opportunity for peer editing of the initial draft, then students write a final draft and submit the review for summative evaluation based on the checklist and a rubric. (See any of the teacher’s guides for rubrics.) This review may be used as is, or turned into a mini-review for the community brochure or pamphlet in Activity 5.
Formative
· Portfolio of Written Responses
· response guide questions – reading skills requiring intervention
· checklist for elements of a review or account
Summative
· response guide questions – knowledge of the play
· dramatic improvisation – peer and teacher evaluation
· review of movie, restaurant, play, or sports event
Andersen, Neil, et al. Literature and Media 10. Scarborough: Nelson, 2000. ISBN 0-17-618719-7
Barclay, Susanne and Diane Patterson. Galaxies
II. Don Mills: Addison-Wesley, 1991.
ISBN 0-201-50438
Hilker, Douglas and Sue Harper. Elements of English 10.
Toronto: Harcourt Canada, 2000.
ISBN 0-7747-0594-9
· Students who are reluctant to read aloud in a whole-class situation are given the option of reading a rehearsed passage aloud to the teacher in a one-on-one situation. Another option that the student can choose is to tape record a rehearsed reading of a passage from the play.
· Organizers are provided to guide the students through the response activities.
· Deadline extensions are provided for students who need more time to complete independent reading selections.
· Selections of varied levels of difficulty are available to support all students reading abilities.
· Response activities are modified to permit taped responses from students with writing impediments.
Time: 375 minutes
In this activity students draw on the previous activities in this unit to develop a community guide in the form of a brochure or pamphlet. The emphasis in the activity is the demonstration of skills in organizing and presenting informational text using an innovative format. Students may use computer software to assist their creation. Students develop a community guide that focusses on things to do, places to see, places to shop, places to eat, and/or places of interest. They may narrow their focus to just one of the aforementioned topics, or devote sections of their guide to different topics. Similar to the zine activity, this guide could be completed by individuals, partners, or even small groups (no more than 4). This activity begins with a review of sample community guides gathered from the local recreation centres, municipal offices, Rotary Club, community newspaper, or Chamber of Commerce. Additional samples of community guides are drawn from the Internet, or travel clubs such as the Canadian Automobile Association. The primary intent of the guide is to highlight the community from a young adult viewpoint for an audience of young people who may be new to the community.
Strand(s): Reading Skills, Writing Skills
Overall Expectations
REV.01 - demonstrate an understanding of a variety of contemporary texts;
REV.03 - explain the use of specific elements of style in a variety of contemporary texts;
REV.04 - use a variety of strategies to understand words encountered in texts;
WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;
WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;
WRV.03 - organize information, ideas, and supporting details in written work;
WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;
WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.
Specific Expectations
RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge, and responding imaginatively;
RE1.02 - use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading, making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading sections, and summarizing key points;
RE1.03 - use knowledge of the organization of texts to locate relevant information;
WR1.01 - describe and use strategies to generate ideas and explore topics for writing;
WR1.02 - make research plans based on information needs;
WR1.03 - locate and record information from a variety of print and electronic sources;
WR1.04 - assess information to determine its relevance, sufficiency, and accuracy;
WR2.02 - describe the form, purpose, and intended audience for each piece of writing;
WR2.03 - use the appropriate person and level of language for a specific form, purpose, and audience;
WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types;
WR3.02 - organize sentences about a topic into coherent and unified paragraphs;
WR3.03 - organize paragraphs into coherent and unified narratives, reports, letters, and short essays;
WR4.01 - revise drafts to strengthen the content;
WR4.02 - revise the organization of drafts to improve clarity of thought and expression;
WR4.03 - revise drafts to improve coherence;
WR4.04 - revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience;
WR4.05 - use print and electronic dictionaries, thesauri, and reference texts to select precise and appropriate vocabulary and find alternative phrasings for awkward constructions;
WR5.02 - incorporate information from research into written work by using quotation marks and consistent documentation;
WR5.03 - describe and use strategies to edit, proofread, and correct written work;
WR5.04 - identify and use appropriate and effective techniques and formats to publish written work;
WR5.05 - edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation.
· The teacher gathers a range of sample community guide brochures and pamphlets. Samples may be from other communities and should include items that have been developed for different audiences (travel interest, entertainment interest, recreation interest).
· The teacher may decide, based on the particular makeup of the class, that students would best work in pairs or small groups of four to accomplish this project rather than individually.
· Arrangements are made for student access to computers for word processing and Internet purposes. This access must extend throughout this activity.
· The teacher prepares an assignment description to provide students with an understanding of the focus for the activity, timelines for each phase of the Community Guide project, key resources available to support their planning, and the rubric that will be used to assess the processes and final product for this activity.
· Students have a clear understanding of organizational patterns different from fiction or non-fiction prose.
· Students have skills in layout of text and graphics, or in word processing, including skills in merging graphic images with text blocks.
· Students can access and retrieve information from relevant Internet sites.
