Course Profile English in Daily Life ESL Level 2, open, Catholic
Unit
4: Canadian Diversity
Activity 1
| Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity
6 | Activity 7
Unit
Developer(s)
Jamie Finan, Durham
Catholic District School Board
Christina
Maschas-Hammond, Peterborough, Victoria, Northumberland, Clarington Catholic School
Board
Mary Adelle
Patterson, Durham Catholic District School Board
Development Date: May-August 1999
This unit
of study explores Canada's physical, sociocultural, and economic diversity and
the interrelationships this diversity generates. Throughout this unit, students
develop a sense of appreciation for the beauty and richness of Canada's natural
environment, the diversity of cultures and religions, the nature of the
Canadian economy, and the structure of government. As they progress through
this unit, students reflect upon their Christian and civic responsibility to
society and the environment and consider the opportunities Canada has to offer.
Students think globally and analyse the presence of Catholic values in the
social fabric of the country.
Ontario Catholic Student Graduate Expectations: 1c;
3c, f; 4e; 5a, e, g; 7a, f, g, h, i, j.
Strand(s): Oral
and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV .03, .04, .06;
BREV .01, .03, .05; BWRV .01, .02, .03; BSCV .01, .02.
Specific Expectations:
BOR 1.01, .02, .03, .05, .06, .08; 2.01, .02,
.03, .04, 3.03, 4.01; BRE 1.01, .02, .03, 2.01, .02, .03, 3.01, .02, .03, .04, .05, 4.01, .02; BWR 1.01, .02,
2.01, .02 .03, .04; 3.01, .02, .03, .04, .05, .06; BSC 1.01, .02, .04, .05,
2.01, .02, .03, .04.
|
Activity
1 |
Yours
to Discover |
150
minutes |
|
Activity
2 |
Interactions:
People and their Environment |
225
minutes |
|
Activity
3 |
Canada:
Viewing Our Economy |
150
minutes |
|
Activity
4 |
Economics
and the Government of Canada |
225
minutes |
|
Activity
5 |
Canada:
Viewing our Cultural Diversity |
225
minutes |
|
Activity
6 |
Examining
Canada=s Rights and Freedoms |
150 minutes |
|
Activity
7 |
Tour of
Canada |
375
minutes |
Teachers review, in advance of
teaching this unit, a number of films, videos, and computer reference programs about
Canada and its physical, social, and economic characteristics, to pre-select
those which would best suit the needs of the ESLBO class. If Internet access is
available, teachers familiarize themselves with a number of sites that offer
information about the land, the people, and the economy of Canada, to direct
students in their various forms of research. Teachers refer to Individual Education Plans and modify unit
activities and expectations to accommodate the students’ needs. Teachers may prepare graphic
organizers to support Teaching/Learning Strategies in this unit or browse the
Durham Catholic District School Board web site for teacher-prepared graphic
organizers. (www.durhamrc.edu.on.ca)
Achievement of expectations at the ESLAO
level is required. Specific knowledge
and skills in the following areas are needed for this unit: use of the
dictionary, basic mapping and map reading, knowledge of Canadian place names,
simple sentence and paragraph structures, identification of main ideas from
research materials, and familiarity with gospel values. (See ESLCO Appendix A) Basic computer keyboarding and Internet
search skills are required for those students who have the opportunity to apply
them. Some understanding of current
environmental, economic, and social issues may enrich students' participation
in this unit of study.
Teaching/learning strategies used
within this unit of study include: brainstorming and word webbing; simple
observation and oral response; map and atlas reading; note-taking; personal
journal writing; participation in group presentations; creating an organizer to
present information; extracting information from media sources;
problem-solving; letter-writing; interpretation of graphic and statistical
data; classroom discussion and use of available computer technology.
·
informal
assessment observation of students' in-class participation and co-operation
·
summative
assessment research assignments, poetry writing,
·
peer-
and teacher- evaluation of oral presentations
·
pencil
and paper unit/activity test(s) on content and vocabulary
·
homework
check
·
formative
checklist assessments of mapping skills, collage presentation, and journal
writing
Adventure Canada. Virtual Reality Systems, Inc.,
1996.
Wide World of Animals. Creative Wonders Multimedia
Corporation, 1995.
Brunetti, Jean-Claude. Treasures
of the Bible. Quebec: Diffusion
Prologue, 1997.
Cameron,
Judy and Tracey Derwing. Being Canadian. Toronto:
Prentice Hall Ginn, 1998.
Cartwright,
Fraser, Gary Birchall. Contact Canada. Toronto: Oxford University Press, 1996.
Derry,
William and Charles Nash. Geocanada. Toronto: McGraw-Hill Ryerson Ltd., 1990.
Lubman, Daniel. Canadian Dictionary or English Learners.
Don Mills: Addison-Wesley, 1987.
Massey, Don and Patricia Shields. Canada: Its Land and People. Edmonton: Reidmore Books Inc.1995.
Zuern,
Geunther. Ontario Reader, 1999. Toronto: Maracle Press. 1999.
Various
sites on Canada's physical environment, people, government, and economy (listed
in activities).
Time: 150 minutes
Canada is a nation of great physical
beauty and contrast. This activity explores the diversity of physical
landforms, vegetation, wildlife, and climate across our nation and how they
interact with each other. The specific language skills that are emphasized in
this activity centre on point form note-taking, sentence construction using
comparatives, extracting information from visual and media sources, organizing
and categorizing information into a graphic organizer, and the appropriate use
of adjectives.
Ontario Catholic Student Graduate
Expectations: 5a.
Strand(s):
Oral and Visual
Communication, Writing, Social and Cultural Competence
Overall Expectations: BORV
.03, .04, .06; BWRV .01; BSCV .02.
Specific
Expectations: BOR 1.01, .03, .06v; 2.01, .02v; 4.01v; BWR 1.01v; 2.01; BSC 1.02.
·
Teachers
are encouraged to create a classroom library of pictures, magazines, travel
brochures, videos, atlases, texts, and computer resources to assist students to
visualize the diversity of Canada's natural environment.
