Course Profile
Unit 3:
Time: 20 hours
Students continue to work in the strands that weave throughout the course. The issues of community introduced in Unit 2 are used to focus on informational reading and writing. Students explore how reading skills are essential to access the practical information necessary to living in a community. Students research and evaluate practical informational writing on online community websites, where possible, and explore examples of how reading and writing skills can effect significant local and global change. Students use a variety of writing forms, including letters that express an opinion, to participate as responsible citizens in local or global communities.
The teacher regularly schedules time for students to read student-selected material for a specific purpose, to develop concentration, and to focus on constructing meaning by applying reading skills and strategies. Reading material could include reading for other classes. Students continue to track their reading in their learning journal. While the teacher might occasionally read with students, to reinforce tone and expectations, the teacher also uses this time to conduct reading conferences and reading assessments. Accountability is also reinforced when teachers and students participate in a purposeful dialogue about the reading at the conclusion of a reading session – what students have been reading about, whether they would recommend the text, what makes the text difficult to read, reading skills and strategies required, and whether they have noticed growth in their reading skill, comprehension or concentration.
In this unit, the focus is on studying for and writing exams, and on planning and completing Culminating Activities. The teacher could obtain old exams or sample questions from exams administered in other courses that students are taking, and use these to model strategies for understanding what is required and how to provide the expected answer. Students practise scanning the exam, highlighting key instructions, paraphrasing instructions to ensure comprehension, etc. Because Culminating Activities involve a project or series of projects, the teacher could help students chunk assignments into manageable subtasks, develop an action plan and work schedule, and coach students on specific forms of delivery, e.g., report-writing, oral presentation. Consultation with other subject teachers may be helpful.
Students continue the ongoing process of maintaining and managing a literacy portfolio. The portfolio contains inventories of texts read and writing produced, reading and writing tasks in progress, reading and writing tasks evaluated and words for presentation and display. The portfolio also includes a learning journal, in which students set and review goals form improvement in their reading and writing skills, monitor their progress, and assess their growth in literacy.
|
Throughout the Unit,
students continue: |
Learning Expectations |
|
·
independent
reading: continue regular, purposeful, independent reading |
BRV.01, BR1.01, BR1.02, BR1.03, BR1.04, BRV.04, BR4.03 |
|
·
cross-curricular
connections: apply reading strategies and writing process to texts in other
subjects |
BRV.01, BR1.02, BR1.03, BR1.04, BRV.03, BR3.09, BWV.01, BW1.01, BW1.04, BW1.05 |
|
·
to
maintain and manage a literacy portfolio |
UAV.04, UA4.01, UA4.02, UA4.03, UA4.04, UA4.05 |
|
·
to
reflect in their learning journals about their growth in literacy |
UAV.04, UA4.06 |
|
Activity |
Time |
Learning
Expectations |
Tasks |
Assessment |
|
3.1 Community Information |
4 hours |
BWV.01, BWV.02, UAV.01, UAV.03, BW1.07, BW2.03, BW2.04, UA1.02, UA2.01 CGE 2a, 2c, 4f |
Students: - do a listening activity - write a learning journal double-entry on their listening skills - investigate how adults use reading and writing in their personal and professional lives - take point-form notes on a guest speaker |
Formative: - listening checklist - notes on speaker’s presentation Evaluation: - learning journal double-entry on listening skills |
|
3.2 Taking Action |
3 hours |
BRV.01, BRV.02, BRV.03, BRV.04, BWV.01, UAV.03, UAV.04, BR1.01, BR1.02, BR1.04, BR3.01, BR3.02, BR3.04, BR3.05, BR3.06, BR3.07, BR3.08 CGE 1d, 2b, 2c, 2e |
Students: - create and implement an action plan to obtain community access materials - practise how to approach members of the public properly - in groups and individually apply reading skills and strategies to pamphlets and other community access information forms - answer questions to demonstrate application of three reading skills to community access materials - write an informal summary in their learning journal - create poster charts demonstrating understanding of which reading strategies to apply to community access information |
Formative: - reading skills applied to community access information, through answering questions - understanding of reading strategies for community access information, through a poster chart Evaluation: - learning journal entry that summarizes reading strategies for community access information |
|
3.3 Community Action |
2 hours |
BRV.02, BWV.01, BWV.02, BR2.02, BW1.01, BW1.04, BW2.05, BW2.06 CGE 7e, 7j |
Students: - discuss how to make their community better and appropriate audience and writing tasks for expressing opinions - write a formal letter to an appropriate adult expressing an opinion - use writing process |
Formative: - formal letter draft (series of paragraphs expressing an opinion) Evaluation: - formal letter polished (series of paragraphs expressing an opinion) |
|
3.4 Making a Difference |
6 hours |
BRV.02, BRV.03, BRV.04, BWV.01, BR2.03, BR3.09, BR3.02, BR3.04, BR3.05, BR3.08, BR3.09, BR4.01, BR4.03, BW1.04, BW1.05, BW1.08 CGE 1d, 1g, 1h, 2b, 2c, 2d |
Students: - brainstorm global issues - scan news articles for ideas about global issues - practise reading strategies on a print text about a global issue and answer questions to demonstrate reading comprehension - scan magazines and websites for additional global issues and discuss these in a problem-solution framework - apply reading strategies to a problem-solution print text about an individual who makes a difference in the global community - view a film (or films) about effecting significant community change - research individuals who made a difference, focusing on note-taking and documentation of sources - research online safety in groups; take notes on a graphic organizer, and document sources - develop evaluation criteria, evaluate and do a comparative ranking of a Global Community Agency website, and summarize information on a graphic organizer |
Formative: - research note-taking and documentation of research sources Evaluation: - series of questions on a teacher-selected text |
|
3.5 Culminating Activities |
5 hours |
BRV.01, BRV.02, BRV.03, BWV.01, UAV.01, UAV.03, UAV.04, BR1.01, BR2.09, BR3.06, BR3.08, BR3.09, BR3.07, BR3.08, BR3.09, BW1.01, BW1.04, BW1.05, BW1.06, BW1.07, BW1.08, BW1.09, UA1.01, UA3.01, UA4.08 CGE 1d, 2b, 2c, 2d 3b, 3c 3f |
Students: - select and create a writing form, topic, and context based on research from Activity 3.4 to demonstrate their reading skills - reflection in learning journal on how research and writing project demonstrate growth in reading and writing skills - answer questions on a print text related to unit themes of making a difference, online safety, and global community agencies to demonstrate reading skills |
Evaluation: - student-selected writing form with graphical element to demonstrate reading skills during research - answering questions on a thematically relevant print text to demonstrate reading skills - learning journal entry reflecting on how research and writing form activities demonstrate their growth in reading and writing skills |
Note: All activities in this unit provide opportunities for students to demonstrate their knowledge and skills across all four categories of the Achievement Chart.
