Course Profile
Beginning Communication in English ESL Level 1, Grade 9
open, Catholic
Unit 3
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning material, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
©Queen’s Printer for Ontario
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.
Frank Campese, Father Goetz 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 3: Day By Day
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Unit Developer(s)
Wendy Gruner, Dufferin-Peel C.D.S.B.
Catherine Johnson, St. Martin S.S.
Development Date: 1999
Students explore the role of the family in the Catholic community as well as a number of everyday survival themes and routines. Students develop vocabulary and knowledge of both oral and written English language patterns including skills in grammar and punctuation. The focus is on reviewing the present and present continuous tenses, as well as introducing the future. Expressing likes and dislikes is also covered, as well as prepositions of place, adverbs of frequency, modals, the imperative, count/non-count nouns, and there is/there are. This unit supports other units in that it prepares students for common Canadian activities.
Ontario Catholic School Graduate Expectations: CGE 1d,f, 2a,c, 3c, 4a,f, 5b,d,e, 6c,e, 7i.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence.
Overall Expectations: A0RV.01, .02, .03, .04; AREV.01, .02, .03, .04; AWRV.01X, .02X; ASCV.01, .02.
Specific Expectations: AOR1.01, 1.03, 1.04, 1.05, 1.06, 2.01, 2.02, 2.04, 3.01, 3.02, 3.03, 3.04, 3.05, 3.06, 4.01, 4.02, 4.03; ARE1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.02, 2.03, 2.04, 3.02, 3.03, 3.04, 4.01, 4.02; AWR1.01, 1.02, 1.03, 1.04, AWR2.02, 2.03, 2.04, 2.05, 2.06, 2.07, 2.08, 2.09; ASC1.02, 1.03, 2.04, 2.05, 2.06, 2.07, 2.08.
|
Activity 1 |
All in the Family |
360 minutes |
|
Activity 2 |
Getting About |
300 minutes |
|
Activity 3 |
Banking and The Post Office |
240 minutes |
|
Activity 4 |
Off to the Supermarket |
240 minutes |
|
Activity 5 |
Eating Out, Ordering In |
240 minutes |
|
Activity 6 |
Going to Church |
180 minutes |
|
Activity 7 |
Family Life Project |
240 minutes |
· This unit focuses on an ongoing fictional family story that emerges from the students’ oral input with the teacher acting as scribe. This story becomes the basis for the culminating activity. Once the theme of family and family life in Activity 1 is established, the students invent a fictional family. They decide on its composition (encourage an “average” size as too large a group can make for complications as the activity progresses), physical description and ages of members (encourage children who mirror ages in the class), type of house, etc. Sensitivity must be shown to students who are in non-traditional family settings, or who have faced trauma or personal loss. It should be emphasized that families come in many different forms and all are valued.
As the unit progresses individual students, or groups, create adventures for the family using the topic being studied (e.g., transportation, eating out). The teacher acts as scribe taking notes and typing them up after each episode is completed. Be sure to allow students the freedom to edit and correct so that the story reflects the input of the students as well as the modeling of good sentence structure and grammar. Students are given copies of the story as it evolves.
· As the unit progresses, a number of professions emerge. Draw attention to these on an ongoing basis and have students keep an “Employment” page in the vocabulary section of their learning logs.
· The unit should open with a class exercise to establish the goals for the unit, which are recorded in the learning logs. A quick review checklist can be completed by students at the end of the unit to see how well these goals were accomplished.
· Students start a writing portfolio. Short writing activities in this unit, as well as the ongoing fictional family story, should be inserted.
· A number of picture/flash cards and found materials related to the unit should be prepared.
· Create classroom displays related to activities.
· Continue such ongoing routines as:
· student learning log and vocabulary list
· individual tape recording to enhance student’s new vocabulary, memory retention, correct pronunciation and rhythm
· student journal writing
· listening to tapes
· homework.
· Some familiarity with simple present, present continuous, and simple past tenses.
· Some familiarity with numbers and Canadian money and its symbols.
· Some familiarity with group work and classroom expectations.
Teacher modeling, teacher-directed questions, brainstorming, buddy system, cloze exercises, collaborative/co-operative 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 & simulations, story telling, think/pair/share, writing portfolio.
|
Activity |
Type |
Tool |
Categories |
|
Activity 1 |
Formative Summative Formative Summative Summative Summative Formative |
Observation Checklist on Gender Discussion Performance: Daily Chores Activity Group Work Role Plays Writing Assignment: “A Day in the Life Of” Test Learning Log |
Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App Know/Think/App/Com |
|
Activity 2 |
Formative Summative Formative Formative Formative Summative |
Cloze Listening Role Plays Library Research Note taking Story boards & narratives Test |
Communication Know/Think/App/Com Know/Think Thinking/Application Think/App/Com Know/Think/App |
|
Activity 3 |
Formative Summative Summative Summative Formative |
Group Work Role Plays Letter Test Learning Log |
Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App Know/Think/App/Com |
|
Activity 4 |
Summative Formative Summative |
Journal entry Group Work Observation of Shopping List Test of Vocabulary, Count/Noncount Nouns |
Know/Think/Com App/Com Know/Think/App |
|
Activity 5 |
Summative Formative Formative Formative |
Group Work Observation Learning Log vocabulary check Script Evaluation Rubric Peer Assess. Role Play |
App/Com Know/Think/App Know/Think/App/Com Know/Think/Com |
|
Activity 6 |
Formative Summative Summative Formative |
Group Work/Role Plays Teacher Observation Collage Learning Log |
Know/Think/App/Com Think/App Know/Think/App Know/Think/App/Com |
|
Activity 7 |
Summative Summative Formative Summative |
Oral Reading Fictional Family: Observation Writing Assignment: Short Letter/Note Script Writing Drama Presentation |
Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Communication |
Acosta, Joan. Canada Coast to Coast. Toronto: Nelson Canada, 1995.
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 Sandra Thibaudeau. Canadian Concepts 1 & 2. Toronto: Prentice Hall Regents, 1997.
Bray, Terry. English For Life Through Pictures. San Diego: Dominie Press Inc., 1993.
Grennan, Maggie. Canadian Oxford Picture Dictionary: Beginner-Intermediate. Oxford University Press, 1997.
Kasloff Carver, Tina. A Canadian Conversation Book. 2nd Edition. Canada: Prentice Hall, 1991.
Molinsky, Steven and Bill Bliss. Side By Side 1. Toronto: Prentice Hall Allyn and Bacon, 1997.
Molinsky, Steven and Bill Bliss. Side By Side 1 Activity Workbook. Toronto: Prentice Hall Allyn and Bacon, 1997.
Parnwell, E.C. The New Oxford Picture Dictionary. N.Y.: Oxford University Press.
Pickett, William. The Pizza Tastes Great. New Jersey: Prentice Hall Regents, 1988.
Rooks, George M. Share your Paragraph. New Jersey: Prentice Hall, 1998.
