Course Profile Beginning Communication in English ESL Level 1, Grade 9 open, Catholic

Unit # 2

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7

Title: Introduction to Canada

Time: 20 hours

Unit Developers:

Wendy Gruner, Dufferin Peel Catholic District School Board

Lidija Biro, Fr. Michael Goetz S.S.

Charlene Fitzpatrick, Philip Pocock S.S.

Catherine Johnson, St. Martin S.S.

Development Date: April 1999

Unit Description

In this unit, students will demonstrate a beginning awareness and appreciation of Canada’s regional and cultural diversity. In addition, students will begin their journey towards becoming responsible citizens who give witness to Catholic social teaching by promoting peace, justice, and the sacredness of human life. Students will continue to build on basic language structures such as simple assertive and interrogative sentences, prepositions, and adjectives, as well as developing vocabulary and a knowledge of Canada and its culture. A culminating activity will provide opportunities for review and creativity using various media. This unit supports other units by developing an understanding of Canada, thus facilitating successful integration.

Strands & Expectations

Ontario Catholic School

Graduate Expectations: CGE1d,h, 2c,e, 3b,c,d,e, 4a,d,e,h, 5a,e,g, 7d,e,g,i

Strand: Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: A0RV.01X, .02X, .04X; AREV.02X, .03X, .04X; AWRV.02X; ASCV.01X, .02X

Specific Expectations: AOR1.01X, 1.03X, 1.04X, 1.05X, 1.06X, 2.01X, 2.02X, 2.03X, 2.04X, 3.01X, 3.02X, 3.03X, 3.04X, 4.01X, 4.02X, 4.05X, 4.06X; ARE1.02X, 1.03X, 2.01X, 2.02X, 2.03X, 2.04X, 3.01X, 3.02X, 3.03X, 3.04X, 3.05X, 4.01X, 4.02X; AWR1.01X, 1.02X, 1.03X, 2.01X, 2.02X, 2.03X, 2.04X, 2.05X, 2.06X, 2.07X, 2.08X, 2.09X; ASC1.01X, 1.02X, 1.03X, 2.02X, 2.05X, 2.06X, 2.08X

Activity Titles (Time + Sequence)

Activity 1	Surveying Basic Canadian Geography	180 min
Activity 2	Identifying Canadian Seasons, Weather & Customs	240 min
Activity 3	Hurray For Holidays!	180 min
Activity 4	Discovering Canadian Symbols	120 min
Activity 5	Flora & Fauna	240 min
Activity 6	Examining Canadian Sports & Leisure	120 min
Activity 7	Selling Canada	120 min

Unit Planning Notes

• Portions of this unit will be ongoing throughout the course.

• Prepare a good stock of picture cards and found materials related to the unit.

• Decorate the class to reflect the theme of the unit.

• Keep copies of handouts for students arriving during the course.

• Provide support for continuous intake students (staff/peer tutors).

• Arrange for field trips and guest speakers.

• Student log books and journal writing continue.

• Codes followed by D are to be assessed.

Prior Knowledge Required

• By this point in the course, students should be familiar with the simple verb tenses and basic language structures, as well as classroom routines and cooperative group work.

Teaching/Learning Strategies

Teacher modelling, teacher-directed questions, brainstorming, buddy system, cloze exercises, collaborative/cooperative learning, conferencing, charts and visual organizers, directed reading-thinking activities, field trips, guest speakers, guided reading/guided writing, reading aloud, homework, interviews, journal entries/learning log, note-making, manipulatives, memorizing, peer practice, peer teaching, prompts, role-playing and simulations, storytelling, think/pair/share

Assessment/Evaluation

Activity	Type	Tool	Categories
Activity 1	Formative Summative	Observation Canadian Map	Know/Think/App/Com Know/Think/App/Com
Activity 2	Formative Summative Formative Summative Formative Summative	Role plays/dialogues Weather Report - Activity Weather Report Presentation Writing Assignment - Guided Collage Test	Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App Know/Think/App
Activity 3	Formative Summative Summative Formative	Role Plays/Dialogues Writing assignment Test Learning Log	Think/App/Com Know/Think/App/Com Know/Think/App Know/Think/App/Com
Activity 4	Summative	Poster	Know/Think/App
Activity 5	Summative Summative Summative	Observation Sheet Collage Assessment Oral Presentation	Know/Think/App/Com Know/Think/App/Com Know/Think/Com
Activity 6	Diagnostic/Formative Summative Summative Formative	Observation Group Work Writing Assignment Learning Log/Homework Check	Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com
Activity 7	Formative/ Summative	Group Work and Final Project	Know/Think/App/Com

Resources

Print

• Azar, Betty, Basic English Grammar. N.Y.: Prentice Hall Regents, 1996

• The Basic Oxford Picture Dictionary. N.Y.: Oxford University Press, 1994

• Berish, Lynda and Thibaudeau, Sandra, Canadian Concepts 1 & 2. Toronto: Prentice Hall Regents, 1997

