Course Profile International Languages, Level 4 (LBADU–LYXDU), Grade 12, University Preparation, Public
Unit 4: Making Connections
Time: 27.5
hours
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5
Unit Description
This is the final
unit in the four-year international languages course sequence. Using their
acquired language knowledge and cultural understanding, students complete an
integrated research project. They research aspects of a golden age in the
language of study, which might include history, literature (novels, poetry,
short stories, plays), the arts (music, dance, painting, sculpture), the
cinema, photography, architecture, the news media, and publicity. Students
prepare drafts of their written essay, make revisions, then write a final copy
of their essay. They present their integrated research projects to the class.
The class takes notes on each presentation and completes a multiple-choice test
on each aspect of the golden age. The unit culminates in a celebration of the
many facets of the international language and culture.
Strand(s): Oral Communication (Listening and Speaking), Reading,
Writing
Overall Expectations: LIV.01, SPV.01, REV.01, WRV.01.
Specific Expectations: LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05.
|
Activity |
Learning Expectations |
Assessment Categories |
Description |
|
4.1. |
See Assessment/
Evaluation Chart in unit |
See Assessment/
Evaluation Chart in unit |
Students listen to
an overview of a golden age in the culture of the language of study, then
select one aspect to research. They read a short story or excerpts from a
novel from the golden age and analyse the characteristics that set the novel
or short story in that time period. They discuss evaluation methods for the
project. |
|
4.2. |
See Assessment/
Evaluation Chart in unit |
See Assessment/
Evaluation Chart in unit |
Students research
the topic chosen for the integrated research project, then write a thesis
statement. |
|
4.3. |
See Assessment/
Evaluation Chart in unit |
See Assessment/
Evaluation Chart in unit |
Students write a
research essay. With the teacher as mentor and classmates as peer editors,
students prepare a draft, complete revisions, then write a final copy. They
also prepare an oral presentation with visual aids for their selected topic. |
|
4.4. Presentations |
See Assessment/
Evaluation Chart in unit |
See Assessment/
Evaluation Chart in unit |
Students present
their aspect of the golden age orally to the class. The class takes notes on
each presentation. |
|
4.5. |
See Assessment/ Evaluation Chart in unit |
See Assessment/ Evaluation Chart in unit |
Students set up displays of their integrated research project. They
visit the displays and ask questions. Student presenters prepare 3 multiple-choice questions on their essay
topics. The teacher collates the questions into a final quiz on the golden
age. Students complete the quiz, then celebrate their accomplishments with
classmates and guests. |
Time: 6 hours
As an introduction
to the golden age, students listen to an overview of the golden age in the
language of study presented by the teacher. They review general vocabulary
associated with history, literature (novels, poetry, short stories, theatre),
the arts (music, dance, painting, sculpture), the cinema, photography,
architecture, the news media and publicity. They select one of the themes associated
with the golden age. Finally, the teacher and students discuss and make
suggestions for methods of evaluation during the integrated research project.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
LIV.01 - demonstrate
an understanding of a variety of oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 - communicate
orally in various situations and for a variety of purposes, using language
appropriate to the level;
REV.01 - read age-
and language-appropriate passages from various sources for a variety of
purposes;
WRV.01 - write for a
variety of purposes and audiences, using increasingly broad vocabulary and
sophisticated language structures.