· Students know, understand, and practise the school policy on appropriate and ethical use of the Internet.
Part A: Reviewing Sample Community Guides
1. Following a brief review of the assignment description, the teacher provides a sample community guide and leads a whole class examination to “unpack” or deconstruct the elements of a brochure or pamphlet: physical structure such as folds and number of pages or “sides”, organization of content, use of titles/headings, fonts and graphic images.
2. In small groups, students carry out the same “unpacking” process using a different sample community guide. In responding to the sample, each group identifies and analyses key features and evaluates the overall impact of the sample in terms of purpose and intended audience. Where possible, groups offer suggested improvements for the sample being reviewed. As a wrap-up to this phase of the activity, each group presents their sample guide and provides a summary of their group analysis and suggestions for improvement. The formative information gathered through the group analysis is used to suggest whether further preparatory activities are necessary before students begin working on their community guides. (See Aker, Language and Writing 10 for an excellent section on sample leaflets including follow-up activities that encourage an analysis of the function and form of specific models.)
Part B: Research and Initial Draft Writing
1. This phase of the activity begins with students identifying a focus for their community guides. This focus evolves from their personal interests and the research that they have carried out during Activities 2, 3, and 4. Each student completes an organizer that sets out information regarding their focus, e.g., recreation, shopping, entertainment, restaurants; intended audience, e.g., age, education, economic profile; and specific sub-topics to be addressed. It is expected that those working in pairs or small groups will have a more extensive brochure or pamphlet, to ensure that each student has a significant role to play.
2. The teacher does a formative assessment of student organizers to ensure that each student has a clearly defined plan for gathering relevant information and maintaining a central focus.
3. Teacher intervention is provided according to needs evident following review of the organizers.
4. Students begin collecting relevant information for their guides. This information is taken from work carried out during Activities 2, 3 and 4 as well as additional information gathered within the community and perhaps using the Internet.
5. Students begin developing the brochure/pamphlet template or overall design, ideally using a word processor, but doing manual design and layout if computer access is not available, or students’ skills are not sufficient. The overall structure of the brochure/pamphlet is established during this phase of the activity with teacher support being provided to those who require it. As students encounter difficulties during the design phase, the teacher provides opportunities for discussion of, or mini-lessons on, issues that are relevant to the entire class.
6. Each individual (pair, or small group) submits the initial community guide template for formative assessment prior to entering all of the related content.
7. Students develop the initial drafts of their brochure or pamphlet, including the text and graphic elements.
8. Initial drafts are a focus for peer editing using the processes established in Activity 3, and previously, in Unit 2.
Part C: Community Guides – Final Drafts
1. Students use the feedback received during the peer editing process to consider revisions to their community guides.
2. Prior to the submission date, students review the rubric a final time with the teacher to ensure that they fully understand the expectations addressed and the standard of performance expected.
3. On the submission date, the teacher collects final drafts of the guides for assessment.
Formative
· assessment of group responses to sample brochures/pamphlets
· assessment of Organizer 1: Community Guide Focus
· assessment of brochure/pamphlet template
· peer editing of draft community guides – text and graphics
Summative
· evaluation of final drafts of community guides
Aker, Don and David Hodgkinson. Language and
Writing 10. Scarborough: Nelson, 2000.
ISBN 0-17-618720-0
Community brochures, pamphlets, and directories as described in Planning Notes and Part A, Strategy 1
Internet sites
· Timely intervention such as re-teaching of skills or consolidation of concepts is provided to students according to need.
· Deadline extensions are provided for students who require more time to complete assignments.
· Those who cannot use a word processor may provide verbal direction to the teacher or a peer/peer tutor who has strong computer skills.
Working in groups, you will create a diagram or graph to represent significant information about our community. Groups may use creativity in their representation, including symbols or pictures, but they must clearly identify categories of places, resources, and people that contribute significantly to the makeup, functioning, character, and enjoyment of our community.
Groups will use the results of brainstorming completed in Activity 1, and will add to the places and people of interest in the community by conducting research with print and electronic sources such as recreation guides, business directories, telephone yellow pages, and municipal websites.
Group members may also conduct “primary source” research by interviewing older neighbours or relatives who may recall history and folklore about the community.
Each group member will be given particular responsibility for one section of research, for compiling data and information, and preparing it for the final product of the group.
Each group member will observe guidelines for safety and appropriate etiquette.
You will demonstrate the following expectations in the course of your work on this activity:
REV.01 - demonstrate an understanding of a variety of contemporary texts;
REV.04 - use a variety of strategies to understand words encountered in texts;
WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;
WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;
WRV.03 - organize information, ideas, and supporting details in written work;
WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;
WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.
The Community Profile will be assessed according to a rubric based on the expectations above. Particularly important will be the Thinking/Inquiry and Communication categories where you will demonstrate creatively the appeal of your information to the class audience.
Group Work _________________________________________
Research ____________________________________________
Completion/Due Date __________________________________
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