• Grennan, Maggie, Canadian Oxford Picture Dictionary: Beginning-Intermediate. Oxford University Press, 1997

• Kress, J.E. The ESL Teacher’s Book of Lists. West Nyack: The Centre for Applied Research in Education, 1993

• Longman PhotoDictionary. N.Y.: Longman, 1989

• Longman PhotoDictionary Beginning Workbook. N.Y.: Longman, 1989

• Longman PhotoDictionary Pronunciation & Spelling Workbook. N.Y.: Longman, 1989

• Molinsky, Steven and Bliss, Bill, Side By Side 1. Toronto: Prentice Hall Allyn and Bacon, 1997

• Molinsky, Steven and Bliss, Bill, Side By Side 1 Activity Workbook. Toronto: Prentice Hall Allyn and Bacon, 1997

Computer Software

• Azar Grammar CD ROM, Prentice Hall Regents 1998

Videotapes

• Canada: A Land of Diversity

• The Hockey Sweater by Roch Carrier. National Film Board of Canada

• Molinsky, Steven and Bliss, Bill, Side By Side 1 N.Y.: Prentice Hall Regents

• On Top of The World. Eaton’s 125^th anniversary video of Canada

Audiotapes

• Canadian Concepts 1 & 2, Prentice Hall

• Longman PhotoDictionary Beginning Workbook Longman Books

• Longman PhotoDictionary Pronunciation & Spelling Workbook, Longman Books

• Side By Side 1, Prentice Hall

Models and Manipulatives

• Canada and world wall maps

• Local maps

• Picture cards

• Citizenship Materials (Citizenship & Immigration Canada, Ottawa)

• Symbols of Canada kit (Canada Communications Group, Ottawa)

Activity #1

Title: Canadian Geography

Time: 180 minutes

Description

This activity provides students with the opportunity to become familiar with the atlas and with Canada’s political divisions. Students will explore categories, how to use the table of contents, the index, cardinal points, prepositions of place, and will construct a map of Canada. They will locate places using lines of latitude and longitude. Students will name and locate Canada’s provinces, territories, and capitals and develop an understanding of Canada’s diversity and size. They will participate as members of a team, demonstrating respect for themselves and others.

Strands and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

• create, adapt, evaluate new ideas in light of the common good.

• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others.

• respond to, manage and constructively influence change in a discerning manner.

• work effectively as an interdependent team member.

• respect the rights, responsibilities and contributions of self and others.

Strand: Oral and Visual; Communication; Reading; Social and Cultural Competence

Overall Expectations: AORV.01X, .02X, .04X; AREV.04X, .02X, .04X, ASCV.01X, .02X

Specific Expectations: AOR1.01X, 1.03X, 1.06X; AOR2.01X, 2.04X, 3.01X, 3.02X, 3.03X, 3.04X, 4.05X, 4.06X; AWR2.05 X*, 2.07X, 2.03X; ARE2.04X, 3.01X, 3.03X, 3.04X, 4.01X*, 4.02X, ASC1.01X*, 1.02X, 2.05X, 2.06X

Planning Notes

• Arrange for a large wall map of the world to be mounted in the classroom. Additionally, a blank outline map of Canada can be used to have students write on the map.

• Gather local maps and prepare the room to reflect the local area.

• Prepare an overhead of the countries and cities of students’ birthplaces and last place of residence for the class to find using the index.

• Gather a class set of atlases, a wall map showing Canada’s political regions, and a globe.

• Have extra handouts, as students may need to redo maps/spoiled first attempts.

• Book an overhead projector.

• Provide students with a videotape and/or audiotape to be used at the end of the academic year and/or at graduation so that students can view their own development in the language. This videotape can be added to periodically over the academic year, and can also be used in Activity 7: Selling Canada.

Prior Knowledge Required

• The ability to use the alphabet will facilitate the use of the index in this activity.

Teaching/Learning Strategies:

1. In a circle, students share the name of their home countries and cities of birth. The teacher records the information on the board. Students spell the words as the teacher records information.

2. Working in small groups, the students use the atlas to locate the places that are mentioned in the circle and recorded on the board. Then, students move into groups depending, on the continent/areas of the world from which they come. The teacher then introduces the concept of Canada as a land of immigrants from many lands.

3. The teacher introduces the political divisions of Canada, with a short film and overhead notes. Students explore the atlas under guided instructions to locate the position of the major political divisions of Canada.

4. Distribute blank maps of Canada together with cut-up sections of a Canadian map. Students complete an assignment showing Canada’s provinces, territories, and capitals. Distribute maps of the world, on which students show their homelands.

5. Students further demonstrate an understanding of Canada’s political regions, by reviewing the film and locating places on the wall map from a teacher-prepared overhead. Students prepare a list of places for members of the class to locate on the map. The teacher facilitates and helps the students vary the instructions from simply stating the name of the place to be located, to a description of the place, e.g, “the province nearest the Pacific”, “the capital of the province where you live”. Two teams are chosen.

