Course Profile
English in Daily Life ESL Level 2, open, Catholic
Unit 3
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. Writing partnerships of catholic school boards and subject associations created these materials. The Ontario Ministry of Education funded the development of these resources. 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 materials, 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.
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Catholic District School Board Writing Team - Dramatic Arts
Lead Board
Durham Catholic District School Board
Rick Townend, Manager
Course Profile Writing Team
|
Phase 1 |
Phase 2 |
|
Dwain Tymchyshyn, Durham Catholic DSB |
Mary Adelle Patterson, Durham Catholic DSB |
|
Perry Kakis, Durham Catholic DSB |
Jamie Finan, Durham Catholic DSB |
|
Irene Cudini, Durham Catholic DSB |
Christina Maschas-Hammond, Peterborough, Victoria, Northumberland, Clarington Catholic DSB |
Central Catholic Curriculum Cooperative
Institute for Catholic Education
Unit 3: Celebrations
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5
Unit Developer(s)
Jamie Finan, Durham Catholic District School Board
Christina Maschas-Hammond, Peterborough, Victoria, Northumberland, Clarington Catholic District School Board
Mary Adelle Patterson, Durham Catholic District
School Board
Development Date: May-August 1999
Celebrations are essential to every cultural group. Students recognize and value the multitude of customs and traditions that make Canada a rich and diverse community of God. Studying the celebrations of various cultural groups and the celebrations of faith within these cultures permits students to expand their communicative competence, compare and contrast traditions of different cultures, and further explore their social and cultural place in Canadian society. By sharing their own customs and traditions, as well as learning those of Canada, students contribute to and learn about Canadian multiculturalism. By organizing and participating in different celebrations of culture and faith, which include their families and friends, students become caring members of their families, schools, parishes, and the wider Canadian community.
Ontario Catholic School Graduate Expectations: 1b, d; 5c; 7c, d, f, g, j.
Strand(s): Oral and
Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV .01, 02; BREV .01, .05; BWRV .01, .02, .03;
BSCV .01, .02, .03.
Specific Expectations: BOR 1.01, .03, .04, 2.02, 3.02, .03; BRE 1.01, .02,
3.01, .05, 4.01; BWR 1.01, 2.01, .03, .04, 3.05; BSC 1.03, .04, 2.02, .03, .04,
.05.
|
Activity 1 |
Canada: Celebrating Our New Home |
300 minutes |
|
Activity 2 |
Celebrating Our Catholic Identity |
300 minutes |
|
Activity 3 |
Celebrating Our Catholic Journey |
225 minutes |
|
Activity 4 |
Celebrating Our Cultural Identities |
150 minutes |
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Activity 5 |
Celebrating Yesterday, Today, and Tomorrow |
225 minutes |
There is the flexibility built into this
unit to study a variety of celebrations and ethnocultural holidays. Teachers
investigate the cultural composition of the class and incorporate activities
that reflect the student's identity. Activities are planned based on the
cultural composition of the class. Students are permitted to use bilingual
dictionaries and electronic translators to incorporate their first language
into reading and writing activities as well as to supplement their language
understanding. Teachers assist students of differing faith traditions to
understand the gospel values and scripture passages throughout this unit.
Teachers review the bibliography prior to beginning this unit to ensure the
suggested resources are available or find a suitable substitute for study. A
variety of activities completed by the students are added to the celebration
unit portfolio, which can be assessed at various stages throughout the unit. Teachers refer to Individual Education
Plans and modify unit activities and expectations to accommodate these
students' needs. Teachers may access the web site listed in the course
overview planning notes and download some prepared graphic organizers to
support the Teaching/Learning Strategies.
Achievement of the expectations from ESLAO is necessary to succeed in this unit. Students have developed strategies in reading in order to decode, comprehend, express main idea, and locate information. Students are able to write a variety of sentences and short passages using simple verb tenses and using a variety of dictionaries to assist with vocabulary meaning and spelling. Students are able to seek information using a variety of sources such as: human resources, Internet, print and media resources. Students would benefit from some familiarity with cultural customs and celebrations from their country of origin.
Teaching/learning strategies to be used in this unit include: brainstorming, collaborative /co-operative games, reporting, guest speakers, video clips, class discussions, journal writing, a variety of writing activities applying stages of the writing process, think/pair/share activities, conferencing, and simple research activities.
