Course
Profile Basic Literacy Skills,
ELDBO, Level 2, Open, Public
Unit 3: The Community: Beyond Your Front Door
Time: 20 hours
Unit Developers: Helena Ben
David, Vilma Blenman, Jane Campbell, Hazel Excell, Denise Gordon, Sandra Katz,
Paula Markus, Eleanor Minuk, Jo Nieuwkerk, Ero Siouga, Betty Ann Taylor
Development Date: June 2000
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
This unit provides an opportunity for students to become better acquainted with their community and its resources. Using short fiction and non-fiction materials, students examine jobs and services in communities throughout Ontario. Students research services in their own community and participate in identifying and discussing community issues. The unit provides further opportunities to develop appropriate vocabulary as well as accuracy in verb tenses. For the culminating activity, students develop questions about their community for research; gather, record, and chart their information; and demonstrate their knowledge of their community by organizing a classroom Community Fair.
Strand(s): Oral and Visual Communication;
Reading; Writing; Social and Cultural Competence
Overall Expectations: BORV.01L,
BORV.03L; BREV.01L, BREV.02L, BREV.03L, BREV.04L; BWRV.01L; BWRV.02L, BWRV.03L;
BSCV.01L, BSCV.02L, BSCV.03L, BSCV.04L.
Specific Expectations: BOR1.01L,
1.02L, 1.03L, 3.03L; BRE1.01L, 1.02L, 1.03L, 1.04L, 1.05L, 1.06L, 2.01L, 3.01L,
3.02L, 3.03L, 3.04L, 4.01L, 4.02L, 4.03L; BWR1.01L, 1.02L, 1.03L, 1.05L, 2.01L,
2.02L, 2.03L, 2.04L, 2.05L, 3.02L, 3.03L, 3.04L; BSC1.01L, 1.03L, 2.01L 2.02L,
2.05L.
|
Activity 1 |
What is a Community? |
210 minutes |
|
Activity 2 |
The 24-hour Community |
210 minutes |
|
Activity 3 |
We All Share the Same World: Community Concerns |
150 minutes |
|
Activity 4 |
My Community: What I Can Do to Help! |
210 minutes |
|
Activity 5 |
Caring and Sharing |
120 minutes |
|
Activity 6 |
Community Fair |
300 minutes |
· asks and answers questions for clarification or confirmation
· uses appropriate language to express opinions and offer advice
· uses basic reading strategies with teacher guidance
· writes simple texts following some conventions of standard Canadian English
· demonstrates adaptation to some key teacher expectations and school routines
· works co-operatively with a partner on shared classroom tasks
· interacts appropriately with peers, teachers, and members of the community
· finds and maps important locations in school and community
· Before beginning the unit, teachers are encouraged to familiarize themselves with accurate information about services, resources, and issues in the local community. Contact community organizations to arrange field trips and obtain up-to-date reference materials. Assemble a collection of authentic community resource materials, such as newspapers, community service directories, phone books (with white, blue, and yellow pages), catalogues, flyers, maps and relevant web sites for students to easily access when working on various tasks throughout the unit. In addition, each activity has suggestions for picture books and easy-read books to complement the local material. A comprehensive annotated list of books is provided in the unit Resources section.
· In the culminating performance assessment task of this unit students organize a classroom Community Fair. Students communicate information about community services by creating fact sheets and displaying authentic community materials. At the beginning of the unit, explain the Community Fair. As students progress through the unit, encourage them to become aware of what is happening in their community and how they and their families can access services. Have students contribute materials to the class community bulletin board, and suggest speakers and places they would like to visit. Ensure that any notices posted, speakers invited, class field trips and community contact tasks are approved by administration. Stress personal safety when completing the community contact assignment in Activity 6. Insist that students go in pairs and possibly invite a trusted adult or family member to accompany them during daylight hours. Also stress personal safety issues if students are obtaining information on-line or over the phone.
· The focus journal is a teaching/learning strategy used continuously throughout the unit. This type of journal encourages students to use their background knowledge and previous learning to make predictions about future learning. It also helps students to concentrate on their own learning and serves as a springboard for discussions. A topic for the focus journal is written on the board. Students read and reflect on the topic by drawing pictures or writing responses in a focus journal notebook. A focus journal is not a private journal and may be evaluated by the teacher.
· The “Community Quilt” project outlined in Activity 3 is not intended to be an overwhelming experience. It is a creative class project, where students artistically express their ideas about community and community issues on squares of paper, attaching them to form a complete work of art. Demonstrate the concept of a quilt, by bringing in a quilt or pictures of quilts. Suggestions for illustrated books that artistically reflect local, national, and global issues are suggested in the Resources section of Activity 3.
· Activity 4 looks at ways to help in the community and touches on volunteering. Know what your school is doing for the community involvement component of the high school diploma. ELD teachers may have to assist students by providing simplified materials and finding opportunities for approved community involvement activities.
· Readers Theatre is introduced in Activity 5. Readers Theatre involves oral reading of scripts. Unlike traditional theatre, Readers Theatre emphasizes oral expression rather than movement and costumes. Dramatization is achieved with voice only and sound effects can be added. Readers Theatre helps to bring literature to life and encourages improved reading fluency through repeated reading while building self confidence. Participants increase their skills as readers, writers, listeners and speakers. Performances may be taped for students to listen to as they follow along with the script at a listening centre. Students are divided into small groups, one group for each character, and a narrator. The teacher could serve as the narrator.
· Brainstorming, categorizing, checklists, comparing, co-operative learning, copying, direct instruction, cloze exercises, role playing, inquiry approach, modelling, patterned writing, focus journals, spelling dictation, field trips, community contact tasks, Readers Theater, viewing television and videos, authentic materials, guest speakers, oral presentations, sketching, homework, teacher-directed questions, charts and visual organizers, co-operative writing, guided reading and writing, read-along tapes, small group/pair work, word search, mapping, experience charts, think/pair/share, peer teaching, Internet searches, reading aloud to students, process writing
|
Activity |
Type |
Tool |
Categories |
|
Activity 1 |
Diagnostic |
Focus journal past/present tense |
Knowledge/Communication |
|
|
Formative |
Information Gap |
Knowledge/Communication |
|
|
Formative |
Role Play |
Communication/Application |
|
|
Summative |
Tracing route on map |
Knowledge/ Thinking |
|
|
|
|
Communication/Application |
|
Activity 2 |
Formative |
Graphic Organizer |
Knowledge/Communication |
|
|
Formative |
Teacher Observation |
Communication/Application |
|
|
|
of Circle Dialogue |
Thinking |
|
Activity 3 |
Formative |
Picture Matching |
Thinking/Application |
|
|
Summative |
Focus journal |
Thinking/Communication |
|
Activity 4 |
Formative |
Focus journal |
Communication |
|
|
Formative |
Lists from books |
Thinking |
|
|
Summative |
Pair Lists |
Thinking/Application |
|
Activity 5 |
Summative |
Book Talks |
Communication/Knowledge |
|
|
|
written/oral |
|
|
Activity 6 |
Summative |
Fact Sheet |
Knowledge/Communication |
|
|
|
|
Thinking/Application |
Seventy per cent of the grade will be based on assessments and evaluations conducted throughtout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evalulation.