Specific Expectations
LI1.01 - demonstrate
an understanding of vocabulary and language structures appropriate to the level
by responding appropriately to a variety of oral messages and identifying key
ideas and information;
LI1.02 - demonstrate
the ability to extract information from complex oral messages conveyed through
various media and formal presentations;
LI1.03 - demonstrate
an understanding of cultural aspects of the international language by
identifying regional differences in language as well as different levels of
language;
SP1.01 - use
standard pronunciation and intonation in the international language with
accuracy and fluency;
SP1.02 - participate
in conversations and group discussions using vocabulary and language structures
appropriate to the level;
SP1.03 - express
personal opinions and explain ideas in a variety of prepared and open-ended
conversations;
SP1.04 - demonstrate
an understanding of the culture of countries where the language is spoken in a
variety of creative activities;
RE1.01 - read,
for comprehension of main ideas and supporting details, selections from a
variety of texts, including a minimum of three genres;
RE1.02 - read aloud
with accuracy and fluency;
RE1.03 - demonstrate
the ability to make inferences and predictions concerning characters and events
in short stories and novels, as well as connections between ideas and facts in
non-fiction works;
RE1.04 - respond to
a range of texts in a variety of media by relating the ideas and themes treated
to contemporary issues and personal experiences;
RE1.05 - demonstrate
an understanding of the culture of countries where the language is spoken in a
variety of complex and well-researched projects (e.g., prepare a presentation
on a historical or cultural topic using a variety of print resources);
WR1.01 - write
reports and compositions, using vocabulary and language structures appropriate
to the level;
WR1.02 - express
ideas and feelings in writing, using increasingly complex forms;
WR1.03 - revise and
edit their work for accuracy of content and logical organization of ideas, with
input from peers and the teacher;
WR1.04 - edit and
proofread their work, with attention to accuracy in the use of vocabulary and
language structures, using input from peers and the teacher as well as a
variety of other resources;
WR1.05 - demonstrate
knowledge of the culture of countries where the language is spoken in
well-researched reports and essays (e.g., write an essay on the literature,
music, or art of a country where the language is spoken).
·
basic knowledge
of world history as well as other aspects mentioned in the Unit Description
The
teacher:
·
prepares an
introduction to a golden age in the culture of the language of study;
·
selects a short
story or excerpts from a novel from the golden age;
·
prepares
questions on vocabulary and events of the reading selection;
·
books computer
time in the resource centre/cross-curricular lab.
1. Whole class: Students take notes while
the teacher presents a golden age in the culture of the international language.
Included are the arts, architecture, literature, music and history. Students
then make a list of the aspects of this golden age that could become the basis
for an integrated research project.
2. Whole class: The teacher introduces a
short story or excerpt from a novel from the golden age being studied.
3. Individual: Students read the literary
selection. They write new vocabulary in the personal vocabulary list kept in
their writing portfolio.
4. Small group: Students answer, in
writing, questions prepared by the teacher. They discuss the short story or
excerpt while taking up the answers to the questions.
5. Whole class: The teacher leads
students in a discussion of the aspects which indicate that the novel or story belongs
to the golden age. Students make a mind map linking aspects of the golden age.
6. Small group: Students discuss which
aspect of the golden age interests them. They discuss their choices with the
teacher, then choose the topic for their integrated research project.
7. Whole class: The
teacher and students discuss how they will be evaluated during the conferences,
oral presentation and written essay. The teacher incorporates these suggestions
into a checklist and rubrics. (See Appendix C.)
(Note: number
in brackets following activities refers to Teaching/Learning Strategies above)
|
Categories |
Learning Expectations |
Tools |
Activities |
|
Knowledge/
Understanding |
LI1.01,
LI1.02, WR1.01 |
Informal
observation |
Students take
notes during a presentation of a golden age. (1) |
|
Knowledge/
Understanding |
LI1.01, LI1.02 |
Informal
observation |
The teacher
introduces a short story or excerpts from a novel from the golden age. (2) |
|
Thinking/ Inquiry |
RE1.01, RE1.03,
RE1.05, WR1.01 |
Informal
observation |
Students read the
literary selection and make a list of new vocabulary in their writing
portfolio. (3) |
|
Communication
Application |
LI1.01,
LI1.02, SP1.01, SP1.02, SP1.03, WR1.05 |
Informal
assessment |
Students respond
in writing to the discussion questions based on the literary selection. They
take up the answers orally. (4) |
|
Communication
Application |
LI1.01, LI1.02,
SP1.01, SP1.02, SP1.03, REI.01, RE1.03, RE1.04, WR1.01, WR1.05 |
Informal
assessment |
Students discuss
orally, then take notes on how the novel or short story reflects the golden
age. They make a mind map linking aspects of the golden age. (5) |
|
Thinking/ Inquiry |
LI1.01, LI1.02,
SP1.01, SP1.02, SP1.03 |
Informal
observation |
Students discuss
aspects of the golden age, then select a topic for an integrated research
project. (6) |
|
Thinking/ Inquiry |
LI1.01, LI1.02,
SP1.01, SP1.02, SP1.03 |
Informal
observation |
Teacher and
students discuss the evaluation methods to be used during the integrated
research project. (7) |
For
support
·
Students read the
teacher’s overview before deciding on an integrated research project.