· teacher-student conference to clarify directions and instructions for students
· teacher observation to encourage student participation and to monitor student progress
· rubric for final evaluation of work
· anecdotal comments to support understanding, to encourage participation, and to promote accurate language usage
· anecdotal comments for error analysis to further develop grammar, spelling, punctuation, and vocabulary usage
Barry, J. Language To Go. Toronto: Nelson Canada, 1995.
Canadian Bible Society. Good News Bible: Today's English Version. Toronto: Canadian Conference of Catholic Bishops, 1996.
Dumoulin, B. and S. Sikundar. Celebrating Our Cultures. Markham: Pembroke Publishers, 1998.
Fowler, H.W. The Concise Oxford Dictionary of Current English. Oxford: Clarendon Press, 1990.
Langevin, D. When's The Next Holiday? Toronto: Canadian Resources for ESL, 1996.
Liebman, Daniel. Canadian Dictionary for English Learners. Toronto: Addison-Wesley, 1987.
Martin, D. Communicating Skills. Toronto: Nelson, 1998.
Myers, M. Teaching to Diversity. Toronto: Irwin Publishing, 1993.
O'Malley, J.M. and L. Pierce. Authentic Assessment for English Language Learners. Toronto: Addison-Wesley Publishing Co., 1996.
Sivell, J. Canada
From Eh to Zed. Toronto: Canadian Resources for ESL, 1994.
Walter, T. Amazing English. Toronto: Addison-Wesley
Publishing Co., 1996.
Wansbrough, H. The New Jerusalem Bible. New York: Doubleday, 1990.
Time: 300 minutes
In this activity students use oral, visual, and written language to learn about various celebrations particular to our Canadian culture. Through a variety of learning experiences students celebrate language. They expand their vocabulary bank, becoming familiar with vocabulary and concepts relating to this activity theme. Students further develop skills in oral fluency. This activity increases student awareness of the many components of Canadian celebrations. The language foci of this activity are use of proper nouns and pronouns; questioning techniques, both oral and written; and reinforcing the use of present and past verb tenses.
Ontario Catholic Graduate Expectations: 5c; 7f, g.
Strand(s): Oral Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV .01; BREV .01; BWRV .01, .02; BSCV .02.
Specific Expectations: BOR 1.03; BWR 1.01v, 2.01v; BRE 1.01, 02, 4.01v; BSC 2.02v, .05.
· Students may use first language dictionaries to assist and support in understanding new and unfamiliar vocabulary.
· Provide necessary supplies for students to complete the illustration.
· Teachers collect a variety of readings, by either developing their own or adapting prepared readings, on various Canadian holidays that would be appropriate for ESLBO students.
· Save and collect calendars, pictures, postcards, and magazines with visuals to support vocabulary development.
· Teachers prepare graphic organizers to support teaching learning strategies in this unit or browse the Durham Catholic District School Board web site for prepared graphic organizers.
Let's Celebrate: This graphic organizer includes the following categories: the date, symbols, decorations, season and weather at the time of the celebration, the reason for celebrating, food and customs related to the celebration, and new vocabulary linked to the celebration.
Let's Party: This graphic organizer includes the following categories: the name, date, season, symbols, decorations, music, food, why and how the celebration takes place.
· achievement of the expectations from ESLAO
·
some
familiarity with completing graphic organizers
1. Teachers begin this activity by initiating a discussion about the word celebration as a form of joy and festivities. Students share meaningful celebrations in their lives. These celebrations may reflect personal celebrations, religious celebrations, and/or cultural celebrations.
2. Students illustrate a meaningful celebration in their lives and share the illustrations with the class. Ensure a secure, welcoming environment for student presentations. Display illustrations around the classroom. Students use these illustrations as a component of their portfolio to be completed in this unit.
3. Teachers introduce the students to four uniquely Canadian celebrations. Focus on one celebration at a time, completing activities individually for each celebration. The celebrations selected are open to the choice of the teacher, depending on the time of year, availability of resources, and personal preference. Some suggested Canadian celebrations are: Canada Day, Remembrance Day, Thanksgiving Day, Flag Day (Feb.15), Lord Simcoe Day (Civic Holiday), Labour Day, Victoria Day, or Heritage Day.
4. Teachers introduce and develop vocabulary specific to the selected celebrations. Visuals may be used to support vocabulary development. Activities such as word searches, scrambled word puzzles, word cloze activities, crossword puzzles, and/or matching words with meaning enhance vocabulary development. Some examples may be found in the suggested resources listed for this activity.