6. A member of each team names a place to be located on a large wall map or on local maps at the front of the class. One student from each team tries to locate the place. Students consult before attempting to answer. The students are told to use lines of latitude and longitude and to use the index to locate the place in their atlases. A time limit is recommended.

Accommodations/Special Needs:

• Have reinforcement activities ready for students, such as a jigsaw puzzle of a map of Canada.

• Provide reference materials so that students can share information on the geography of their homelands. This is a good opportunity for students to talk informally in their own languages and to build a class community.

Assessment/Evaluation:

1. Observation (Formative: ARE4.01X)

2. Canadian Maps. For an assessment rubric, see Appendix Unit 2-1:1 (Summative: AWR2.05X, ASC1.01X).

Resources

• Canadian atlas, globe, wall maps of the world and Canada, and local maps of the area

• Film on Canada (many good films are available for an introduction to Canada’s political regions. Eaton’s “On Top of the World” is a good choice.) Limit viewing to 10-12 minutes to review political divisions and capitals.

• Teacher-prepared or commercial handouts/blank maps of Canada, Canadian maps cut into parts for puzzle activity

• Glue sticks, coloured pencils

Activity #2

Title: Identifying Canadian Seasons, Weather & Customs

Time: 240 minutes

Description

In this activity students will become familiar with Canadian weather and temperature variances, as well as with months and seasons. Students will also become familiar with a variety of weather reporting forms and weather symbols. In addition, ordinal numbers will be introduced. References will be made to seasonal activities as they come up, as well as seasonally appropriate clothing. Students will continue to work collaboratively in a Christian manner.

Strands and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

• adopt a holistic approach to life by integrating learning from various subject areas and experience

• achieve excellence, originality, and integrity in one’s own work and support these qualities in the work of others

Strands: Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, .02X, .03X, .04X; AREV.02X, .03X, .04X; AWRV.02X; ASCV.01X, .02X

Specific Expectations: AOR1.01X, 1.05X, 2.02X*, 2.04X*, 4.01X*; ARE1.02X, 2.02X, 2.03X, 2.04X, 3.02X, 3.04X*; AWR1.02X*, 2.02X*, 2.03X*, 2.05X*, 2.06X*, 2.07X*, 2.08X; ASC1.01X, 1.02X, 2.05X*, 2.06X*, 2.08X

Planning Notes

• Prepare readings, listening passages, and role plays/dialogues or use textbooks.

• Select and prepare appropriate picture cards and media materials.

• Prepare instructions for pair projects.

• Prepare sample weather and seasonally related conversations for students to model.

Prior Knowledge Required

• Students should have an understanding of the simple present, present continuous, and simple past tenses, as well as a knowledge of Arabic numbers, adjectives, and prepositions. Students should be familiar with the vocabulary for, and have a knowledge of, basic Canadian geography.

Teaching/Learning Strategies

1. Create a Venn Diagram on the board depicting the four seasons. Brainstorm vocabulary of weather and seasons (e.g. sunny, cloudy, warm, cool, hot, cold, etc.) Use the Venn Diagram to show how some conditions (cool and warm temperatures, rain) can cross over between seasons. Use picture cards to supplement gaps in student vocabulary and add the new words to the diagrams on the board. Students add these words to their vocabulary list.

2. Using a large visual of a thermometer, have students identify what range of temperatures represents hot, warm, cool, and cold (freezing) weather. Create a simple chart showing temperature ranges for hot, warm, cool, and cold in Celsius, taking care to explain the symbol for degrees.

3. Using a simple four-grid chart with the seasons listed across the top, guide students to list the three months associated with each season. Students copy the grid. Introduce ordinal numbers by identifying January as the first month, February as the second, and so on.

4. Supplement vocabulary by having students complete exercises in course texts such as Canadian Concepts 1 & 2, Side By Side Book 1, Longman Photo Dictionary, and Workbooks, A Picture’s Worth a 1,000 Words.

5. Using a large map of Canada as well as cut outs of common weather symbols for cloudy, sunny, raining, snowing, sleet, cold front, warm front, etc., make simple weather statements such as “It is cloudy in Montreal”, “It is snowing in Whitehorse”. After each statement, call upon a different student to place the appropriate symbol on the map.

6. Play a taped radio weather report. Using a map, students put the correct weather symbol for each city/area identified. Students then complete matching exercises, whereby they match the correct weather word with its appropriate picture.

7. Divide students into pairs to create simple role plays based on a teacher model. Each pair prepares and presents a dialogue describing the weather in different parts of the country or around the world.

8. Students then complete a transfer exercise by reading/viewing/listening to a weather report and extracting appropriate information (e.g. transferring information to a simple grid chart asking students to identify temperature highs and lows, amounts of rain/snow, etc. in different areas).