Anno, Mitsumasa. Anno’s Magic
Seeds. New York: Philomel Books, 1995. ISBN 0-399-22538-2
This delightful book explores the mysterious power found in one tiny seed to
help a community. Through mathematical concepts, the author explains how
burying one seed in the ground can turn into a crop of hundreds of thousands of
grains before long.
Atgwa, Paul. Editor, et al. Stand
Up For Your Rights. Chicago: World Books, 1998. ISBN 0-7166-0353-5
Young people from over 60 countries describe in words and pictures the
importance of the Universal Declaration of Human Rights which was adopted by
the United Nations General Assembly on
December 10, 1948.
Chinn, Karen. Sam and the Lucky Money. New York: Lee &
Low Books, 1995. ISBN 1-880000-53-9
The subtle blending of cultures engrosses the reader in the dilemma of a young
Chinese-American boy faced with spending his New Year’s gift money. The message
that it is better to give than to receive is handled thoughtfully.
Flanagan, Alice. Our Neighborhood Series: A Busy Day at Mr.
Kang’s Grocery Store, Officer Brown Keeps Neighborhoods Safe and, Mr.Yee
Fixes Cars. New York: Children’s Press. 1996.
ISBN 0-516-26061-8
This series introduces readers to important members of the community.
Jestadt, Peter. City at Night,
Toronto: Annick Press, 1998.
It contains simple text and excellent pictures of city neighbourhoods at night.
Kalman, Bobbie. What is a
Community? From A to Z. Niagara-on-the-Lake: Crabtree Publishing, 2000.
This alphabetical picture book explains the diverse nature of communities.
Maze, Stephanie. I Want To
Be...Book Series: I Want to Be An Engineer, I Want to Be A Chef, and I
Want to Be A Firefighter. New York: Harcourt Brace & Co, 1997. ISBN
0-15-202109-4
This series is filled with photos and facts about different careers.
Rose, Deborah Lee. People who Hugged Trees. Roberts Rinehart Paperback, 1992.
Roop, Peter and Connie Roop. Walk
Around Series: Walk Around a Town, Walk Around a City, Walk Around a Farming
Town, and Walk Around a Suburb. Illinois: Heinemann, 1999.
This excellent easy-to-read picture book series explains life in different
communities.
Powell, Jillian. Caring for
the Environment: Making a Difference. East Sussex: Wayland Publishers,
1997. ISBN 0-7502-1945-9
Through a collection of pictures and easy to read text, this book shows how to
save precious resources, avoid waste, and keep the environment clean and
pleasant.
Spalding, Andrea. Me and Mr.
Mah. Victoria: Orca Books, 1999. ISBN 1- 55143-168-8
This engaging book portrays the friendship between a young boy and the man next
door and explores the themes of caring and sharing.
Strom, Yael. Conversations with Young Immigrants: Quilted Landscape. New York: Simon and Shuster, 1996.
Students of G. T. Cunningham Elementary
School. We are All Related-A Celebration of Our Cultural Heritage.
Vancouver: George T. Cunningham Elementary School, 1996. ISBN 0-9680479-0-4
These stories, told through artwork, stem from Canadian youth of diverse
backgrounds. The purpose of the “We are All Related” project was to break down
stereotypes and allow students to become more understanding of others.
Heinemann Guided Readers Series. Fire, Paradise Island. Chicago: 1993. ISBN 0-435-27159-8
Longman Easy Starts. Flying Home,
Hannah and the Hurricane, Anita’s Big Day. Longman, 1998.
ISBN 0-582-35289-4
Acosta, Joan. Canada Coast to Coast. Toronto: Nelson, 1999. ISBN 0-17-616597-5
Bates, S. Amazing! Interviews and Conversations. Toronto: Prentice Hall, 1993. ISBN 0-13-012386-2
Berish, Lynda and Sandra Thibaudeau. Canadian Concepts, Book 2 second edition. Toronto: Prentice Hall Allyn and Bacon, 1997. ISBN-0-13-591694-1
Carver, Tina Kasloff, et al. A Canadian Conversation Book: English in Everyday Life, 2nd edition. Toronto: Prentice-Hall, 1997.
Hadfield, Jill. Elementary Communication Games. England: Addison Wesley Longman, 1984.
Porter, Jessie, editor. New Canadian Voices. Toronto: Wall & Emerson, 1993. ISBN 1-895131-05-7
Booth, David. Literacy Techniques for Building Successful Readers and Writers. Markham: Pembroke, 1996.
Dixon, N. Learning with Readers
Theatre. Winnipeg: Peguis, 1996. ISBN 1-895411-80-7
This book provides practical strategies and innovative ideas for teachers.
Ormiston Mary, Rena De Coursey,
Shirley Fredeen. ESL Toolbox. Edmonton, Alberta: Literacy Services of
Canada Ltd.
The ESL Toolbox offers a variety of enrichment activities that
integrates Canadian content and language learning.
Scott, Ruth. Sharing the
Secrets: Teach your Child to Spell. Toronto: Macmillan, 1994.
ISBN 0-7715-9044-X
Tarasoff, Mary. Spelling Strategies You Can Teach. Victoria, B.C.: Active Learning Institute 1999.
This reference book explains the spelling process and links assessment to instruction.
Richards, Jack et al. New Person to
Person. Toronto: Oxford, 1999. ISBN 19-4346781
This two-level series, complete with listening tapes, stresses functional
conversational fluency and provides plenty of paired practice activities and
information gap activities.
Building Literacy in the Classroom: Literacy Strategies for Teachers by Teachers: Key Features of Readers Theatre (grades 9-12). The Toronto District School Board, 1997.
www.canada.gc.ca - Government of Canada
Make links to all government of Canada institutions and browse maps of Canada.
www.ci.gc.ca - Citizenship and Immigration
www.chin.gc.ca - Heritage Canada
www.cicnet.ci.gc.ca - A Newcomer’s Introduction to Canada
Time: 210 minutes
In this activity students learn the language they need to talk about neighbourhoods and communities. Through easy-read books students gather information about different kinds of communities. They respond to personal reading in a variety of ways. Students begin a focus journal and use some common spelling patterns.
Strand(s): Oral and Visual Communication
BORV.01L - participate in discussions about personal experiences and opinions;
BOR1.02L - use common expressions and language patterns for a variety of language functions.
Strand:
Reading
BREV.02L - use some strategies to build vocabulary;
BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance;
BRE2.01L - use thematic word lists and knowledge of word families to build vocabulary;
BRE4.01L - find information in subject-specific sources.
Strand: Writing
BWRV.03L - write some simple texts following the conventions of standard Canadian English;
BWR1.01L - write short answers to oral and written questions about familiar topics;
BWR2.01L - participate in structured prewriting activities (e.g., brainstorm writing topics; use graphic organizers to sort and classify information);
BWR3.01L - use some common spelling patterns and rules (e.g., plural markers, silent letters, double letters, and the “i before e” rule);
BWR3.03L - use some common verb forms (e.g., simple present, simple past, present progressive, simple future, forms of go + infinitive).
Strand:
Social and Cultural
Competence
BSCV.03L - use school and community resources.
· Obtain a large map of the community and multiple small copies. A community map can be found at the front of the phone book.
· Get a copy of the book, What Is a Community From A to Z.