Yorkey, Richard. Talk-A-Tivities. Massachusetts: Addison-Wesley, 1985.
Azar Grammar CD-ROM, Prentice Hall Regents 1998.
“Letter Wizard” in Microsoft Word
Molinsky, Steven and Bill Bliss. Side By Side 1. N.Y.: Prentice Hall Regents.
The Remarkable Riderless Runaway Motorcycle. International Telefilm.
The Ride. N.F.B.
Up. International Telefilm. 1985.
Canadian Concepts 1 & 2. Prentice Hall.
Side By Side 1. Prentice Hall.
Flash cards, road signs
Banking and postal forms
Money and scale
Time: 360 minutes
This activity introduces the theme of the unit and establishes some of the ongoing activities and expectations. Students examine their own family’s routines and responsibilities in a typical week. They analyse the patterns of weekly activities within the class and complete and discuss a teacher created survey. Family composition and roles of different members of the family are discussed. Students learn how to describe common household activities as well as different rooms of the house. Language study focuses on simple present and present continuous tense, prepositions of place, and adverbs of frequency, as well as vocabulary of the family, the house, and chores. Negatives and question formation in these tenses are covered. Students continue the process of becoming caring family members and collaborative contributors.
Ontario Catholic Graduate Expectations:
The graduate is expected to:
· find meaning, dignity, fulfillment and vocation in work which contributes to the common good; (5d)
· respect the rights, responsibilities and contributions of self and others; (5c)
· be a caring family member who attends to family, school, parish, and the wider community. (6)
Strand(s): Oral and Visual Communication, Reading, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .03, .04; AREV.01, .02X, .03, .04; AWRV.01, .02; ASCV.01, 02.
Specific Expectations: AOR1.01v, 1.03v, 1.04, 2.02; 2.03, 3 .04v, 3.06v, 4.01; ARE1.02Xv, 1.03, 1.05v, 2.02, 2.03, 2.04v, 3.03, 3.04v, 4.02; AWR1.01, 1.02v, 2.02Xv, 2.03v, 2.04, 2.05, 2.06v, 2.07v; ASC1.02, 2.05Xv, 2.06v, 2.07v, 2.08v.
· This activity requires sensitivity to students who may be in non-traditional family settings. It is important to emphasize that families come in many different forms and all are valued.
· Gender roles may become an issue in discussions about expectations within the family and provide an important opportunity to reinforce the notion of gender equity. While traditional attitudes in other cultures must be respected, an emphasis on fairness and recognition of the expectations of Canadian culture and Christian values is vital.
· Materials needed: sample family trees; highlighters (enough for class in two colours); class set of picture dictionaries; questionnaire (see Appendix 3-1.1 Household Responsibilities or use teacher-created questionnaire); chart showing usage of adverbs of frequency; borrowed doll house, model house, or created diorama of a house, furnished with small objects that will fit inside including figures to represent family members; chart paper and markers, as well as magnets/tape to hold the paper up; flash cards; summative test.
· The ongoing fictional family story (see unit planning notes) emerges from students’ oral input with the teacher acting as a scribe. The teacher should feel free to write a story that reflects student input but is also simple, accessible, clear, and correct. It will be the basis for the culminating activity.
· Familiarity with expectations involving classroom behaviour: taking turns, attracting teacher’s attention appropriately, and working co-operatively.
1. For diagnostic purposes, the teacher:
· uses a model of a family tree (picture dictionary or other source), to clarify the vocabulary relating to family members. Students create their own family tree for their extended family and highlight those who live in the house with them in one colour and members of family they see fairly often in another colour. (Or use the exercise in Canada Coast to Coast pp. 34-35.) Students share and compare. Students record family vocabulary in learning logs.
· brings in a doll house, model, or diorama of a house and asks the students to identify the different rooms and items inside (e.g., refrigerator, oven, sink, bathtub, table, etc.). Students then record this vocabulary in their learning logs.
2. Practise prepositions of place by placing different figures representing family members in the doll house/diorama so that they are next to, on top of, inside, outside, under, etc. other objects. Students identify where the object is, (e.g., The mother is next to the table.) Preposition flash cards are also useful. Students record this vocabulary in learning logs.
3. The teacher writes routine on the board establishing its meaning through discussion and examples and leads a general discussion on the idea of the average week and the routine followed by families, eliciting examples of routines from the class and recording them on the board.
4. Introduce a list of adverbs of frequency (always, usually, often, sometimes, never) and post a chart in the classroom for reference for this unit. The teacher models, and students practise and correct word order in sentences (the verb to be as an exception is noted). Students reinforce learning with exercises from the grammar text.
5. Students continue the discussion of routines recording responses on the board. Encourage responses with questions such as: What do you usually do on Monday morning? Tuesday evening? or How often do you ...? The teacher directs the kinds of responses expected: go out with friends, go to the movies, watch TV (specific programs that are watched routinely), listen to music, visit relatives, shop, do chores, etc. Students use correct form for negative responses: I don’t wash my hair on Monday.
6. Students complete the teacher created questionnaire (or Appendix 3-1.1 Questionnaire: Household Responsibilities). The class, with teacher guidance, creates a gender-based break down of activities around the house leading to some discussion of fairness of division of chores and responsibilities. This is a good time for the teacher to acknowledge that there is dignity in every type of work and to model acceptance of divergent views and cultures. Depending on class composition, this may produce some strong opinions allowing the teacher to emphasize appropriate classroom behaviour such as attentive listening, taking turns, ways of disagreeing with another’s opinion, and attracting the teacher’s attention appropriately. (Supplement with Canada Coast to Coast “A Stay at Home Dad” pp.76-79, or other suitable follow-up material.)
7. In preparation for the next activity, the teacher clarifies the distinction between routines and chores. The class is divided into three groups. Group 1 is assigned morning routines/chores. Group 2 is assigned afternoon routines/chores, and Group 3 is assigned evening routines/chores. Each group lists all the activities on a large sheet of paper that is posted on the board, what they do during the morning/afternoon/evening, including daily routines such as brushing one’s teeth, taking a shower. The teacher reviews the activities and adds any that may be missing. Put an asterisk beside activities that are done only once a week (as opposed to daily routines/chores).
8. Students practise using adverbs of frequency. The teacher refers to the sheets and asks students to describe what they usually/sometimes/never/always do in the morning/afternoon/evening. Students then work in pairs and ask each other simple questions using: Do you usually/always... Answers will be both positive and negative. Students then exchange roles and repeat the practice.
9. The teacher assigns pairs of students a different household chore: e.g. doing the laundry, cooking dinner, cleaning the dishes, cleaning the yard etc. and asks each pair to write simple sentences explaining how to do each task. Pairs present to the class with one student reading the instructions and the other acting them out. Roles are then reversed.
10. Students reinforce skills by supplementing with exercises from such texts as Canadian Concepts 2, Side By Side 1, and a picture dictionary.