·
The teacher
highlights the new words in the short story or novel excerpt.
·
Students retell
the short story or novel excerpt to each other.
For
enrichment
·
Native speakers
read the whole novel.
·
Students select
and read other short stories or novels from the golden age.
·
Students find and
view a video on an aspect of the golden age.
Please see Overview
for websites, Community Resources and Unit Resources in a number of languages.
Time: 5.5 hours
Students read
several poems from the golden age, then write answers to prepared questions.
They discuss the answers orally. Next, students research the topic chosen for
their integrated research project and collect information using a variety of
sources, such as the Internet, libraries and the community. Under the guidance
of the teacher, they develop a thesis statement.
Strand(s): Oral Communication, Reading, Writing
Overall
Expectations
LIV.01 - demonstrate
an understanding of a variety of oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 - communicate
orally in various situations and for a variety of purposes, using language
appropriate to the level;
REV.01 - read age-
and language-appropriate passages from various sources for a variety of
purposes;
WRV.01 - write for a
variety of purposes and audiences, using increasingly broad vocabulary and
sophisticated language structures.
Specific
Expectations
LI1.01 - demonstrate
an understanding of vocabulary and language structures appropriate to the level
by responding appropriately to a variety of oral messages and identifying key
ideas and information;
LI1.02 - demonstrate
the ability to extract information from complex oral messages conveyed through
various media and formal presentations;
SP1.01 - use
standard pronunciation and intonation in the international language with
accuracy and fluency;
SP1.02 - participate
in conversations and group discussions using vocabulary and language structures
appropriate to the level;
RE1.01 - read, for
comprehension of main ideas and supporting details, selections from a variety
of texts, including a minimum of three genres;
RE1.05 - demonstrate
an understanding of the culture of countries where the language is spoken in a
variety of complex and well-researched projects;
WR1.01 - write
reports and compositions, using vocabulary and language structures appropriate
to the level;
WR1.03 - revise and
edit their work for accuracy of content and logical organization of ideas, with
input from peers and the teacher;
WR1.04 - edit and
proofread their work, with attention to accuracy in the use of vocabulary and
language structures, using input from peers and the teacher as well as a
variety of other resources;
WR1.05 - demonstrate
knowledge of the culture of countries where the language is spoken in
well-researched reports and essays.
·
research skills
·
vocabulary associated
with the topic for the integrated research project
·
elements of a
research essay
The
teacher:
·
selects poems
from the golden age;
·
prepares written
questions;
·
books computer
time in the resource centre/cross-curricular computer lab;
·
verifies with the
librarian that books on the period of history and cultural aspects are
available;
·
prepares sample
thesis statements;
·
prepares a list
of media available in the school for oral/visual presentations.
1. Individual: Students read several
poems from the golden age, then write answers to prepared questions. They
discuss the answers orally.
2. Whole class: The teacher demonstrates
to students how to create a thesis statement from a topic and theme chosen for
an integrated research project. Students propose their own thesis statements,
then discuss and peer-edit with a partner.
