Course
Profile Beginning
Communication in English ESL Level 1, Grade 9 open, Catholic
Unit 1
Course Profiles are
professional development materials designed to help teachers implement the new
Grade 9 secondary school curriculum. These
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Ontario
Acknowledgments
Lead Board
Dufferin Peel Catholic District School Board
Denise Panunte, Manager
Course Profile Writing
Team
Wendy Gruner, Dufferin Peel Catholic District School
Board
Lidija Biro, Father Goetz S.S.
Charlene Fitzpatrick, Philip Pocock S.S.
Catherine Johnson, St. Martin S.S.
Course Profile Manual
Laura VanderSmissen, Dufferin Peel Catholic District
School Board
Word Processor/Consultant
Russell King, Our Lady of Mount Carmel S.S.
Ontario Catholic
Curriculum Cooperative
Institute of Catholic
Education
Unit # 1
Title: The
School, Community, & Me
Time: 20 hours
Unit Developers
Wendy
Gruner, Dufferin-Peel C.D.S.B.
Lidija Biro, Fr. Michael Goetz S.S.
Charlene Fitzpatrick, Philip Pocock S.S.
Catherine Johnson, St. Martin S.S.
Development Date: April 1999
Unit Description
In
this unit, students will demonstrate an understanding of basic school routines,
the school and community environment, and expectations of the Ontario Catholic
educational process. Using experiential
learning and real life situations, students will be introduced to basic
language structures (e.g. present tense, present continuous, prepositions, and
simple punctuation), and vocabulary of school and community. In the culminating
activity, students will review all materials through a creative and
collaborative project. This unit supports other units in that it provides the
basis for successful transition to life in Canada.
Strands & Expectations
Ontario
Catholic School Graduate Expectations: CGE 2a, 3c,e,f, 4a,
5a, 7b
Strands:
Oral And Visual Communication; Reading; Writing; Social And Cultural
Competence.
Overall Expectations: A0RV.01X,
.02X ,03X,.04X; AREV.02X, .03X, .04X; AWRV.01X, .02X; ASCV.01X, .02X
Specific Expectations:
AOR1.01X, 1.02X, 1.03X, 1.05X; AOR2.01X, 2.02X, 2.03X, 2.04X; AOR3.01X,
3.02X, 3.03X, 3.05X, 3.06X; AOR4.01X;
ARE1.02X, 1.05X; ARE2.01X, 2.02X, 2.03X, 2.04X; ARE3.01X, 3.03X, 4.04X;
ARE4.01X; AWR1.01X , 1.02X, 1.03X,
1.04X; AWR2.01X, 2.02X, 2.03X, 2.05X, 2.06X, 2.07X, 2.08X 2.09X; ASC1.02X;
ASC2.01X, 2.02X, 2.03X, 2.04X, 2.05X, 2.06X, 2.07X, 2.08X
Activity Titles (Time + Sequence)
|
Activity
1 |
Getting
To Know You |
240
min |
|
Activity
2 |
Exploring
the School |
240
min |
|
Activity
3 |
Following
School & Classroom Routines |
240
min |
|
Activity
4 |
Mapping
the Community |
120 min |
|
Activity
5 |
There’s
Something I’ve Been Meaning to Tell You |
180
min |
|
Activity
6 |
Tying
It All Together |
180
min |
Unit Planning Notes
• An assessment of each student’s abilities
should be done early in the course, not just to modify classroom activities, but
so that problems with misplaced students can be rectified early.
• The teaching of language structures takes
its cue from student needs and should be ongoing.
• Due to the fact that ESL courses are
continuous intake, accommodations must be made and extra copies of handouts be
kept on hand for students who arrive late in the course.
• Use students’ prior experiences as a basis
for comparison in discussions.
• Invest in a core text and picture
dictionaries, and require that all students have a bilingual dictionary.
• Prepare a number of picture/flash cards and
found materials related to the unit.
• Set up a listening centre within the
classroom and, if possible, a computer learning centre.
• Use display boards, newspapers,
announcements, and school information bulletins to create a stimulating
environment and to highlight student achievement.
• Clearly state the expectations of the
Catholic liturgies to newcomers to ensure they understand the procedure. Make
allowances and modifications for non-Catholic students.
• Use a video camera to record tours and
activities for use in the culminating activity.
• Introduce the students to a number of
ongoing routines that will be central to this course. These include:
1. student learning log and vocabulary list (Will
be assessed on an ongoing basis e.g. monthly.)
2. student journal writing (Will be assessed on
an ongoing basis e.g. monthly.)
3. listening to tapes
4. homework (Will be assessed on an ongoing
basis.)
• Expectations with D
are assessed/evaluated.
Prior Knowledge Required
• Although most ESLAO students have acquired
literacy and numeracy skills in their own country, some will have interrupted
or little education. If possible, these students should also be placed in
ELDAO. Modifications must be made until a skill base is developed.