Time: 4 hours
Students move from the exploration of community issues in Unit 2 to community action that can be achieved through reading and writing. Guest speakers from the local community address students and share samples of the reading and writing materials they use. Students compose information paragraphs describing the ways that guest speakers use reading and writing to connect with their target communities.
CGE2a – listens actively and critically to understand and learn in light of gospel values;
CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;
CGE4f – applies effective communication, decision-making, problem-solving, time and resource management skills.
Overall
Expectations
BWV.01 – use the writing process to produce informational and narrative forms of writing, and maintain a literacy portfolio;
BWV.02 – use their knowledge of writing forms, purpose and audience to create informational and narrative forms of writing, some with graphic elements, including summaries, information paragraphs, series of paragraphs expressing an opinion, news reports, and personal reflections;
UAV.01 – describe the role that communication skills play in their lives, school, and work;
UAV.03 – demonstrate understanding of the reading and writing process, their role in learning, and the necessary conditions for learning.
Specific
Expectations
BW1.07 – revise writing, using strategies to: fulfill the requirements of the writing task; to order ideas; to discard irrelevant ideas and information; to achieve completeness, clarity, and coherence;
BW2.03 – demonstrate understanding of the purpose and uses of information paragraphs;
BW2.04 – construct information paragraphs, some with graphic elements, that follow correct paragraph structure, are clear, complete, and meet the intended purpose;
UA1.2 – describe and demonstrate the skills required to work cooperatively in a variety of group contexts;
UA2.01 – identify and describe the necessary conditions for their own learning.
·
writing of
information paragraphs
·
listening
techniques
·
appropriate
level of language and manner of address with a guest
·
Plan how
to incorporate ongoing independent reading and cross-curricular literacy.
·
Prepare a
short audio selection that requires close listening. Interviews in transcribed
form (written) would also be helpful for students to examine, because the
omission of the oral elements of tone, pacing, inflection, pauses, and emphases
provide a contrast to the audio version and heightens student awareness of oral
elements.
·
Invite at
least two people who work in the community, e.g., local or provincial
politicians, social workers, and community liaison police officers to
demonstrate how they use reading, writing, and speaking in their jobs. Choose
speakers that will interest students and reflect their local community, e.g., a
representative from a seniors’ group, a charitable organization, an advocate
for peace, or a service club.
·
Meet with
guest speakers before the classroom visit and explain that they will be
demonstrating language use and community building. Request samples of the types
of reading and writing necessary for their positions to produce overhead
transparencies. Remove specific information that could conflict with privacy
issues. Explain the characteristics of the student audience and the course
purpose to help speakers prepare for the visit. Schedule the guest speakers in
close succession, where possible.
·
If
students need preparation for listening to and taking notes during the guest
speaker visits, the teacher can invite a speaker from the school staff to talk
about the writing, reading, and speaking they do. Students take point-form
notes on the speech. After the speech, the teacher assesses the students’ notes
and provides additional teaching, where necessary.
·
Prepare
copies of Appendix S – Guide for Taking Notes and Appendix T – Listening
Checklist.
·
Arrange
access to computers for word-processing information paragraphs, if possible.
·
Remind
students that they have already examined the ways that reading and writing hold
communities together, and how individuals or agencies can use reading and
writing purposefully to further specific goals or agendas. Explain that this
unit focuses on the community involvement that can be achieved through reading
and writing. Also point out that another important factor in building community
is listening.
·
To prepare
students for the guest speakers, explain that each speaker will discuss how
they build community and demonstrate how the purpose and audience determine the
mode of presentation, particularly, level of language.
·
Conduct a
lesson on how to listen and take notes.
·
Play a
short audio selection which requires close listening.
·
In pairs,
students discuss the challenges involved in listening.
·
Students
share their examples of challenges with the class.
·
Elaborate
on the students’ examples and describe listening strategies that can overcome
these challenges.
·
In pairs,
brainstorm a list of how oral language differs from written language. As responses
are taken up, students add to the lists they created in their notebooks. Some
responses include tone, nonverbal communication, volume, word choice, and level
of language. Speech, for instance, is usually less formal than writing.
·
Ask
students how they showed that they were interested when they were listening to
their partners. Elaborate on the methods that the students point out and add
methods not mentioned, e.g., eye contact, body language, and quiet attention.
·
Ask how
the differences between oral and written speech affect how students listen.
Take up the responses and point out that listening is an important aspect of
communication since it shows respect for the speaker, and allows students to
gain information.
·
In pairs,
students brainstorm, list, and discuss the kinds of listening strategies they
use at work, home, and school. As they take turns speaking and listening to
each other, observe the listening strategies they are using.
·
Students
set up a learning journal double-entry by drawing a line down the centre of the
page. They write only in the left column as they reflect upon and assess their
listening skills. They also reflect on the physical and emotional distractions
that prevent them from being active listeners. This discussion could be connected
to the Unit 1 discussions about concentrating during reading. Inform students
that they will complete this learning journal entry in Activity 3.1c.
·
Students
discuss with an adult relative, employer, or neighbour the kinds of talking,
reading, listening, and writing that are part of this person’s job. Students
take notes on the content of the discussion.
·
Review
their findings in a summary discussion. Comment on the listening, talking,
reading, and writing involved in teaching.
·
Ask
students to assume the role of language scientists, investigators, or
detectives during the guests’ visit. They are listening and learning to
describe the kind of reading, writing, and speaking done by the guest speakers
in their jobs and in the presentation to the class.
·
With the
class, discuss appropriate questions to gather information beyond the guest
speakers’ prepared text:
· How did you adjust your content and language for a student audience?