5. Provide students with a selected reading for each Canadian celebration studied. If Canada Day is a selected celebration, the reading from When's The Next Holiday? p141-142 may be used. Teachers read the selection to students, once for enjoyment, again for understanding. Teachers pose questions during second reading to determine understanding and encourage students to ask questions for clarification.
6. Teachers use a graphic organizer, Let's Celebrate, with students to organize information for each Canadian celebration studied. This may be completed individually or in pairs. Students are to use printed resources and shared readings to research each holiday and complete the task. For best results, teacher modelling of the activity is encouraged. This graphic organizer may be used for each of the four celebrations studied. Upon completion of the task, peer review, and pair/sharing, the students file the graphic organizers in their personal celebration portfolio.
7. Upon completion of the study of all celebrations, students reflect about one of the celebrations studied in their personal journal.
8. To conclude this activity, students work in pairs or small groups to plan a festive celebration for the class. Each group of students is responsible for one component of the class celebration (e.g., music, food). The graphic organizer, Let's Party, assists students in planning. Each group is responsible for developing a brief outline. The students plan, prepare, and celebrate.
· teacher observation and informal/anecdotal assessment of in-class participation
· journal assessment using the checklist, Appendix 6.3 - Formative Assessment Checklist - Personal Journal Writing
· formative assessment of portfolio with anecdotal comments assessing student work and participation
· summative assessment of planned celebration using the rubric (Appendix 6.2 - Rubric for Assessing Research Project)
Fowler, H.W. The Concise Oxford Dictionary of
Current English. Oxford: Clarendon Press, 1990.
Langevin, D. When's The Next Holiday? Canadian Celebrations. Toronto: Canadian Resources for ESL,
1996.
Lewicki, K. Thanksgiving Day In Canada. Toronto: Napoleon Publishing, 1993.
Martin, D. Communicating Skills. Toronto: ITP Nelson, 1998.
· Students experiencing difficulty with language acquisition should be paired with linguistically stronger students for the co-operative activities.
· Students experiencing difficulty with writing may require modelling from teacher; scribing or, a modified cloze piece.
Appendix 6.2 - Rubric for Assessing Research Project
Appendix 6.3 - Formative Assessment Checklist - Personal Journal Writing
Time: 300 minutes
In this activity students explore the concept of celebration through the lens of the Catholic Church. The focus is preparation for a culminating liturgy, which incorporates values and beliefs associated with the teachings found in Catholic celebrations. Students’ knowledge and skills in oral, visual, and written communication continue to develop using graphic organizers. This activity further familiarizes students with related scripture passages. Students illustrate their understanding of the Catholic celebrations through the writing of a children’s book relating to Advent and by planning and participating in a Lenten liturgy, celebrating forgiveness. Teachers may choose to complete these activities at the time of year that corresponds to the church calendar. The language foci for this activity are sentence structure and proper use of nouns and pronouns.
Ontario Catholic School Graduate Expectations: 1d; 7c, g.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV .02; BREV .05; BWRV .03; BSCV .03
Specific Expectations: BOR 1.03, 2.02v; BWR 2.01v; BRE 1.01, .02v, 3.01v; BSC 2.03v, 2.04v.
· Make first language dictionaries available (class copies or personal copies) to assist and support in the understanding of new and unfamiliar vocabulary.
· Make a number of magazines, pictures, calendars, newspapers, etc. available for students to use for visual displays.
· Develop the story of the Birth of Jesus Christ using sentence strips (one sentence per strip of paper).
· Gather materials having a variety of textures, (e.g. felt, corduroy, sandpaper, silk, satin, cotton, foil, wax paper, denim, wool, jute, and burlap).
· Provide students with glue, scissors, and construction paper.
· Reserve chapel for liturgy.
· Paraphrase scripture readings as needed. Provide written copies for students to follow.
· Prepare graphic organizers to support Teaching/Learning Strategies in this unit or browse the Durham Catholic District School Board web site for prepared graphic organizers such as:
Waiting: This graphic organizer focusses on the language concept of sentence structures, specifically subject/verb agreement. It provides sentence stems to be completed with a personal thought and wish. Sentences include past, present, and future tenses.
New Beginnings-Media Review: This graphic organizer is designed for students to review the content of a video. Emphasis is placed on the main idea, the characters, setting, new vocabulary, and likes and dislikes.