Teaching/Learning Strategies
Teacher
modelling, teacher-directed questions, brainstorming, buddy system, cloze
exercises, collaborative/cooperative learning, conferencing, charts and visual
organizers, directed reading-thinking activities, field trips, guest speakers,
guided reading/guided writing, reading aloud, homework, interviews, journal
entries/learning log, note-making, manipulatives, peer practice, peer teaching,
prompts, role-playing and simulations, storytelling, think/pair/share
Assessment/Evaluation
|
Activity |
Type |
Tool |
Categories |
|
Activity 1 |
Summative Formative Formative Summative Summative |
Licence to Learn Word/Sentence Match
Group Work Learning Log Writing Assignment Test |
Know/Think/App Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App |
|
Activity 2 |
Formative |
Anecdotal Record |
Know/Think/App/Com |
|
Activity 3 |
Summative Summative Summative |
Matching Columns Vocabulary Test Expectations Book |
Knowledge Knowledge Know/Think/App/Com |
|
Activity 4 |
Diagnostic/Formative |
Anecdotal Notes |
Know/Think/App/Com |
|
Activity 5 |
Summative Formative Summative Summative |
Activity Assessment Listening Cloze Writing Assignment Test |
Know/Think/App/Com Communication Know/Think/App/Com Know/Think/App |
|
Activity 6 |
Summative/Formative |
Media Assignment |
Know/Think/App/Com |
Resources
Print
• Azar, Betty, Basic English Grammar.
N.Y.: Prentice Hall Regents, 1996
• The Basic
Oxford Picture Dictionary. N.Y.:
Oxford University Press, 1994
• Berish, Lynda and Thibaudeau Sandra, Canadian Concepts 1 & 2. Toronto:
Prentice Hall Regents, 1997
• Grennan, Maggie, Canadian Oxford Picture Dictionary: Beginner-Intermediate. Oxford University Press, 1997
• Longman
Photo Dictionary. N.Y.: Longman, 1989
• Longman
Photo Dictionary Beginning Workbook.
N.Y.: Longman, 1989
• Longman
Photo Dictionary Pronunciation & Spelling Workbook. N.Y.: Longman, 1989
• Molinsky, Steven and Bliss, Bill, Side By Side 1. Toronto: Prentice Hall
Allyn and Bacon, 1997
• Molinsky, Steven and Bliss, Bill, Side 1 Activity Workbook. Toronto:
Prentice Hall Allyn and Bacon, 1997.
• Parnwell, E.C., The New Oxford Picture Dictionary. N.Y.: Oxford University Press
Audiotapes
• Canadian
Concepts 1 & 2, Prentice Hall
• Longman
Photo Dictionary Beginning Workbook, Longman Books
• Longman
Photo Dictionary Pronunciation & Spelling Workbook, Longman Books
• Side By
Side 1, Prentice Hall
Computer Software
• Azar Grammar CD ROM, Prentice Hall Regents,
1998
Videotapes
• Molinsky, Steven and Bliss, Bill, Side By Side 1. N.Y.: Prentice Hall
Regents
• If available, a video which shows the
interior and exterior of your school together with activities and programs which
are available to students.
Models and Manipulatives
• Local maps and transit guides, alphabet
poster, flash cards
Title: Getting To Know You
Time: 240 minutes
Description
In
this activity, students become familiar with the school and their neighbourhood
through Canadian conventions of meeting and greeting. Simple “what” and “where” questions to elicit basic personal
information are introduced, as well as the present continuous, simple present,
subject pronouns, and simple contractions. Vocabulary from around the
neighbourhood and the classroom is introduced, as are basic writing
conventions. In addition, students will begin the process of becoming effective
communicators and self-directed, responsible, life-long learners in light of
Catholic gospel values.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
• present information and ideas clearly and
honestly and with sensitivity to others.
• demonstrate a confident and positive sense
of self and respect for the dignity and welfare of others.
Strands: Oral and Visual Communication, Reading,
Writing, Social and Cultural Competence
Overall Expectations:
AORV.01X, .02X, .03X, .04X; AREV.02X, .03X; AWRV.02X, ASCV.01X, .02X
Specific Expectations:
AOR1.01X*, 2.02X; ARE1.02X*, 1.05X*; 2.01X*, 2.03X, 2.04X*; 3.01X, 3.03X,
3.04X, AWR1.02X*, 1.03X*, 2.03X*, 2.05X, 2.06X*, 2.07X*, 2.09X*; ASC2.07X*
Planning Notes
1. Prepare a classroom supply of “Licence to
Learn” forms using a computer print shop (T/L strategies #1). Have a laminated
model or overhead sample based on yourself to show to the class as an example.
A Polaroid camera is also needed, as well as basic craft supplies such as
markers, glue, scissors, etc.
2. Display the alphabet and numbers in the
class. Arrange groups of alphabet-related objects.
3. Prepare cloze exercises based on alphabet
songs, as well as flash cards.
4. Prepare group packets of cut-up questions.
5. Prepare dialogue and role-play models well in
advance or use a textbook.
6. Prepare overheads showing grammatical
structures, sample learning log entry, and a model story, as well as pictures
(or use textbook).