· Obtain a large map of Canada.
· Create a checklist to evaluate the role-play.
· Spelling should be an ongoing activity throughout the unit. Teachers may find copies of the books, Spelling Strategies You Can Teach and Sharing The Secrets, helpful in designing exercises.
· Obtain three or four copies of each title in the Walk Around Series, an easy-read series with very relevant information.
· Focus Journal: This type of journal encourages students to use their background knowledge and previous learning to make predictions about future learning. It helps students think about their own learning and serves as a springboard for discussion. A statement for the journal focus could be written on the board daily before the arrival of students. Students read and reflect on the focus statement, then draw pictures or write their responses. It is important to date each journal entry.
· Obtain notebooks to use as focus journals.
·
Asking for and giving directions
exercises are available on commercially prepared tapes such as New Person to
Person.
· Sample information gap exercises can be found in Elementary Communication Games.
· An information gap is an activity in which one student has information that the partner does not. Each student must provide the information to a partner using oral language. For this information gap, create a map of the neighbourhood with blank squares representing important businesses. Make two copies of this map. On one copy label half the businesses and on the second label the remaining businesses. Each student in a pair is given one of the maps. Students are responsible for describing the location of businesses so that their partners can locate them on their own maps. Students should not be able to see the maps of their partners.
· The books used in this activity should be available for students to borrow and reread on their own.
Materials Needed
· large map of Canada, dictionaries, chart paper and markers, large community map and multiple small copies, books from the Walk Around Series, Community A to Z, notebooks to serve as focus journals, instant developing camera or digital camera, teacher-made spelling exercises, multiple copies of the information gap maps
· finds and maps important locations in the school and community
· arranges familiar words in alphabetical order
· locates words in a dictionary
1. Model a focus journal and explain that students write in their focus journals daily using the topic on the board when they enter the classroom. Write on the board, My neighbourhood in my country. Distribute focus journal notebooks. Students write or draw pictures on the topic in their focus journals. Remind students to use past and present tenses in their writing.
2. Take the class on a walk-about in the neighbourhood around the school. Take instant photographs during the walk. Point out and talk about places of interest, buildings, streets, parks, etc. Use words such as next to, across from, on the corner of, left, right, etc. Students write down some of these places.
3. On returning to the classroom, discuss places the students saw and make a list on chart paper to post in the classroom.
4. Discuss with students the similarities between neighbourhoods in their countries and the neighbourhoods they live in now.
5. On chart paper draw a map of the neighbourhood around the school. Have students put in businesses and places of interest to them. Students place the instant photographs on the map.
6. In triads of mixed ability, have students draw the same map or a map of their neighbourhood and mark places of interest to them. Using one group’s map, model giving the location of several places, emphasizing directional words such as those used in Teaching/Learning Strategy 2. Triads take turns practising the location of different buildings using their maps.
7. Students
complete an information gap exercise. A sample can be found in the book, Elementary
Communication Games.
8. On the board write the focus journal question, What is a community? Students complete their focus journals. Students look up community in beginner dictionaries. Read the selection, All about Communities, from the book, What is a Community? from A to Z to the class. Compare to their focus journal entries. Guide students to develop a class definition of community. Write this on chart paper and post for the duration of the unit.
9. Display a large map of the community. Have students locate the neighbourhood around the school and other neighbourhoods from Teaching/Learning Strategy 3. Explain that neighbourhoods are part of a larger community. Discuss the words, rural, urban, and suburban.
10. Display a large map of Canada. Teach the directions north, south, east, and west. Use the map to show that Ontario consists of the three kinds of communities and that Ontario and other provinces and territories make up Canada. Have students name the places where they arrived when they first came to Canada. Mark these places on the map.
11. Divide the class into groups to read the books from the Walk Around Series. Circulate to assist with difficult words. Groups return to the large group to share what they have learned from reading the books and looking at the pictures. At the end two groups may join together to create a Venn diagram comparing the two books they studied.
12. With the help of students, create a spelling list using words learned in this activity. Students complete exercises based on the spelling list. Use the spelling books listed in the resources to help in designing these exercises. As an extension, students complete exercises involving vocabulary and sentence construction for homework.
13. Review/teach the imperative tense.
14. Display the large community map. Have students locate the school, hospital, parks, library, etc. Model asking for and giving directions to some of these places. Trace the route on the map as you speak.
15. Distribute small community maps to student pairs. Pairs take turns asking for and giving directions using places of their choice. Students trace the route as they give directions. Pairs role-play asking for and giving directions in front of the class.
16. Students draw maps of their own communities and label the streets. They trace their route to school and write the directions to match.
17. Explain to the class that the culminating performance assessment task of this unit is for students to participate in a Community Fair. For the Community Fair, student pairs prepare a display table of information about a community organization or service. Students hand out a student-produced fact sheet, display other authentic materials on their topic, and answer questions posed by guests. Inform students that, beginning in Activity 2, the class will be working with community organizations.
· Information gap excercise - evaluate the speaker on accuracy and clarity of description; the listener on ability to follow directions and locate the businesses. (Formative)
· Assess focus journals for correct use of past and present tenses. (Diagnostic)
· During observation use the teacher-created checklist to assess the role-play. (Formative)
· Assess that route on map is traced correctly and that directions are written in correct sequence. (Summative)
· In Teaching/Learning Strategy 6, students may use a blank map of the community that has been prepared for them.
· Have asking for and giving directions exercises available on tape for extra practice as in the book, New Person to Person.
Books
Hadfield, Jill. Elementary Communication Games. England: Addison Wesley Longman, 1984.
Kalman, Bobbie. What is a Community? From A to Z. Niagara-on-the-Lake, Ontario: Crabtree Publishing Company, 2000.
Richards, Jack, et al. New Person to Person. Toronto: Oxford, 1999.
Roop, Peter and Connie Roop. Walk Around Series: Walk Around A Town, Walk Around A City, Walk Around A Farming Town, and Walk Around A Suburb. Des Plaines, Illinois: Heinemann Library, 1999.
Scott, Ruth and Sharon Siamon. Sharing the Secrets: Teach Your Child to Spell. Toronto: Macmillan Canada, 1994.
Tarasoff, Mary. Spelling Strategies You Can Teach. Victoria, B.C.: Active Learning Institute, 1999.
Authentic Materials
Community maps
Large map of Canada
Time: 210 minutes
In this activity students obtain information about and become more familiar with the people, businesses, and services in their community. Students explore a variety of jobs and services. Students continue the focus journal and share easy-read books as part of a group. A visit to the library will demonstrates how to use the library to access multiple services in the community.
Strand(s): Oral and
Visual Communication
BORV.01L - participate in discussions about personal experiences and opinions;
BOR1.01L - use appropriate language to facilitate classroom and group discussions (e.g., to keep discussions on task; to agree or disagree);
vBOR1.02L - use common expressions and language patterns for a variety of language functions (e.g., use prepositions, adjectives, and sequence words to explain a process: use modals such as should and might to offer advice).
Strand:
Reading
BREV.01L - read and listen to others read a variety of materials;
BREV.03L - use some key reading strategies, with teacher guidance;
BRE1.04L - read a variety of fiction and non-fiction materials designed or adapted for beginning learners of English;
vBRE1.06L - respond to personal reading in a variety of ways.