·
Teachers
introduce students to specific geographic language they will encounter
throughout the activity (e.g., landscape, landforms, natural, human-made,
vegetation, wildlife, endangered, etc.).
·
A wall
map of Canada and a world globe are required.
·
Achievement
of expectations at the ESLAO level is required.
1.
Present students with The Great Canadian Trivia Challenge (Appendix 4.1) This is an
on-going activity in which students are to seek out specific information about
Canada using any/all resources made available to them. The challenge is to see who can
independently locate the information in answer to all the questions by the end
of this unit of study.
2.
Open discussion by asking students to think
about any three adjectives that they would use to describe the Canadian
environment.
3.
Create a blackboard/overhead word web,
recording the adjectives the class generates, with the word Canada at the centre.
4.
Ask
students to consider if these same adjectives could be used to describe their
home country.
5.
Encourage students to give oral responses using
comparatives such as smaller than, hotter than, when comparing the two
countries.
6.
To introduce the concept of physical diversity,
present to students a series of colour photographs, with no place name
identification, that illustrate varying types of landscapes and climates (e.g.,
ice fields, rainforests, mountains, flat lands, rocky islands, lakes and
rivers, etc.) Challenge the class to determine which are photos of places in
Canada and which are not.
*Note: Old calendars provide an inexpensive and
abundant source of landscape photos for activities of this nature.
7.
Once students comprehend that all landscapes
depicted in the photographs are Canadian, guide students to illustrate the
approximate locations of each on a wall map of Canada.
8.
Ask students to explain why Canada has such diverse physical characteristics. Direct
discussion to the two main factors: Canada's size and location.
9. Using the wall map of Canada and a world globe as references, students
discuss and evaluate the advantages and disadvantages of Canada's size and
global location. For example:
·
advantage:
Canadians get to experience all four seasons (location).
·
disadvantage: Travel in Canada can be costly
and time-consuming (size).
10.
Students
complete a point-form chart or note summarizing the advantages and
disadvantages as agreed upon by the class.
11. Returning to the landscape photos, students are divided into small
groups and given a photo to examine more closely. Students extract as much information
about that part of the country as they can from the photo (e.g., What is the
weather like? What season is it? What landforms are shown? Is there any sign of
human activity? If so, what? What does the natural vegetation look like? Do you
see any wildlife? Could people live here? Why or why not? References such as Geocanada and Adventure
Canada may be used by students to supplement this activity.
12. Each group of students is directed to document their observations for
their specific location on a student-generated organizer to be presented and
shared with the rest of the class.
13. This may be an appropriate time to show students a video or film that
offers them a more comprehensive view of Canada's diverse landscapes, wildlife,
and climate (e.g., On Top of the World:
Canada). As the video tours Canada, students may list some of the more
spectacular natural sites shown.
14. After viewing the video/film, students are encouraged to informally
share any first-hand knowledge they may have about any of the Canadian sites
shown in the video/film.
·
Teacher
observation and informal assessment of students participation and co-operation
in class discussion and group activity.
·
Peer-evaluation
of group presentation - Appendix 4.2 - Oral Presentation - Teacher/Peer
Checklist Assessment.
Adventure Canada. Virtual Reality Systems, Inc., 1996.
Assorted visuals showing landscapes of Canada
(e.g., calendar photographs)
Derry, William and Charles Nash. Geocanada. Toronto: McGraw Hill Ryerson Ltd., 1990.
On Top of the World: Canada. Lifestyle Home Video, 1992.
Wall map
of Canada and world globe.
·
Provide
a vocabulary list defining geographic terms used throughout the activity.
·
Present
teacher-generated organizer for the photo observation activity.
·
Present
video in short sections rather than in its entirety.
Appendix 4.1 - The Great Canadian Trivia
Challenge
Appendix
4.2 - Oral Presentation-Teacher/Peer Checklist Assessment
Time: 225 minutes
Geography has an enormous influence
upon how people live. This activity challenges students to examine how the
environment impacts upon their lives and how they, in turn, impact upon the
environment. Throughout this activity students develop skills in organizing
information into a graphic organizer, expressing opinions from personal
experience, using grammatically correct sentence structure in written notes,
extracting information from written, graphic, and statistical data presented in
pamphlets and personal journal writing. Using the creation story in the Book of
Genesis, students develop a sense of appreciation and responsibility for the
gift of God's creation.
Ontario Catholic School Graduate
Expectations: 1c, 3c, f, 7h, i.
Strand(s):
Reading,
Writing, Social and Cultural Competence
Overall Expectations: BREV.01,
05; BWRV.01, .02; BSCV.02.
Specific
Expectations: BRE2.02, 3.01; BWR1.01v, 2.01; BSC1.05v, 2.02, .04v.
Teachers may wish to:
·
gather
pamphlets/booklets from municipalities that give information about local
recycling initiatives;
·
track
current newspaper articles that address issues such as energy conservation, environmental
protection, recycling programs, etc., to have available for the students' use;
·
If a
recycling plant is nearby, organize a field trip to the facility;
·
seek
out varying interpretations of the creation story.(e.g., Treasures of the Bible).
·
achievement
of expectations at the ESLAO level
·
basic
understanding of the concept of recycling
1.
Students are reminded to continue their search
for answers to The Great Canadian Trivia
Challenge.
2.
To
open discussion about the impact the natural environment has on our lives, ask
students to look around the classroom and indicate items they see or use that
initially come from the land.
3.
Direct students to start with the paper on
which they are presently writing.
4.
Students define the term resource,
distinguishing between renewable and non-renewable resources and listing
examples of each in a chart or Venn diagram.
5.
For homework, assign students to search through
all rooms of their home and list the items they, and other members of their
family use in a typical day, that are provided by or produced from the natural
environment. Students document their findings in a chart with three columns: Product/Item, Source/Resource and Renewable/Non-renewable.