Prior Knowledge Required
N/A
Teaching/Learning Strategies
1. Mount on the board (or use an overhead) a
large “Licence to Learn” based on yourself. A “Licence to Learn” is modelled on
a driver’s licence/passport. It includes a photo, personal information, and a
flag representing your nationality. Use the “Licence” as a reference point when
you introduce yourself to the class with such phrases as: “Hello my name
is...”, “I am from...”, “My address is...”, “My telephone number is...” Point
to the information on the “Licence” that matches your sentence. It is helpful
to have students arranged in a circle. At this point, students practise their
own personal statements by asking each other simple questions: “What is your
name?”, “Where are you from?”. Reinforce this material with exercises from course
texts such as Side By Side 1 and Canadian Concepts 1 & 2. Next, give
students their own “Licence to Learn” form to fill out. Students draw a picture
of their nation’s flag in the appropriate corner. Using a Polaroid camera, take
pictures of each student to mount on the licence. Students hesitant to have
their pictures taken may draw a picture or a symbol to represent themselves.
Time should be allotted over the next two classes to complete the License.
2. Using a
large classroom poster or overhead, introduce the Canadian alphabet and
Arabic numbers by modelling the sounds first and having students imitate. This
can be followed with simple classification activities. For example, pairs of
students could be given groups of objects to arrange in alphabetical order. The
first pair to organize their objects correctly could win a small prize. Cloze
exercises based on children’s alphabet songs are also useful.
3. Write the titles Mr./Ms./Miss/Mrs./Dr. on the
board. Show flash cards and ask students to match the picture with the title.
Students then practise simple role plays using teacher or course text provided
models.
4. Distribute a packet of cut-up sentences that,
when rearranged correctly, make simple “Where” questions, for example, “Where
are you?”, “Where is Bob?”, “Where are Mr. and Mrs. Chen?” Working in small
groups, students arrange their selection of questions correctly. Once each
group has had its questions checked, ask each member of the group to pronounce
one of the group’s questions. Then, show a flash card of a place in the
community with the vocabulary word written underneath. Each student then
answers his/her own question using the information provided on the flash card.
For example, the student may say “Where’s Bob?” and the flash card will show a
bank. The student answers “He’s in the bank.” Reinforce with exercises from
course texts such as Side By Side 1
and Canadian Concepts 1 & 2, and
supporting video and cassette (Listening Centre).
5. At about this point, introduce students to a
learning log. Use an overhead of a sample learning log entry showing a simple
class observation record. Explain that the learning log is also where students
are expected to keep their personal vocabulary list.
6. Students match subject pronouns to flash
cards or pictures in a text and copy their findings using a simple grid chart.
7. Introduce students to simple contractions
such as I am = I’m, He is = He’s, What is = What’s, etc. Using flash cards or
pictures in a text, ask students simple “What” questions such as “What’s he
doing?”. Students look at the flash card/picture and reply appropriately using
the present continuous. Alternatively, students may be assigned different
activities to “mime”. Other students then make sentences using the present
continuous to describe the situation being mimed. Next, students ask each other
simple “What” and “Where” questions, using models provided by the teacher or
course texts. Finally, students complete simple cloze exercises, focussing on
the simple present and present continuous that provide a model for a short
writing activity based on a picture provided by the teacher. Before assigning
the writing exercise, familiarize students with basic writing conventions such
as capitals at the beginning of sentences and periods at the end. Students work
in small groups to edit a sample piece of writing before tackling the
assignment on their own. Guide students through the process of using a simple
rubric (Appendix 1-1.1) to judge each other’s first drafts. Students then edit
and rewrite their work based on the peer evaluation. Mark the final copy.
8. After completing this activity, students may also go out into the school community and practise asking simple questions and recording the responses of such people as the principal, the vice-principal(s), the guidance counsellor, the librarian, etc. A simple checklist is filled out and signed by each individual to verify the student's achievement of this exercise (Appendix 1-1.2).
Accommodations/Special Needs
• Pair same language students. Employ peer teaching.
• Encourage more advanced students to create
elaborate learning logs with detailed entries, drawings and charts.
Assessment/Evaluation
• Word/Sentence Match Group Work using the
Activity Assessment Rubric - Appendix 1-1.4 (Formative: ARE1.02X; AWR1.02X,
2.06X)
• Licence to Learn (Summative: AOR1.01X;
ARE2.01X; AWR1.03X)
• Short writing assignment modeled on
teacher/textbook samples (Summative: ARE1.05X; AWR1.02X, 2.03X, 2.07X)
• Learning Log (Formative: ARE2.04X, 3.04X;
AWR2.09X; ASC2.07X)
• Test (Summative)
Resources
• Canadian
Concepts 1 Unit 1 pp. 6-7, 9-20; Unit 2 pp. 21-33 and cassette
• Canadian
Concepts 2 Unit 1 pp. 1-15; Unit 2 pp. 17-29 and cassette
• Side
By Side 1 pp. 2-5, 8-18, 72-76
• Side
By Side 1 Activity Workbook 1 pp. 1-26, 61-67 and cassette
• Side
By Side 1 video
• Flash cards
Title: Exploring Your School
Time: 240 minutes
Description
Through
a school tour, students will be introduced to the Catholic school environment,
including the staff. They will become
familiar with the roles of key personnel in the building and will be able to
identify the principal and vice principal, chaplain, librarian, attendance
secretary, guidance staff, and receptionist. They will participate in a
learning activity involving student leaders and/or the teacher. The students will have the opportunity to
use opening and closing phrases when introduced. They will learn the vocabulary
of the objects in the classroom and begin to make personal dictionaries.