Strand:
Writing
BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance;
BWR1.03L - complete simple forms (e.g., an application for a library card).
Strand:
Social and Cultural
Competence
BSCV.03L - use school and community resources;
vBSC2.01L - use school and community resources to support classroom learning (e.g., libraries, computers, tutoring programs, study rooms);
BSC2.02L - identify and use a range of community resources (e.g. recreation centres, banks).
Note: The symbol v indicates that an expectation is being assessed in this activity.
· Obtain current phone books – one for every three to four students.
· Create a graphic organizer to record names of businesses, their addresses and hours of operation. A sample can be found in A Canadian Conversation Book, second edition (p.120).
·
Listening to prepared tapes and
gathering information from them will help students since they may get recorded
messages when they phone businesses. Samples for teacher preparation can be
found in A Canadian Conversation Book, English in Everyday Life, Second
Edition.
· Arrange a visit to the public library. A library contains up-to-date, relevant information on businesses and services that operate in the community. Get copies of the library registration form before hand and have students take them home for consent. It is beneficial to visit the library prior to the class visit to familiarize yourself with its services and to arrange for a librarian to talk to students about library services in addition to borrowing books. Alternatively, find an appropriate place that has information on the community and arrange a visit there.
· Obtain a copy of the book, City at Night.
· Create a picture file of jobs. Ensure that the jobs reflect both gender and cultural diversity.
· Get the series of books, Our Neighbourhood, the series, I Want To Be …or other resource books about jobs. The series, Our Neighbourhood, contains simple text and excellent pictures.
· Knows alphabetical order
· Uses the phone book
1. Write 10:30 p.m. to 7:30 a.m.-Who’s Working? on the board. Have students copy into their focus journals and list the people they think would be working at that time and the businesses and services that would be open.
2. Read aloud selections from the book, City at Night, to the class. Guide a discussion comparing their focus journal entries to the book information.
3. In small groups, have students prepare a list of jobs/services in their community. Students refer to Canadian Concepts, the picture file, picture dictionaries, and their journals for their research. After completion have students name these jobs while the teacher lists them on chart paper. Have the class categorize these jobs/services into daytime, evening, and overnight services. Some jobs fall under more than one category.
4. Have students arrange the categories from Teaching/Learning Strategy 3 in alphabetical order. Students complete the first two columns of the graphic organizer (such as one found on page 120 of a Canadian Conversation Book, second edition). They record the name of the organization or business and the telephone number using the telephone directory.
5. Review/teach questioning for information such as Could you tell me … I would like to know … Practise telephone dialogues with the class, how to introduce oneself and how to ask for information. Record these dialogues on the board and have the students copy them into their notebooks. Additional practice can be found in the book, New Person to Person. For homework, students call five places on their graphic organizers and record their hours of operation in the third column. On their return to class, have students read out the hours of operation for the places they telephoned. Compare with the categorization done on the previous day.
6. Students form groups to study about jobs in their community. They use the series of books, Our Neighborhood, or other resource books about jobs to help them understand what each job entails. Circulate and model some key reading strategies. Students return to the large group to present their jobs orally. Add new jobs to the categories on the chart where necessary.
7. Arrange students in a circle for a circle dialogue. One student asks, When do you call a...? Another student replies, You call a….when…. then repeats the first question using a different job/service.
8. In preparation for a visit to the public library, discuss the overall purpose of visiting the library. Have students name some of the services they expect to find in a library. List these on chart paper and post. In their focus journals and using Appendix A, have students write questions to ask while visiting the library. Correct the grammar, spelling and punctuation in the questions with the class and ensure that questions are polite and relevant. Students copy their questions onto Appendix A. In pairs, students practise asking each other the questions to improve fluency and intonation.
9. Using an overhead projector, demonstrate how to complete a library registration form. Students complete their forms and take them home to be signed.
10. Using a large community map, have students plot the route from the school to the library by public transportation or on foot. Students take turns tracing this route using the terminology learned in Activity 1.
11. Take students on a visit to the public library.
12. At the library students fill in their community contact task sheet (Appendix A) to be handed in on their return to school. Remind students that this contact assignment is a preparation for the Community Fair.
· Assess the graphic organizers for completion of the names, addresses, and hours of operation of five businesses (Formative)
· Observe students asking and answering questions about jobs/services in their circle dialogues (Formative)
· Assess the Community Contact Task Sheet (Appendix A) for completion of the questions and answers and for correct spelling and grammar. (Summative)
· Have prepared copies of the telephone dialogue.
· Post the circle dialogue on chart paper.
· Complete library forms for students.
· Review/teach alphabetical order and use of the telephone yellow pages.
Books
Carver, Tina Kasloff, Sandra Douglas Fotinos and Clarice Cooper. A Canadian Conversation Book: English in Everyday Life, Second Edition. Toronto: Prentice Hall, 1997.
Jestadt, Peter. City at Night. Toronto, Ontario: Annick Press Ltd., 1998.
Maze, Stephanie. I Want to Be … Book Series: I Want to Be An Engineer, I Want to Be A Chef, I Want to Be A Firefighter. New York: Harcourt Brace And Co., 1997.
Ormiston, Mary, De Coursey Rena, Fredeen Shirley. ESL Toolbox. Edmonton, Alberta: Literacy Services of Canada Ltd.
Richards, Jack et al. New Person to Person. Toronto: Oxford, 1999.
Authentic Materials
Library registration form
Picture file of jobs
Telephone directories
Time: 150 minutes
This activity extends the concept of community from local to national and global. Students express ideas about community issues and global harmony by creating a class “Community Quilt”. Through guided reading and writing activities, students gain an understanding of local, national, and global issues.
Strand(s): Oral and
Visual Communication
vBORV.03L - create and analyse simple media works;
BOR1.01L - use appropriate language to facilitate classroom and group discussions.
Strand:
Reading
BREV.01L - read and listen to others read a variety of materials;
vBREV.04L - locate key information in simple print and non-print reference materials with teacher guidance;
BRE2.02L - use learner dictionaries;
vBRE4.02l - record key words and information (e.g., on a graphic organizer provided by the teacher);
BRE4.03L - use discussion to clarify understanding of information located (e.g., work collaboratively to share information and organize it in a chart under headings such as main idea and examples).
Strand:
Writing
vBWRV.01L - write for a variety of simple forms with teacher guidance;
BWR1.01L - write short answers to oral and written questions about familiar topics;
BWR1.04L - write daily to record personal learning, experiences, and feelings.
Strand:
Social and Cultural
Competence
vBSCV.01L - communicate information about current local, national, and global issues;
BSCV.02L - demonstrate understanding of and respect for a wide variety of cultures and languages in Canada;
BSCV.02L - use school and community resources;
BSC2.05L - participate in directed group work.
Note: The symbol v indicates that an expectation is being assessed in this activity.
· The themes of global unity and community concerns can be vividly expressed through music and the arts. As an ongoing activity, have students become acquainted with songs in English from a variety of artists. Suggestions include We are the World, Black and White, One Love, etc. Invite students to play and explain their favourite songs related to the themes in this activity.
· Collect and display posters, advertisements, illustrated books such as Stand Up For Your Rights, We Are All Related: A Celebration of Our Cultural Heritage that artistically reflect local, national, and global issues such as economic, social and cultural rights.