Prayer Patch: This graphic organizer provides students with a framework for writing prayers of the faithful.
· achievement of expectations at the ESLAO level
· familiarity with completing graphic organizers
The Season of Advent
1. Initiate a discussion about Advent celebrations, focussing on the idea of a time of waiting and anticipation.
2. Using visual cues, introduce and develop new vocabulary related to Advent.
3. Share a personal experience relating the idea of waiting to the students.
4. Read a scripture passage to students which reflects the message of Advent as a time of waiting and anticipation (e.g., Luke 3:10-11,14-16, Luke 2:4-7, Songs of Songs 2:11-13), then discuss with the students.
5. In small groups, students are to complete a collage of pictures with labels representing things for which they have waited or continue to wait.
6. Students share their collage orally with the large group.
7. Students complete the graphic organizer Waiting. This organizer provides students with sentence stems to be completed with personal thoughts and wishes. A variety of sentences should be included, which reflect past, present, and future verb tenses. If necessary, support this activity with some language exercises that reinforce the concept of verb tenses and subject/verb agreement.
8. Students place completed graphic organizer in their celebration portfolio.
9. To begin this next activity, inform students that today the class is creating a book that may be shared with younger siblings, an elementary school, or daycare centre.
10. To develop vocabulary through tactile experiences, have a variety of materials and textures available (e.g., felt, corduroy, sandpaper, silk, satin, cotton, foil, wax paper, denim, wool, jute or burlap).
11. Place one article in a bag; students reach in the bag and describe verbally what they feel. Continue this process with a variety of objects, having the students describe the tactile sensation of the texture of each object.
12. Student responses may be recorded on the board or on chart paper to build the written and spoken vocabulary for this activity.
13. Read the story of the Birth of Jesus Christ and further develop the idea of waiting. Relate this story to some of the personal thoughts the students shared when they completed the activity on past and present tense verbs and the idea of waiting.
14. Using the story shared, discuss the structure of a story with a focus on beginning, middle, and end.
15. Randomly hand out sentence strips (created from the story shared on the Birth of Christ) and ask students to arrange themselves in the proper story sequence using the sentence strips as the organizer. Students read the sentences aloud to reinforce the story content, structure, and sequence.
16. Students then take their sentence strip and copy it onto a piece of 11x14 paper.
17. Using the materials from the tactile activity, students create illustrations to support the meaning of their sentence (e.g., foil which is cold and smooth may represent stars or the night sky; sandpaper which is rough and scratchy may represent the ground in the desert or animal coverings.)
18. Students re-read their sentence in the proper order to create the completed class book.
19. Bind each completed page to create the student’s storybook on the Birth of Jesus Christ.
The
Season of Lent
1. Introduce this topic with a video, which reflects the theme of forgiveness and new beginnings, e.g., Pardon and Peace.
2. Using the graphic organizer, New Beginnings-Media Review, students complete a review.
3. As a class, plan a liturgy, celebrating the theme of forgiveness (suggested readings Luke 17:3-4, Colossians 3:12-13)
4. In preparation of the prayers of the faithful have students write prayers. The graphic organizer Prayer Patch allows students to complete personal statements as prayers of the faithful. Provide them with sentence stem, (e.g., I forgive ________because....). Students must write a prayer focussing on each of the following areas: family, friends, school, and church.
5. Each student reads one of his or her prayers of the faithful at the liturgy.
6. When planning is complete, celebrate the liturgy.
· teacher observation and informal/anecdotal assessment of in-class participation.
· formative assessment of portfolio with anecdotal comments assessing student work and participation.
· assessment of in-class presentation of the collage using Oral Presentation-Teacher/Peer Checklist Assessment (Appendix 4.2)
· assessment of the collage completed using The Rubric Assessment of a Collage (Appendix 1.1 ESLCO)
· teacher observation and anecdotal comments of preparation and presentation of the class written book.
Barry, J. Language to Go. Toronto: Nelson Canada, 1995.
Canadian Bible Society. Good News Bible: Today's English Version. Toronto: Canadian Conference of Catholic Bishops, 1996.
Edwards, P.J. Catechizing and Liturgical Symbols. San Jose, California: Resource Publications Inc., 1997.
Fowler, H.W. The Concise Oxford Dictionary of Current English. Oxford: Clarendon Press, 1990.
Hilliard, D. and B. Valenti-Hilliard. Come & Celebrate. Menlo Park California: International Committee on English in the Liturgy Inc., 1985.