Strand and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
• think reflectively and creatively to
evaluate situations and solve problems.
• work effectively as an interdependent team
member.
• respect the rights, responsibilities and
contributions of self and others.
• accept accountability for one’s own actions.
Strands: Oral
and Visual Communication, Reading, Social and Cultural Competence
Overall Expectations:
AORV.01X, .02X; AREV.04X; AWRV.01X; .02X; ASCV.02X
Specific Expectations:
AOR1.01X, 1.02X, 3.01X, 3.02X, 3.03X, 3.05X; ARE1.03X, 2.01X*, 4.01X; AWR1.02X,
1.04X, 2.01X, 2.09X; ASC2.01X*, 2.02X*, 2.05X*, 2.08X*
Planning Notes
• Prearrange the training of school
ambassadors to conduct the tour. Choose
students who reflect the spirit of the school, speak clearly with good
articulation, and have a friendly manner.
• Inform the staff of the time your class
will arrive and the number of students to expect. Planning with the key personnel can include arranging for
specific students to be addressed by name with a request for simple
information, for example, “Bogena, is this your first day in school?”,
“Synthuja, what country are you from?”
• Teacher collects visuals of rooms in the
school. Photo files include pictures of
the custodians, the parking lot, the lockers, the gym, and the offices.
• Students begin personal vocabulary lists
and reflections as part of the learning log introduced in the previous activity.
The log is updated and self-evaluated over the course.
• Bring to class copies of a school floor
plan prepared for a missing information activity, with locations around the
school to be marked on the plan.
• Provide scissors, glue sticks, class set of
dictionaries, overhead of vocabulary with words about the school, timetables,
expectations, and activities. Cut up key vocabulary words and provide a set for
each student.
• Cue and ready a video about your school.
• Provide a series of props for the mime: eye
glasses, jacket, tie, wig, shoes (vary and adjust articles to encourage
humour).
• Extension suggestions: invite the school
Chaplain as a guest speaker to explain the protocol of liturgies and communion;
a class visit to the chapel to welcome the students and to share a prayer, with
responses in many languages.
Prior Knowledge Required
• Learning log format
Teaching/Learning Strategies
1. Prepare students for the school tour. In a
guided question and answer format, brainstorm the parts of the school. Ask questions and have students share
information about their former school(s). Show the video of your school to
familiarize students with what they will see on the tour.
2. Practice greetings and goodbyes from Side
by Side or teacher-prepared cue cards.
3. Introduce the tour guide(s), who may be
members of the school council, ambassadors, students doing volunteer hours,
and/or peer tutors. Provide students
with a floor plan of the school before touring the building with the trained
guide and teacher. Take a video camera and tape students as they tour the
school. Use as part of the follow-up of the tour and as material for Activity
7.
4. After the tour, use a mental-mapping
technique such as a flow chart. Have the students start at the classroom and
mentally retrace their steps on the tour. Solicit answers from the students to
recall parts of the tour and the specific vocabulary related to the school by
prompting and asking questions, for example, “From where do you borrow books in
the school?”, “Who is the person to call when you are unable to come to
school?”, “ From where do you get your timetables?”. Encourage students to take
turns and to answer in complete sentences.
5. Next, students work cooperatively to complete
the missing-information assignment. Encourage requests for help, as needed. The
students match photos with titles, and place locations with names. They use
words such as cafeteria, guidance office, chapel, subjects, timetable. Then,
the students complete a guided writing activity to record the experience of the
school tour. (“Today we went on a
school tour. Write five places/people you visited/met.”)
6. After this activity is completed, explain to
the students that they are going to play a game in which they guess the
occupations of a character. Distribute the game rules. Students prepare a mime
activity, “Who am I”, of key people in the school, using props.
7. Students demonstrate the mime and the rest of
the group tries to identify the occupations.
8. As a final activity, have students use their
bilingual dictionaries/picture dictionaries to write names of objects in the
room on an index card and to label them.
Form two teams to take turns placing each other’s cards. Keep the scores
of the two teams. Leave the cards up for a few weeks for reinforcement and
review and then add to a class word bank.
Accommodation/Special Needs
• More advanced students could use an oral
description instead of mime.
• Make special arrangements for students who may
have difficulties. Provide translators (peer helpers) who will speak in “soft voices”.
Assessment and Evaluation
• Observation (Formative): Teacher reflects
on the manner in which students completed the missing-information assignment.
(ARE1.01X, 1.03X, 1.05X) and enters comments in anecdotal individual profile
development logs. These logs should be updated periodically over the entire
academic year. (AOR1.01X; ASC2.08X;
ARE2.01X, 2.02X).
Resources
• Student ambassadors/senior students, the
school chaplain, librarian, and other staff members.
• Floor plan of the school
• Printed material with information about the
school and staff
• Picture file of rooms in the school, can be
collected from old yearbooks.
• Students’ own dictionaries/bilingual or
English, The Basic Oxford Picture Dictionary
• Molinsky “Side
by Side”.