· The class “Community Quilt” project is not intended to be an overwhelming experience. It is a creative class project, where students can visually express ideas on squares of paper which are then attached together to form a collective piece of art. Bring in an actual quilt or show pictures of quilts to demonstrate how each square unites together to form a complete work of art. To stimulate artistic ideas, display books that show student artwork and posters with symbols and pictures related to human rights, environment, community, and health issues. Be sure to have on hand ample art supplies such as markers, construction paper, paint, glue, scissors. Refer to the book Conversations with Young Immigrants: Quilted Landscape. The “Community Quilt” can be displayed during the class community fair.
· Collect local and national newspapers and magazines for the picture matching exercise.
Materials Needed
· tapes/CDs of songs, illustrated books, posters on global harmony and community issues, examples of or pictures of quilts, art supplies, local, and national newspapers and magazines
· expresses ideas in words and pictures in focus journal
· has some knowledge of print information, pictures with captions and headlines found in newspapers
· selects and records information onto a graphic organizer
· uses learner dictionaries
1. On an ongoing basis, play songs in English with lyrics that promote global harmony and an awareness of community beyond the front door. Invite your students to bring in music to share with the group.
2. In their focus journals students jot down words, phrases, or pictures to explain this statement: We all share the same world.
3. As a class, discuss the statement: We all share the same world. Write key words on chart paper. Invite students to reflect upon what they wrote in their focus journal and to draw pictures or symbols on chart paper to explain the statement.
4. Extend this into an artwork activity, by having the class create a “Community Quilt” that supports the statement We all share the same world. Encourage each class member to paint or draw one or two squares for the quilt.
5. Show an actual quilt or pictures of quilts. For artwork ideas, have students examine illustrated books such as We Are All Related: A Celebration of Our Cultural Heritage, Stand Up For Your Rights, Quilted Landscape and posters related to human rights, environmental, community and health issues. When the squares have been completed, attach the pieces together. Display the class “Community Quilt” in a prominent place in the classroom for the class community fair.
6. In their focus journal, students write or draw pictures of some problems that may happen in schools, neighbourhoods, and local communities in Canada and other countries.
7. On chart paper write the headings: Local, National, World/Global. Have students locate the meanings in learner dictionaries and copy meanings into their notebooks.
8. By referring to their focus journals, have students identify various local, national, and global problems. List these problems on chart paper under the appropriate headings.
9. Assign small groups to different categories: Local, National and World/Global. Each group reviews the problems listed for their category.
10. Distribute local and national newspapers and magazines to small groups. The groups look for a picture with possibly a caption and a headline that is connected to one of the problems listed. When the group members find an appropriate picture, they cut it out, glue it on a sheet of paper and write down how the picture is connected to the problem on their list. Circulate and help with spelling and grammar. Groups repeat this process until they find pictures for many of the problems listed.
11. When there is a substantial number of pictures with problems attached, have group members explain their choices to the whole class. Encourage students to ask questions. Display the pictures and explanations.
12. Note any similarities and differences in problems. Explain that these problems are also referred to as local, national, and global issues. With input from the class, make a Venn diagram of local, national, and global issues. Students copy the Venn diagram into their notebooks.
13. In their focus journals have students write at least five sentences on an issue that is common to local, national and global communities.
· use the group matched pictures to problems exercise outlined in Teaching/Learning Strategies 9-11, to assess how the group communicates information about local, national, and global issues. (Formative)
· use the focus journal entry outlined in Teaching/Learning Strategy 13, to assess communication about local, national, and global issues and ability to write simple texts using correct spelling, capitals, and verb tenses. (Summative)
· As an extension for accelerated learners, students may listen to taped conversations and complete listening exercises on environmental issues found in Amazing Canadian Conversations and Interviews, Chapter 10.
Atgwa, Paul editor et al. Stand Up For Your Rights. Chicago: World Books, 1998.
Bates, S. Amazing! Interviews and Conversations. Toronto: Prentice Hall, 1993. ISBN 0-13-012386-2
Berish, Lynda and Sandra Thibaudeau. Canadian Concepts, Book 2 second edition. Toronto: Prentice Hall Allyn and Bacon, 1997. ISBN-0-13-591694-1
Students of G. T. Cunningham Elementary School. We are All Related-A Celebration of Our Cultural Heritage. Vancouver: George T. Cunningham Elementary School, 1996.
Strom, Yael. Conversations with Young Immigrants: Quilted Landscape. New York: Simon and Shuster, 1996.
Songs
We are the World, Black and White, One
Love
Time: 210 minutes
Using fiction and non-fiction materials, students identify services that support a caring community and contribute to a class community bulletin board advertising activities and events in the community. Students list suggestions about how they can contribute to being part of a caring community.
Strand(s): Oral and Visual
Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations
BORV.01L - participate in discussions about personal experiences and opinions;
BREV.02L - read and listen to others read a variety of materials;
vBREV.03L - locate key information in simple print and non-print reference materials, with teacher guidance;
vBWRV.03L - write simple texts following the conventions of standard English;
BSCV.03L - use school and community resources.
Specific Expectations
BREV.01L - find information in subject-specific sources;
vBWR1.04L - write daily to record personal learning, experiences and feelings;
vBSC1.03L – participate in discussions about personal and social issues related to school and community events.
vThis symbol indicates an expectation which is assessed in the activity.
· In advance, select stories from New Canadian Voices to read aloud. The advantage of these stories is that they speak directly to the students about problems of adjusting to life in Canada, learning a new language, making friends, coping with family changes, fitting into a new school, and finding jobs. These stories, written from a newcomer student perspective, also help to identify and understand the topic of caring for the community covered in this activity.
· Bring in multiple copies of phone books, community service directories, local newspapers, municipal and provincial government publications, and Internet site addresses listing community services available in your area. Consult the school guidance department, local libraries, and community centres to obtain resources. Display these resources during the class community fair
· To make students aware of what is happening in their community and how they and their families can access services, create a class community bulletin board. Collect posters, pamphlets, flyers, newspaper advertisements, and other authentic materials from diverse community agencies, services and groups to display. Ensure that any notices posted are approved for use in your school. Encourage students to find notices in English and other languages to add to the bulletin board. Display these resources during the class community fair.
· Be prepared to concretely demonstrate the mathematical concepts presented in the illustrated book Anno’s Magic Seeds by using popcorn kernels or other seeds.
· Know what your school is doing for the community involvement component of the high school diploma. ELD teachers may need to assist students by providing simplified materials, finding opportunities for approved community involvement activities and filling out the Community Involvement Passport.
Materials Needed
· copy of New Canadian Voices, community service directories, local newspapers, multiple copies of telephone directories; including the white, blue, and yellow pages, posters, pamphlets, and notices advertising school and community events; copy of Anno’s Magic Seed; popcorn kernels; materials to support the community activities required for the high school diploma; chart paper; sufficient copies of Caring for the Environment: Making a Difference
· has knowledge of community and community services
· writes thoughts, experiences, and feelings in focus journals
· works in pairs
1. Students write or draw pictures about adjusting to life in Canada in their focus journals.
2. Read aloud selections from New Canadian Voices. Prior to reading, present and explain any words or language structures that may be difficult or cause confusion. Have students predict what the story will be about from the title. After reading aloud, have students confirm or reject their predictions. Discuss similarities with the stories read aloud and what they have written in their focus journals.