Kelly, F. 50 Children’s Liturgyies for All Occasions Dublin: The Columbia Press, 1992.
Lee, S. Joyous Days. Minneapolis, Minnesota: Winston Press Inc., 1984.
Pelfrey, W. Celebrate the Bible. Illinois: Shining Star Publications, 1988.
Wansbrough, H. The New Jerusalem Bible. New York: Doubleday, 1990.
Wlodarski, M. "Jesus Is Born" in Jesus Lives. (p.11-14). St. Anthony Messenger Press, 1995.
Pardon and Peace, Franciscan Communications, Los Angeles, California.
· Students experiencing difficulty should be paired with linguistically stronger students for the co-operative activities.
· Students experiencing difficulty with writing may require modelling from teacher.
· Students who have not developed the confidence to speak in English may speak in their first language during the liturgy.
· Due to the difficulty of the language in which scripture is written; it may be necessary to read passages several times for students to acquire meaning of passage. Also the discussions around scripture may require more teacher prompting than expected to support the comprehension of the content.
Appendix 4.2 - Oral Presentation - Teacher/Peer Checklist Assessment
Appendix 1.1 - (ESLCO) - Rubric for Assessing a Collage
Time: 225 minutes
This activity provides students with an introduction to the Seven Sacraments. As this is the main theme in the Grade 10 religion program, this activity provides the students with some of the vocabulary and teachings necessary to bridge the transition into this program. All sacraments are introduced but the primary foci are the sacraments the students have experienced on their life journey so far. Oral, written, and visual skills are further developed through this activity. Language development focusses on vocabulary, present and past verb tenses, sentence structure, and organizational structures that students naturally encounter as they complete the various reading and writing activities.
Ontario Catholic Graduate Expectations: 1b, 1d; 7c, d.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV.01; BWRV.01, .03; BREV.01, BSCV.03.
Specific Expectations: BOR1.04v, .03; BWR1.01, 2.01, 2.03v, 2.04v; BRE1.01, 3.05v, 4.01; BSC1.03v, 2.05v.
· Gather and collect visual supports to assist in the teaching of the Seven Sacraments.
· Prepare an activity for the students matching the new vocabulary studied to the meaning of each word.
· Reserve time in the computer lab and where necessary, arrange for peer tutors to assist with the use of computer programs.
· Prepare graphic organizers to support Teaching/Learning Strategies in this unit or browse the Durham Catholic District School Board web site for prepared graphic organizers such as:
Name Bingo: This graphic organizer provides the framework for students to acquire information about their peers that relates names to personal traits (e.g., find someone wearing glasses)
· Achievement of expectations at the ESLAO level is required.
· Some knowledge of computer use would be beneficial but not necessary.
1. To begin this activity, present the Seven Sacraments to the class using visual representations (e.g., pictures, photos, and drawings). This draws upon students’ familiarity of sacraments in their first language and culture.
2. Introduce vocabulary related to the study of the Sacraments, focussing on the name of each Sacrament, its pronunciation, and meaning. Refer to the graphic organizer from ESLCO, Appendix C to support the acquisition of new vocabulary.
3. To reinforce the acquisition of Sacramental vocabulary, have the students complete an activity of matching the words to the correct meaning.
4. Begin with the study of Baptism. The Sacrament of Baptism is the Sacrament of new life in which we are called by name. Co-operatively, students complete an activity which develops this idea.
5. Students participate in an activity, which allows them to acquire names as answers to designated questions. The graphic organizer, Name Bingo, provides the framework for this activity.
6. Read the scripture passage to the class, Matthew 3:13-17, The Baptism of Jesus. Lead students in a discussion about the symbols of Baptism (i.e., water, cleansing, names, oil, and candles) as visual signs of the Sacrament. Illustrate the symbols on the board with an explanation of each.
7. Students complete a journal entry entitled " My Name” in which each student shares the meaning and significance of their first and last name. Students are directed and encouraged to describe the meaning of their name.
8. Present the Sacrament of Confirmation to the students and develop the meaning of Confirmation as the Sacrament of maturity. Through class discussion, teachers present the image of this Sacrament as the journey into adulthood. The concept of moving is developed based on some personal experiences of the students. Discuss the visual signs of this Sacrament, (i.e., flame, laying of hands, the Holy Spirit). Add these symbols to the visual list of symbols started for the Sacrament of Baptism.