· How did the reading, writing, and speaking you did in school prepare you for the skills you need in this position?
· How do you use reading, writing, and speaking to better act in the interests of your community?
· What kinds of reading strategies do you use in your work?
· What kinds of writing and graphic materials and writing strategies do you create or use frequently in your work?
· If you could give any advice to us, what would it be?
·
Explain
that the best questions derive from careful listening and responding to the
speaker in follow-up questions, such as “Tell me more about….”
·
The guest
speakers talk to the class about what they read, write, and say at work or in
their regular or volunteer positions. Students take point-form notes on the
content of the presentation as well as the language used by the speakers. See
Appendix S – Guide for Taking Notes.
·
After the
presentations, students refer to their notes as the teacher leads a discussion
of the levels of language, word choice, and tone used by the speakers as well
as in their writing samples. The teacher gives an oral summary of the
information conveyed by the guest speakers and asks students to comment on the
how effectively each speaker adjusted his or her level of language to suit a
student audience.
·
Collect
student notes and assess how well students understood the guest speakers’
presentations.
·
Students
complete the right-hand column of the learning journal double-entry on their
listening skills from Activity 3.1a with additional observations and
modifications of their original ideas, e.g., Were their comments on their listening
habits and skills accurate? Are they more aware of listening skills now? Which
ones? Do they use similar skills for listening and reading? Have they worked to
improve their listening habits?
|
Formative Assessment |
·
Listening
skills (self-assessment using a checklist) ·
Notes on
speaker’s presentation (teacher checklist) |
|
Evaluation |
·
Learning
journal double-entry on listening skills (teacher comments or rating scale) |
“How to Become an Effective Listener” in Making
It Work 12: A Handbook for
Local organizations, such as
Motivational Speakers (Tips on listening and
speaking strategies)
– www.speaking.com/articlesspeakers.html
Raison, Glenda and Judith Rivalland. First Steps:
Writing Developmental Continuum.
Time: 3 hours
Students create and carry out action plans to access, acquire, and analyse community-directed information pertinent to their areas of interest. Students identify the types of materials they gather and formulate and execute reading plans. Students orally present their information to the class and write learning journal entries. They create poster charts to illustrate the reading strategies needed for specific texts.
CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE2b – reads, understands, and uses written materials effectively;
CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;
CGE2e – uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.
Overall
Expectations
BRV.01 – read and respond to a variety of texts of differing levels of complexity;
BRV.02 – demonstrate their understanding of a variety of informational, graphic and narrative texts, including opinion pieces, information paragraphs, textbooks, newspaper and magazine stories and articles;
BRV.03 – select and apply appropriate reading strategies to demonstrate understanding of informational texts, graphic texts, and narrative texts;
BRV.04 – use a range of strategies to understand unfamiliar and specialized vocabulary in informational, graphic and narrative texts;
BWV.01 – use the writing process to produce informational and narrative forms of writing, and maintain a literacy portfolio;
UAV.03 – demonstrate understanding of the reading and writing process, their role in learning, and the necessary conditions for learning;
UAV.04 – reflect upon the variety of types of texts they have read, explain the strategies they use to understand the different types of texts they read, and independently demonstrate understanding of what they have read.
Specific
Expectations
BR1.01 – read a variety of text types, both students and teacher-selected, at differing levels of complexity;
BR1.02 – select and independently read texts for personal, school, and career-related purposes to improve reading skills;
BR1.04 – use oral language skills in English or first language to build reading skills;
BR3.01 – choose an appropriate approach to reading a text to match the purpose for reading (e.g., scan to locate the relevant section in a text; skim to identify the main point; read closely to clarify one’s obligations in a contract);
BR3.02 – use pre-reading strategies to preview the features of new information texts and to build on their prior knowledge;
BR3.04 – use strategies to monitor comprehension;
BR3.05 – record ideas while reading information texts;
BR3.06 – demonstrate understanding of information text forms commonly read in daily life, such as descriptions, instructions, procedures;
BR3.07 – use appropriate strategies to make inferences about and interpret different types of texts;
BR3.08 – read selected informational, graphic, and narrative texts and independently demonstrate the three reading skills: understanding directly-stated ideas and information; understanding indirectly-stated ideas and information; and making connections between personal experiences and ideas and information in texts;
BW1.01 – understand the task, audience and purpose, and requirements of the writing form;
UA3.03 – demonstrate understanding of the role of writing in learning, by using writing to explore and clarify thinking, generate ideas, represent critical and creative thinking, and as a means of self-expression.
·
information
paragraphs and learning journal reflections
·
Plan how
to incorporate ongoing independent reading and cross-curricular applications.
·
Arrange
for telephone books to be available to students.
·
Collect
samples/models of community access information.
·
Identify appropriate print and electronic resources.
·
Inform
administration and gain approval for having students gather materials from
their community.
·
Prepare
copies of Appendix M – Reading a Text Sample and Appendix 14 – Learning Journal
Rubric.
·
Plan how
to implement the action plan, i.e., when students are to visit locations
seeking information–during school or on their own time. Plan how to handle
alternative versions of the activity.
·
Arrange
access to computers for word-processing information paragraphs, if possible.
·
Explain
that students will be seeking and reading “how to” information provided in a
community, such as leases, application forms, etc.
·
Lead a
discussion of the kinds of information that members of a community might seek.
Sample questions include:
· How do you find out about…?
· How do you gain access to…?
· How do you apply for…?
·
This
discussion could be prompted by having students examine teacher-collected
samples. Include information, such as how to lease an apartment, file income
tax, complete forms for moving, apply for a driver’s license, apply for a
health card, apply for a job, etc.
·
Ask
students to brainstorm a list of sources of written information available to
the local community. Some examples include employment offices, information
kiosks at shopping malls, community bulletin boards in supermarkets, municipal
offices, post offices, hospitals, licensing offices, riding offices of elected
representatives, libraries, community centres, schools, municipal websites,
local newspapers, etc.
·
In small
groups, students gather a variety of community materials and apply reading
strategies to determine the types of information that are of most use and
interest to them.
·
Using a
graphic format like a chart, students create action plans to access and acquire
community-related information pertinent to their areas of interest. They define
their purpose and list the steps necessary to implement their action plan. The
following is a sample chart that the teacher can provide for students to use as
a guide.