• Video of your school, if available
• Video camera to film tour of the school
Title: “Getting it Right” - Following School and
Classroom
Routines
Time:
240 minutes
Description
Students
will become familiar with appropriate responses to situations they may
encounter around school. They will gain an understanding of school expectations
while demonstrating respect for the school environment and accountability for
their own actions. The Catholic school system’s choice of uniform as a means of
promoting safety and social equity will be explored. They will become familiar
with clothing vocabulary and with occupations and activities requiring
uniforms. Students will use adjectives, simple assertive sentences, and a
variety of verbs in the present tense and the imperative.
Strands and
Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to be one who:
• respects the rights, responsibilities and
contributions of self and others.
• accepts accountability for his/her own
actions.
Strands: Oral and
Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: AORV.01X;
AREV.02X; AWRV.01X; ASCV.02X
Specific Expectations: AOR2.01X, 2.03X; 3.06X; ARE2.04X; AWR1.01X,
1.02X*, 2.02X, 2.07X*; ASC1.02X, 2.03X*, 2.05X
Planning Notes
• Content depends on individual school
protocol. Provide sample admit slips.
• Provide paper in two colours for cards, if
being prepared in class.
• Make picture dictionaries and school agenda
available.
Prior Knowledge Required
• Some familiarity with school routine
• Verb “to be” simple and present (Activity
#1 and #2)
Teaching/Learning Strategies
1. The class brainstorms situations students may
face around school protocol. Create two columns on the blackboard under the
headings “Situation” and “Response” showing how your school expects the
students to respond if they need to leave the class, are late for school, are
attending Mass, must take part in a fire drill, etc. Write situation/response
pairs in simple assertive sentences in
the present tense, e,g. Situation: “You are late for school.” Response: “I go
to the office and get an admit slip”. Students consult the student agenda and
examine samples of slips used by the school. Allow for discussion in first
language to clarify.
2. Students practise the situation/response
pairs orally in unison, as modelled by the teacher.
3. In pairs, students create a set of practice
cards from blackboard notes, writing “situation” on one colour of paper and
“response” on another (or use teacher created cards).
4. With brainstorming notes still on the board,
students work in pairs. Shuffle cards and create correct situation/response
pairings, consulting the board notes only if unable to recall the pairings.
Check to see that pairing is correct. Erase board notes and repeat pairing
exercise from memory. Consensus must be reached. Check that pairing is correct.
5. Pairs practise exchanges orally and develop
this into a role-playing situation (teacher, principal, attendance secretary,
chaplain). Attempt with both cards and then with the situation card only.
6. Students extend practice of simple present by
changing “You are late” to “I am late”. Introduce the imperative form and have
students practise the form in the response “Go to the attendance office.”
7. Students create own “My School Expectations
Book”. Encourage creativity and opportunity to extend the activity (list of
possible reasons for being late, reasons for quiet listening in chapel, etc.)
Students list new words in personal vocabulary.
8. To follow up, conduct a mock fire drill.
Students may also revisit the office, chapel, etc., and practise responses.
9. With teacher guidance, students review
uniform requirements, using student agenda and their own knowledge, and create
a vocabulary list identifying different parts of the uniform and choices for civvies
days. Copy into vocabulary list in their student log. Introduce adjectives as
part of descriptive phrases (green sweater, school kilt, new jeans).
10. In a guided discussion, create on the board a
series of sentences beginning “The uniform is good because...” or “The uniform
is bad because...” Assist students to
express their opinions and include the safety factor (“We can tell if a
stranger is in the school”) and the equity factor (“Students are all the same”).
11. Students discuss and list uniforms as they
appear in other parts of society (mail carriers, police officers, nurses, sports teams, etc.) Use the picture
dictionary as a resource to expand the list.
12. Students write a simple journal entry using
supplied openings such as “School uniforms are good/bad because...” or “Many people wear uniforms. Some of them
are...”
Accommodation/Special
Needs
• Encourage use of first language to clarify
situations and responses.
• Allow extra time for practice, where
necessary.
• Pair weaker and stronger students for
language practice.
• Encourage strong students to expand entries
in “My School Expectations Book”.
Assessment/Evaluation
• Matching columns - pairing situations and responses (summative)
ASC2.03X
• “Expectations Book” (summative) AWR1.01X
• Vocabulary test (summative) AWR2.07X
Resources
• Student agenda
• Oxford
Picture Dictionary (or other suitable picture dictionaries)
Title: Mapping the Community
Time: 120 minutes
Description
Students
will explore their immediate communities and acquire mapping skills by using
authentic materials such as city and transit maps, telephone and yellow pages
books. They will build upon language structures already taught by using imperatives and prepositions of
direction and place, and learn related vocabulary. Students will have the
opportunity to work collaboratively in pairs and reflect on being a responsible
caring family member who attends to family, school, parish, and the wider
community.
Strands and Expectations
Ontario Catholic Graduate Expectations:
The
graduate is expected to:
• examine, evaluate and apply knowledge of
interdependent systems (physical, political, ethical, socioeconomic and ecological)
for the development of a just and compassionate society.
• work effectively as an interdependent team
member.