9. Focus discussion on characteristics of adults (by comparing and contrasting characteristics of children’s actions versus adult actions). Compose, co-operatively with the class, a comparative chart to visually demonstrate the differences and similarities of these actions.
10. Students complete a journal entry entitled "Maturity Is....". Refer the students to the list of characteristics of adults to support their writing and development of this topic in their journal. Journal entries may be assessed using Appendix 6.3.
11. The Sacrament of Marriage is presented as the Sacrament of promise. Teachers read the scripture passage to the class, John 2:1-11 - The Wedding at Cana.
12. Ask students to share some of the customs and traditions from their personal culture related to the celebration of marriage. Teachers make a list on the board to compare and contrast Canadian marriage ceremonies to those shared by the students.
13. In the presentation of the remaining four sacraments, develop only the symbolic representation of each sacrament and the vocabulary linked to each.
14. Possible scripture readings for each of these sacraments are, Reconciliation-Luke 5:1-7, Eucharist - Matthew 26:26-30, Holy Orders-Luke 5:1-11, and Sacrament of the Sick-Mark 2:1-12.
15. Introduce the language function of greetings, invitations, and thank you, reviewing the oral language of formal and casual introductions and farewells.
16. The class is divided into pairs, developing and practising oral communication skills in introducing, inviting, and thanking. Encourage pair/share for this activity. Students circulate within class to share with a variety of individuals.
17. Students select one of the following possible topics to create a greeting card, using computer graphics to enhance the card. Students use desktop publishing programs to assist with the design of the card. Possible topics may be:
· Make a get-well card for a senior who is in a nursing home,
· Design a thank-you card for a gift you have received, reflecting thank you in a variety of languages,
· Create a card expressing an apology to a special friend,
· Make a card that congratulates a person on his/her successful achievement,
· Design an invitation that invites your family to share in a special feast with you,
18. To extend this activity, students may take the completed card to the appropriate person (e.g., visit a nursing home and present the get-well card to a resident). Students can apply skill of greeting and farewell if they make these visits.
· teacher observation and informal/anecdotal assessment of in-class participation.
· formative assessment of activities completed that can be added to portfolio, with anecdotal comments assessing student work and participation.
· journal assessment using the checklist, (Appendix 6.3-Formative Assessment Checklist-Personal Journal Writing).
· anecdotal comments and assessment of word-processing and creativity of the assignments of creating a greeting card.
DeAngelis, W. Seven Sacrament Workshops. Mystic, Connecticut: Twenty-third
Publications, 1989.
Kelly, F. 50 Children's Liturgies for All Occasions. Dublin: The Columbia Press, 1992.
Stoutzenberger, J. Celebrating Sacraments. Winona,
Minnesota: Christian Brothers Publication, 1984.
Wansbrough, H. The New Jerusalem Bible. New York: Doubleday, 1990.
· Students experiencing difficulty should be paired with linguistically stronger students for the co-operative activities.
· Students experiencing difficulty with writing may require modelling from teacher.
Appendix 6.3 - Formative Assessment Checklist - Personal Journal Writing
Appendix C ESLCO - Vocabulary
Time: 150 minutes
This activity provides students the opportunity to share and explore cultural celebrations from around the world. The celebration of a New Year is the focus of multicultural celebrations in this activity. The students explore customs and traditions associated with this universal holiday. Students’ skills in English, particularly oral, visual, and written communication, continue to be enhanced through participation in this activity. The language foci for this activity are plural and possessive nouns, writing questions, writing lists using correct punctuation, and use of past and future tenses.
Ontario Catholic Graduate Expectations: 5c; 7g.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BOR .01; BWRV .01; BREV .05; BSCV .01.
Specific Expectations: BOR 1.01v, 3.02; BWR 2.01, .02; BRE 3.05v, 4.01v; BSC 1.03v, 1.04v, 2.04.
· Gather and collect visual supports, (e.g., photos, magazines, newspaper articles, pictures, calendars) reflecting the vocabulary and meaning of the New Year.
· Collect a variety of noisemakers to display in class and use for vocabulary development.
· Have copies of the Chinese Zodiac calendar with clear visual and high interest/low vocabulary descriptions (a large colour wall chart would be beneficial but not necessary).
· Provide access to the Internet.
· Arrange with students, school staff, parent community to bring in artifacts used in celebrating the New Year to display in class.