Sample Action Plan
|
Who |
What |
Where |
When |
How |
|
Arnel |
Income tax form Driver’s Licence |
Post office Local licensing offices |
After school today |
Search the web Phone book |
|
Kaja |
Recycling and garbage collection |
Municipal websites |
At lunch, using the Internet |
Telephone |
·
Review
knowledge of forms with those students who need support. In their groups,
before they gather their information, students predict the format of the
information and record it on a Predictions Chart. Under Prediction, they list
the format that they expect to find in the texts. After they have gathered and
read their texts, they place a check mark where their predictions were true in
the After column.
·
Students
discuss how to approach members of the public, using the appropriate level of
language. Students rehearse in partners introducing themselves, explaining
their purpose, and requesting the information.
·
Before
visiting their chosen locations, students should telephone to set up an
appointment, if required. Students discuss protocol for telephone use, e.g.,
how to ask questions respectfully, respond graciously, and work from scripted
questions. Students discuss, plan, and rehearse with their group members what
they will say on the telephone.
·
Students
carry out their action plans.
·
Using a
sample pamphlet or brochure from the community, demonstrate a think-aloud
strategy illustrating the three reading skills. Before reading, think aloud as
you identify specific information to look for, and locate it in the text. Read
it closely and think aloud about the information found, using directly-stated
information. Think aloud about the audience and purpose of the pamphlet, make
predictions about following content, or generalize about main ideas, using
indirectly-stated information. Make statements about the value or usefulness of
the information, making personal connections.
·
Using
these reading strategies, students independently read another sample of
community information provided by the teacher. See Appendix M – Reading a Text
Sample.
·
Review the
types of questions used to assess reading comprehension and answer strategies,
then students answer questions demonstrating the three reading skills on a
third example of community access information. They add their responses to
their literacy portfolio for assessment.
·
Students
bring the sample texts they have gathered to class for analysis.
·
In their
groups, students preview, scan, and read their texts. They identify the types
of materials and decide the reading approaches for these materials, such as previewing
the text, skimming, and scanning. They may use the questions found in Appendix
M – Reading a Text Sample as a starting point for their work.
·
Remind
them to include:
· strategies for reading unfamiliar vocabulary;
· pre-reading strategies to preview the features of new information texts and to build on prior knowledge;
· scanning the text to locate graphic or visual elements and reading these first to discover main ideas in the print text;
· using strategies to monitor comprehension and record ideas while reading information texts.
·
Students
use their reading approaches and other strategies to read the text and record
their information in point-form notes or on a graphic organizer.
·
The groups
orally present their information to the class, displaying the publications that
they worked from, explaining how they acquired them, and describing the reading
strategies they used to understand the forms.
·
To
consolidate their understanding of the information they acquired from the
group, students individually work through the stages of the writing process,
translating their oral presentation into a summary.
·
Students
submit their summaries for evaluation and add to the literacy portfolio. See
Appendix 14 – Learning Journal Rubric.
·
Lead
students in a review of the skills required by a person who wishes to
participate in his/her community by accessing information. Review the
characteristics of texts with effective graphic elements.
·
Refer
students to Activity 1.7 where they created a chart of how to read a graphic.
Individually, students use the same skills to create effective poster charts
with a student-selected community document in the centre and call-out boxes
that explain which reading strategies to apply to the specific text.
·
Provide
feedback on their reading strategies for graphic texts, as students revise,
edit, and peer-edit their posters.
·
Post the
final products in the classroom and have students do a carousel walkabout to
examine the chart posters.
|
Assessment |
·
·
Poster
chart; indicating understanding of graphic effective elements and appropriate
reading strategies (peer assessment using a checklist) |
|
Evaluation |
·
Summary
of reading strategies for community access information (rubric) |
Burke, Jim, Ron Klemp, and Wendell Schwartz. Reader’s
Handbook: A Student Guide for
ISBN 0-669-49006-7
Christensen, Marge. Motivational English for
At-Risk Students: A Language Arts Course that Works.
“How to Use Reading Strategies to Understand Text”
in Making It Work 12: A Handbook for
Raison, Glenda and Judith Rivalland. First Steps:
Writing Developmental Continuum.
Time: 2 hours
The class brainstorms specific concerns for their local community. Students identify the audience to whom they might express an opinion, make a complaint, suggest a change, request information, or advocate for these concerns. Students write community action letters.
CGE3e – adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE7e – witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7j – contributes to the common good.
Overall
Expectations
BRV.02 – demonstrate their understanding of a variety of informational, graphic and narrative texts, including opinion pieces, information paragraphs, textbooks, newspaper and magazine stories and articles;
BWV.01 – use the writing process to produce informational and narrative forms of writing, and maintain a literacy portfolio;
BWV.02 – use their knowledge of writing forms, purpose and audience to create informational and narrative forms of writing, some with graphic elements, including summaries, information paragraphs, series of paragraphs expressing an opinion, news reports and personal reflections.
Specific
Expectations
BR2.02 – use their knowledge of the organization of opinion pieces to identify opinions, main ideas or arguments and supporting details;
BW1.01 – understand the task, audience and purpose, and requirements of the writing form;
BW1.04 – use strategies to access and generate ideas for writing from print and electronic sources;
BW2.05 – demonstrate understanding of the purpose and uses of opinion pieces;
BW2.06 – construct a series of paragraphs that clearly state an opinion and support it with sufficient and convincing evidence.
·
series of
paragraphs expressing an opinion
·
experience
writing a formal letter
·
Locate sample
formal letters.
·
Have
telephone books and postal code directories available.
·
Prepare a
rubric and checklist for the letter activity.
·
Arrange
for brief student-teacher conferences after students have completed their
drafts.
·
Arrange
for computers, where possible, for students to process their letters.
·
Ask
students if any of the information texts that they gathered in the previous
activity relate to local matters pertaining to building better communities,
and, if so, what they are. Broaden the discussion to a variety of specific
issues that promote community spirit and responsibility, e.g., recreational
facilities, community festivities, safe neighbourhoods, recycling, personal
health and fitness, parks and public spaces, tourism, safe and reliable
transportation. As part of this discussion, students reflect on the personal
value of the experiences gained through their community service.