The goal of this activity is to make
students aware of the vast array of natural resources Canada has to offer to
its people.
6.
Teachers tap students' personal knowledge of
how environment affects lifestyle by opening discussion about how their lives
have changed since moving to Canada.
7.
To organize students' thoughts and opinions
about how environment affects lifestyle, students may develop a graphic
organizer of their own to illustrate the effect environment has on human
activity. (Students may give
examples, using any geographical reference, to support the concept that
environment affects lifestyle, e.g., Clothing - most Canadians require both
winter and summer clothing; Housing - homes in the Caribbean Islands do not
require heating systems. Other sub-topics to consider include: transportation,
economic activity, food, recreation)
8.
Students
read through the creation story (Genesis 1: 1-31, 2: 1-4) and list, in
sequence, what God created on each of the seven days.
9.
Students use this same reading to reflect upon the
following questions and write a journal entry:
·
What role did God present to humankind at the
end of the creation? (Genesis 1: 26)
·
Have the people of this planet carried out
God's wishes? Explain your response.
·
What role do you see yourself playing in guarding and protecting our natural
environment?
10. Students discuss how humans have affected the natural environment. The
challenge for the teacher is to have students arrive at both positive and
negative interactions. This may be documented in a Positive and Negative
Interactions chart.
11. Discuss with students the 3R's (Reduce, Reuse, and Recycle) to clarify
the meaning and consider how it relates to our God-given role of protectors of
the natural environment.
12. Teachers and students research and discuss how the Reduce, Reuse, and
Recycle initiative is promoted at the national, community, school, and
household levels. This may involve researching information pamphlets from
community recycling facilities, conducting an Internet search on national and
local recycling programs, interviewing staff and students in charge of the
recycling program at the school, or conducting a survey of one’s family members
about their knowledge and involvement in the 3R’s.
13. Students submit a written summary, graphic presentation, statistical
analysis, poster, or collage to present their findings for any one of the above
mentioned initiatives.
14. This activity may be concluded with a brainstorming session or a short
dramatization whereby the class works co-operatively to consider the ways and
means that each person can help
protect and preserve the environment in which they live.
· informal assessment of student participation in class activities and discussion
·
personal journal writing Checklist - Appendix 6.3.
· homework checks
· summative assessment of content and creativity in students’ 3R’s summary, analysis, poster, or collage
Environment Canada - The Green Lane www.ec.gc.ca/search_e.html
Recycle City www.epa/gov/recyclecity/mainmap.htm
Pamphlets and newspaper articles on local recycling programs
Wansbough, Henry, ed. The New Jerusalem Bible. New York: Doubleday, 1990.
· Provide students with a list of Canada's renewable/non-renewable resources to categorize
· Seek out creation stories in children’s bibles to make the story more understandable (e.g., Treasures of the Bible)
·
Students may create a collage showing images of how
environment affects human activity rather than submitting a student-generated organizer, (e.g., types of clothing
for different environments)
Time: 150 minutes
In this activity students use oral, visual, and written language to develop their knowledge of the economic picture of Canada. Students then apply this knowledge as they grow to become citizens of a just and compassionate society. As students have had some exposure to the physical diversity of Canada through previous activities, this activity builds upon these skills and links them to the economic composition of Canada. The vocabulary related to economic diversity is the focus of this activity. The language structures developed in this activity are the use of synonyms, homonyms, and antonyms to clarify meaning and add detail to student writing and point-form note-taking.
Ontario Catholic School Graduate Expectations: 3f; 7g.
Strand(s): Oral and Visual Communication, Reading, Writing
Overall Expectations: BORV.03; BWRV.03; BREV.03; BSCV.02.
Specific Expectations: BOR2.01, .02; BWR2.01v, 3.03, .04v, .05; BRE3.01, 4.01v; BSC1.02v.
· Gather visual supports that assist students in grasping the vocabulary related to the economic diversity of Canada.
· A large wall map of the physical make-up of Canada is essential and a world globe would be beneficial.
· Collect a variety of newspapers, especially the classified and the business sections, as resources for developing research and inquiry skills.
· Arrange for students to use the Internet for these activities, and, if necessary, arrange for peer tutors to support and assist with Internet use.
· Prepare symbols that represent the various economic categories of Canada, (e.g., fish for fishing, tree for forestry, the golden arches for service industry, computer for business, etc.) Contact some of the government offices such as the Ministry of Tourism or the Ministry of Natural Resources and get actual symbols which are used on signs across the province.
· Prepare graphic organizers to support Teaching/Learning Strategies in this unit or browse the Durham Catholic District School Board web site for prepared graphic organizers, such as:
Dollar Sense: This graphic organizer visually presents a list of jobs linked to an economic category which is then linked to locations that these jobs are required.
· achievement of the expectations at the ESLAO level
· some familiarity with using the atlas
· some familiarity with the physical regions of Canada
1.
Students are reminded to continue their search for answers to The Great Canadian Trivia Challenge, as
they proceed with the next activities.
2. To begin this
activity, brainstorm with students to determine their knowledge of the economic
make up of Canada. Teachers ask students "What do people in Canada do to
earn money (a living)?” Record responses on the board or chart paper. Students
reflect upon personal knowledge and work experience. Students are provided with
resources that provide further information on the economic make up of Canada,
(e.g., the newspaper, the Internet career search, visual aids that portray
individuals in various lines of work, etc.). Elicit as much information from
the students as possible as they develop inquiry and research skills with the
teacher’s support and direction. Teacher assists students with information
where necessary.
3. Present the main
categories of the economic structure of Canada to the students. These economic
structures are the vocabulary focus for this activity. Students complete
vocabulary exercises to reinforce meaning, (e.g., match the meaning to the
definition, a crossword puzzle created on the computer, synonym/antonym match)
and understanding of the terms. The major areas that drive the economy of
Canada, which should be the focus of this activity, are agriculture,
manufacturing, natural resources, service industry, business, public
administration, and construction.
4.