· Prepare graphic organizers to support Teaching/Learning Strategies in this unit or browse the Durham Catholic District School Board web site for prepared graphic organizers.
Looking Ahead: This graphic organizer provides the framework for developing a comparative list of ideas reflecting past and future events.
· achievement of expectations from ESLAO
· familiarity with completing graphic organizers
· some familiarity with using the Internet
1.
To
begin this activity, lead students in a discussion and introduce the celebration
of the New Year as beginning, looking ahead, making changes, restarting, and
making commitment. Support the development of this theme with visuals and short
reading passages of high interest and low vocabulary, (e.g., The Ontario Reader, 1997,1998,1999).
2.
Write
New Year's Day on the board and have the students relate as many words as
possible from these words. Students share their lists of words with the class.
To extend this activity, have students use five of their words in a sentence.
To support the language focus of this activity, have students write a question
with five new words.
3.
To
develop the vocabulary, display as many samples of possible noisemakers that
you can collect. The students try the noisemakers, then describe the sound.
Teachers develop a chart on the board with the name of the noisemaker; the
plural form of the noun and several words to describe the sound the noisemaker
makes (e.g., bells, clangers, clappers, whistle, etc.).
4.
Students
may complete a language activity to reinforce the grammatical focus of plural
nouns. Introduce the concept and rules of possessive nouns. Students complete
some activities to reinforce these language skills.
5.
Co-operatively
with students, create a list of two categories: 'Good things that happened last
year' and 'Good things I hope will happen this year'. Emphasis should be placed
on the past and future tenses when completing this activity. The graphic
organizer, Looking Ahead, provides
the framework this activity.
6.
Review
with students the format for asking questions. If skills require further
reinforcement, have students complete a language skill activity to support
concept. Model questioning techniques and set up role-play experiences for
students to practise asking questions.
7. Co-operatively develop a list of interview questions focussing on the cultural celebrations of the New Year. Review the concept of questioning based on the 5 W's. Examples of questions may be:
·
When
is the New Year celebrated in your culture?
·
What
are some foods that you eat on New Year's Day?
·
What
are some symbols that represent the New Year in your culture?
·
Who
do you celebrate New Year's Day with?
·
What
are some traditions related to New Year's in your culture?
· How do you pronounce New Year's Day in your first language?
8. Students then develop their own questionnaire and interview classmates.
9.
Using
the data gathered, each student writes a one-page report comparing and
contrasting New Year's Day from one country around the world to the Canadian celebration.
The writing process is applied to this activity (e.g., brainstorm, write rough
draft, edit and produce final copy with teacher direction). Teachers conference
with students throughout the writing process.
10. Introduce the Chinese Zodiac Calendar to the students and discuss the symbols representative of the years of birth. Personal descriptions for each symbol and year are read to the students. Students locate their year of birth and share the description of the personal characteristics from their sign. Students locate the year of birth of parents/guardians, siblings, friends, and classmates and share the personality traits of these symbols. Vocabulary focus for this activity is the meaning of the personality traits linked to the Chinese Zodiac calendar.
11.
Develop
the language skill of writing lists and the correct punctuation when writing
lists. Students complete some activities that reinforce this language skill.
12. Provide students with access to the Internet so they can research web sites that provide information on Chinese Zodiac symbols.
13.
Students
create a symbol and write a short personality description for a friend.
Students are reminded to use vocabulary introduced in this activity.
· teacher observation and informal/anecdotal assessment of in-class participation.
· formative assessment of activities completed that can be added to portfolio, with anecdotal comments assessing student work and participation.
· journal assessment using the checklist (Appendix 6.3 - Formative Assessment Checklist - Personal Journal Writing).
·
Rubric for Assessing Writing, Appendix A (Phase 1 of
ESLBO) for written work completed on the celebration of New Year's Day.
·
checklist for self/peer editing to be completed as
student completes writing assignment and applies stages of writing process.
(Appendix 6.4 - Self/Peer Editing Checklist)
Barry, J. Language to Go. Toronto: Nelson Canada, 1995.
Dumolin, B. Celebrating Our Cultures. Markham, Ontario: Pembroke Publishers, 1998.
Fowler, H.W. The Concise Oxford Dictionary of Current English. Oxford: Clarendon Press, 1990.
Langevin, D. When's The Next Holiday? Canadian Celebrations. Toronto: Canadian Resources for ESL, 1996.