9. Using a current newspaper, prepare an overhead of the weather page. Ask students simple questions based on the overhead (e.g. “What is the temperature in London?”, “What is today’s high?”)

10. Follow this up by playing a clip from a TV. weather report. Students fill in a simple listening chart.

11. Students create and present their own weather report, incorporating visuals based on models provided by the teacher.

12. Supplement the above with short reading passages related to weather, Canadian seasons, and seasonal activities. Students answer teacher-directed questions based on reading passages, as well as simple cloze exercises.

13. Students write a guided paragraph comparing/contrasting the weather/seasons in Canada and in their country. For example: In winter, the weather in Canada is cold. In my country, winter is hot.

14. Using a simple four-grid chart with the seasons listed across the top, have students brainstorm vocabulary related to seasonally appropriate clothing. Use picture cards to supplement gaps in students’ vocabulary. Students then copy vocabulary in their vocabulary lists.

15. Supplement vocabulary by having students complete exercises in course texts such as Canadian Concepts 1 & 2, Side By Side Book 1, Longman Photo Dictionary, and Workbooks, A Picture’s Worth a 1,000 Words. Students also complete cloze exercises based on simple reading and listening passages related to clothing.

16. Working in small groups, students create a collage of clothing items and/or activities for each season.

17. Using found materials such a tourism brochures and newspaper/magazine ads, introduce students to seasonal Canadian festivals such as the Quebec Winter Carnival, the Ottawa Tulip Festival, etc. Distribute packets of such information to small groups. Each group should sort through the material and transfer the different festivals to a chart listing the different months. Students must match the festival with the appropriate month. Groups then share their results with the rest of the class and compare answers.

After completing this activity, students may also:

18. Take home a viewing chart to complete by watching a specific weather broadcast. Students compare their answers the following day. Responses will be assessed according to their completeness and correctness.

19. Visit a local weather bureau or invite a meteorologist to the class to answer questions. Students ask about career opportunities. This visit should be preceded by a class-drafted invitation, and followed by a class drafted letter of thanks.

20. Participate in a seasonal activity such as skating on the Rideau Canal or at Toronto’s City Hall, skiing/tobogganing at a nearby hill, apple picking, maple sugaring, building a snowman, carving a pumpkin, etc.

21. Visit a local winter, spring, or fall festival (e.g. the Royal Winter Fair)

22. Plan a seasonal wardrobe, using catalogues provided by the teacher. Students are given a specific dollar amount as a ceiling for the exercise.

Accommodations/Special Needs

• Pair weaker students with stronger students and same language students. Employ peer teaching.

• More advanced students can prepare charts comparing temperatures and weather conditions around the world. In addition, they could plan a holiday abroad by researching the weather for a particular season and preparing an appropriate wardrobe.

Assessment/Evaluation

• Role play/dialogues (Formative: AOR2.02X, 2.04X; ARE3.04X; ASC2.06X)

• Weather Report - Activity Appendix 1-1.4 (Summative: ARE1.02X, 3.04X; AWR1.02X, 2.06X)

• Weather Report Presentation (Formative: AOR4.01X; AWR2.05X, 2.06X; ASC2.05X)

• Writing Assignment - Guided (Summative: AWR1.02X, 2.03X, 2.07X)

• Collage: Appendix 2-5.1 (Formative: AOR4.01X, ARE1.02X, ASC2.05X)

• Test to assess students’ understanding of concepts (Summative: ARE3.04X; AWR2.02X)

Resources

• Side By Side 1 pp. 36-39

• Side By Side 1 Activity Workbook pp. 33-34 and cassette

• Canadian Concepts 1 Unit 10 pp. 141-156 and cassette

• Canadian Concepts 2 Unit 3 pp. 36-39, 42, 47-48; Unit 9, pp. 132-134 and cassette

• Longman Photo Dictionary pp. 4, 35-38

• Longman Photo Dictionary Beginning Workbook pp. 5-6, 44, 46 and cassette

• Longman Photo Dictionary Pronunciation & Spelling Workbook pp. 10, 43-49 and cassette

• A Picture’s Worth a 1,000 Words pp. 4, 6, 49, 76-80

• Picture cards/flash cards

• Local weather reports in the newspaper, on the radio, on TV

• Provincial/municipal tourism promotional materials

Activity #3

Title: Hurray for Holidays!

Time: 180 minutes

Description

Students are introduced to the Canadian holiday calendar. This activity should be ongoing throughout the year. Specific Christian and non-Christian religious festivals, such as Christmas, Easter, Lent, Passover, etc., should also be discussed during the appropriate calendar month, with emphasis on respect for other faith traditions.

Strands and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

• respect the faith traditions, world religions and the life-journeys of all people of good will.

• present information and ideas clearly and honestly and with sensitivity to others.