3. Individual: Students conference with
the teacher several times, while the writing and polishing of the thesis
statement continues.
4. Individual: Students research their
topic and make notes, using a variety of sources, such as the Internet and
school/public libraries. The teacher assists with suggestions for Internet
sites and books to support the research.
(Note: number
in brackets following activities refers to Teaching/Learning Strategies above)
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/
Understanding |
LI1.01, SP1.01,
SP1.02, RE1.01, WR1.01, WR1.04 |
Informal
assessment |
Students read
several poems from the golden age, write answers to prepared questions, then
discuss the answers orally. (1) |
|
Knowledge/
Understanding |
LI1.01, RE1.01,
WR1.01, WR1.04 |
Informal
assessment |
Students review
how to create thesis statements, write a draft of a thesis statement to fit
the topic chosen for their integrated research project. (2) |
|
Thinking/ Inquiry |
LI1.01, LI1.02,
SP1.01, SP1.02, RE1.01, WR1.01 |
Informal
assessment |
Students
conference with the teacher while polishing their thesis statement. (3) |
|
Thinking/ Inquiry |
RE1.01, RE1.05,
WR1.01, WR1.03, WR1.05 |
Informal
assessment |
Students make
notes while researching their aspect of the golden age. (4) |
For
support
·
The teacher
suggests the resources that the students can use for research.
·
Students work in
pairs on one research topic.
·
Students write a
thesis statement with the teacher’s help.
For
enrichment
·
Students prepare
several thesis statements for their topic before choosing one.
·
Students select 2
related topics for research and link them in their oral and written
presentations, e.g., art and music in the golden age.
Please see Overview
for websites, Community Resources and Unit Resources in a number of languages.
Time: 5.5 hours
Using their research
material, students write a plan of their essay to support the thesis statement.
From the plan, they prepare a draft of their essay. During this process, the
teacher and students conference regularly to check on student progress. Then
students write a final copy of the essay and prepare an oral presentation with
accompanying visuals.
Strand(s): Oral Communication, Reading, Writing
Overall
Expectations
LIV.01 - demonstrate
an understanding of a variety of oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 - communicate
orally in various situations and for a variety of purposes, using language
appropriate to the level;
REV.01 - read age-
and language-appropriate passages from various sources for a variety of
purposes;
WRV.01 - write for a
variety of purposes and audiences, using increasingly broad vocabulary and
sophisticated language structures.
Specific
Expectations
LI1.01 - demonstrate
an understanding of vocabulary and language structures appropriate to the level
by responding appropriately to a variety of oral messages and identifying key
ideas and information;
LI1.02 - demonstrate
the ability to extract information from complex oral messages conveyed through
various media and formal presentations;
LI1.03 - demonstrate
an understanding of cultural aspects of the international language by
identifying regional differences in language as well as different levels of
language;
SP1.01 - use
standard pronunciation and intonation in the international language with
accuracy and fluency;
SP1.02 - participate
in conversations and group discussions using vocabulary and language structures
appropriate to the level;
SP1.03 - express
personal opinions and explain ideas in a variety of prepared and open-ended
conversations;
SP1.04 - demonstrate
an understanding of the culture of countries where the language is spoken in a
variety of creative activities (e.g., dramatize a literary work);
RE1.01 - read, for
comprehension of main ideas and supporting details, selections from a variety
of texts, including a minimum of three genres;
RE1.02 - read aloud
with accuracy and fluency;
RE1.04 - respond to
a range of texts in a variety of media by relating the ideas and themes treated
to contemporary issues and personal experiences;
RE1.05 - demonstrate
an understanding of the culture of countries where the language is spoken in a
variety of complex and well-researched projects (e.g., prepare a presentation
on a historical or cultural topic using a variety of print resources);
WR1.01 - write reports and compositions, using vocabulary and language
structures appropriate to the level;
WR1.02 - express ideas and feelings in writing, using increasingly
complex forms;
WR1.03 - revise and
edit their work for accuracy of content and logical organization of ideas, with
input from peers and the teacher;
WR1.04 - edit and
proofread their work, with attention to accuracy in the use of vocabulary and
language structures, using input from peers and the teacher as well as a
variety of other resources;
WR1.05 - demonstrate
knowledge of the culture of countries where the language is spoken in
well-researched reports and essays.