11. The teacher introduces an on-going project in which students invent a fictional family and create a story about this family as they follow its weekly routine. The teacher introduces the elements of the story: character, setting, and plot and tells the class that they will be creating those elements. The first step is to create the characters: the family (parents, children, names, descriptions). Secondly, students decide on the setting: type of dwelling (apartment, semi-detached, house, etc.). The teacher leads and assists discussion by asking specific questions using short phrases to elicit responses and encourages students to arrive at a consensus. The teacher takes notes and types this information up at the end of each discussion. Copies are made available to students who will build on the family story as the unit progresses. Students include vocabulary arising from this discussion in learning logs. Creative students are encouraged to draw pictures of the fictional family members. These are displayed to motivate development of the emerging story.
12. With teacher guidance, students go through the steps in the writing process to produce a short, simple composition entitled A Day in the Life Of..., using members of their imaginary family. After teacher guided brainstorming, using the present tense, students write a first draft describing what that family member does every day starting from the time he/she wakes up to the time he/she goes to sleep. Peer- or teacher-editing and a polished draft follow. Students start a portfolio as a record of their written work and file this composition.
13. Follow-up using suitable reading material with exercises, e.g., The Pizza Tastes Great (Chapter 1 “We Eat a Lot” and “A Little Milk, No Sugar” feature vocabulary and structures covered in the activity and show males cooking, shopping, and serving food to support gender issues) and Share your Paragraph.
· Observation: gender discussion. Appendix 3-1.2, Observation Checklist: Class Discussion (formative: AOR3.04, 3.06)
· Daily chores activity: Assessment Rubric - Appendix 1-1.3 (summative: ARE1.02, 3.04. AWR1.02, 2.06)
· Group Work (formative: AOR1.01, ASC2.06, 2.08)
· Role Plays (summative: AOR1.03, SC2.05)
· Writing assignment “A Day In The Life Of...” (summative: ARE1.05. AWR1.02, 2.03, 2.07)
· Paper and Pencil Test on adverbs of frequency, prepositions of place, negatives and vocabulary (summative: ARE3.04. AWR2.02 2.03, 2.07)
· Learning Log (formative: ARE2.04, 3.04. AWR2.03. ASC2.07)
· Pair students for assistance (more with less proficient, same first language) in group activities. Employ peer-teaching.
· Provide support for less proficient students in the presentations (more rehearsal time, allow use of notes for oral portion). Encourage more proficient students to expand their presentations (cover two chores/routines in one presentation, cover a chore that has not been covered by the class discussion).
· Provide a model for the writing assignment for less proficient students. Encourage more proficient students to write without a model.
Picture dictionaries
The Pizza Tastes Great
Canadian Concepts 2, Unit 5, 8 pg. 62-76, 109-125 and cassette
Side By Side 1, Units 11, 12, 13 pg. 90-113, Activity Workbook, cassette, and video
Photo Dictionaries
Flash cards
Share your Paragraph
Time: 300 minutes
Students learn vocabulary associated with different forms of transportation, the city, routes and road signs, as well as common geometric shapes. Focus is on the present and past tense, there is/there are, prepositions of place, as well as simple modals such as must and should and their negatives. In addition, students continue the process of becoming effective communicators and self-directed, responsible life-long learners in light of Catholic gospel values.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· think reflectively and creatively to evaluate situations and solve problems; (3c)
· respect the environment and use resources wisely. (7i)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .03 .04; AREV.01, .02, .03, .04; AWRV.01, .02; ASCV.02.
Specific Expectations: AOR1.03, 1.05v, 2.02v, 2.04v, 3.05, 3.06, 4.01v, 4.02v, 4.03v; ARE1.01, 1.04, 2.02, 2.03, 2.04, 3.02, 3.04v, 4.01v, 4.02v; AWR1.01v, 1.02, 2.02v, 2.03, 2.04v, 2.06, 2.07, 2.08, 2.09v; ASC2.05v, 2.06v, 2.08v.
· Copy handouts (e.g., picture map, research fact sheet, story boards).
· Create a classroom display related to transportation.
· Book library time. Create library research fact sheet.
· Book silent movie and arrange for TV/VCR.
· Prepare summative test.
· Materials needed: flash cards, as well as transportation and pollution related pictures; copies of road signs; silent movie related to transportation (see Resources).
· Some familiarity with question and negative formation as well as with the simple verb tenses.
1. The teacher posts large laminated pictures showing the sky, the sea, the countryside, the city, the neighborhood, a highway, a sidewalk, etc. Teacher then gives students a cut-out of a different form of transportation (e.g., airplane, boat, train, car, bus, bicycle, pedestrian). Students come up and stick the appropriate form of transportation on the matching picture. The teacher asks students transportation-related questions such as How did you come to Canada?, How did you come to school?, How do your parents get to work? etc., to elicit vocabulary. Teacher lists vocabulary on board using a grid chart with categories such as “City”, “Sea”, and “Air”. Students record vocabulary in their learning log.
2. The teacher distributes a picture map of a city scene or has class use a picture dictionary. Working in small groups or pairs, students identify key items such as: fire hydrant, pedestrian, crosswalk, traffic light, stop sign, subway entrance, bus stop, street sign, phone booth, parking meter, skyscraper/apartment building/office building, etc. Students then practise simple dialogues based on the picture map using Is there/Are there questions:
e.g., Is
there a parking lot nearby?
Yes,
there is/No, there isn’t.
3. The teacher draws a simple compass rose on the board and reviews North/South/East/West. Teacher explains next to, between, around the corner from, across from. Using a simple map of the neighbourhood, the teacher models dialogues giving directions. Students then work in pairs and practise giving directions to a specific location using different forms of transportation. Supplement with exercises from such class texts such as a picture dictionary, Side By Side 1, Canadian Concepts 2, or The Pizza Tastes Great.
4. The teacher displays common road signs (see Ontario Ministry of Transportation). Teacher asks students what they think each sign means, and how a driver/pedestrian should respond to each sign. Teacher then introduces the structure: A driver must..., A pedestrian shouldn’t...
5. The teacher explains the vocabulary for different shapes and has students identify the geometric shape of the different road signs. The teacher may supplement with exercises from a picture dictionary.
6. The teacher presents students with the following role-play situation: A relative is coming to visit by train/bus/car/foot, etc. Create a dialogue giving them directions on how to get to your house/city/town.
7. Students then identify the different forms of transportation explored so far. Teacher lists them down the left hand side of the board, and asks students to rank them according to cost.
8. As a diagnostic activity, the class brainstorms the meaning of pollution and its different types. The teacher shows pictures to reinforce the main ideas. The teacher then asks students to list the different forms of transportation according to how much pollution they cause. To introduce research skills students arrange themselves in small groups or pairs for a simple library research activity. A teacher-created handout of transportation and pollution-related facts that students must answer using library resources is distributed (see Appendix 3-2.1 for an example). Once students have filled out the sheet, they rearrange the information using simple notebook conventions and formats. For example, they should organize material under specific headings and subheadings; they should use point form as well as insert appropriate titles, etc. Simple graphing activities would also be helpful to familiarize students with geography/math/science graphing requirements. Teacher should show an overhead example and lead class through a sample notebook organizing activity first.