3. Review community services from Activity 2 (24-hour Community). Stress that community services support the whole community and serve the people from a neighbourhood, a cultural community, or a group of people who share common interests and concerns. Have students identify services by referring to notes made in Activity 2 (24-hour Community) and by scanning student agenda books, the white, blue, and yellow pages of phone books, community directories, newspapers, and Internet sources. Post these services on chart paper.
4. From the services listed, have students select and sort the community services into categories. Suggestions for categories include: Youth Services, Recreation, Cultural and Religious Organizations, Health Services, Teen Health Clinics, Legal Services, etc.
5. Provide the class with a variety of authentic print materials advertising community activities and upcoming events. Students scan the materials and select items to post on a class community bulletin board. Discuss the kinds of materials which are appropriate for a class community bulletin board. Encourage students to find suitable materials to add to the class board throughout the unit.
6. Read aloud the illustrated book Anno’s Magic Seeds. Explain the mathematical concepts presented throughout the book by using popcorn kernels. Discuss events in the real world which are similar to those told in the story and how the different characters help each other.
7. In their focus journal students write or draw pictures about possible things they can do to help their community.
8. Students read, in pairs, the picture book Caring for the Environment: Making A Difference. Have pairs list on chart paper the suggestions presented in the book. Post the charts. Compare the posted lists with the ideas written in their focus journals.
9. Have a group discussion on volunteering and practical ways to help in the community. Review ideas from stories read in class and materials on volunteering developed by your board.
10. In pairs, students create a list entitled Things we can do to help others. The list includes four suggestions explaining what students can do to help others.
11. Circulate and help pairs write their lists.
12. Display the lists.
· depth of personal learning, experiences, and feelings recorded in focus journals and ability to write simple texts following the conventions of standard English. (Formative)
· contributions to class community bulletin board. (Formative)
· lists based on ideas from the book Caring for the Environment: Making A Difference to assess ability to locate key information from reference materials. (Formative)
· list created in pairs of Things we can do to help others to assess writing and ability to apply knowledge of practical ways to help in the community. (Summative)
· For students having difficulty extracting meaning from print, direct students to watch a community cable TV channel for community announcements. Students orally relate information heard and the teacher transcribes this for the class community bulletin board.
· Make available on tape teacher reading from Anno’s Magic Seeds and copies of the book for extra practice.
· For Teaching Learning Strategies 8 and 10, have students draw pictures with the teacher transcribing lists.
· Additional reading practice on helping others can be found in Acosta, Joan. Canada Coast to Coast. Toronto: Nelson, 1999, pp. 130-133.
Books
Acosta, Joan. Canada Coast to Coast. Toronto: Nelson, 1999.
Anno, Mitsumasa. Anno’s Magic Seeds. New York: Philomel Books, 1995.
Powell, Jillian. Caring for the Environment: Making a Difference. East Sussex: Wayland Publishers, 1997. ISBN 0-7502-1945-9
Porter, Jessie, editor. New Canadian Voices. Toronto: Wall & Emerson, 1993.
Rose, Deborah Lee. People Who Hugged Trees. Roberts Rinehart Paperback, 1992.
Authentic Materials
· telephone directories including the white, blue, and yellow pages
· community services directories
· local newspapers, municipal, and provincial government publications listing community services
· posters, pamphlets, and notices advertising school and community events
Time: 120 minutes
Through reading the illustrated book, Me and Mr. Mah, students develop an understanding of what they can do to care and share in their community. Through participation in Readers Theatre, students deepen their understanding of characterization and develop skill in using voice to communicate. Students select easy-read books to give class book talks and write summaries.
Strand(s): Oral and Visual
Communication
vBOR1.03L - present book talks or projects using visual aids (e.g., prepare and refer to a poster illustrating a topic; develop a graphic organizer to provide an overview and use an overhead projector to show it to the class);
Strand:
Reading
BREV.01L - read and listen to others read a variety of materials;
BREV.03L - use some key reading strategies with teacher guidance;
BRE1.01L - read along while listening to stories and other materials being read aloud;
vBRE1.03L - choose books for a variety of purposes, including personal enjoyment, with teacher guidance;
vBRE1.04L - read a variety of fiction and non-fiction materials designed or adapted for beginning learners of English (e.g., with controlled vocabulary and sentence structure);
Strand:
Social and Cultural
Competence
BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations;
BSC2.05L - participate in directed group work.
Note: The symbol v indicates that an expectation is being assessed in this activity.
· Readers Theatre involves oral reading of scripts. Unlike traditional theatre, Readers Theatre emphasizes oral expression rather than movement and costumes. Dramatization is achieved with voice only. The reader uses vocal expression to convey a clear picture of the action. Sound effects may be added. Readers Theatre helps to bring literature to life and encourages improved reading fluency through repeated reading while building self-confidence. Participants increase their skills as readers, writers, listeners, and speakers. Performances may be taped for students to listen to at a listening centre as they follow along with the script. Students should be divided into small groups, one group for each character, and a narrator. The teacher may serve as the narrator. Students should be allowed time to practise their scripts. Discuss the motivation of different characters with students. When students have a thorough understanding of a character’s motivation they are better able to portray that character. The book, Sam and the Lucky Money, can be used for additional practice.
·
View the video, Building Literacy
in the Classroom-Literacy Strategies for Teachers: Key Features of Readers
Theatre (Grades 9-12) and read the corresponding teachers’ notes to prepare
students for this teaching/learning
strategy.
· Link the book, Me and Mr. Mah, which is about caring and sharing to the Community Fair by informing students that it gives good preparation for the theme of services in the Community Fair.
· Have sufficient copies of the illustrated book, Me and Mr. Mah, for pairs to read along as the teacher reads aloud.
· Transcribe the last section of the text where Ian finds a box similar to Mr. Mah’s and make multiple copies.
· To promote personal reading, make available a selection of stories about people helping others from guided readers series such as the Heinemann Guided Readers: Paradise Island, Fire; Longman Easy Starts: Hannah and the Hurricane, Anita’s Big Day, etc. Check ESL publisher catalogues for suggestions on guided reading series or consult with your teacher librarian.
· Book Talk: Each student chooses a guided reader. After reading the book, the student prepares a short summary, prepares a visual aid and selects and rehearses a passage. When delivering the book talk, students identify themselves, give the title, and a short summary of the book and their opinion of the book. This should last about two to three minutes. The teacher and other students will have an opportunity to ask questions. The other students should be given a page of questions to choose from such as the one in Appendix E. After responding to the questions, the student reads a selected passage. The teacher listens for reading fluency, appropriate expression, punctuation pauses and pronunciation.
· Create a checklist to assess the written summary of the book.
Materials Needed
· video, Building Literacy in the Classroom, multiple copies of Me and Mr. Mah, selection of guided reader stories about people helping others, multiple copies of the transcribed section of the book, Me and Mr. Mah, highlighters in three colours, copies of Appendix E and Appendix F
· Participates in choral reading of group stories
· Reads simple written material
· Selects books for personal enjoyment
· Retells stories
1. Distribute copies of the book, Me and Mr. Mah. Have pairs follow along as the teacher reads aloud. Discuss vocabulary, story line and theme.