Using the list of jobs and occupations developed from the previous
brainstorm activity, assist students in matching the specific jobs they listed
to the economic category (e.g., food server at McDonald's - service industry,
doctor - public administration, fishing - natural resources, real estate
salesperson - business, etc.) Students complete this activity as a
teacher-directed, co-operative exercise matching all the jobs to an economic
category. If the students have not found examples of jobs linked to any of the
economic categories, teachers may provide examples so that the chart can be
completed. After completing the large group activity, students can then
complete a graphic organizer, Dollar
Sense, independently or in small groups.
5. Direct students
to choose one of the jobs from the previous activity and write a description of
that job, using new vocabulary.
6. Students have
studied the physical regions of Canada in previous activities. To begin this
part of the activity, review the map of Canada as students identify each
province and indicate its location on the large wall map. Provide outline maps of
Canada. Each student completes this map labelling the provinces and
territories.
7. Lead a
discussion about the physical and land characteristics necessary for each of
the economic categories (e.g., fishing takes place where there is water;
agriculture takes place where there is suitable land, space and climate to grow
crops; restaurants and hotels are established in cities and towns where people
are, etc.) Using the board or chart paper teacher co-operatively compiles a
chart that links each economic category to the necessary characteristics and
components, which determine its location in Canada.
8. The various
symbols for each of the economic categories are displayed on the board.
Students match a symbol to each economic category, (e.g., stock of corn to represent
farm industry, bed to represent tourist service industry, knife and fork to
represent food service industry, computer to represent business industry,
etc.).
9.
On the large wall map of Canada, link the economic symbol to the
area of Canada which supports the economic category. Students place the symbols
on the wall map in the areas where that form of economic enterprise takes
place. The economic diversity of Canada visually appears on the map by the
placing of the selected symbols. Students transfer this information onto the
outline map of Canada that they have completed. Review the legend on a map,
which was studied in ESLAO. Students complete their map incorporating the
symbols for each economic category into the legend.
10. To further link the
concept of economy to the physical regions of Canada, students complete a
cause/effect activity. This activity can be set up as a chart, listing the
economic categories studied, with three specific examples of industry within
each category. The students must list necessary components for this form of
industry to succeed in an area. Students should work in pairs or small groups
to complete the activity. Encourage discussion among groups, with students
asking each other questions. Complete the activity with large group sharing.
· mapping Skills Assessment Checklist used to assess maps completed (Appendix 4.3)
· teacher observation of written work completed in this activity to monitor student progress
· anecdotal assessment of written work, to improve spelling, punctuation and vocabulary usage
· pencil and paper test-summative assessment, testing student knowledge of economic regions of Canada
Barry, J. Language To Go. Toronto: Nelson Canada, 1995.
Cameron, J. and T. Derwing. Being Canadian, Language for Citizenship. Toronto: Prentice Hall Regents Canada, 1996.
Fowler, H.W. The Concise Oxford Dictionary of Current English. Oxford: Clarendon Press, 1990.
Martin, D. Communicating Skills. Toronto: Nelson, 1998.
O'Malley, J.M. and L. Pierce. Authentic Assessment for English Language Learners. Toronto: Addison-Wesley Publishing Co., 1996
Shapiro, N. and J. Adelson-Goldstein. The Oxford Picture Dictionary-Canadian Edition. Toronto: Oxford University Press, 1999
Walter, T. Amazing English. Toronto: Addison-Wesley Publishing Co., 1996.
· Pair students experiencing difficulty with linguistically stronger students for co-operative activities.
· Model writing activities for students experiencing difficulty.
· Peer tutors may be of assistance with computer activities.
Appendix 4.3 - Mapping Skills Assessment Checklist
Time: 225 minutes
In this activity, students become aware of the fundamentals of the system of currency in Canada, which builds the taxation system in our country. The study of the tax system is linked to the further study of the government of Canada. Students acquire the knowledge and understanding of the governing model of Canada. This leads to the growth of responsible citizens who value and respect the rights and responsibilities of all in this country. The continued use of oral, written, and visual language is developed through a variety of activities. The language foci of this activity include using commas in a series and with dates and addresses and quotation marks for direct speech.
Ontario Catholic Graduate Expectations: 5e; 7h.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV.03; BREV.03; BWRV.03; BSCV.02.
Specific Expectations: BOR1.05v, 2.01v; BRE3.01, 4.01v; BWR3.03, 3.04v, 3.05v; BSC1.01v.
· Contact local MP and MPP offices to obtain any support resources available, (e.g., information on political parties, brochures on federal and provincial governments, information on parliamentary procedures, national and provincial capitals, etc.).
· Contact Elections Canada for a voter’s kit in preparation for mock election.
· Contact Citizenship and Immigration for publications available.
· Browse the National Film Board catalogue and order current, appropriate films/videos on the Government of Canada.
· Arrange for students to have Internet access and if necessary arrange for peer tutors to assist with Internet use.
· It would be very beneficial to have facsimiles of Canadian currency that are realistic in appearance, which can be purchased through an educational supplier.
· Gather a collection of items that the students can purchase in the role-play situation.
· Provide calculators for the role play.
· Pre-arrange with school and community personnel to be available for interviews by the students on provincial government matters.
· Paraphrase scripture readings as needed and provide a written copy for students to follow.
· Prepare graphic organizers to support the teaching learning strategies in this unit or
·
Browse
the Durham Catholic District School Board web site for prepared graphic
organizers such as: Our Government: This
graphic organizer provides the framework for collecting data on Provincial
Government.
· achievement of expectations at the ESLAO level is required
· some familiarity with Canadian money
1.
Remind
students to continue their search for answers to The Great Canadian Trivia Challenge, as they proceed with the next
activities.
2.