·
Guide
students as they brainstorm lists of ways to make their community better. Help
them narrow the focus to a particular, individual interest and help students to
identify the audiences to whom they might express an opinion about a situation
and suggest a change. Audiences might include councillors, landlords,
charities, service clubs, newspaper editors, local and regional managers, band
councils, religious mentors, civic leaders, etc. The students write a formal
letter to voice their ideas, to have a voice in their community, and to
contribute to the common good.
·
Examine
sample formal letters with students. Students identify the specific features of
form and style: word choice, formal level of language, conventions of standard
Canadian English, that make the letters appropriate to the purpose and
audience. Students identify the opinion or main idea expressed in the letter
and the supporting detail. Ask students which letters provide information,
which summarize information, which express an opinion, and which provide a
narrative. Point out that they will be expressing an opinion in their letters.
·
Review key
elements of a series of paragraphs expressing an opinion that should be in
their letters:
· a clear, concise opinion statement
· accurate information, including reasons and supporting details, appropriate to their audience
· the best order of their ideas and examples – discard irrelevant ideas, information, and transitions
· the conventions of opinion texts, such as use of first person
· completeness, clarity, and coherence
·
Review the
level of language for purpose and audience and stress how a formal tone is
conveyed through word choice. Suggest ways of presenting an opinion effectively
and of ensuring their request for change is positively received, e.g., by
describing positive aspects of a situation first, acknowledging difficulties in
achieving a perfect situation, providing balanced rationale, and providing
practical suggestions for implementation. The teacher might set up a small role
play to introduce this discussion, e.g., a student requests a deadline
extension for a major assignment from a teacher, or a teenager asks a parent if
s/he can borrow the family car.
·
Using the
writing process, students individually draft the formal letter.
·
Students
revise their work, making sure that they have met the needs of their audience,
fulfilled their purpose, and used the structure of the formal letter.
·
Confer
with students, assessing their draft and providing feedback.
·
Students
read their letter aloud to a peer, checking for clarity, organization, and
formal tone. Peer-editors check the content of each piece:
· Is the writing clear?
· Can the ideas be placed in a better order?
· Is there any information that needs to be added or omitted?
· Do any sentences need to be simplified or elaborated?
·
Students
could “buzz” read their drafts, e.g., students stand and read aloud at the same
time.
·
Using
feedback, students edit with an emphasis on clarity, checking their mechanics.
·
Students
make final revisions, format their formal letter appropriately in a readable
font and type size, and add it to their literacy portfolio. After consultation
with the teacher, students may choose to mail their letter.
|
Formative Assessment |
·
Draft of
formal letter containing a series of paragraphs to express an opinion
(teacher feedback and peer assessment using a checklist) |
|
Evaluation |
·
Formal
letter/series of paragraphs expressing an opinion, polished copy (rubric) |
“How to Write a Letter” in Making It Work 12: A
Handbook for
Time: 9 hours
Students focus on making a positive difference in communities and in particular, in the global community. They read materials by and about individuals dedicated to building and maintaining a healthy community, followed, where possible, by reading online materials posted by agencies dedicated to maintaining and building healthy communities. Students examine what these communities are, and how to read and evaluate their print material and/or websites. Connected with this research is an emphasis on safe participation in cyber communities.
CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE1g – understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE1h – respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE2b – reads, understands, and uses written materials effectively;
CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d – writes and speaks fluently one or both of
Overall Expectations
BRV.02 – demonstrate understanding of the organizational structure and features of a variety of informational, narrative, and graphic texts, including opinion pieces, information paragraphs, textbooks, newspaper reports and magazine stories, and short fiction;
BRV.03 – demonstrate understanding of the content and meaning of informational, narrative, and graphic texts that they have read using a variety of reading strategies;
BRV.04 – use a variety of strategies to understand unfamiliar and specialized words and expressions in informational, narrative, and graphic texts;
BWV.01 – demonstrate the ability to use the writing process by generating and organizing ideas and producing first drafts, revised drafts, and final polished pieces to complete a variety of writing tasks.
Specific
Expectations
BR2.03 – use knowledge of the organizational structure and features of textbooks to locate main ideas and specific information;
BR3.02 – use appropriate pre-reading strategies to preview new texts;
BR3.04 – use appropriate strategies to monitor comprehension when reading informational and narrative texts;
BR3.05 – use appropriate strategies to track and record information and ideas while reading informational and narrative texts;
BR3.08 – make connections between personal experiences and the content of texts to consolidate and extend understanding of different types of texts;
BR3.09 – demonstrate understanding of a variety of informational, narrative, and graphic texts commonly read in daily life;
BR4.01 – use appropriate strategies to discover the meaning of unfamiliar and technical words encountered in their reading;
BR4.03 – use appropriate strategies to expand their vocabulary through reading;
BW1.04 – use appropriate strategies for gathering supporting ideas and information from print and electronic sources;
BW1.05 – use appropriate strategies to organize ideas and information for writing;
BW1.08 – quote and/or cite information from sources accurately, and acknowledge all sources of ideas and information used in written work.
·
the
ability to conducting web searches
·
the
ability to work cooperatively in groups
·
Set up a
location and means for creating a large web for recording global issues
discussed at the beginning of the activity, e.g., chart paper, bulletin board
mural paper, a board dedicated to this.
·
Select a
print text with an opinion element, such as an essay, opinion piece, editorial,
or newspaper column on the topic of positive youth contribution to building a
better world (see Resources).
·
Collect
news reports on issues related to the print text.
·
Refer to
the reading guide for Reading Approaches 1 and 2 – Appendix 12, as an example
of how to practise reading skills and strategies for a particular text.
·
Prepare
copies of Prompts for Responding to Non-fiction – Appendix 9 to use with the
print text.
·
Prepare a
handout and overhead of Appendix V – Citing Sources.
·
Plan which
research notes and source citations from Activities 3.4d, e, and f to assess or
students may decide which of these notes the teacher assesses.
·
Prepare a
handout or overhead listing names of individuals who made a positive difference
in the world, e.g., Nelson Mandela. Include brief introductory notes
identifying these individuals and issues they are involved in to help students
make choices.