2. Focus on the last segment of the story by having the class read it aloud in unison.
3. Introduce the concept of Readers Theatre by showing a video. Explain that the class will participate in a dramatic reading of a section from the book, Me and Mr. Mah and that a small group will read the part of each character. Distribute the transcribed section of the book.
4. Divide the class into three groups: the mother, Ian, and Mr. Mah. The teacher may be the narrator. Have each group highlight the part of the script their character speaks. Circulate and assist to ensure that highlighting is done correctly.
5. Have groups practise reading aloud their dialogues in unison. Circulate and assist with pronunciation, rhythm, stress, and intonation. Encourage students to add sound effects where appropriate.
6. Perform the Readers Theatre. Tape-record the presentation. Let groups listen and suggest improvements. Repeat the process until the class is satisfied with their performance.
7. Using the book, Me and Mr. Mah, model a book talk. Have the students help prepare a written summary using Appendix E, Book Talk Sample Questions and Appendix F, Book Talk Checklist. Record on chart paper and post. Inform students that they may wish to add more questions to Appendix E.
8. For home study, encourage students to read stories about people helping others. Use guided readers series such as the Heinemann Guided Readers: Paradise Island, Fire; Longman Easy Starts: Hannah and the Hurricane, Anita’s Big Day, etc.
9. Have students share their books with classmates by making simple book talks using Appendix E and reading aloud their favourite passages. Other students may pose questions from Appendix E.
10. Students write their book talk summaries using Appendix E and Appendix F and hand in for assessment.
· Assess the book talk using the book talk checklist (Appendix F) and evaluate the written summary using the teacher created checklist. (Summative)
· Make the script available in large print transcript for emergent readers.
· Have taped books available for students to choose for their book talk.
· Allow students to present their book talk to the teacher instead of in front of the class.
· Form mixed ability groups so students have support when reading the parts of the characters.
Books
Booth, David. Literacy Techniques for Building Successful Readers and Writers. Markham, Ontario: Pembroke Publishers, 1996.
Chinn, Karen. Sam and the Lucky Money. New York: Lee and Low Books, 1995.
Dixon, Neill, Anne Davies and Colleen Politano. Learning with Readers Theatre. Toronto, Ontario: Peguis Publishers, 1996.
Spalding, Andrea. Me and Mr. Mah. Victoria: Orca Books, 1999.
Video
Building Literacy in the Classroom: Literacy Strategies for Teachers by Teachers: Key Features of Readers Theatre (Grades 9 to 12). The Toronto District School Board, 1997.
Time: 300 minutes
In this final activity, students demonstrate knowledge about their community and its resources by organizing a classroom Community Fair. Students communicate information about community services by creating fact sheets, displaying authentic community materials, and answering questions posed by visitors. The Community Fair provides students opportunities to research, gather, record, organize, and chart relevant information about community services.
Strand:
Oral and Visual
Communication
vBORV.03L - create and analyse simple media works.
Strand:
Reading
vBREV.04L - locate key information in print and non-print reference materials, with teacher guidance;
BREV.01L - find information in subject-specific sources;
BRE4.01L - record key words and information (e.g., on a graphic organizer provided by the teacher).
Strand:
Writing
vBWRV.03L - write simple texts following conventions of standard Canadian English;
vBWRV.02L - use some elements of the writing process to plan writing;
BWR1.01L - participate in shared writing activities in small groups (e.g., contribute a sentence; suggest an alternative phrase);
BWR2.01L - participate in structured prewriting activities (e.g. brainstorm writing topics; use graphic organizers to sort and classify information);
vBWR2.02L - compose a first draft of a specific form of writing, with teacher guidance;
vBWR2.03L - edit a first draft of a specific form of writing with teacher guidance;
BWR2.04L - use simple word-processing software to compose and edit pieces of writing, with teacher guidance (e.g., use “cut and paste” functions; use spell checker);
BWR2.05L - use simple graphics software to format and embellish pieces of writing with teacher guidance (e.g., experiment with different fonts; centre text inside border; import clip-art images).
Strand:
Social and Cultural
Competence
vBSCV.03L - use school and community resources;
BSC1.03L - participate in discussions about personal and social issues related to school and community events;
BSC2.02L - identify and use a range of community resources (e.g., recreation centres, banks).
Note: The symbol v indicates that an expectation is being assessed in this activity.
· Make copies of the Community Fair Assignment found in Appendix B, Student Tracking Sheet found in Appendix C and Rubric for Assessment found in Appendix D.
· Consider what works best for your group in terms of an audience and a venue for the Community Fair. The class may also consider inviting members from their local communities to have a display table at the classroom Community Fair. Obtain consent from the administration before inviting community guests.
· Prepare a display table about your own school that includes copies of a sample school fact sheet that accurately reflects the assignment and other authentic materials such as yearbooks, course calendars, flyers of school events, and student notices. This display table will model the expectations for the culminating activity. Explain how you planned, gathered the information, and executed the display.
· Provide each student with a file folder to save draft copies of their work. At the completion of the Community Fair, students submit their folders to show their progress over a period of time.
· Review suggestions for community contact tasks found in Canadian Concepts 2, and the ESL Tool Box. Insist that students go in pairs and possibly invite a trusted adult or family member to accompany them during daylight hours to make any on-site community visits. If students are unable to visit a service in person, help them to access information on-line from a web site, show them how to use regular mail or e-mail to write a letter requesting a brochure or help them to set up a telephone interview. Stress safety issues in doing research either in person, over the phone, or on the Internet.
· Let the computer work positively for you and your students. Use word processing programs and simple graphics software to complete the fact sheets.
· Have available art supplies to decorate Community Fair tables.
Materials Needed
· multiple copies of the Community Fair Assignment (Appendix B), Student Tracking Sheet (Appendix C), Rubric for Assessment (Appendix D), sample school fact sheets, authentic materials such as yearbooks, course calendars, flyers of school events and student notices, art supplies to decorate Community Fair Tables, pamphlets and fact sheets from community agencies, file folders.
· understands community and community services
· works in pairs
· knows how to complete a worksheet by doing guided research
1. Share a display table about your school that includes copies of a sample school fact sheet and other authentic materials such as yearbooks, course calendars, flyers of school events, and student notices. Invite students to examine the display table and take copies of the school fact sheet. Have students read the fact sheet and encourage them to ask questions about the school.
2. Explain to the class that the culminating performance assessment task is for students to participate in a Community Fair. For the Community Fair, student pairs prepare a display table of information about a community organization or service and hand out a student produced fact sheet, display other authentic materials on their topic such as posters, newsletters, flyers, videos, or CD-ROM and answer questions posed by guests.
3. Review the assignment, tracking sheet, and the rubric (Appendices B, C, and D) with the class. The fact sheet must include a title, picture, or symbol related to the topic and five sentences with relevant information about the community organization or service, as well as the names of the students who produced it.
4. Have the class identify possible topics and services to be highlighted during the Community Fair. For example, under the topic of health, the group may suggest health related services such as hospitals, doctor walk-in clinics and pharmacies. Under the topic safety, services such as police, fire, ambulance, and the St. John Ambulance may be suggested. Review community topics and services previously studied for suggestions. Record topics and services on chart paper.