9. A class discussion on ways to reduce transportation-related pollution based on information collected from the library follows. More advanced students could make a presentation on this topic. The teacher should refer to our Christian duty to be stewards of the environment.
10. Using picture cards, the teacher leads another diagnostic brainstorming discussion of other more recreational forms of transportation, e.g., bicycling, hang gliding, parachuting, roller-blading, etc. Teacher may supplement with exercises from a picture dictionary.
11. Next the teacher shows a silent movie that is transportation-related, such as Up, The Ride, The Remarkable Riderless Runaway Motorcycle. (Students may need to view several times.) Afterwards, the teacher distributes sample storyboards. In small groups, students draw up a storyboard for the film. Next groups should write up simple narratives to accompany their storyboards. Some groups may choose to create a cartoon script.
12. Teacher continues the story of the fictional family orally. Pairs prepare and present their chapter involving transportation. Teacher acts as scribe. (See Unit Planning Notes.)
· Cloze listening exercise (formative: AOR2.02, 4.01)
· Role Plays (summative: AOR1.05, 2.04. ASC2.05. 2.08)
· Library research. Appendix 3-2.1 “Pollution Fact Sheet” (formative: ARE4.01, 4.02. ASC2.06)
· Note-taking activity (formative: AOR4.02. AWR2.09)
· Story boards and narratives (formative: AOR4.03. AWR1.01)
· Paper and pencil test (summative: ARE3.04. AWR2.02, 2.04)
· Pair less fluent students with more fluent students and pair same language students. Employ peer-teaching. Less fluent students will need to rely heavily on pictorial matching exercises.
· More advanced students may create a diorama/map of the various transportation routes in their area e.g., marking bus routes, subway stops, airports, train stations and railroads, major highways etc.
Canadian Concepts 2, pp. 65-70 and cassette
Side By Side 1, p. 49-52 + Activity Workbook 1, cassette and video
The Pizza Tastes Great, Unit 4
Picture dictionary
A silent movie such as Up, The Ride, The Remarkable Riderless Runaway Motorcycle
Flash cards, pictures, Ontario Ministry of Transportation
Time: 240 minutes
Students become familiar with Canadian currency, banking and postal forms. Numbers are reviewed as well as the different ways they may be written in terms of usage. Students also practise different banking scenarios. Question format, including how much, is reinforced. In addition, students continue the process of becoming effective communicators and responsible Catholic citizens.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· think reflectively and creatively to evaluate situations and solve problems; (3c)
· think critically about the meaning and purpose of work. (5b)
Strand(s): Oral & Visual Communication, Reading, Writing, Social & Cultural Competence
Overall Expectations: AORV.01, .02, .03; AREV.01, .02, .03, .04; AWRV.01, .02; ASCV.02.
Specific Expectations: AOR1.01, 1.03, 1.05v, 1.06v, 2.02v, 3.01v, 3.02, 3.03v; ARE1.01, 1.02v, 1.03v, 1.04, 2.01v, 2.02, 2.03, 2.04v, 3.04v, 4.02; AWR1.01, 1.02v, 1.03v, 2.03v, 2.05, 2.06, 2.07v, 2.08; ASC2.05, 2.06, 2.08v.
· Prepare an array of items with large, easily visible price tags attached. In addition, prepare a number of different parcels of varying weights. Obtain Canadian postal rates from the post office and create an adapted handout for the class.
· Prepare overhead transparencies of bank forms, and models of how to address envelopes and write letters.
· Prepare listening activity and summative test.
· Prepare any guest speakers with respect to classroom language levels.
· Materials needed: a supply of common bank and postal forms (e.g., cheques, deposit/withdrawal slips, first class and airmail stickers etc. - the Business department may be able to provide you with copies of the forms); a scale; a supply of different kinds of coins, and paper money; a variety of sales flyers. Check with local banks for free learning resources.
· Students should have some familiarity with numbers, as well as with Canadian money and the symbols associated with it.
1. The teacher displays and reviews different types of Canadian money, as well as discusses slang terms. Vocabulary should be written on the board. Students record in learning logs.
2. Review numbers from one to a million. Explain dollar and cents signs, as well as how to write out numbers in numerical and written form (e.g., $1.50 vs. one dollar and fifty cents).
3. Present to the class different objects with price tags attached. Ask students How much is... questions. Distribute sales flyers. In pairs, students practise simple dialogues based on items found in the sales flyers. Each partner should take turns as a customer and as a sales clerk. Where possible boys and girls should be paired to avoid gender bias. Conversations should begin Excuse me. How much is/are... Teacher models a sample conversation first.
4. Students complete a simple listening exercise. The teacher reads aloud a dollar and cents amount and students circle or write the number they hear.
5. Teacher should reinforce with exercises from such texts as Canadian Concepts 1 and 2 and a picture dictionary.
6. Teacher displays a sample cheque on overhead, and explains how to fill it out. The same should be done for a deposit slip and withdrawal slip.
7. Next turn the teacher’s desk into a teller’s wicket/ATM machine. Distribute cards with different banking scenarios on them (e.g., You need to pay a hydro bill; You have to deposit a cheque; You need to cash a cheque; You need travellers’ cheques; You want to update your passbook etc.). Students select and fill out the appropriate forms from a “banking station” set up in the classroom and one by one come up to engage the teacher or another student assigned as “teller” in a conversation explaining what they need to do. If practising an ATM transaction, a student/the teacher should pretend to be the ATM machine and “say aloud” the written instructions that appear on the screen. In addition students should role play Interac payment transactions.
8. Teacher brings in a scale (this may be borrowed from the science department), sample packages and letters of different sizes, a package of stamps and various postal forms (e.g., customs, airmail, first class). An adapted version of Canadian Postal Rates is distributed. Students role play different transactions between a postal employee and a customer. Each postal employee weighs the packaged item presented by the customer and explains how much it will cost to mail within Canada, as well as any necessary stickers. Students should be instructed to ask for different postal services such as First Class, Same Day, Parcel Post, etc.
9. As a diagnostic activity, the class brainstorms employment opportunities explored so far and students record them in learning logs.
10. The teacher explains the correct format for addressing envelopes and packages using an overhead transparency. Students copy and then practise with their own or teacher-created addresses.
11. Teacher explains correct letter writing format. Students then write a letter to a favourite relative explaining what they have learned about banking/Canadian money. “Letter Wizard” in Microsoft Word is a good resource if computers are available. Students should add their letters to their writing portfolios.
12. Students continue orally the story of the fictional family. Pairs prepare and present their chapter involving banking/post office. Teacher acts as scribe. (See Unit Planning Notes.)