·
elements of a
research essay
·
vocabulary
associated with the theme of the integrated research project
The
teacher:
·
coordinates
conferencing time with individual students;
·
books computer
time in the learning resource centre or cross-curricular lab.
1. Individual: Using their research
notes, students analyse the material for its appropriateness in supporting the
thesis statement. They write a draft of their essay. As students receive a
process mark as well as marks for their oral presentation and written essay,
they conference with the teacher according to their individual timelines. The
teacher uses the checklist to record student completion of work. (See Appendix
C for student checklist/teacher checklist for completion of steps in the
research process.)
2. Whole class: The teacher reviews with
students special features of the written language of study, e.g., accents,
capital letters.
3. Pair: Students conference with a
partner and peer-edit each other’s drafts, paying close attention to spelling,
grammar and the logic of their classmate’s argument.
4. Individual: Students conference with
the teacher to review the composition and content of their essay. They decide
if each point is supported by sub-points that incorporate documentation from
their research.
5. Individual: Students make corrections,
then complete the final copy of their essay.
6. Individual: Students choose which
aspects of their research to use in their oral presentation. They also select
the media (overhead, computer animation, electronic slideshow presentation, dramatization,
video, pictures, scale-models, slide show) that best assist them in their
presentation.
7. Individual: Students select the
vocabulary needed to understand the oral presentation. They look up the meaning
of each word in a dictionary and prepare a list for their classmates.
8. Individual: Students complete the
preparation of their oral presentation, using classmates as peer-editors and
the teacher as mentor.
(Note: number in brackets following activities refers to
Teaching/Learning Strategies above)
|
Categories |
Learning Expectations |
Tools |
Activities |
|
Knowledge/ Understanding |
LI1.01, SP1.03, SP1.04, RE1.01, RE1.05, WR1.01, WR1.02, WR1.03,
WR1.04, WR1.05 |
Formal assessment of student’s preparation for the essay. |
Students write a draft of a research essay. They conference with the
teacher as necessary. (1) |
|
Knowledge/
Understanding |
LI1.01, LI1.02,
LI1.03, SP1.03, WR1.01 |
Informal
assessment |
Students review
special features of the written language of study, e.g., accents. (2) |
|
Thinking/ Inquiry |
SP1.03, RE1.04,
WR1.01, WR1.03 |
Informal
assessment |
Students peer-edit
each other’s drafts. (3) |
|
Thinking/ Inquiry |
LI1.01, LI1.02,
LI1.03, SP1.01, SP1.02, SP1.03, RE1.01 |
Checklist |
Students
conference with the teacher to review the composition and content of the
essay. (4) |
|
Application |
RE1.01, WR1.01,
WR1.02, WR1.03, WR1.04 |
Informal
assessment |
Students revise
their draft, then prepare the final copy of the essay. (5) |
|
Thinking/ Inquiry |
RE1.02, WR1.01 |
Informal
assessment |
Students select
the information for their oral presentation as well as the media to be used.
(6) |
|
Thinking/ Inquiry |
WR1.01, WR1.03 |
Formal assessment
of appropriate vocabulary list |
Students prepare a
vocabulary list of words specific to their topic. (7) |
|
Thinking/ Inquiry |
RE1.02, WR1.01,
WR1.05 |
Informal
assessment |
Students prepare
their oral presentation. (7) |
For
support
·
Students receive
assistance in preparing an electronic slideshow presentation.
·
Students write
their essays in small steps while conferencing regularly with the teacher about
the content and composition of their essays.