Strands: Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, .02X, .04X; AREV.02X, .03X, .04X; AWRV.02X; ASCV.01X, .02X

Specific Expectations: AOR1.01X, 1.05X; AOR2.02X*, 2.04X*; ARE1.02X; ARE2.02X, 2.03X, 2.04X*; ARE 3.04X*; AWR1.02X*, AWR2.01X, 2.02X*, 2.03X, 2.06X, 2.07X*, 2.08X, 2.09X*; ASC1.01X, 1.02X, 1.03X; ASC2.06X*, 2.07X*, 2.08X

Planning Notes

• Prepare readings, listening passages, and role plays/dialogues or use textbooks.

• Select and prepare picture cards and media materials.

• Prepare instructions for pair projects and writing model.

Prior Knowledge Required

• Students should have an understanding of the present continuous and simple present tenses.

Teaching/Learning Strategies

1. Using a large calendar posted on the board as a guide, ask students to identify the holidays for each month. Be sure to include both Christian and non-Christian religious holidays. After completing the class calendar, have students fill in a smaller calendar handout with the important holidays and their dates (e.g. Jan 1^st New Year’s Day, February 14^th Valentine’s Day).

2. Students then complete a discovery activity. Divide into small groups. On a chart, students record the special holidays in each other’s homelands, then report their findings to the class.

3. Next, students complete a pictorial matching exercise, identifying the image shown with its holiday (e.g. the cross with Easter, a heart with Valentine’s Day, baby Jesus with Christmas).

4. Supplement vocabulary by having students complete exercises in course texts such as Canadian Concepts 1 & 2, Side By Side Book 1, Longman Photo Dictionary, and Workbooks, A Picture’s Worth a 1,000 Words. In addition, provide short reading passages and simple listening activities related to holidays. Students complete cloze exercises.

5. Follow this by having students write a short descriptive piece about how a holiday in their homeland is celebrated, using a teacher provided model as a guide.

6. Just prior to the first mass, prepare students by distributing a simple checklist listing behaviours both appropriate and inappropriate for school masses. Students identify those behaviours they feel are appropriate. A discussion follows.

7. After completing this activity, students may also re-invite the school chaplain or local priest into the class to answer questions that have arisen regarding specific religious celebrations. Students ask about career opportunities. This visit should be preceded by a class-drafted invitation and followed by a class-drafted letter of thanks. A similar visit could also be arranged for non-Christian leaders regarding such religious holidays as Ramadan or Chanukah.

Accommodations/Special Needs

• Pair weaker students with stronger students and same language students. Employ peer teaching.

• More advanced students can research how a specific holiday is celebrated in another country, culture, or religion and report their findings to the class.

Assessment/Evaluation

• Role plays/Dialogues (Formative: AOR2.02X, 2.04X; ARE3.04X; ASC2.06X)

• Writing assignment modelled on teacher/textbook samples (Summative: ARE1.05X; AWR1.02X, 2.03X, 2.07X)

• Test to assess students’ understanding of the concepts (Summative: ARE3.04X; AWR2.02X)

• Learning Log (Formative: ARE2.04X; AWR2.09X; ASC2.07X)

Resources

• Canadian Concepts 1 Unit 4 pp. 49- 62 and cassette

• A Picture’s Worth a 1,000 Words pp. 61

• Longman Photo Dictionary pp. 1, 3

• Longman Photo Dictionary Beginning Workbook pp. 1, 3, 4, 6 and cassette

• Longman Photo Dictionary Pronunciation & Spelling Workbook pp. 5, 6, 8-9 and cassette

• Picture cards

• School chaplain/local priest

Activity #4

Title: Discovering Canadian Symbols

Time: 120 minutes

Description

This activity gives the students the opportunity to discover Canadian symbols such as people, animals, and places found on Canadian money, provincial and national coats of arms, and provincial flower/mineral and animal emblems. This activity builds on the knowledge of Canadian geography and sets students on the road to becoming responsible, informed citizens. Students will work in pairs to generate questions and in small groups to research facts related to the history or geography of the symbol. They will synthesize the related vocabulary through a short presentation. Students will become familiar with the vocabulary of symbols and common adjectives.

Strands and Expectations

Ontario Catholic Graduate Expectations:

The graduate is expected to (be):

• a reflective, creative, and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good.

• a responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.

• respect and understand the history, cultural heritage and pluralism of today’s contemporary society.

Strands: Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, .02X, .04X; AREV.04X; AWRV.01XD, ASCV.01X

Specific Expectations: ASC1.01X*; ASC2.05X; ASC2.06X; ARE2.02X; AWR1.04X; AWR1.04X*; AOR3.05X; AOR2.02X*; AOR1.06X; AOR3.06X

Planning Notes

• Materials required for this activity include: manipulatives (coins, bills/or photocopies), paper for a poster, markers, scissor, glue, magazines, newspapers.

• Advise the librarian of the research topic and book time in the library.

• Contact the Ministry of Travel & Tourism for free information/brochures; this could also be an extension to the activity, as students could draft a letter to the ministry asking for information.