Strands: Oral and Visual Communication; Reading; Writing;
Social and Cultural Competence
Overall Expectations: AORV.01X,
.02X, .04X; AREV.04X; ASCV.01X, .02X
Specific Expectations: AOR1.01X,
1.03X, 2.01X*, 4.01X; ARE2.01X, 2.02X, 2.03X, 2.04X, 4.01X*; AWR2.07X;
ASC2.01X*, 2.05X, 2.06X, 2.08X
Planning Notes
• Materials needed for this activity include:
map(s) of local area, town/city;
transit map(s); pictorial dictionaries; teacher-prepared “city block” handout.
Prior Knowledge Required
N/A
Strategies Teaching/Learning
1. Students brainstorm and discuss what places
are important to find when a family moves to a new city (town, community,
country). The teacher or a designated
student records the responses on the blackboard.
2. Students use pictorial dictionaries to gather
more vocabulary about the places in their community (The Basic/Canadian Oxford Picture Dictionary, pp. 68-69). Students
repeat aloud the vocabulary with teacher guidance. Students include these words in their vocabulary list.
3. Using local/transit maps as a resource,
students work in pairs locating as
many places mentioned in their vocabulary lists as possible. They transfer that
information onto a teacher-prepared handout of unlabelled city/neighbourhood
blocks by labelling places such as grocery
store, post office, medical clinic, cinema, city hall, school,
church/mosque/temple, library, bank,
bus station, YMCA, etc.
4. When their maps are completed, the pairs are
asked to prepare oral directions to one of the places on their maps, the school
being their starting point. Imperatives, expressions, and prepositions of
direction/place are reinforced and
practised (Go north two blocks, turn
right on Bloor Street, etc). Then, using the students’ maps, each pair
gives directions to the rest of the class without telling the students the final
destination. If the students follow the directions, they should arrive at the
location/place the pair had decided upon (e.g., the post office).
Accommodations/Special Needs
• Pair students who speak the same first
language or pair more advanced students with less fluent students.
• Provide assistance, scribe for students if
needed.
• More advanced students could attempt
written as well as oral directions.
Assessment/Evaluation
• Observation - Anecdotal Notes (Diagnostic
& Formative) AOR2.01X; ARE4.01X; ASC2.01X
Resources
• The
Basic/Canadian Oxford Picture Dictionary
• Basic
English Grammar (Azar) - Chapters 3, 7
Title: There's
Something I've Been Meaning To Tell You
Time: 180 minutes
Description
Students
will expand on their knowledge of the community by learning the vocabulary
necessary to make appointments, express their feelings, make simple apologies
as well as simple excuses. Students will also learn how to make simple
statements about their state of health. Proper forms of politeness in both
formal and informal situations will be practised. Students will continue to
evaluate and make decisions based on the common good, as well as develop a
Christian respect for others. The past tense will be introduced. In addition,
do/does questions are practised.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
• listen actively and critically to understand
and learn in light of gospel values.
• demonstrate a confident and positive sense
of self and respect for the dignity and welfare of others.
Strands: Oral and Visual Communication; Reading;
Writing, Social; and Cultural Competence
Overall Expectations: AORV.01X, .02X, .03X, .04X; AREV.02X, .03X; AWRV.02X; ASCV.02X
Specific Expectations: AOR1.01X,
2.03X, 4.01X*; ARE, 1.02X*, 1.05X*, 2.03X, 3.04X*; AWR1.02X*, 2.02X*, 2.03X*,
2.06X*, 2.07X*; 2.08X, ASC1.02X*, 2.05X, 2.08X*
Planning Notes
• Select appropriate picture cards and
arrange to borrow a life-size human model from a science class.
• Prepare grammatical overheads, visual
organizers, and handouts, including homework chart and human body
identification.
• Prepare role play/dialogue models or use
textbook. Create situation cards for apology exercise.
• Tape short telephone conversations and
prepare accompanying cloze exercises.
• Arrange for field trip to health care
professional’s office or a visit by the school nurse.
Prior Knowledge Required
• Familiarity with simple present and present
continuous
Teaching/Learning Strategies
1. Using a
life-size human model or picture cards showing the human body, point to
different parts of the body and have students identify. Students then label a
handout of the human body.
2. Students mime a different health ailment or
problem (e.g. backache, headache, toothache, cold, flu, sore throat, feeling
thirsty, feeling hungry, feeling tired, etc.) Other students guess what’s
wrong. Teacher guides brainstorming of possible responses to the question “How
do you feel today”. Fill in a visual organizer showing both positive and
negative responses. Students then engage in simple role plays, asking each
other how they feel and practising the simple present with do/does (e.g. “How
do you feel today?”, “How does Mario feel today?”). Students reply
appropriately with such responses as “I’m sorry to hear that” or “That’s too
bad”.
3. Follow up the exercise by having small groups
brainstorm possible remedies to the problems previously mentioned. Facilitate
as needed. Groups report back to the class. Students then practise simple role
plays following this model:
- “I feel terrible.”
- “What’s wrong?”
- “I have a/an...” OR “I feel
hungry/thirsty/tired/cold/hot”.
- “I think you should...” (student gives some
advice)
4. Students write an entry in their learning log
based on the above.
5. Play a tape of a sample conversation between
a doctor/dentist/pharmacist/nurse/other health care professional and a patient,
in which the patient is making an appointment and describing his/her symptoms.