·
Native speakers
of the international language coach non-native speakers with the oral
presentation.
For
enrichment
·
Students learn to
use presentation software such as Power Point and demonstrate its use.
·
Students create
an animated computer presentation with visuals and monologue/dialogue for the
oral presentation.
·
Students
videotape their oral presentation.
Please see Overview
for websites, Community Resources and Unit Resources in a number of languages.
Time: 6.5 hours
The class
participates in a review of the golden age. Students present their research to
the class, then hand in their essay for evaluation. The class takes notes on
each presentation and asks questions of each presenter. The teacher evaluates
the essays. The integrated research project concludes with a teacher-student
conference, in which the teacher and student discuss the student’s performance
of the skills outlined in the rubric for oral presentations and level of
achievement of the objectives found in the rubric for written work.
Strand(s): Oral Communication, Reading, Writing
Overall
Expectations
LIV.01 - demonstrate
an understanding of a variety of oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 - communicate
orally in various situations and for a variety of purposes, using language
appropriate to the level;
REV.01 - read age-
and language-appropriate passages from various sources for a variety of
purposes;
WRV.01 - write for a
variety of purposes and audiences, using increasingly broad vocabulary and
sophisticated language structures.
Specific
Expectations
LI1.01 - demonstrate
an understanding of vocabulary and language structures appropriate to the level
by responding appropriately to a variety of oral messages and identifying key
ideas and information;
LI1.02 - demonstrate
the ability to extract information from complex oral messages conveyed through
various media and formal presentations;
LI1.03 - demonstrate
an understanding of cultural aspects of the international language by
identifying regional differences in language as well as different levels of
language;
SP1.01 - use
standard pronunciation and intonation in the international language with
accuracy and fluency;
SP1.02 - participate
in conversations and group discussions using vocabulary and language structures
appropriate to the level;
SP1.03 – express personal opinions and explain ideas in a variety of prepared and open-ended conversations (e.g., participate in a video conference with students from another school or country);
SP1.04 - demonstrate
an understanding of the culture of countries where the language is spoken in a
variety of creative activities;
RE1.02 - read aloud
with accuracy and fluency;
RE1.04 - respond to
a range of texts in a variety of media by relating the ideas and themes treated
to contemporary issues and personal experiences;
WR1.01 - write
reports and compositions, using vocabulary and language structures appropriate
to the level;
WR1.02 - express
ideas and feelings in writing, using increasingly complex forms;
WR1.03 - revise and
edit their work for accuracy of content and logical organization of ideas, with
input from peers and the teacher;
WR1.04 - edit and
proofread their work, with attention to accuracy in the use of vocabulary and
language structures, using input from peers and the teacher as well as a
variety of other resources;
WR1.05 - demonstrate
knowledge of the culture of countries where the language is spoken in
well-researched reports and essays.
·
knowledge of how
to use a variety of media for oral presentations
·
vocabulary
associated with the topic of the integrated research project
The
teacher:
·
prepares a series
of statements to put in chronological order for an overview of the golden age;
·
photocopies the
rubrics prepared in Activity 1 for oral presentations and written essays.
1. Whole class: Students mix and match a
series of statements that review the golden age.
2. Individual: Before each presentation,
students present to the class the vocabulary specific to the content of the
project. They present their research orally, using a variety of media during
the presentation of their chosen aspect of the selected time period.
3. Whole class: Students take notes on
each presentation.
4. Whole class: At the end of each
presentation, students ask questions of the presenter.
5. Individual: Students hand in their
essay to the teacher for formal evaluation. (See Appendix C for rubric for
written work.)
6. Individual: The teacher evaluates the
essays. The integrated research project concludes with a teacher-student
conference, in which the teacher and student discuss the student’s performance
of the skills outlined in the rubric for oral presentations and level of
achievement of the objectives found in the rubric for written work.