Prior Knowledge Required

• Students should have some familiarity with Canada and its geography

Teaching/Learning Strategies

1. Using actual Canadian money (bills, loonies, toonies, and coins), students explore and discuss the symbols represented there. To assist with vocabulary, the teacher could have a prepared list (chart paper, blackboard, overhead transparency, Canadian pictorial dictionary) to make reference to the following: beaver, loon, polar bear, J.A. McDonald, Laurier, maple leaf, RCMP, etc. This vocabulary should then be added to students’ vocabulary lists.

2. Working in pairs or small groups, students reach a consensus on which symbol they would like to further research and present. The assignment requires both a Canadian symbol and one from their native land. Possible areas of research might include a description of the symbol, the history/significance of the symbol, and/or geographic location.

3. Students formulate three research questions and create/use visual organizers (e.g., web, Venn Diagram, grid, sequence chart, etc) to be completed at the time of research.

4. Students work/conduct research within their group in the library with teacher and librarian assistance.

5. Upon completion of research, students create a poster reflecting both the Canadian symbol and that of their native country. The poster is then part of a short oral presentation and forms part of a classroom display.

Assessment/Evaluation

1. Poster (Summative: AWR1.04X; ASC1.01X; AOR2.02X)

Accommodations/Special Needs

• Less fluent students may write and present in their first language the symbol from their countries.

• Pair students according to same first language.

• For more advanced students, research could involve CD ROMs, Web sites, and personal interviews.

Resources

• Librarian and resources in library

• Manipulatives, magazines, newspapers, brochures

Activity #5

Title: “Field and Stream” - Discovering Canada’s Flora and Fauna

Time: 240 minutes

Description:

This activity provides students with the opportunity to experience local flora and fauna and to appreciate and respect God’s gifts. Students will prepare for a field trip to a local park in their community through teacher-guided research into local plant and animal life. They will engage in a scavenger hunt and, on return to class, will reflect on their experience by making a collage using appropriate words and images in a creative manner. Through a brief oral presentation, they will share their collage with the class. Students will become familiar with the vocabulary of Canada’s flora and fauna. They will use descriptive adjectives and the simple past tense.

Strands and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be one who:

• respects the environment and uses resources wisely.

• achieves excellence, originality, and integrity in his/her own work and supports these qualities in the work of others.

Strands: Oral and Visual Communication; Reading; Writing; Social and Cultural competence

Overall Expectations: AORV.01X, .02X, .04X; AREV.02X, .04X; AWRV.01X; ASCV.01X

Specific Expectations: AOR1.01X*, 1.04X*; AOR2.01X, 2.02X; ARE1.02X; ARE2.01X*, 2. 02X; ARE4.01X; AWR1.01X*;AWR2.03X, 2.07X, 2.08X, ASC1.01X

Planning Notes

• This activity is designed to reflect local conditions. A nearby park, wood lot, or even the school grounds will provide an opportunity to go on an excursion or scavenger hunt which can be accommodated in a school period. This is an introduction and is not meant to be a definitive list of Canada’s flora and fauna.

• Assemble a collection of books dealing with Canadian flora and fauna (with local emphasis).

• To ensure student success, visit the site to create the scavenger hunt.

• For the collage, repare a variety of magazines for cutting, glue, scissors, and construction paper.

Teaching/Learning Strategies

1. Working in groups, students examine teacher-supplied flora and fauna resources. With guidance, they collect names, descriptions, and illustrations of flowers, trees, animals, and birds they might expect to see locally. Students are encouraged to use accurate and varied adjectives in their descriptions, and to enter them in personal vocabulary lists.

2. Review scavenger hunt rules. Emphasize on enjoying the experience and respecting the environment (e.g. sketch rather than pick wild flowers, sight birds on the honour system, finishing first is not an aim).

3. On the day of the excursion, students working in pairs record/draw sightings of items listed in the hunt. When finished, they gather to discuss and evaluate their experience (Adapt Appendix 1-1.3 in Unit 1).

4. Follow-up classroom activity: a collage to allow students to reflect on their experience in a creative fashion. The collage can include pictures and words cut from magazines, students’ own art work and words, or a combination.

5. Use simple past verbs related to the scavenger hunt (walked, visited, collected, etc.). Students list these in their personal vocabulary and draw on them for the next activity. (Azar, Betty, Basic English Grammar)

6. Oral presentation by each student to class: “What my collage tells about our class outing”.

Accommodations/Special Needs

• Create working groups with a range of abilities to allow for success in research portion.

• Pair weak students with stronger students for the scavenger hunt.

• Use peer helpers if possible during the scavenger hunt to act as scribes.

• Accommodate any physical disabilities during the field trip by arranging an alternate, accessible activity.