13. After completing this activity students may also:
Visit a bank or postal outlet or have a banking/postal official visit the classroom to answer questions and discuss career opportunities. This visit should be preceded by a class-drafted letter of invitation and followed by a class-drafted letter of thanks.
· Group work (formative: AOR1.05, 3.01. ARE1.03. AWR1.03. ASC2.08)
· Role plays (summative: AOR1.06, 2.02, 3.03)
· Letter (summative: AWR1.02, 2.03, 2.07)
· Paper and pencil test (summative: ARE1.02, 2.01. AWR1.03)
· Learning log (formative: ARE2.04, 3.04. AWR2.07)
· Pair less fluent students with more fluent students and pair same language students. Employ peer teaching.
· Students with creative strengths could design a five-dollar/ten-dollar coin or a new stamp.
Canadian Concepts 1, Units 3, 7, 8 pp.35-37, 97-124 and cassette
Canadian Concepts 2, Unit 9 pp.127-131 and cassette
English For Life Through Pictures, pp. 61-82
Picture dictionary
“Letter Wizard” in Microsoft Word
Sample money, banking forms, postal forms, postal rates guide
Time: 240 minutes
In this activity, students become familiar with the basic weekly nutrition and household needs of a family. They categorize foods according to Canada’s Food Guide, and, using advertising flyers from local grocery stores, compile an appropriate shopping list for a family. The list includes other basic items such as toiletries and cleaning products. Students share their own food preferences. Students continue to reflect on the role of the family in society and, through discussion of different food preferences in other cultures, celebrate their own, and develop respect for others. Language study includes vocabulary of shopping, and packaging, count and non-count nouns, and use of the imperative in an extension exercise.
Ontario Catholic Graduate Expectations:
The Catholic Graduate is expected to:
· demonstrate a confident and positive sense of self and respect for the dignity and welfare of others; (4a)
· value and honour the important role of family in society (6c)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .04; AREV.01, .02; AWRV.01, .02; ASCV.01, .02.
Specific Expectations: AOR1.01, .04, 2.01, 4.01; ARE1.03, 2.01, 2.02, 2.03, 2.04; AWR1.01v, 1.02v, 2.03v; ASC1.02; 2.05v.
· Sensitivity to economic disparities in the class is needed. The use of the fictional family for a grocery shopping exercise provides opportunity for acquiring vocabulary and manipulating language without involving students in difficult comparisons of personal economic situations. Support should be provided through the office if students cannot afford to take part in a food sharing activity.
· If students bring in food for sharing as a follow-up activity, ensure that adequate refrigeration/heating of food is available to avoid health problems and that students with food allergies are reminded to be careful.
· Materials required: Class sets of Canada’s Food Guide, picture dictionaries; a collection of grocery store advertising flyers, chart paper, and markers; arrange for students to bring in pocket calculators; follow-up stories (e.g., The Pizza Tastes Great).
· Simple sentence structure and group work skills.
1. As a diagnostic exercise, the teacher initiates discussion by questioning students on their eating habits and explaining that a good diet needs to have foods from specific groups. Using a web diagram from a board model, students illustrate the four food groups with examples. Although each student creates his/her own diagram, the teacher encourages discussion and sharing of ideas including the suggestion that students share food preferences, dietary restrictions, periods of fasting, etc., from their family and culture. Students use picture dictionaries as a reference, to promote accuracy in spelling, and add new vocabulary to their learning logs.
2. The teacher distributes copies of Canada’s Food Guide and students compare their diagrams with it, noticing additional information (number and size of servings, substitutions, etc.). The teacher continues to encourage discussion of food eaten in their homes (which grains and cereals, vegetables, etc.) while emphasizing respect for the food choices of all students. Review colours while discussing the value of colour variety in fruit and vegetable choices.
3. Students write a journal entry: Am I eating properly? commenting on their diet and the Food Guide. In preparation for writing, the teacher introduces count and non-count nouns and models correct usage (e.g., I eat too many cookies and too much sugar.). Students explore the ‘Junk Food’ phenomenon and how to eat healthily. (Canadian Conversation Book, p. 62)
4. The teacher displays samples of non-food items used by a family (toiletries and cleaning supplies). Students brainstorm similar items and list them on the board. Students record the vocabulary in their learning logs using picture dictionaries to supplement and to check spelling.
5. Using teacher-provided models, (What do we need at the supermarket? We need a dozen eggs and a carton of milk.), students practise exchanges orally in pairs. The pairs then demonstrate two or three exchanges for the class.
6. Arrange students in small groups and have them make a shopping list for the fictional family of the class keeping the Food Guide and also the other needs of the family in mind. Designate a reasonable budget, depending on the size of the family the class has created, and develop a list of packaging/containers/quantities vocabulary on the board as the need arises. Students use picture dictionaries as a reference.
7. The teacher distributes the supermarket flyers. Using their own calculators, each group chooses a store and, based on the items listed, calculates what the shopping list will cost. If items are not in their flyer, they may consult another flyer. Students are encouraged to look for bargains. Also, point out that all toiletries are not purchased every week. Each group writes up its shopping list with prices on chart paper. All are displayed and students compare and contrast.
8. Using diagrams of supermarket layout (see picture dictionaries), locate the aisle in which each item would be found. Use one or two of the shopping lists on display and ask the individual students to say where an item would be. (Talk-A-Tivities, “The ESL Supermarket” pp. 44-45 is an excellent follow-up partner activity.)
9. If a supermarket is within easy walking distance, plan an excursion during which students find and check off the choices on their list (and compare with their flyer if it is a different store).
10. Use supplementary reading to reinforce content. (For example: Canada Coast-to-Coast, pp.22-23 “Toronto’s street market”.)
11. As a follow-up activity invite students to bring in food from their own culture for sharing with the class (and possibly other invited classes). Invite the school chaplain to join the celebration as a way to emphasize the “communion” of sharing foods. Include grace before meals. Using the writing process, a writing portfolio piece entitled “Foods from Many Cultures”, is a good follow-up activity. Students could write up and share recipes providing practice in use of the imperative that relates to writing up lab reports in science classes.
12. Continue adding to the “Occupations” page in learning logs on an on-going basis. (Cashier, stock person, store manager, etc. will emerge.)
13. The teacher acts as a scribe as students continue the fictional family story orally: individuals or small groups prepare and present their chapter involving shopping. (See Unit Planning Notes.)
· Create groups of mixed abilities to allow more proficient students to assist less proficient students.
· Assist less proficient students to articulate ideas using notes when they are called on to add to the on- going oral story.
· Journal entry (summative: AWR1.02)
· Observation: group work on shopping list (formative: AWR1.01, ASC2.05)
· Pencil and paper test on vocabulary and count/non-count nouns (summative: AWR2.03)
Picture Dictionaries
Canada Coast to Coast
Talk-A-Tivities
Canadian Conversation Book 2nd Ed.