(Note: number
in brackets following activities refers to Teaching/Learning Strategies above)
|
Categories |
Learning Expectations |
Tools |
Activities |
|
Knowledge/
Understanding |
LI1.01,
LI1.02, LI1.03, SP1.01, SP1.02 |
Informal
observation |
Students mix and
match statements about the golden age. (1) |
|
Communication
Application |
LI1.01,
LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.02 |
Oral presentation
rubric |
Students present
their project orally and visually. (2) |
|
Thinking/ Inquiry |
LI1.01, LI1.02,
RE1.04, WR1.03, WR1.04 |
Checklist for
note-taking |
Students take
notes on each presentation. (3) |
|
Communication
Application |
LI1.01,
SP1.01, SP1.02 |
Informal
observation |
Students ask
questions of each presenter. (4) |
|
Communication Application |
WR1.01, WR1.02,
WR1.05 |
Written task
rubric |
Students submit
their written project to the teacher for evaluation. |
|
Communication
Application |
LI1.01,
SP1.01, SP1.02 |
Formal conference |
Students
conference with the teacher and receive feedback on their oral
presentation/written essay. (6) |
For
support
·
The teacher/other
students take notes on each presentation to give to students having difficulty
completing their notes during the oral presentations.
·
The teacher
prepares questions that clarify major points of the oral presentation for
students to ask of the presenter.
For
enrichment
·
With the
teacher’s assistance, students make preparations for a class field trip related
to their topic.
Please see Overview
for websites, Community Resources and Unit Resources in a number of languages.
Time: 4 hours
In the previous
activity, students demonstrated their oral and written proficiency in the
language of study. As a culmination to their four years of study of an
international language, students set up displays of their integrated research
projects around the classroom. They visit each other’s displays and take notes
to complement the notes taken during the oral presentations. Each prepares
multiple-choice questions on his/her own topic. The teacher collates the
questions into a quiz. Then students complete the quiz and mark each other’s
answers. To conclude, they invite guests from the school and community to view
the projects and join in the celebration, prepare foods from the culture,
listen to music and enjoy the proficiency they have acquired in the
international language.
Strand(s): Oral Communication (Listening and Speaking), Reading,
Writing
Overall
Expectations
LIV.01 - demonstrate
an understanding of a variety of oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 - communicate
orally in various situations and for a variety of purposes, using language
appropriate to the level;
REV.01 - read age-
and language-appropriate passages from various sources for a variety of
purposes;
WRV.01 - write for a
variety of purposes and audiences, using increasingly broad vocabulary and
sophisticated language structures.
Specific
Expectations
LI1.01 - demonstrate
an understanding of vocabulary and language structures appropriate to the level
by responding appropriately to a variety of oral messages and identifying key
ideas and information;
LI1.02 - demonstrate
the ability to extract information from complex oral messages conveyed through
various media and formal presentations;
LI1.03 - demonstrate
an understanding of cultural aspects of the international language by
identifying regional differences in language as well as different levels of language;
SP1.01 - use
standard pronunciation and intonation in the international language with
accuracy and fluency;
SP1.02 - participate
in conversations and group discussions using vocabulary and language structures
appropriate to the level;
SP1.03 - express
personal opinions and explain ideas in a variety of prepared and open-ended
conversations;
SP1.04 - demonstrate
an understanding of the culture of countries where the language is spoken in a
variety of creative activities;
RE1.01 - read, for
comprehension of main ideas and supporting details, selections from a variety
of texts, including a minimum of three genres;
RE1.02 - read aloud
with accuracy and fluency;
RE1.03 - demonstrate
the ability to make inferences and predictions concerning characters and events
in short stories and novels, as well as connections between ideas and facts in
non-fiction works;
RE1.04 - respond to
a range of texts in a variety of media by relating the ideas and themes treated
to contemporary issues and personal experiences;
RE1.05 - demonstrate
an understanding of the culture of countries where the language is spoken in a
variety of complex and well-researched projects;
WR1.01 - write
reports and compositions, using vocabulary and language structures appropriate
to the level;
WR1.02 - express
ideas and feelings in writing, using increasingly complex forms;
WR1.03 - revise and
edit their work for accuracy of content and logical organization of ideas, with
input from peers and the teacher;
WR1.04 - edit and
proofread their work, with attention to accuracy in the use of vocabulary and
language structures, using input from peers and the teacher as well as a
variety of other resources (e.g., print and electronic dictionaries,
spell-check and grammar features of software programs);
WR1.05 - demonstrate
knowledge of the culture of countries where the language is spoken in
well-researched reports and essays.