·
Arrange
for library research and access to computer time. Set up links to pre-viewed
sites from the school web page. Pre-select sample sites to demonstrate a range
of effective and ineffective websites. If print materials are required to
supplement or substitute for some of the online materials, collect these.
·
Prepare
handouts: graphic organizers for Online Safety and Ethics (Appendix U).
·
Collect
pamphlets, magazines, newsletters, etc. pertaining to global issues and global
agencies.
·
Preview
two short films: “The WIRED Phenomenon,” which is about a day in the life of an
Internet magazine, and “Net Proofing,” which is about protecting students on
the Net as they conduct Internet searches. Total: 16 mins. See Resources.
·
Thinking
about Global Issues: Building on work in Unit 2, students individually create a
thought web identifying global issues they feel strongly enough about to take
action, take a stand, or support publicly. Prompt student thinking by reading
short texts (see Resources). During subsequent class discussion, record ideas
on a thought web that can be displayed for reference and additions.
·
Distribute
samples of news reports relevant to the issue in the teacher-selected opinion
piece to groups of students. Students scan the news articles to identify the
issues and report back to the class identifying main and supporting ideas,
which they add to the class web. As a reading strategy review, focus on how to
use knowledge of the organization of news reports to scan for main ideas. For
example, students rearrange a sectioned news report into the appropriate
sequence and note that they did that because they know that the key Ws and H
appear in the headline and lead paragraph.
·
To build
on the concept of taking global action and to review reading strategies, guide
students through the selected print text. See Appendix 12 –
·
Direct
students to use appropriate pre-reading strategies, such as setting a purpose,
noting personal connections, deciding on a reading approach, and accessing
prior knowledge.
·
Immediately
after reading individually, the teacher directs students to write answers to
prompts, e.g., the Prompts for Responding to Non-fiction – Appendix 9. Students
submit these for evaluation. The teacher evaluates students’ answers.
·
During or
after reading, scan for vocabulary, noting words and phrases that someone in
the class might not know and add these to the class collection, word wall, or
personal dictionary. The student chooses an unfamiliar word and explains to a
partner how to find its meaning, e.g., focusing on the prefix or roots, looking
for context clues.
·
Remind
students how to chunk the text, e.g., scan for paragraph breaks, major transition
words and content shifts. Student groups summarize each “chunk” of text in one
sentence and supply an appropriate heading.
·
Direct
students to the organizational structure of the text and ask them to explain
how this text differs from a news report, e.g., length of paragraphs, location
of main idea, opening hook. Students may note the use of first person and
opinion in the text, which do not appear in a news report.
·
Introduce
the problem-solution framework. Students extend the focus on issues by
brainstorming additional global issues and problems. After initial
brainstorming, provide materials for students to skim to identify additional
issues that have links to global issues. During report-back, students add
issues to the thought web posted in the classroom.
·
In groups,
using a graphic organizer, students identify four issues they consider most
significant in the left-hand column, suggest solutions for these problems in
the middle column, and individually rate the degree of their possible personal
involvement and contribution to the solution in the right-hand column. Students
discuss how powerful or powerless they perceive youth to be in solving these
problems.
·
Students
read an informational text about an individual who makes a difference. This
text should be of a difficulty level accessible to students for independent
reading and reflect a problem-solution framework. Review appropriate
pre-reading and during-reading strategies that they might apply to the reading.
Students apply these strategies as they read the text independently. Students
answer questions about the text demonstrating their understanding of the three
reading strategies.
·
Post-reading:
With the students, create a summary based on the problem-solution aspect of the
text, and lead a discussion of the role of reading and writing in implementing
the solution or raising awareness:
· What problem does the text identify?
· What do people do or say in response, as action/solution?
· What role do speaking, reading, and writing play in raising awareness and implementing solutions?
·
Viewing:
Extend student understanding of the power of taking action to make a difference
by showing one or two short documentaries in which
· literacy is a key component in community building;
· literacy is itself a means of being pro-active (see Resources).
·
Students
work in groups, using the established structure to review the films: What is
the problem? What do people do to respond to or deal with the problem? What
role do speaking, reading, and writing play?
·
Researching
Individuals Who Made a Difference: Students practise reading skills and
strategies by researching an individual who has made a positive difference in
the international community. Students may use both print and electronic sources
for this activity. Students practise proper citation of research sources (see
Appendix V – Citing Sources).
·
Provide a
list and a brief introductory profile of people who have made a difference in
the global community, e.g., Craig Kielburger, Jane Goodall, Dian Fossey, Ken
Saro-Wiwa, Sir Edmund Hillary, Nelson Mandela, and Jacques Cousteau. Students
select one individual to research and set a purpose for their research reading:
· Who is the person?
· What were the issues or problems that person set out to solve?
· What actions did the person take?
· What role did reading, writing, speaking play in increasing public awareness of the issue and encouraging change?
·
Review
point-form note taking. Students practise note-taking skills by taking notes on
at least three sources.
·
Demonstrate
making citations, focusing on ethics, accuracy, and form. Using an overhead,
the teacher models locating and recording publication data (see Appendix V –
Citing Research Sources).
·
Students
submit note-taking and citations for assessment. Students retain these notes
and citations for possible use in the Culminating Activity for this unit.
·
Researching
Online Safety: Explain the importance of being aware of online safety issues.
·
As a
pre-reading activity, and to understand the range of websites students visit
and their purposes for the visits, conduct an oral, informal survey of their
online computer expertise.
·
As a
class, summarize the findings of the survey, emphasizing and noting the range
of websites that students visit. Categorize the list of websites, e.g., sports,
hobbies, fashion. Discuss the degree to which student Internet use, in general,
makes them members of cyber communities.
·
Students
brainstorm problems to be aware of with Internet use, e-mail, instant
messaging, chat rooms, newsgroups, online shopping, file-sharing, online
registration, etc.
·
Students
select an aspect of online safety for research. Group students according to
their interests and direct them to sites dedicated to education and safe and
ethical Internet use. See Resources.
·
Students
plan their approach to the reading and research, e.g., working in pairs,
assuming responsibility for reading a particular website, assuming group work
roles of investigator, recorder, etc.