5. Divide the class into pairs and have each pair identify a community topic and service that interests them. Ensure each pair chooses a different service. Post a final list of services that will be displayed at the classroom Community Fair.
6. Provide students with file folders to place all of their project work, such as planning notes, drafts and authentic material collected. At the completion of the Community Fair, students submit their folders to show their progress over a period of time.
7. Each pair develops their topic by writing five to eight questions about the community service they wish to explore. When forming questions use keywords such as name of organization, address, telephone number, purpose of service hours and fees. Refer to the Community Contact Task found in Appendix A. Conference with the pairs to help refine their information questions.
8. To help students develop their skills in locating information, make a list on chart paper of places to find information. Under the heading Places I Can Find Information list potential places such as the school and local libraries, the school guidance office, the ELD classroom, other subject area classrooms, community agencies, shopping malls, recreation centres, the post office, etc. Have students copy this list and place into their file folder.
9. Under the heading Sources I Can Use to Find Information list possible sources such as people, books, posters, flyers, pamphlets, community newspapers, Internet web sites, on-line sources of information, advertisements, public notices, school or community bulletin boards. Have students copy this list and place in their file folder. Encourage students to collect information from authentic sources. Review how to locate resources in the community by making phone calls, visiting community agencies and using the internet. Stress safety issues.
10. Have each student pair make a plan about how to collect information to answer their questions and to gather information to create their fact sheet.
11. To help with the plan, encourage pairs to use sentence starters such as We will go to… to find information about… We will ask to see… We will ask to have copies of… We will take notes about…
12. Now that the research phase is complete, have students process and organize information in a logical order. The teacher:
· reviews the criteria for creating a fact sheets
· has students write drafts.
· conducts teacher conferences with pairs.
· focuses on accuracy of information presented as well as accuracy in written text, paying particular attention to spelling, verb tenses, capitalization and punctuation.
· encourages students to use simple word-processing software to compose and edit pieces of writing.
13. Distribute a variety of pamphlets and fact sheets. Allow students time to look at different layouts to help with the creation of the final draft of their fact sheet. Encourage students to use simple graphics software to format and embellish pieces of writing.
14. In advance of the Community Fair day, allow students sufficient time to set up display tables and make sufficient copies of fact sheets to distribute to visitors.
15. Enjoy the fair!
· Assess fact sheet using the Rubric found in Appendix D. (Summative)
· Scribe for students as necessary and appropriate.
Books
Berish, Lynda and Sandra Thibaudeau. Canadian Concepts, Book 2 second edition. Toronto: Prentice Hall Allyn and Bacon, 1997.
Ormiston Mary, Rena De Coursey, Shirley Fredeen. ESL Toolbox. Edmonton, Alberta: Literacy Services of Canada Ltd.
Authentic Resources
school materials, such as yearbooks, course calendars, flyers of school events; community service directories; telephone directories including the white, blue, and yellow pages; posters, pamphlets, and fact sheets about community organizations and services; local newspapers
Your Name:
Name of Organization:
Address:
Telephone Number:
1. Before you visit the community organization, make questions you plan to ask. Write the questions.
2. Be sure to record the information you get in complete sentences.
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1. Hours of operation |
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Question: ___________________________________________________________________ |
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___________________________________________________________________________ |
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Answer: ____________________________________________________________________ |
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2. Programs and services available |
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Question: ___________________________________________________________________ |
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___________________________________________________________________________ |
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Answer: ____________________________________________________________________ |
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___________________________________________________________________________ |
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3. The cost of using the programs and services |
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Question: __________________________________________________________________ |
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___________________________________________________________________________ |
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Answer: ____________________________________________________________________ |
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___________________________________________________________________________ |
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4. Kinds of paid jobs |
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Question: ___________________________________________________________________ |
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___________________________________________________________________________ |
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Answer: ___________________________________________________________________ |
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___________________________________________________________________________ |
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5. Kinds of volunteer work |
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Question: ___________________________________________________________________ |
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___________________________________________________________________________ |
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Answer: ____________________________________________________________________ |
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___________________________________________________________________________ |
In the final activity of this unit all students participate in a class Community Fair. For this assignment you work with a partner.
1. Each pair prepares a fact sheet about a community organization or service. The fact sheet must include a title, picture or symbol related to the topic and five sentences with relevant information about the community organization or service.
2. Each pair prepares a display that includes authentic materials such as posters, newsletters, flyers, videos, and CD-ROMs about their chosen community organization or service.
3. Each student must keep all notes, rough drafts, and tracking sheets in a separate file folder. The file folder is handed in when you complete the assignment is completed.
Name: Yes
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3. Write 5 to 8 questions about the
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5. List the places you can find information. |
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6. List sources of information. |
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7. Discuss your lists with your teacher. |
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8. Make a plan on how to collect information to answer your questions. |
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9. Review your plan with your teacher. |
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10. Do the research. |
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11. Reread your assignment sheet and look at your school fact sheet for ideas. |
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12. Write drafts. |
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13. Conference with your teacher and make changes. |
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14. Make a good copy of the text of your fact sheet. |
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15. Look at sample pamphlets and fact sheets for ideas about layout and design. |
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16. Create your fact sheet. Be sure to include all parts of the assignment. |
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17. Give your fact sheet to your teacher to copy for the Fair. |
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18. Decorate your display table. |
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/Understanding |
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Creates a fact sheet that shows understanding of community agency |
- creates a fact sheet that shows limited understanding of community agency |
- creates a fact sheet that shows some understanding of community agency |
- creates a fact sheet that shows considerable understanding of community agency |
- creates a fact sheet that shows a high degree of understanding of community agency |
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Thinking/Inquiry |
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Produces five sentences with relevant information on the community agency - creates a title |
- produces sentences with little relevant information on the community agency - creates a title with limited relationship to the fact sheet |
- produces sentences that have some relevant information on the community agency - creates a title with some relationship to the fact sheet |
- produces sentences that have considerable relevant information on the community agency - creates a title with considerable relationship to the fact sheet |
- produces sentences with a high degree of relevant information on the community agency - creates a title with a high degree of relationship to the fact sheet |
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Communication |
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Writes simple texts (verb forms, spelling, punctuation) |
- writes English sentences with limited accuracy |
- writes English sentences with some accuracy |
- writes English sentences with considerable accuracy |
- writes English sentences with a high degree of accuracy |
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Application |
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Uses elements of the writing process to plan fact sheet (composes and edits a first draft) |
- uses limited elements of the writing process |
- uses some elements of the writing process |
- uses considerable elements of the writing process |
- uses elements of the writing process to a high degree |
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Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
1. What is the title of your book?
2. Why did you choose this book?
3. Have you read any other book by this author?
4. Which character did you like best and why?
5. What was the conflict in the story?
6. What was your favorite part of the story?
7. Do you think the story would make a good movie and why?
8. Did you like the ending of the story?
9. Would you change the ending and how?
Additional Questions:
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Book talk presenter: |
Y |
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gave the title |
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gave the author |
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named some important people in the book |
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clearly explained what happened in the book from beginning to end |
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explained and showed some pictures |
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answered questions about the book |
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explained what he/she liked best about the book |
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read aloud one favourite section of the book with good fluency |
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