Time: 240 minutes
In this activity students explore some interactions with the community such as practising ordering in and dining out. Through role play and use of flyers and menus they become familiar with restaurant foods and with the appropriate behaviour and language associated with ordering in and dining out. They are encouraged to consider the preferences of others and to interact respectfully with each other and the service people they encounter as they continue to contribute to the common good. Polite forms for questions, requests, and complaints are reinforced and restaurant and food vocabulary is expanded.
Ontario Catholic School Graduate Expectations:
The Catholic graduate is expected to:
· develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good; (1d)
· apply effective communication, decision-making, problem-solving, time and resource management skills. (4f)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .03, .04; AREV.01, .02; AWRV.01, .02; ASCV.02.
Specific Expectations: AOR1.01, 1.06v, 2.01, 2.04v, 3.05v, 4.01; ARE1.03; 2.01, 2.02v; AWR1.02v, 2.05v, 2.06v; ASC2.05v, 2.07.
· Simple sentence structure and knowledge of group work skills
· Sensitivity to economic disparities in the class must be shown (in deciding to actually order-in as part of the culminating activity).
· Arrange for access to a room or an office phone that is available at the time the class is in session.
· If students are ordering in, call ahead to the restaurant to prepare the person taking the call for the language level of the caller.
· Book the school video camera and have student volunteers or the technical staff available to film.
· Materials required: a variety of flyers from take-out restaurants and menus from local restaurants including those from a variety of ethnic cuisine (students should be encouraged to bring these in); pictures of menu items, cut out and mounted on cardboard and a teacher created menu using these foods with prices (three or four main courses, dessert, soup, salad, and beverages is sufficient for the exercise); props such as china, cutlery, and napkins/serviettes for a mock restaurant; teacher-created model script (or use examples from The Pizza Tastes Great).
1. The teacher leads a practice discussion of eating out and ordering in and encourages students to share their own preferences.
2. The teacher distributes flyers from a variety of take-out restaurants representative of those from the community (student or teacher provided). Working in small groups, students examine the flyers. Vocabulary is clarified with teacher assistance. The group’s task is to choose one take-out meal (in a specific price range) from the flyers that will be acceptable to a majority of the group. Before starting, the teacher models, and students practise, suitable sentence patterns, asking for preferences, expressing likes and dislikes, and practising intonation. Each group writes up the order for the meal it has decided upon. These should not be shared with other groups, as the order will be used in the oral activity that follows.
3. To practise phoning for take-out, one student plays the role of the restaurant, another the role of the person ordering. This can be done in-class as a role play or, using phones in other parts of the school, students can phone an order from the classroom. Students prepare for this activity by reviewing polite question forms and practising rising intonations at the end of questions. They also need to be aware that calling can be complicated if the person taking the call speaks quickly or is in a hurry. As a culminating activity for the ordering-in segment, the teacher arranges a small Friday class party. After students decide on the food order, they make an actual phone call.
4. In preparation for creation of a mock restaurant, the teacher displays and names a series of meal pictures that have been cut out and mounted on cardboard. Students record vocabulary in their learning logs.
5. With teacher guidance, students brainstorm restaurant behaviour: phoning for reservations, waiting to be seated, ordering (including asking for an item not on the menu and, if necessary, alerting a server to food allergies), and tipping. The classroom is arranged as a restaurant and roles are assigned: server, kitchen helper, manager, and customer. Using teacher created menus and props, students role play a restaurant visit. Students change roles and repeat the activity. Encourage extensions such as complaints.
6. Next, the teacher prepares students for a scripted role play by analysing a script model with particular emphasis on accuracy in beginning and end punctuation. Working in pairs, students create a short (5- to 10-line) script around ordering in/eating out. After the script has been checked, with teacher guidance, students memorize, rehearse, and present. The presentations are videotaped for sharing and for use at the course end. Scripts are included in student portfolios.
7. Content is reinforced with suitable modified reading material. For example, read and do exercises from Chapter 1, The Pizza Tastes Great: “A Big Menu” and “The Pizza Tastes Great”.
8. With teacher guidance, students reflect on their learning log entry on goal setting.
9. Continue “Occupations” page in learning log (delivery person, kitchen helper, etc.).
Note: Although students need to be aware of the many different titles for these occupations, this is a good opportunity to point out that we prefer to use gender neutral titles, and to model these titles: e.g., “server” is preferred to “waiter” or “waitress”.
10. Students in small groups or pairs add to the story of the fictional family (see Planning Notes).
· Observation: group work in take-out activity Appendix 1-2.1 “Individual Group Assessment Form” - available on ICE web site: tcdsb.on.ca/ice/index.html (summative: AOR2.04; ASC2.05)
· Learning Log vocabulary check for accuracy of meaning (formative: ARE2.02)
· Rubric and checklist: script writing Appendix 3-5.1 “Script evaluation” (formative: AWR1.02, AWR2.05, 2.06)
· Peer/Self/Teacher assessment: role play Appendix 3-5.2 - Dramatic Presentation Rubric (formative: AOR1.06, 3.05)
· Encourage linguistically stronger students to make the call to a pizza store.
· Assist with script writing and dramatic presentations for less proficient students by allowing shorter scripts and providing more editing support. More proficient students are encouraged to expand beyond situations covered in the classroom when creating scripts.
The Pizza Tastes Great
Restaurant menus and take-out flyers
Time: 180 minutes
Students learn proper forms of address for different pastoral personages as well as appropriate verbal and non-verbal Mass responses. Students demonstrate the ability to obtain simple information. The future tense is also to be introduced. In addition, students continue the process of becoming discerning believers formed in the Catholic faith community.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· seek intimacy with God and celebrate communion with God, others, and creation through prayer and worship; (1f)
· listen actively and critically to understand and learn in light of gospel values. (2a)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .03, .04; AREV.01, .02; AWRV.01, .02; ASCV.01, .02.
Specific Expectations: AOR1.01v, 1.04, 1.05v, 1.06v, 2.02v, 3.03v, 3.06, 4.01v; ARE1.01, 1.03, 2.01, 2.02, 2.03, 2.04v; AWR1.01, 1.02v, 2.03, 2.04, 2.05v, 2.07v; ASC1.03v, 2.04v, 2.08v.
· Be sensitive to and arrange accommodations for students who are unfamiliar with the formal rituals/celebrations of the Catholic faith.
· Visit local church(es) for brochures/bulletins, and obtain permission to tape a telephone message.
· Arrange visit to school chapel.
· Prepare dialogue and role-play models.
· Prepare cloze exercise of formal prayers in English.
· Copy handouts.
· Prepare supplies needed for collage, including magazines to cut up.
· Some familiarity with forming questions and negative responses.
· Some familiarity with the Catholic Mass and prayers in the students’ own language.