Begin
this activity with a role play situation. Simulate a shopping excursion with
the students. Depending on the
composition of the class, have a collection of items available for the students
to purchase, (e.g., a book, a pencil, a food item, a CD, etc.) Several students
role play a shopping scenario where one student is the purchaser, another student
is the vendor and another student is the parent giving the child money and
instructions for purchasing items. Depending on the size of the class and the
comfort level of the students this role play can be carried out several times,
with different shopping requests set up each time. Students develop and
practise the conversation necessary for purchasing items by asking questions
and initiating friendly conversation during the shopping excursion.
3.
Introduce
the tax component of purchasing items. (provincial sales tax at 8% and goods
and service tax at 7%). Demonstrate several examples of these taxes added to
items. Through questioning, determine
the level of understanding students have of this concept. When students grasp
the concept of purchase taxes, provide time for the students to role play
purchasing, in small groups. The students’ oral language is enhanced through
this activity.
4.
After
students are comfortable with the shopping activity and the idea of purchase
tax, they write a dialogue that could take place at a store as a shopper is
purchasing and paying for merchandise. Students must be taught the proper use
of quotation marks as used in direct conversation. Teachers reinforce their use
with exercises from selected grammar resources (e.g., Communicating Skills, A Language Arts Program, pp. 98-99)
5.
Build
the concept of taxes as a means of generating income for the government of the
country. Read a scripture passage that refers to the tax collector (i.e., Luke
18:9-14 or Matthew 18: 15-17). Develop the idea that taxation has been a common
practice since biblical times as evident in the scripture passage shared.
Discuss with the large group, and list on the board, reasons why the government
needs money, what the government does with the money, and forms of taxes that
Canadians pay to provide this income to the government. Students copy this
information into a notebook as a point-form note. Students complete a
true-and-false activity with factual questions about currency and taxes. These
questions reflect the students’ comprehension of this concept.
6.
Begin
the next part of this activity with a film or video. The National Film Board of
Canada has many titles that are appropriate and listed on web site www.nfb.ca
(e.g., The Government of Canada -An Inside Story). After viewing the film,
discuss the three levels of government: federal, provincial, and municipal.
Students share information they attained from the film regarding the
responsibilities of each level. Students build oral presentation skills as they
discuss the content and meaning of the film/video.
7.
Provide
the students with a prepared note on the Parliament of Canada, incorporating
information on the three parts of parliament – The Queen, The House of Commons,
and The Senate – and the responsibilities of each. Include information on the
process by which each part of parliament acquires its position. A good resource
to use in developing this note is the booklet prepared by Citizenship and
Immigration Canada - A Look At Canada,
p. 22-23. Read the note with students several times and question for
understanding. Short questions are presented to students extracting information
from the note which are answered in notebooks.
8.
Each
student develops a set of questions they would like to ask the Member of
Parliament representing his/her electoral area. These questions may be guided
and developed through a large class discussion on the role of the federal
government, the success of the federal government, and the challenges faced by
the federal government.
9.
Instruct
students in the proper format for writing a letter. Working in small groups,
students write letters to their MP’s, which include their questions. Send the
letters to the MP’s with a cover letter explaining the activity and requesting
a response to each group of students.
10.
Students
use the comma in the address and the dates on the letters composed. Teachers
reinforce with exercises from selected grammar resources, (e.g., Communicating Skills, A Language Arts
Program pp. 43, 44).
11.
Students
are presented with the composition of the provincial system of government.
Develop a point-form note with the students including the required information.
Read the note with the students and question for clarity and understanding.
12.
Using
local newspapers; any publications, brochures, pamphlets, or flyers available
from the local MPP’s office; the blue pages of the telephone book; or
interviews with selected persons, (e.g., history teacher, the school secretary,
the principal, etc.) students investigate the provincial government. Students
determine the leaders of the three parties, the leadership party, the
opposition party, ministers responsible for portfolios such as education,
finance, transportation, environment, etc. Students use the graphic organizer, Our Government, to gather the required
information.
13. In small groups, students develop a visual-display chart presenting the provincial government. Display these around the room to reinforce the information on the provincial government.
14. Present the structure of the municipal government to the students. The students are familiar with the overall government because of the previous activities completed. Introduce the vocabulary particular to municipal government. Using a local cable channel telecast, view a session of a local town council meeting. Students compile a list of good news items and problems that the council dealt with during the meeting. Lead a discussion about good news items from the school and problems the students are aware of at the school. In small groups, students write letters to the student council beginning positively with good news items and then presenting some of the areas of concern they feel need to be addressed. Review the format used in writing letters and reinforce the use of commas in the date and address.
15.
Present
an overview of the election process. Elections Canada provides a complete
election kit. This maybe used to carry out a mock election with voting
procedures clearly outlined if time permits.
· teacher observation of written work completed in this activity, to monitor student progress
· anecdotal assessment of written work, to improve spelling, punctuation and vocabulary usage
· pencil and paper tests - summative assessment, testing students’ knowledge of the Government of Canada
· peer evaluation and teacher evaluation of in-class presentation of visual display of the Provincial Government
· homework checks
Acosta, J. Canada Coast To Coast. Toronto: Nelson Canada, 1995.
Barry, J. Language To Go. Toronto: Nelson Canada, 1995.
Berish, L. and S. Thibaudeau. Canadian Concepts 3. Toronto: Prentice Hall Allen and Bacon, 1997.
Burley, T. Government Matters. Toronto: Prentice Hall Ginn, 1997.
Cameron, J. and T. Derwing. Being Canadian, Language for Citizenship. Toronto: Prentice Hall Regents Canada, 1996.
Canadian Bible Society. Good News Bible, Today's English Version. Toronto: 1992.
Fowler, H.W. The Concise Oxford Dictionary of Current English. Oxford: Clarendon Press, 1990.
Granfield, L. Canada Votes, How We Elect Our Government. Toronto: Kids Can Press, 1997.
Martin, D. Communicating Skills. Toronto: Nelson, 1998.
Shapiro, N. and J. Adelson-Goldstein. The Oxford Picture Dictionary-Canadian Edition. Toronto: Oxford University Press, 1999.
National Archives of Canada, Communication and Public Programs Division, Ottawa,
Fax: (613) 995-0919.