Students listen first, then complete a cloze exercise. Finally, students create their own role
plays based on the model given and present to the class.
6. As a homework activity, students fill out a
simple chart with the name, address, and phone number of a doctor, a dentist,
and a pharmacist. If students do not
have a family doctor/dentist/pharmacist, instruct them to find one by using the
yellow pages.
7. Reinforce concepts taught with exercises and
readings from such course texts as Side
By Side 1, Canadian Concepts 2, or Longman
Photo Dictionary. Self-created crosswords and word searches are also
useful.
8. Use an overhead to introduce the formation of
the past tense. Students ask each other questions such as “Why do you have a
headache?” Answers should be in the
past tense: e.g. “I listened to loud music all afternoon.” Make a list of each
verb in the past tense as it is used. Then, with a simple grid chart as a
guide, students organize the verbs listed into the appropriate “ed”
pronunciation: /t/ /d/ /id/.
|
/t/ |
/d/ |
/id/ |
|
|
listened |
|
Write irregular verbs that do not fit on
this chart on a separate list of irregular verbs that students will begin.
Reinforce with exercises from Azar’s Basic
English Grammar or Side By Side 1.
9. Students write short, teacher-guided
descriptive paragraphs describing how they feel today and how they felt
yesterday.
10. Ask students in the class such questions as
“Why were you late today?”, “Why didn’t you do your homework?”, “Why aren’t you
in uniform?”, “Why didn’t you go to mass on Sunday?”, etc. Record their
responses on the board. Brainstorm other types of excuses with the class.
Underline new verbs introduced that students should add to their list of
irregular verbs. Students create their own excuse dialogues based on situation
cards provided by the teacher.
11. Reinforce concepts taught with exercises and
readings from a course text such as Side
By Side 1.
After
completing this activity students may also:
12. Visit a doctor's or dentist's office. Or
invite a health care individual into the class to answer questions that have
arisen, as well as to talk about about career opportunities. This visit should
be preceded by a class-drafted letter of invitation, and followed by a
class-drafted letter of thanks. If this is not feasible, a visit from the
school nurse could be organized.
13. Seek reconciliation with another by
apologizing for a past transgression or by attending confession. This should be
documented in the learning log or response journal.
Accommodations/Special Needs
• Pair both weaker students with stronger students,
as well as same language students, and employ peer teaching.
• More advanced students may prepare
interview questions for a health care professional and document responses
received either in written or taped form. Or create a classroom yellow pages
listing nearby health care professionals who speak the first languages of other
students in the class.
Assessment/Evaluation
• Visual organizer using the Activity
Assessment Rubric - Appendix 1.1-3 (Summative: ARE1.02X, 3.04X; AWR1.02X,
2.06X)
• Listening Cloze: (Formative: AOR4.01X;
ASC2.08X)
• Writing assignment modeled on
teacher/textbook samples (Summative: ARE1.05X; .AWR1.02X, 2.03X, 2.07X)
• Test (Summative: ARE3.04X; .AWR2.02X)
Resources
• Side
By Side 1 pp. 128-131, 139-140.
• Side
By Side Activity Workbook 1 pp. 82-84, 88, 112-113 and cassette
• Side
By Side 1 video
• Canadian
Concepts 2, Unit 5 pp. 73, 76; Unit 7 pp. 93 -107 and cassette
• Longman
Photo Dictionary pp. 29-30.
• Longman
Photo Dictionary Beginning Workbook pp. 35-37 and cassette
• Longman
Photo Dictionary Pronunciation & Spelling Workbook pp. 38 and cassette
• Picture Cards
Activity #6
Title: Tying It All Together
Time: 180 minutes
Description
In
this culminating unit, students will produce a creative piece to demonstrate
their understanding of the concepts, language structures, and vocabulary taught
in this first unit – The School, Community, Me. Individually or in small
groups, they will choose from a range of activities and formats to teach a
newcomer about the school and the community and how he/she would fit into it.
Students will have the opportunity to choose a format for presentation from
media (audio, visual, or both), a written assignment, a poster display, a
cartoon, a book format, or one of their
own suggestions. They will draw on journal entries, student logs, language
activities, and classroom experiences. They will become familiar with the vocabulary
of assignment formats and review basic language structures taught.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to be:
• able to think reflectively and creatively to
evaluate situations and solve problems.
• a collaborative contributor who works
effectively as an interdependent team member.
Strands: Oral
and Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: AORV.01X;
AWRV.01X, .02X; ASCV.01X.
Specific Expectations: AOR2.04X,
3.05X*; AWR1.02X*, 2.07X*; ASC2.01X*; 2.02X, 2.05X*; ASC2.08X*
Planning
Notes:
• Prepare
the following items: video camera, (book room for filming), hall passes and
permission slips for students to be on an out-of-class activity, markers, large
sheets of paper, staplers, glue gun, coloured pencils, and rulers.
• Encourage students to be creative and at
the same time gently guide reluctant students to try a new challenge.
• Arrange for peer tutors (senior students
from the English program) to edit and assist with computer work, along with the
teacher.