1. Teacher takes students to the school chapel. If possible, the school chaplain should be on hand to answer questions and access such items as the host. Students are asked to identify key items/symbols in the room (e.g., the altar, the cross, the chalice, stained glass windows). The class discusses the significance of these items and how they are used in the Mass. Note: Before taking students to the chapel discuss expectations re behaviour. In addition the teacher needs to be sensitive to students who may not feel comfortable entering the chapel.
2. Upon returning to the classroom, students should complete a pictorial matching activity and add new vocabulary to their learning log. A class discussion focussing on the differences between the chapel and their own church follows. Teacher lists on the board using a simple T-chart.
3. Next distribute a cloze exercise of The Lord’s Prayer, Hail Mary, and Glory Be (or any other prayers you feel should be covered). Teacher reads aloud and students fill in the missing blanks. Students should memorize the prayers and recite to the class over the next couple of days.
4. Teacher distributes a handout listing English Mass responses (see Appendix 3-6.1 Mass Worksheet). Students match with the appropriate occasion in church. A discussion of proper forms of address within the church community (e.g., Father) follows. Students record vocabulary in learning logs.
5. Using a web diagram, the class brainstorms activities provided by the church (e.g., Mass, visits to the sick, Sharelife, youth activities, bingo, dances, picnics, etc.). Flyers/bulletins from local churches are then distributed. (If possible local church web sites could also be accessed for this activity.) In small groups students find, highlight, and then list on a sheet of paper, all the activities offered by the churches. Each group presents its findings. Groups then create a collage entitled “Our Church” showing all the different aspects of the church explored so far (see Appendix 2-5.1 for assessment rubric).
6. Teacher plays a tape (either self-created or taped from an actual church telephone message) that lists the times of the Masses, as well as the church address and the names of the priests. Students complete a cloze exercise. As homework students must phone their own church to obtain information requested by the teacher (e.g., name of the priest/deacon, times of weekly Masses, Sunday Mass, etc.) The next day the teacher introduces the future tense using both “going to” and “will”. Students are asked questions based on the homework such as When will Mass be this weekend? Students reply using the future tense. Negative and question forms of the future should be practised as well. Supplement this activity with exercises from a textbook.
7. The teacher models a conversation between a parishioner and a priest/chaplain. Students then create short role plays of conversations between themselves and a priest, church secretary, chaplain or church-going neighbour based on situations provided by the teacher that require the use of the future tense.
8. Before a school Mass, students are taken through the special timetable. After the Mass, there should be a discussion of the differences between Canadian Mass customs and those in the students’ own places of worship. The teacher records results using a T-chart.
9. Students continue orally the story of the fictional family. Pairs prepare and present their chapter involving church activities. Teacher acts as scribe. (See Unit Planning Notes.)
After completing this activity students may also:
10. Invite the local priest or school chaplain to visit and answer questions that have arisen. Students might also ask about vocational opportunities. This visit should be preceded by a class-drafted letter of invitation, and followed by a class-drafted letter of thanks.
11. To further students’ understanding of the community-at-large, a visit could be made to local places of worship, e.g., a mosque or a synagogue. Alternatively, a guest speaker could be invited into the classroom. Comparisons would then be drawn through simple charting activities.
12. Plan a class paraliturgy with the school chaplain.
· Group work/role plays (formative: AOR1.01, 1.05, 1.06. 2.02, 3.03. ASC1.03)
· Teacher observation of student ability to follow special timetable (summative: ASC2.04)
· Collage “Our Church” - Appendix 2-5.1 Collage Assessment Rubric (summative: AOR4.01. ASC2.08)
· Learning Log (formative: ARE2.04. AWR1.02, 2.05, 2.07)
· Pair less fluent students with more fluent students and/or pair same language students.
· More advanced students should be given the more challenging role-play activities.
Side By Side 1, p. 116-125 and Activity Workbook and Video
Basic English Grammar
Church bulletins and flyers
local priest, lay ministers, deacon, school chaplain
Magazines for collage
Parish web sites if available
Time: 240 minutes
In this culminating activity, students engage in a project that allows them to review and manipulate material, and to demonstrate skills covered in the unit, as they create an original presentation for the class. They develop their own test materials to ensure that their classmates have benefited from their presentations. Students evaluate their own and other’s efforts. During this activity, students continue their journey toward becoming caring family members who are effective communicators. Language structures covered in the unit are reviewed and reinforced.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· present information and ideas clearly and honestly and with sensitivity to others; (2c)
· value and honour the important role of the family in society. (6c)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01, .03; AWRV.01, .02; AREV.01; ASCV.02.
Specific Expectations: AOR1.06v, 3.05v; AWR1.02v, 1.04v, 2.05v, 2.06v; ARE1.01v, 1.02v, 1.04, 2.01; ASC2.07, 2.08.
· Supply students with copies of the class-created fictional story.
· Choose a section of the story that has a strong plot line, duplicate it, and cut into sections for students to re-arrange.
· Some group work skills and familiarity with material covered in Unit 3.
1. Students review the story of the fictional family that they have created. Teacher reads out loud; students read out loud. Students review story elements (plot, character, setting). Copies of stories with a strong line of logic are divided by the teacher, photocopied, cut, and then re-arranged in logical order by students.
2. Students review letter format by writing a letter or short note from one fictional family member to another. The teacher and class brainstorm situations arising from the story: a note reminding someone to buy groceries or go to the bank; a question about which Mass they plan to attend; a request to be met at a bus stop, for example. Students write a first draft, edit it with peer or teacher assistance, and complete a polished draft that is evaluated and filed in the portfolio.
3. In preparation for scripted role play, students list and review topics covered in the unit: family relationships, chores, transportation, grocery shopping, banking, the post office, dining out, ordering in, and going to church.
4. The teacher explains the core assignment for this activity:
· students work in groups; they choose one of the topics covered in the unit.
· after creating a script based on this topic and involving the fictional family created by the class, they rehearse their script and present it to the class.
· their presentation is videotaped.
· they also create a three to five question test based on their presentation for the class to answer.
· they watch the tape of their presentations and perform self- and peer-evaluation.
Students record these expectations in their learning log commenting on the steps that they feel most/least comfortable with and what they hope to learn from doing this activity.
5. In groups, students are given time to discuss available topics and choose one. The teacher provides students with appropriate time-lines and reviews the checklist and evaluation rubrics with them to clarify expectations (Appendix 3-5.1 and Appendix 3-5.2). Note that the language in these evaluation tools needs to be explained so that students clearly understand the expectations).
6. The teacher reviews script expectations. Students brainstorm plot line and write scripts with teacher supervision.
7. The teacher collects, evaluates, and edits the scripts and allows time for revision and final draft.
8. Students memorize and rehearse their dramas.
9. With teacher guidance, each group develops three to five questions based on its script. Question format is reviewed and the teacher monitors questions for appropriate content.
10. Students present performances that are videotaped. After each performance, the rest of the class answers the questions created by the group. Students also complete the evaluation rubric (Appendix 3-5.1 - Dramatic Presentation Rubric) on the performance for themselves and for other groups. Tapes are replayed if necessary to assist in evaluation.