Martin, D. Communicating Skills A Language Arts Program. Toronto: ITP Nelson, 1998.
www.goodorient.com/chinzodhorgr.html
fllc.smu.edu/fllc/languages/chinese/yunsheng/zodiac.html
· Pair students experiencing difficulty with linguistically stronger students for the co-operative activities.
· Students experiencing difficulty with writing may require modelling from teacher.
· Arrange peer mentors for Internet research to assist with the reading of the information.
· Allow written report to be completed in point form.
Appendix A - Rubric for Assessing Writing (ESLBO phase 1)
Appendix 6.3 - Formative Assessment Checklist - Personal Journal Writing
Appendix 6.4 - Self-/Peer-Editing Checklist
Time: 225 minutes
In this final activity students have an opportunity to exhibit and showcase the knowledge and skills they have acquired on the topic of Celebrations. Students participate in a variety of research activities, using reference materials and human and technological resources to gather data and reinforce acquired knowledge. Students present their findings as a calendar, reflecting any and all components of celebrations and holidays as addressed in this unit. Students create the final product on the computer including graphics. The language functions emphasized are gathering information and using accurate questioning techniques.
Ontario Catholic Graduate Expectations: 5c; 7f, j.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BOR.01; BWRV.03; BREV.01; BSCV.01, .02.
Specific Expectations: BOR2.02, 3.02v; BWR2.01, .03v, .04v, 3.05v; BRE3.01, 4.01v; BSC1.03v, 1.04v, 2.02, .04.
· Arrange with the computer department to develop and train peer tutors to assist with computer component, if necessary.
· Reserve time on the computers.
· Gather and collect different styles of calendars to have as visual samples for the class.
· Pre-arrange with a human resource to provide data and information for students.
· Arrange with English or Religion department to pair English first language speakers with second language students if support is necessary.
· Achievement of expectations from ESLAO
· Familiarity using the computer, word processing programs, graphic programs, and clip art programs
· Grasp of skills and concepts presented in this unit
1. Begin this activity by introducing the project to the students. The project is to be completed co-operatively, in small groups, with one final product for the class.
2.
The
class makes a calendar that reflects the many celebrations studied in this
unit.
3.
Share
several calendar styles and discuss the design, layout, and format used to
display the information on calendars. Students decide on the format that they
wish to use for the final product.
4.
The
categories for information on the calendar are:
· Canadian Celebrations/Holidays
· Multicultural Celebrations/Holidays
· Catholic/Multi-faith Celebrations/Holidays
· School Celebrations/Events
· Personal Celebrations (e.g., Birthdays)
5.
In
small groups, students select the category they wish to research and develop.
6.
The
research components of this project are to determine dates, to gather
significant information about the event, and to identify or create symbols that
may reflect the meaning of the celebration.
7.
Have
a variety of resources available for the students to gather the data necessary
for this project, (e.g., print, Internet time, human resources, and calendars).
8. Students may apply previously learned interview skills to gather data and information. Suggested human resources are school secretaries, school chaplain, parish secretary, parish priest, principal, vice-principal, family members, student council members, multicultural club members, or multi-faith community members.
9.
In
their groups, with teacher direction where required, students spend time
gathering data.
10.
The
final calendar is completed on the computer with the assistance of peer tutors
when needed. Computer graphics must be used in conjunction with student-created
visual aids. MicrosoftPublisher
offers a variety of calendar templates and clip-art that supports this project.
11.
As
a possible extension to this project students may choose to sell the final
product in order to raise funds to be donated to a local charity. This would
provide an opportunity to teach the students some skills in promotion of a
product and accounting.
· Formative assessment - anecdotal comments on individual student’s participation during the preparation of the calendar.
· Appendix 6.2 - Rubric for Assessing a Research Project, is used to assess the final project.
· Appendix 6.4 - Self/Peer Editing Checklist to be completed by students as they work through the assessment of developing the calendar.
www.multiculturalcalendar.com
www.corelclipart.com
http://diryahoo.com/society_and_culture/holiday_and_observance/newyear
www.algonet.se/beradot/christmas
· Assign student work groups to ensure students experiencing difficulty have the support of students more comfortable with the language.
· Select peer tutors who exhibit sensitivity and understanding for students of English as a second language.
· Students who are experiencing difficulty the with interview process and telephone conversation may be paired with an English first language speaker for support.
Appendix 6.2 - Rubric for Assessing a Research Project
Appendix 6.4 - Self-/Peer-Editing Checklist
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