·
Assist
students in creating a note-taking graphic on which to record information about
the nature, potential dangers, and safety strategies associated with the aspect
of the World Wide Web selected.
·
Review
proper citing of sources and have students record data for the source(s) they
use.
·
Groups
collate their research and report back to the class while the teacher
summarizes notes on the graphic organizer Appendix U – Online Safety and
Ethics, chart paper, board, etc. Student notes and class charts may be used in
Activity 3.4g.
·
Evaluating
Global Community Agency Websites: Provide students with a pre-selected list of
community-based website URLs or links (see Resources). Students browse three or
four sites, scanning to get a sense of their visual characteristics and the
effectiveness of their community-support on the website. For this part of the
activity, it is recommended that the teacher select sample sites having a range
of effectiveness.
·
Based on
students’ knowledge and experience with websites, brainstorm the qualities that
make a website effective. Cluster criteria, for example, under appearance
(colour, layout, font size, complementary balance of text and visuals),
navigation (menus, site maps, title bars, pop ups, links), authority (author/sponsor,
currency, corroboration, opinion versus fact, errors and bias).
·
The
teacher and students use the brainstormed list to create a checklist of
criteria for evaluating websites.
·
Students
individually choose a global community agency website, preview the site and its
features, and select key pages to focus on. They read these pages and apply the
website evaluation criteria developed in class (see Resources).
·
Students
contribute to a comparative ranking of the websites they visited. Using a scale
of effectiveness or some other graphic representation, the teacher records the
information on the board, ranking websites according to the criteria on the
checklist.
·
Students
re-focus on the global community agency website they examined and complete an
organizing graphic that helps them summarize what the website’s purposes are,
how attractive and easy-to-navigate the website is, and how effectively the
website supports its chosen community. They submit the organizer for assessment
and retain in their literacy portfolio for possible use in
Activity 3.4g.
|
Assessment |
·
Note-taking
and Resource source documentation (checklist) ·
Website
graphic (checklist) |
|
Evaluation |
·
Reading
Skills applied to an informational print text (questions developed by teacher
or teacher/student conference) ·
Summary
based on problem/solution (rubric) |
Documentary Films
focusing in Community-building, Activism, and Literacy
Bronwen and Yaffa. NFB #11369196110, 1996. 27 min.
Circles. NFB #113C919712, 1997. 58 min.
Guns and the Lives They Leave Holes In. Distributed by Media for a Safe and Sustainable World, 200 Estates Drive Ben Lomond, CA 95005, 1995. 17 min. A student-produced documentary investigating the effects of shootings on three members of the community; proactive, making a difference.
Inherit the Earth: A First Nations Success
Story. Distributed by Filmwest Associates,
Speak It! From the Heart of Black
Relevant Selections
“A Hard Life But a Better One” by Chui-Ling Tam in
Crossroads 10.
p. 265. ISBN 0-7715-1332-1
“A Matter of Ethics” by Douglas Todd in Between
the Lines 12.
“Helping Others Best Cure for Loneliness” by Grant
Nicol in Between the Lines 12.
“Jane Goodall and
the Chimps” by Vicki Gabereau in Crossroads 10.
p. 300. ISBN 0-7715-1332-1
“Mother Teresa: An Exemplary Life” (editorial) in Between
the Lines 11.
“
“The Fire of the Human Spirit” by Nelson Mandela
in Echoes 11: Fiction Media and Non-Fiction.
Don Mills:
“Why We Grow Insensitive to Dangers” by David Suzuki in Echoes
11: Media and Non-Fiction.
Don Mills:
Websites Dedicated
to Literacy
ABC
Movement for Canadian Literacy – www.literacy.ca
National Adult Literacy Database – www.nald.ca
National Literacy Secretariat – www.nald.ca/nls.htm
Websites Dedicated
to Online Safety and Ethics
Safe Use of Services on the Internet – www.besafeonline.org
How to Keep Safe in Chat Rooms – www.chatdanger.com
CyberAngels – www.cyberandels.org/index.html
Get Net Wise – www.getnetwise.org/
Netaware – http://tesco.schoolnet2000.com/welcome/48.html
Safe Teens.com – www.safekids.com/articles.htm
Safekids.com – www.safekids.com/safeteens/
Web Wise Kids – www.webwisekids.com/
Wired Teens – www.wiredteens.org/
Websites for
Agencies Pro-actively Supporting Cyber Community and International Community
Health
Amnesty International Home Page – www.amnesty.org
National Aboriginal Day 1998 Contest – www.schoolnet.ca/autochtone/natabday98/index-e.html (winning student essays and artwork on identity and community)
PEN
Unicef – www.unicef.org
United Nations – www.un.org/ (>English>Humanitarian Affairs)
United Nations News – www.un.org/News/
Films
“Net Proofing” and “The WIRED Phenomenon.” Hi-Tech
Culture. Films directed by Theresa Beaupre.
Time: 4 hours
Students use and synthesize work done in Activity 3.4. To demonstrate the reading skills used during research, they select one aspect of their research from Activity 3.4 and use it to create a writing form with a graphical element of their choice. Students write a learning journal entry explaining how this research and writing project demonstrates their growth in reading and writing. They demonstrate reading skills by answering questions on a thematically relevant print text.
CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE2b – reads, understands, and uses written materials effectively;
CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d – writes and speaks fluently one or both of
CGE3b – creates, adapts, and evaluates new ideas in light of the common good;
CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;
CGE3f – examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
Overall
Expectations
BRV.01 – demonstrate the ability to read and respond to a variety of texts;
BRV.02 – demonstrate understanding of the organizational structure and features of a variety of informational, narrative, and graphic texts, including opinion pieces, information paragraphs, textbooks, newspaper reports and magazine stories, and short fiction;
BRV.03 – demonstrate understanding of the content and meaning of informational, narrative, and graphic texts that they have read using a variety of reading strategies;
BWV.01 – demonstrate the ability to use the writing process by generating and organizing ideas and producing first drafts, revised drafts, and final polished pieces to complete a variety of writing tasks;
UAV.01 – demonstrate understanding of the importance of communication skills in their everyday lives – at school, at work, and at home;
UAV.03 – demonstrate understanding of the reading and writing processes and of the role of reading and writing in learning;
UAV.04 – demonstrate understanding of their own growth in literacy during the course.