Library of Parliament, Ottawa. Fax: (613) 992-1273
Citizenship and Immigration Canada, Public Affairs, Ottawa, Fax: (613) 954-2221
Elections Canada, Ottawa, 1-800-463-6868
· Pair students experiencing difficulty with linguistically stronger students for co-operative activities.
· Model writing activities for students experiencing difficulty.
Time: 225 minutes
In this section of the unit, ESL
students learn that Canadians today reflect a vast diversity of cultural
heritages and racial groups. Students have the opportunity to explore the
richness of Canada and its people. Students discuss the issue of Christian
responsibility towards one’s neighbour. The language foci for this activity
centre on vocabulary acquisition, the usage of capitals for proper nouns, and
composition of a short paragraph containing simple and compound sentences.
Ontario
Catholic School Graduate Expectations: 3f, 7a, f, g, h, j.
Strand(s): Oral and Visual Communication, Reading,
Writing, Social and Cultural
Overall
Expectations: BORV.04; BREV.01; BWRV.01, .03;
BSCV.01, .02.
Specific
Expectations: BOR1.02, .03v; 2.01, .03v, .04v; BRE1.02v; 2.03; 3.01, .02v; .03v;
BWR1.01v, .02v; 2.01; 3.01v, .02v, .03v, .06; BSC1.04v.
·
Prepare
a cloze activity to determine acquisition of related vocabulary such as:
multi-culturalism, diversity, and cultural mosaic.
·
Obtain
a copy of the Canadian Multiculturalism Act through the web site at Canadian
Multiculturalism Act: http://www.interlog.com/~
vcc/CopyOfMCdA.html or by calling Citizen and Immigration Canada at 1-888-241-9439.
·
Collect
a variety of cinquain/diamante poetry to present to students.
·
With
student assistance, organize a heritage fair. Set a date for the heritage fair
and create a schedule for students’ oral presentations of approximately five
minutes in length.
·
achievement
of expectations at the ESLAO level
1. Students are reminded to continue their search for answers to The Great Canadian Trivia Challenge as
they proceed with the next activities.
2. As an introduction to this activity, lead students towards the concept
of cultural mosaic by initiating a discussion about the uniqueness of Canada’s
culture. Begin the discussion by asking:
·
What makes Canadian culture unique?
·
Why are all cultures encouraged to maintain
their traditions in Canada?
·
Why do people choose Canada as their home?
3.
Continue the discussion by asking students to
describe Canadian people. Record students’ responses and create a bank of
adjectives.
4.
Present students with examples of
cinquain/diamante poetry. Model the procedure for writing cinquain/diamante by
using the vocabulary recorded from the chart. Students copy the poem into their
notes to be used as a model for the next task.
5.
To continue the discussion, invite
students to share their feelings upon their arrival in Canada. Record student
responses and create another list of adjectives. Exercise caution and
sensitivity when discussing this issue.
6. Students compose and illustrate their own
cinquain/diamante poem using the new vocabulary. Encourage students to
peer-edit their work prior to submitting the final draft. These illustrated
poems may be displayed and then collected to create an anthology.
7. Heritage Fair
Preparation - Inform students of the upcoming
Heritage Fair and give specific details about it, including the date. Students are to bring in items that describe
their culture. Each student chooses four items and gives a five-minute
presentation explaining the importance of these items. These items are unique
to the students’ past or origin and could include:
·
household
articles;
·
traditional
costumes;
·
music;
·
pictures
of their country;
·
family
pictures;
·
heirloom;
·
family
recipe (student may bring in a sample of the recipe).
8.
To continue exploring Canada’s
diversity, lead students in a discussion emphasizing that many different cultures
and ethnic groups live and work together in harmony and respect. Canada’s
diversity is encouraged by the Canadian Multiculturalism Act. This law states that all Canadians are
free to promote and share their multicultural heritage. Explain the key points
of this Act. Encourage students to ask for clarification, if necessary.
9.
Following the discussion, students
complete a journal entry addressing the following questions:
·
What does the Multicultural Act
mean to you?
·
Do you agree with this Act?
·
If this Act were not in effect,
what do you think might be the ramifications?
10. Respond to each student’s journal in written dialogue
form.
11. To emphasize the importance of accepting all people,
celebrating our differences, and caring for others, read and discuss Acts
10:9-30. This passage refers to Peter and the first Christians having
difficulties as the first Jewish-Christian community expanded. Having been
practising Jews, they found it difficult to accept those who did not follow
ancient Jewish customs and laws. Peter was challenged to accept food that
Jewish people had traditionally thought of as unclean. Another passage to read
and discuss is John 13: 34-35. This passage reinforces that we as Christians
must love one another. Encourage students to share their religious traditions
and customs with the class, thus noting the diversity within the group as well
as within the different religions.
12. Students create a collage that depicts the message of
acceptance and respect for all of God’s people. Students then share their collages with the class and display
them in the classroom.
13. Heritage Fair - To conclude this portion of the unit, students
celebrate their heritage by participating in a Heritage Fair. Invite
parents/guardians/family members and other classes to partake in the event.
14. Peers and teacher evaluate presentations. (Appendix
4.2)
·
informal
assessment of student participation in class activities and discussion
·
summative
assessment of poetry writing (Appendix A of ESLBO Phase 1 - Rubric for
Assessing Writing)
·
personal
journal writing checklist (Appendix 6.3 - Formative Assessment Checklist -
Personal Journal Writing)
· formative assessment of a Collage (Appendix 1.1 from ESLCO - Rubric for Assessing a Collage)
· teacher and peer evaluation of presentations (Appendix 4.2 Oral Presentation - Teacher/Peer Checklist Assessment)
Cameron, Judy, and Tracey Derwing, Being Canadian: Language for Citizenship, Toronto: Prentice Hall Ginn, 1998.
Fowler, H.W., ed. The Concise Oxford Dictionary of Current English, Oxford: Clarendon Press, 1990.