Assessment/Evaluation

• Observation of successful transfer of classroom knowledge to scavenger hunt activity, using an adaptation of Appendix 1-1.3 in Unit 1 (Summative: AOR1.01X)

• Collage - Appendix 2-5.1 (Summative: AOR1.04X; ARE2.01X; AWR1.01X)

• Oral presentation (Summative: AOR1.04X)

Resources

• Flora and fauna books representing local area

Teacher-generated scavenger hunt

• Newspapers, magazines, scissors, glue, construction paper

• Azar, Betty, Basic English Grammar

Activity #6

Title: Examining Canadian Sports and Leisure Activities

Time: 120 minutes

Description

This activity provides the students with the opportunity to explore and familiarize themselves with Canadian sports and both outdoor and indoor leisure activities using a seasonal approach. Students will learn new vocabulary, express personal preferences (I like...), and categorize the sports and leisure activities according to which season they would most likely occur in. Students will also be introduced to the writing process: planning, writing, conferencing, editing, and rewriting with teacher assistance. Opportunities to expand the activity by having students compare/contrast Canadian sports and leisure activities with those found in their countries of origin can easily be added. Students will be encouraged to lead a healthy lifestyle and integrate learning from their experiences with sports and leisure activities.

Strands and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to :

• achieve excellence, originality, and integrity in one’s own work and support these qualities in the work of others.

• adopt a holistic approach to life by integrating learning from various subject areas and experience.

• set appropriate goals and priorities in school, work and personal life.

• participate in leisure and fitness activities for a balanced and healthy lifestyle.

• work effectively as an interdependent team member.

• respect the rights, responsibilities, and contributions of self and others.

Strands: Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X; .02X, .04X; AREV.02X; AWRV.02X; ASCV.01X, .02X

Specific Expectations: AOR1.01X; AOR2.03X*; AOR3.03X; AOR3.06X*, AOR4.02; ARE2.03X*; ARE2.04X*; AWR1.02X*; AWR2.02X; AWR2.03X*; AWR2.07X*; AWR2.08X; ASC1.01X*; ASC2.02X; ASC2.05X*; ASC2.06X*; ASC2.08X*

Planning Notes

• Collect pictures or video clips of Canadian sports and leisure activities well ahead of time.

• Roch Carrier’s short story “The Hockey Sweater” (either the animated video or print version) could be an extension to this activity.

Prior Knowledge Required

• understanding of the four seasons in Canada

• familiarity with “wh” questions, first- and third-person singular verb forms (present tense), and cooperative group work

Teaching/Learning Strategies

1. Show pictures or video clips of sport and leisure activities to elicit vocabulary and to stimulate prior knowledge and discussion.

2. Using a pictorial classroom dictionary (The Basic Oxford Picture Dictionary, pp. 92-93), introduce/ teach/model new vocabulary. The students repeat the words/phrases aloud.

3. Begin the game of “Question Tag” with a personal preference statement and a question, e.g. “I like soccer. What do you like ?”. Pick the first student to respond to the question; the student repeats the teacher’s statement and adds her/his answer, followed by the question for the next student, e.g. “(Teacher’s name) likes soccer. I like tennis. What do you like ?”. Each student is asked in turn, repeating all previous responses and asking the question.

4. In small groups (3-4 members), students are given an activity handout. They are asked to work cooperatively, arranging the list of sport and leisure activities according to season and sub-headings. To enhance cooperative strategies, the duties of recorder, presenter, researcher (dictionary work/verification), and timekeeper are assigned to individual students within each group. When each group finishes, the presenter orally reports the group’s findings. To avoid repetition, allow each group to report only one season’s list. At the end, discuss/clarify any discrepancies.

5. Explain that the students will be writing five sentences about their favourite sport or leisure activity. Using the blackboard/chart paper/overhead transparency, guide the students through the steps in the writing process from plan, rough draft, conference/editing (with teacher or peer editor, see Appendix 2-6.1), to final draft. Show the model paragraph (Appendix 2-6.2, teacher composed) and explain how each sentence answers a question in the order of: what, why, where, when, how. Pair students (writing/editing partners). As they plan/write, conference with them, giving suggestions for improvement. When students finish writing, they exchange their drafts with their partners who edit using the Peer Editing Guide (Appendix 2-6.1). Upon reviewing the results/suggestions from their peer editors, students produce a final draft to be evaluated by the teacher.

6. Students include the new vocabulary in their vocabulary list.

7. As an extension of this activity or as a homework assignment, students interview physical education department staff or other students, or research extra-curricular activities listed in their student agenda books to find out which sport/leisure activities are available at school and in which activities they would want to take part.

Accommodations/Special Needs

• Pair students who have less familiarity with vocabulary with students who are more fluent.

• Pair students of same language backgrounds.

• Assign oral reporting, researching, or writing using computers to more advanced students.