• This assignment requires the student to
work with classmates and to conduct interviews outside of the classroom. The
students will need to arrange to meet. To this end, they may need the teacher’s
assistance, signed permission forms from parents, and school forms.
• Design the assignments to include a variety
of formats: presentations, performances, exhibitions, formal written assignments,
portfolios.
Prior Knowledge Required
• This final unit draws on the material covered in
Activities 1-6.
Teaching/Learning Strategies
1. Explain to the students that this is the
final activity in Unit 1. They will be completing an assignment independently
or in groups, and that have to make a
decision as to the format. Distribute
the assignment stating that the purpose is “To Teach a Newcomer About The
School”. Explain the requirements, (to do further research, to work
cooperatively, to set goal and deadlines, to decided on a format). Possible
formats: a video production in many languages of a school tour to welcome a
newcomer, a newcomer’s booklet (modification of the school agenda), cartoon
with captions, a written tour of the school, a poster display.
2. Students read the assignment and decide on
the format for the exercise, choosing from media production, booklet, poster
display, written portfolio. Students exchange ideas and ask questions to
clarify concerns
3. Students generate a list of information on
the assignment and draw a plan or outline for the assignments. The outline will
vary from student, to student depending on the student’s choice of format.
Teacher checks individuals’ plan, timelines, and outline for research for
presentation. In this assignment, “Welcoming and Orienting a Newcomer”, the students may edit and use
parts of the video created by the teacher during the the unit. The teacher
intervenes as needed, making suggestions and helping with the pairing of
students.
4. The plan is checked by the teacher and the
first draft follows.
5. The teacher facilitates once the student is
ready to implement taping, layouts, and typing .
6. Teacher arranges for students to work in
different locations on specific activities as needed. Although class time will be allocated, the students will need
assistance in arranging to meet with others to complete the assignment out of
class.
7. Peer editors and the teacher are available
and respond as needed.
8. Students have their work peer-edited and then
checked by the teacher.
9. Presentations and sharing of activities.
Accommodations/ Special Needs:
• Be flexible with students who may need a
longer timeline.
Assessment/Evaluation
• Welcoming and Orienting a Newcomer Project
(Summative/Formative) Evaluation depends on the choice of format. (AWR1.02X; ASC2.01X.)
Resources
• Peer tutors, school staff (interviews)
• Students’ notebooks
• Samples booklets and school videos
Appendix
1-1.1
PEER WRITING
ASSESSMENT RUBRIC
|
|
1:
Poor |
2:
Fair |
3:
Good |
4:
Very Good |
|
On topic, with many supporting points. |
|
|
|
|
|
Well organized. Ideas follow each other
logically and follow the model. |
|
|
|
|
|
Sentences are interesting. |
|
|
|
|
|
Verb tenses are correct. |
|
|
|
|
|
Correct punctuation is used: capitals,
periods, commas, apostrophes. |
|
|
|
|
|
Spelling is correct. |
|
|
|
|
|
Writing is neat and easy to read. |
|
|
|
|
Appendix
1-1.2
MEETING &
GREETING ACTIVITY
In
the space below, write 5 questions to ask the principal, vice-principal,
guidance counsellor, librarian, and a teacher, e.g., How are you today? Have your ESL teacher check these questions
before you continue.
1.
________________________________________________________________________
2.
________________________________________________________________________
3.
________________________________________________________________________
4.
________________________________________________________________________
5.
________________________________________________________________________
You
must now ask each of these people your five questions. Record their responses
in the space provided.
NOTE:
Each person must initial that you asked him/her the five questions.
|
To
question #1 the principal said: Initial: |
To
question 2 the principal said: |
To
question 3 the principal said: |
To
question 4 the principal said: |
To
question 5 the principal said: |
|
To
question 1 the vice-principal said: Initial: |
To
question 2 the vice-principal said: |
To
question 3 the vice-principal said: |
To
question 4 the vice-principal said: |
To
question 5 the vice-principal said: |
|
To
question 1 the counsellor said: Initial: |
To
question 2 the counsellor said: |
To
question 3 the counsellor said: |
To
question 4 the counsellor said: |
To
question 5 the counsellor said: |
|
To
question 1 the librarian said: Initial: |
To
question 2 the librarian said: |
To
question 3 the librarian said: |
To
question 4 the librarian said: |
To
question 5 the librarian said: |
|
To
question 1 the teacher said: Initial: |
To
question 2 the teacher said: |
To
question 3 the teacher said: |
To
question 4 the teacher said: |
To
question 5 the teacher said: |
Appendix
1-1.3
ACTIVITY ASSESSMENT RUBRIC
|
|
Level
1: below
expectations |
Level
2: approaching expectations |
Level
3: meeting expectations |
Level
4: above expectations |
|
Demonstrates
knowledge of vocabulary |
|
|
|
|
|
Shows
understanding of concepts |
|
|
|
|
|
Employs
learning strategies |
|
|
|
|
|
Critical
thinking skills |
|
|
|
|
|
Research
skills |
|
|
|
|
|
Reading
skills |
|
|
|
|
|
Oral
skills (accuracy, fluency) |
|
|
|
|
|
Writing
skills |
|
|
|
|
|
Use
of language and literacy skills in new contexts |
|
|
|
|