·
vocabulary
associated with the golden age
The
teacher:
·
asks students to
bring recipes to class that the students might prepare at home;
·
asks students to
bring music (cassettes, CDs);
·
asks a student to
arrange the classroom furniture so that students may set up their displays;
·
asks students to
prepare a list of guests to invite to the final celebration.
1. Whole class: In the classroom,
students set up displays of their work.
2. Individual: Students visit each
display and ask questions that clarify information heard during the oral
presentations. They take notes to use later when studying for the
multiple-choice quiz.
3. Whole class: To summarize the study of
this time period, the teacher and students discuss how each topic fits in with
the golden age.
4. Whole class: The teacher establishes
with students the criteria for writing three multiple-choice questions based on
the major points of each oral presentation (accuracy of question, grammar,
vocabulary).
5. Individual: Each student creates three
multiple-choice questions with answers and hands them in to the teacher for evaluation
and collation into a quiz.
6. Individual/Pair: Students complete the
multiple-choice quiz, then exchange quizzes for correction by a partner.
7. Individual: Students write invitations
to members of the community, school, and their family, inviting them to a final
celebration.
8. Individual: Students choose a recipe
to prepare at home from cookbooks that reflect the culture being studied.
9. Whole class: Students bring the
prepared dishes to class and, along with invited guests from the school and
community, eat, listen to music from the culture and enjoy each other’s company
and friendship.
(Note: number in brackets following activities refers to
Teaching/Learning Strategies above)
|
Categories |
Learning Expectations |
Tools |
Activities |
|
Knowledge/ Understanding |
LI1.01, SP1.04 |
Informal observation |
Students set up displays of their research around the classroom. (1) |
|
Knowledge/
Understanding |
LI1.01, LI1.02,
SP1.01, SP1.02, RE1.01, RE1.02 |
Informal
observation |
Students visit
each display and ask questions for clarification. (2) |
|
Thinking/Inquiry |
LI1.01,
LI1.02, SP1.01, SP1.02, SP1.04 |
Informal
observation |
The teacher and
students discuss how each topic fits in with golden age. (3) |
|
Knowledge/
Understanding Thinking/Inquiry |
WR1.01, WR1.03,
WR1.05 |
Checklist |
Students write
three multiple-choice questions. (3, 4) |
|
Application |
RE1.02, RE1.03,
WR1.03, WR1.04 |
Multiple-choice
quiz |
Students complete
the multiple-choice quiz. (5) |
|
Thinking/Inquiry |
WR1.02, WR1.03,
WR1.04, WR1.05 |
Rubric for
evaluating written work |
Students write
invitations to the community and school. (6) |
|
Application
Communication |
RE1.02,
RE1.03, RE1.04, RE1.05 |
Informal
observation |
Students choose
and prepare a recipe for the celebration. (7) |
|
Application
Communication |
LI1.01,
LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.02 |
Informal
observation |
Students celebrate
their achievements in the international language with classmates and members
of the community. (8) |
For
support
·
The teacher assists
students in preparing three multiple-choice questions.
For
enrichment
·
Native speakers
pair themselves with non-native speakers when conversing with guests from the
school and community.
Please see Overview
for websites, Community Resources and Unit Resources in a number of languages.
Overview | Course Profiles Main Menu