Specific
Expectations
BR1.01 – demonstrate that they have read a variety of student-selected and teacher-selected texts, including informational, narrative, and graphic texts (e.g., by keeping a record in a learning journal);*
*During the term, students will read and independently demonstrate for evaluation their understanding of a minimum of two narrative texts, four graphic texts, and five informational texts selected by the teacher.
BR2.09 – explain how the form of a graphic text helps the reader understand the information or message;
BR3.06 – use appropriate strategies to locate information in different types of texts;
BR3.08 – make connections between personal experiences and the content of texts to consolidate and extend understanding of different types of texts;
BR3.09 – demonstrate understanding of a variety of informational, narrative, and graphic texts commonly read in daily life by using and/or responding to them appropriately;
BR3.07 – use appropriate strategies to make inferences about and interpret different types of texts;
BW1.01 – identify the topic, the audience, the purpose for writing, and the requirements of the particular writing form;
BW1.04 – use appropriate strategies for gathering supporting ideas and information from print and electronic sources;
BW1.05 – use appropriate strategies to organize ideas and information for writing;
BW1.06 – create a first draft that includes the main and supporting ideas in the required form;
BW1.07 – revise drafts to ensure that ideas are presented in a logical order, to discard irrelevant ideas and information, to add details where information is insufficient, and to ensure a tone and level of language appropriate to the audience and purpose, using appropriate strategies;
BW1.08 – quote and/or cite information from sources accurately, and acknowledge all sources of ideas and information used in written work;
BW1.09 – use appropriate strategies to edit written work to achieve accuracy in the use of the conventions of standard Canadian English, including the requirements of grammar, usage, spelling, and punctuation;
UA1.01 – describe the communication skills they need to function effectively in a variety of situations at school, at work and in daily life;
UA3.01 – demonstrate understanding that reading is an active process of thinking and constructing meaning;
UA4.08 – review the record of their progress in their learning journal, as well as the reading- response and writing samples produced during the course, in order to describe their growth in reading and writing skills throughout the course.
·
writing
forms identified in the expectations
·
writing
process
·
For the
reading evaluation, locate a print text relevant to the topics of web page
design, safety and pro-active online communities (see Resources).
·
Prepare
copies of Appendix 14 – Learning Journal Rubric.
·
Explain
that as a culminating activity for this unit, students now have an opportunity
to choose a topic and writing form, creatively adapt their research to that
form, and demonstrate reading skills through their writing and a brief
conference. Student projects can be displayed in the classroom as evidence of
their interests and reading and writing skills.
·
Note: The writing form itself is not evaluated; some
choices are not mandated by expectations and may not be evaluated, and students
fulfill their requirements for mandated forms elsewhere. Instead, the writing
is used in conjunction with a brief interview/conference as a means of
evaluating student reading skills.
·
Students
choose one of the following: their research on an individual who makes a
difference (see Activity 3.4d), their research on a website dedicated to online
safety (see Activity 3.4e), or their research on a global agency website
(Activity 3.4f).
·
If
students choose to develop their research on an individual who makes a
difference, they select one of the following forms, focusing on who the
individual is, what issue the individual confronted, and what the individual
did in response to the issue:
· a summary paragraph, complemented by graphic elements, for a page in an appropriate secondary school textbook on the individual
· a news report, for an online news site, complemented by a graphic element, focusing on the individual
· a series of paragraphs expressing an opinion in the form of an editorial for a student newspaper, including a graphic element on the individual
· an information paragraph for a magazine, e.g., an issue honouring People Who Make a Difference in the World, including a graphic element.
·
Or if
students choose to focus on an agency dedicated either to online safety or to
global humanitarian issues, select one of the following forms:
· a summary paragraph describing the functions and services of the agency investigated, e.g., Cyberangels.org, Media-Awareness.ca
· an information paragraph advising a particular audience how to stay safe while interacting on the web OR describing a specific form of online participation, e.g., chat rooms, advantages, dangers, and ways to stay safe
· a fictionalized newspaper report of how Cyberangels has helped someone who has been harassed in cyberspace
· a series of paragraphs evaluating the effectiveness of a global agency’s website and suggesting a way to enhance its website’s community support
· a double-page spread suitable for a secondary school textbook educating students about the global agency or about a global humanitarian issue
·
Through a
conference or group work, students identify their purpose, target audience, and
the distinguishing features of the selected writing form. Students may be grouped
according to writing form chosen to create a revision checklist specific to
that form. Students organize items for the checklist so that it serves as an
organizer for the draft.
·
Individually,
students write a draft.
·
Students
help one another revise by applying the checklist criteria and perhaps adding
to it.
·
Students
edit their work using items identified on their revising/editing tracking
sheet.
·
As
students work, circulate and briefly conference with students to assess their
comprehension of the research material and use of the three reading skills.
·
Students
display their polished projects in the room as a celebration of their reading
and writing skills.
·
In their
learning journals, students identify reading and writing skills used to
complete this research task and describe how this research task demonstrates
growth from the beginning of the course. Students add this learning journal to
their literacy portfolio after evaluation. Students may also use this learning
journal entry to add to the graphic representation of their growth, to which
they have been contributing since Unit 1, and use it for their Unit 4 series of
paragraphs reflections (see Appendix 14 – Learning Journal Rubric.)
·
Students
demonstrate reading skills on a teacher-selected text relevant to unit themes
by answering a series of questions.
·
Review the
three reading skills, types of questions used to have students demonstrate
these skills, and how to answer these questions. Distribute a teacher-selected
reading pertaining to web safety, literacy or community-building on the web
(see Resources). Distribute a set of questions about the passage which test the
three reading skills and comprehension of the passage.
|
Assessment |
·
Drafts
(peer assessment using a checklist) |
|
Evaluation |
·
Reading
skills applied to an informational print text (answers to questions using a
rating scale or marking scheme) ·
Demonstrations
of reading comprehension based on student selected topic and form (teacher
conference) ·
Learning
journal reflection on growth (rubric) |
See Resources for Activity 3.4
Miller Power, Brenda and Ruth Hubbard. The Heinemann
Reader: Literacy in Process.
Overview |
Unit 1 | Unit 2 | Unit 4 | Course Profiles
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