11. Students discuss and compare evaluations and their own learning experiences.
· Observation of oral reading of fictional story (summative: ARE1.01)
· Writing Assignment: short letter or note (summative: AWR1.04)
· Rubric and checklist: script writing. Appendix 3-5.1 Script Evaluation (formative: AWR1.02, AWR2.05, 2.06)
· Peer/Self/Teacher assessment: dramatic role-play presentation. Appendix 3-5.2 Dramatic Presentation Rubric (formative: AOR1.06, 3.05)
· Create mixed groups to support less proficient students.
· Permit reading for less proficient students in presentations.
· Encourage more proficient students to develop scripts, which goes beyond classroom experience.
Student and classroom notes accumulated throughout the unit
Video camera
Read the following statements carefully. Check the box that best describes you. If you do not understand the question, ask a peer or the teacher to explain it.
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always |
usually |
often |
sometimes |
never |
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I make my bed. |
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I keep my room tidy. |
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I take out the garbage. |
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I help clean the house. |
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I do the dishes. |
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I wash my own clothes. |
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I help in the garden. |
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I help with the cooking. |
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I go to the store. |
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I make my lunch. |
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In my house the person who usually does the following is:
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Activity |
Person who
usually does it |
Male |
Female |
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house-cleaning |
______________________ |
___ |
___ |
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laundry |
______________________ |
___ |
___ |
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cooking |
______________________ |
___ |
___ |
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grocery shopping |
______________________ |
___ |
___ |
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washing up |
______________________ |
___ |
___ |
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gardening/shoveling snow |
______________________ |
___ |
___ |
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taking out the garbage |
______________________ |
___ |
___ |
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Discussion
Behaviour |
mostly |
sometimes |
rarely |
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Raises hand to be given a turn to speak |
o |
o |
o |
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Doesn’t interrupt others |
o |
o |
o |
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Shows respect for others’ opinions |
o |
o |
o |
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Uses appropriate volume when speaking |
o |
o |
o |
1. Define the following:
a) environment
b) pesticides
c) acid rain
d) recycle
e) toxic
f) waste
g) smog
2. Fill in the chart below, identifying five different types of pollution, one cause, and listing the damage caused to the environment by this type of pollution.
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Type of
Pollution |
Causes |
Damage Created |
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3. Name two diseases pollution can cause.
4. a) What is an air advisory?
b) Why do they mostly happen in summer?
5. What are the 3 Rs?
6. What pollution problems do other countries have? Why?
7. Pick one topic from below, then answer the questions that follow:
Love Canal Chernobyl Union Carbide plant in Bhopal
Three Mile Island Exxon Valdez Grassy Narrows (mercury poisoning)
Port Hope, ON (radioactive waste)
i) Where did this disaster take place?
ii) When?
iii) What was the pollution problem?
iv) How did the area become polluted?
v) Who was hurt?
vi) How was the pollution problem solved?
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Characters listed |
o |
Described |
o |
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Set included |
o |
Described |
o |
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Script format followed |
o |
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Script typed |
o |
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Criteria: Plot |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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A. Originality |
Not original: ideas and situations already used |
Somewhat original: some new ideas but others already used |
Original plot |
Original and creative |
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B. Logic |
Difficult to follow. Characters do and say things that do not make sense. |
Some significant problems with logic. Some places where characters do and say things that do not make sense. |
Characters mostly behave in a way that makes sense. |
Characters are consistently logical in the way they behave and speak. |
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C. Use of vocabulary covered in the unit. |
Very little vocabulary used accurately |
Some vocabulary used accurately |
A significant variety of vocabulary used accurately |
A wide and creative use of vocabulary with great accuracy |
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D. Content reflects social teaching of the Church (life and social justice issues) |
Not very evident |
Some inclusion of Church social teaching |
Life and justice issues are considered |
Social teaching is an integral part of the presentation |
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E. Catholic family values reflected in the script |
Very little use of Catholic family values |
Some reference to Catholic family values |
Catholic family values clearly included |
Catholic family values thoroughly and creatively included |
o Teacher o Self o Peer
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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A. Memorization and evidence of rehearsal |
Very little evidence of rehearsal and memorization poor to non-existent |
Evidence of some rehearsal and partly memorized |
Evidence of rehearsal and memorization almost complete |
Well rehearsed, completely memorized and confidently presented. |
|
B. Delivery |
Difficult to follow due to poor volume, and/or pronunciation, and/or pace. |
Significant problems with volume, and/or pronunciation, and/or pace. |
Understandable: minor problems with volume, and/or pronunciation, and/or pace. |
Delivered clearly and expressively with good volume and/or pace. |
|
C. Props |
Few to no props and little evidence of planning. |
Some props and some evidence of planning. |
Significant and appropriate use of props. |
Props used creatively and with clear attempt to make presentation more significant and interesting. |
Match the phrase on the left with the response or time during the Mass that it is said:
|
_____ |
The Lord be with you |
A) Preparation of the Bread and Wine |
|
_____ |
In the name of the Father, and of the Son, and of the Holy Spirit |
B) After the first and second Reading |
|
_____ |
Thanks be to God |
C) And also with you |
|
_____ |
Blessed Be God forever |
D) After the Lord’s Prayer |
|
_____ |
For the kingdom, the power, and the glory are yours, now and forever. |
E) Amen |
Match the following passages with the prayer they are taken from:
|
_____ |
Give us this day our daily bread; and forgive us our trespasses |
A) Glory to God |
|
_____ |
Lord God, Lamb of God, you take away the sin of the world: have mercy on us |
B) Eucharistic Prayer |
|
_____ |
I believe in God, the Father Almighty, creator of heaven and earth. |
C) Lord’s Prayer |
|
_____ |
Holy, holy, holy Lord, God of power and might, heaven and earth are full of your glory. Hosanna in the highest. |
D) Apostles’ Creed |
|
_____ |
Praise to you, Lord Jesus Christ, king of endless glory! Praise and honour to you, Lord Jesus Christ! Glory and praise to you, Lord Jesus Christ! |
E) Alleluia |
Fill in the blank with the correct word from below.
Gospel liturgy Readings psalm homily
Scripture Communion sacraments hymns Eucharist
After “Glory To God” and the Opening Prayer come the first and second _______________.
We call the words from the Bible ______________. Next comes the ____________ which is God’s Word. After speaking God’s Word, the priest explains and applies the bible readings. This is called the
__________. The entire Mass is often called the ___________________.
The priest sets the Lord’s table by preparing the bread and the wine. After the priest blesses the bread it is called the __________________. Throughout the Mass, songs of praise or _______________ are sung. Sometimes we say a sacred song or poem from the Old Testament. We call this a ______________.
After the Lord’s Prayer, we receive the Body of Christ from the priest. This is called _____________. Marriage, Baptism and Communion are examples of __________________.
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