Martin, Dave, Communicating Skills, Scarborough: Nelson, 1998.
Parnwell, E.C. The Canadian Oxford Picture Dictionary, Toronto: Oxford University Press, 1997.
Wansbrough, Henry, ed. The New Jerusalem Bible, New York: Double Day, 1990.
http://www.pch.gc.ca Canadian Charter of Rights and Freedoms
http://www.interlog.com/~vcc/CopyOfMCA.html Canadian Multiculturalism Act
http://cicnet.ci.gc.ca Citizen and Immigration Canada
http:/www.pch.gc.ca/multi/html/framework.html Multiculturalism: Respect, Equality, Diversity
· Present the key components of the Canadian Multiculturalism Act in simple written form.
· Limit the number of items that students present during the Heritage Fair.
· Paraphrase scripture and provide students with a copy.
Appendix A of ESLBO Phase 1 - Rubric for Assessing Writing
Appendix 6.3 - Formative Assessment Checklist - Personal Journal Writing
Appendix 1.1 of ESLCO - Rubric for Assessing a Collage
Appendix 4.2 - Oral Presentation - Teacher/Peer Checklist
Assessment
Time: 150 minutes
In this section of the unit, students examine the rights and responsibilities of Canadian citizens. Through discussion, students explore these rights and come to a better understanding of the responsibilities that are attributed to these rights. Students are given the opportunity to celebrate their heritage and enhance their understanding, knowledge, and appreciation of what makes Canada unique in the world. The language foci for this activity emphasize acquiring new vocabulary, composing a short paragraph, and using short sentences to recount events and give opinions.
Ontario Catholic School Graduate Expectations: 3f, 7a, f, g, h, j.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV.04; BREV.01; BWRV.01; BSCV.01, .02.
Specific Expectations: BOR1.02, .03v, .06v, .08v, 2.01, .03v; BRE1.02v; 2.03v, 3.02v, .03v; BWR1.01v, .02v; 2.01; 3.01v, .02v .03v, .06; BSC2.03v.
· Possibly organize a trip for students to witness a Citizenship Ceremony.
· Possibly invite speakers on human rights to present their views on freedom of expression.
· Possibly involve students directly in human rights issues by encouraging them to volunteer their free time at a human rights association such as Amnesty International or through Big Brothers/Big Sisters organizations. Students may also organize a food drive to assist people in their community.
· Prepare a multiple-choice pencil and paper test on information regarding the Multiculturalism Act, Canada's Charter of Rights and Citizenship.
· achievement of the expectations at the ESLAO level.
1.
Remind students to continue their search for answers to The Great Canadian Trivia Challenge as
they proceed with the next activities.
2. Lead students in
a discussion to consider what freedoms and rights should be stated as law to
make an ideal country. Students’ responses are recorded on chart
paper, entitled My Ideal Country, for future reference.
3. Present a
simplified version of the Canadian Charter of Rights and Freedoms (Canadian Charter of Rights: http://www.pch.gc.ca).
4. Encourage
students to ask for clarification, if necessary. Introduce new vocabulary and
support it with activities such as: word searches, crossword puzzles, word
cloze activities, and/or matching words with meaning.
5.
In a class discussion, students compare their responses from the
chart entitled My Ideal Country to Canada's Charter of Rights and Freedoms. Teachers may also choose to discuss
the rights and freedoms of the students' countries of origin. Depending
on the composition of the class, exercise caution and sensitivity when
discussing this issue. A blackboard
summary of students' observations and responses may be recorded at this time,
noting similarities and differences.
6. Students compose
a short paragraph in their journals expressing what they believe would make an
ideal country. Respond to each student's journal in written dialogue form.
7.
To further investigate the rights and freedoms of Canadian
citizens, present situations in which students must use these rights and
freedoms to come to a resolution. The following are some examples of situations
in which students develop a set of justifications for one alternative:
·
a student witnesses a peer smoking in a prohibited area
·
a student witnesses someone shoplifting
·
a student witnesses other individuals harassing a fellow
student
·
a peer has borrowed his/her parent's vehicle, without permission,
and does not possess a driver's
license.
·
a student witnesses someone being dishonest while writing an exam
8. Assign one situation to a small group of students. Students discuss the situation and then role play a possible solution in front of the class for further discussion.
9.
Students,
using their knowledge of the Canadian Charter of Rights and Freedoms, work in
small groups to write their own Charter of Rights for the class or school. Each
group shares and discusses with the class what rights they believe might be
included in this Charter of Rights. Record students' responses and, as a class,
decide which rights and freedoms are to be included in this charter. Display
this charter in the classroom.
10.
To
continue the study of the Canadian Charter of Rights, students focus on the
responsibilities that come with these rights. In pairs, students illustrate an
example of the responsibilities that coincide with these rights (e.g.,
understands and obeys the Canadian laws - obeying traffic lights). Students
share their work with the class. This work may also be displayed on a bulletin
board.
11.
Students
can then discuss ways in which they can personally contribute to our society.
In small groups, students create a list of actions they can take to improve our
society under the following headings:
· Home
· Church
· Community
· School
12.
Each
group shares their lists with the class for further discussion.
13.
Introduce
students to the process of becoming a Canadian citizen. A good textual resource
for this can be found in the Ontario
Reader 1999 (p. 69-70). This information includes the steps needed in
successfully becoming a Canadian citizen. Students may complete the
comprehension and language exercises that follow, individually or in pairs, and
then take up the work as a class.
14.
Students
complete a pencil and paper multiple-choice test on the Multiculturalism Act,
Canada's Charter of Rights and Freedoms, and citizenship.
· informal assessment of student participation in class activities and discussion
· personal journal writing checklist (Appendix 6.3 - Formative Assessment for Personal Journal Writing)
· peer-and-teacher evaluation of oral presentation (Appendix 4.2 - Oral Presentation-Peer Checklist)
· summative assessment of pencil and paper test on Multiculturalism Act, Canada's Charter of Rights and Freedoms, and citizenship.