Assessment/Evaluation

• Observation (Diagnostic/Formative: AOR2.03X; A0R3.06X; ARE2.03X; ASC1.01X)

• Assessment of Group Work - Rating Scales, Appendix 2-6.2 (Summative: ASC1.01X; ASC2.05X; ASC2.06X; ASC2.08X)

• Writing assignment (Summative: AWR1.02X; AWR2.03X; AWR2.07X)

• Learner Logs/Homework Check (Summative: ARE2.04X, AWR2.07X)

Resources

• The Basic Oxford Picture Dictionary

• School personnel

• Pictures or video clips of sport/leisure activities

Activity #7

Title: Selling Canada

Time: 120 minutes

Description

In this culminating activity, students will create an advertisement for Canada, using and reviewing information and language skills acquired in Unit 2. With teacher guidance, students will research authentic media models (travel brochures/magazines, radio/television advertising). Students will continue to build cooperative work skills in pairs or small groups and exercise Christian leadership in the achievement of individual and group goals.

Strands and Expectations

Ontario Catholic Graduate Expectations:

The graduate is expected to:

• develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity and the common good.

• use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

• think reflectively and creatively to evaluate situations and solve problems.

• respect the rights, responsibilities and contributions of self and others.

Strands: Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, .02X, .04X; AREV.04X, ASCV.01X, .02X

Specific Expectations: AOR1.06X, 2.01X*, 2.03X, 2.04X, 3.01X, 3.02X, 3.05X, 4.01X*; ARE1.03X, 2.03X; AWR1.01X; ASC1.01X*, 1.02X, 2.05X*, 2.06X*, 2.08X*

Planning Notes

• The materials required for this activity may include: paper/construction paper/bristle board, markers, scissors, glue, video camcorder, TV/VCR, tape recorder, cassette tapes, costumes, travel brochures, magazines, and advertisements/commercials.

• A group project rubric can be created by the teacher in order to evaluate the groups’ ads and cooperative skills. Suggested criterion include cooperative group working skills, synthesis of knowledge acquired in Unit 2, creativity/interest level, presentation skills. Each criterion is then evaluated.

Prior Knowledge Required

• Familiarity with cooperative group work and the geography of Canada

Teaching/Learning Strategies

1. Students investigate and discuss, through teacher guided questions, travel advertisements by examining brochures, magazine/newspaper ads, or radio/television commercials about travel compiled by the teacher. These questions could be, Why do you want to go there ? How does the ad/commercial work (appeal) ?

2. The students enter an advertising contest. Working in pairs or small groups, they create an ad/ commercial enticing people to travel to Canada. Encourage students to be creative and appeal to the senses (colour, music, fragrance, flavour, touch.) with their ads. The ads can be a poster, magazine/ brochure ad, radio or television commercial. This activity can be expanded to include students creating an ad for their county of origin in their first language (bilingual activity).

3. Each group presents its ad/commercial and is peer/teacher assessed using a Group Project Rubric. Parents/administrators/other teachers could be invited to see and evaluate the presentations.

Accommodations/Special Needs

• Pair students of same first language or more advanced students with less fluent students.

• Assign researching and oral reporting to more advanced students.

Assessment/Evaluation

• Group work and completed project (Formative/Summative: AOR2.0X1; AOR4.01X; ASC1.01X; ASC2.05X; ASC2.06X; ASC2.08X)

Resources

• Travel magazines, brochures

Appendix 2-1.1

ASSESSMENT RUBRIC

INTRODUCTION TO BASIC CANADIAN GEOGRAPHY

Name:________________________ Date:________________________

	Poor	Fair	Good	Very Good
Writes legibly using the Roman alphabet in cursive and printed form
Uses capitals for provinces and capital cities
Copies names of places correctly
Follows correct conventions for map work

Appendix 2 - 5.1

Collage Assessment Rubric

Overall design shows thoughtful choice of pictures and words to reflect the student’s experience.

Level 1 - below expectation Level 3 - meeting expectations

poor choice of material variety of materials

poor use of space arranged with care

little thought or effort demonstrated creation of meaningful reflection

content inaccurate content largely accurate

Level 2 - approaching expectations Level 4 - above expectations

some variety and imagination in choice rich variety of material

of material

some care and thought in placement original and imaginative arrangement

evidence of attempt to create a an imaginative and creative meaningful reflection reaching beyond the experience

content somewhat accurate accurate

Appendix 2-6.1

Guide for Peer Editors: A Checklist

What to look for:	Yes	No	Correction
Is there a heading: name, date, title?
Does each sentence answer a “wh” question? – sentence #1 topic sentence – sentence #2 what/why – sentence #3 where – sentence #4 when – sentence #5 how
Is the spelling correct?
Is athe punctuation correct?
Is the capitalization correct?
Is the grammar correct?
Is the writing legible?

Reread your writing partner’s revision/final draft and sign you name at the bottom.

Appendix 2-6.2

Teacher’s Model Paragraph

My favourite sport is karate. I like karate because it is good exercise for my body and brain (mind). [what/why] I practise karate in a dojo. [where] I go to karate Mondays and Wednesdays in the evening. [when] I listen to and watch my teacher, sensei, and then I kick, block, and punch. [how]

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