Cameron, Judy and Tracey Derwing. Being Canadian: Language for Citizenship. Toronto: Prentice Hall Ginn, 1998.
Fowler, H.W., ed. The Concise Oxford Dictionary of Current English. Oxford: Clarendon Press, 1990.
Martin, Dave. Communicating Skills. Scarborough: Nelson, 1998.
Parnwell, E.C. The Canadian Oxford Picture Dictionary. Toronto: Oxford University Press, 1997.
Zuern, Guenther. Ontario Reader 1999. Toronto: Maracle Press, 1999.
Canadian Charter Of Rights
http://www.pch.gc.ca
Canadian
Multiculturalism Act
http://www.interlog.com/~vcc/CopyOfMCA.html
Citizen
and Immigration Canada
http://cicnet.ci.gc.ca
Multiculturalism: Respect, Equality, Diversity
http:/www.pch.gc.ca/multi/html/framework.html
Multiculturalism:
Respect, Equality, Diversity
http:/www.pch.gc.ca/multi/html/context.html
· Students may choose to cut out pictures from magazines to complete the activity in which they illustrate examples of responsibilities that belong to Canadian citizens.
· Present students experiencing difficulty with an oral test rather than a pencil and paper test.
Appendix 6.3 - Formative Assessment Checklist - Personal Journal Writing
Time: 375 minutes
Canada is a vast nation that can be studied from many different perspectives. This activity offers students the opportunity to explore an aspect of Canada that is of some personal interest to them. Students are encouraged to work independently, and setting goals for themselves within the time frame of the activity, to submit a final product. Language skills learned and developed within this activity include skimming and scanning for information from a variety of resources, identifying key words, making a request in the form of a letter, point-form note taking, and making oral presentations.
Ontario Catholic Student Graduate Expectations: 4e, 5g.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV.06; BREV.05; BWRV.01; BSCV.01.
Specific Expectations: BOR2.02v, 4.01v; BRE3.01v, .04, .05, 4.01v; BWR1.01v, 2.02, .03; BSC2.01v.
· Select a broad range of resources such as computer software programs, Canadian magazines, texts and atlases, travel brochures and Internet sites for students to use throughout this activity.
· Provide students with mailing and e-mailing addresses and/or telephone numbers of provincial tourism offices and information centres. (Many are provided in Adventure Canada.)
· Provide supplies, such as Bristol board, markers, outline maps, etc.
· Schedule time in the school resource centre and/or computer lab to accommodate students in their research.
· achievement of expectations at the ESLAO level, specifically basic map and atlas reading and searching for information using print and media resources
1. Remind students
to continue their search for answers to the trivia questions for The Great Canadian Trivia Challenge, and
state the final submission date.
2. Discuss with
students that Canada is a huge country that can be observed and studied from a
variety of different perspectives. Students brainstorm the many ways we can
"break down" Canada to get a more specific view of the country,
(e.g., regions, zones, provinces/territories, etc.).
3. Allow students
to consider what they would like to learn about Canada based upon their own
personal interests, (e.g., students who are artistic may wish to seek out sites
that they would like to draw or paint; students who are animal lovers may wish
to learn about certain wildlife habitats; students who are sports enthusiasts
may wish to seek out the best skiing/snowboarding sites, etc.).
4. Introduce the
Tour of Canada Research Project (Appendix 4.4) and discuss specific
expectations as outlined in the assignment guidelines.
5.
Throughout this activity, act as a resource to students by
assisting/teaching students to do the following:
·
select interesting and appropriate resources;
·
plan their presentation in a visually pleasing manner;
·
request information from private and government sources by letter
or e-mail;
·
conduct an Internet search;
·
organize research information in a logical fashion;
·
write simple caption notes stating three specific points of
interest (facts) per site;
·
create an enlarged map of Canada using an overhead projection;
·
apply appropriate mapping skills to their final product;
·
seek out visuals and graphics that may enhance their work;
·
access specific tools and capabilities of computer programs such
as research organizers, Internet links, pictures and graphics, virtual tours,
audio and animation clips, etc.
6. When the project
is complete, students present their particular research topic to the class.
Peers and teacher evaluate presentations.
*Note: Be very flexible in
setting final presentation and submission dates for this assignment to allow
students time to receive information from outside sources.
7. To conclude the
entire activity, students and teachers take up The Great Canadian Trivia Challenge allowing students to add
further trivia knowledge they learned throughout the unit, possibly leading to
the production of a student-generated Trivia Challenge on Canada.
· summative assessment of final independent research project (Appendix 6.2)
· peer-and-teacher evaluation of oral presentation (Appendix 4.2)
· informal/anecdotal assessment of students time management and research process skills
· mapping skills assessment checklist (Appendix 4.3)
Adventure Canada. Virtual Reality Systems, Inc. 1996.
Wide World of Animals. Creative Wonders Multimedia Corporation. 1995.
Canadian Encyclopedia. McClelland and Stewart, 1999.
Encarta Encyclopedia Deluxe. Microsoft, 1999.
Cartwright, Fraser, Gary Birchall, and Gerry Pierce. Contact Canada.Toronto: Oxford Press, 1996.
Massey, Don and Patricia N. Shields. Canada: Its Land and People. Edmonton: Reidmore Books Inc., 1995.
Ontario Discovery Guide. Ontario Tourism: Ministry of Economic Development, Trade and Tourism. 1999.
Similar Discover Guides from other provinces (addresses given in appendix of Adventure Canada)
· This activity has built-in accommodations allowing students to work at their own pace and comfort level with computers and other resource materials on a topic of personal interest to them.
· Encourage some students to create an additional video, travel brochure, or newspaper promotion/advertisement to accompany the project on their chosen tour.
· Be more flexible in the final evaluation of the project for some students.
Appendix 4.4 - Tour of Canada - Research Project
Appendix 4.5 - Tour of Canada - Research Project Topic Selections
Appendix 4.2 - Oral Presentation - Teacher/Peer Checklist
Assessment
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