Course Profile
(for a locally developed course)
Essential English, Grade 9
Unit 1
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 education 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.
© Queen’s Printer for Ontario
Public and Catholic School Board Writing Team: Essential English
Lead Board
Halton District School Board
Kit Rankin
Susan Orchard
Larry Zavitz
Kelley Terry
Course Profile Writing Team
Mary-Jo Dick-Westerby, Lead Writer, Halton District School Board
Michelle Piggot-Kennedy, Simcoe-Muskoka Catholic District School Board
Catherine (Gajarszky) Stasiw, Toronto Catholic District School Board
Betty Jean Hutton, Halton District School Board
Patti Collins, Upper Grand District School Board (Units 1, 2 and 3)
Patricia Thornton, Halton District School Board (Units 4, 5, and 6)
With assistance from:
Mary Lou Smitheram, Upper Canada District School Board
Unit 1: Finding Our Voices: Introduction and Diagnostic Activities
Activity 1 | Activity 2
| Activity 3 | Activity 4
In this unit, students are introduced to the structure, processes, and strategies needed to be successful in this English course, Grade Nine, high school, and daily life. Students receive orientation to reading habits, writing processes, oral communication, work, thinking, and group skills. Students explore in an introductory manner the key elements of literature found within the four main units: narrative, exposition, poetry, and drama. Diagnostic classroom activities provide the teacher with information to tailor the program to meet the needs of individual students.
Strand(s): Literature Studies and
Reading, Writing, Language, Media
Overall Expectations: LRV.01,
WRV.01, WRV.03, WRV.04, LAV.01, LAV.02, MEV.02.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are both personally meaningful and relevant to their courses of study;
WRV.01 - use specific strategies to gather information and generate ideas for written work;
WRV.03 - use an organizational pattern to structure their ideas for writing texts;
WRV.04 - use strategies for revising written work;
WRV.05 - use strategies for editing and proofreading written work, with an emphasis on the conventions of Standard Canadian English;
LAV.01 - use vocabulary and language conventions to read, write, and speak clearly and correctly;
LAV.02 - use listening techniques and oral communication skills to participate in large and small group discussions for a variety of purposes;
MEV.02 - use knowledge of a variety of media forms, purposes, and audiences to create media works.
Literature
Studies and Reading
LR1.01 - demonstrate understanding of text by making inferences, drawing conclusions and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.04 - use the features of the text to locate information;
LR1.06 - set personal goals for reading demonstrating, both to their teachers and to themselves their reading progress over time.
Writing
WR1.01 - use a variety of strategies to generate sufficient content and ideas;
WR1.04 - use Response Journals as a source of information and for writing assignments;
WR3.01 - highlight key words in questions and prompts to present appropriate information and ideas in homework questions;
WR4.02 - use the feedback of others to improve the quality of ideas and organization in writing;
WR5.01 - use strategies to edit and proof read writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation.
Language
LA1.01 - use strategies … to expand vocabulary gained from a variety of real and relevant contexts;
LA1.02 - set goals for vocabulary development and show evidence of a growing vocabulary in their oral language and in writing;
LA1.03 - select appropriate words and phrases to suit the audience and the purpose, showing an understanding of the difference between language used in the classroom and the language used with peers;
LA2.01 - demonstrate the skills necessary for working successfully with others in groups;
LA2.02 - use key listening techniques and oral communication skills to accomplish tasks in groups;
LA2.03 - follow classroom rules for respectful speaking in turn;
LA2.05 - demonstrate appropriate listening behaviour;
LA2.07 - set goals to improve classroom behaviour and work habits.
Media
ME2.01 - adapt a work for presentation in another media form.
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Activity 1 |
Getting Started! |
225 minutes |
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Activity 2 |
Working Together! |
300 minutes |
|
Activity 3 |
Getting to Know Yourself! |
150 minutes |
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Activity 4 |
Planning Ahead! |
225 minutes |
Time: 225 minutes
The beginning days are for introductory and diagnostic purposes. Class rules and expectations are established with the students to create a positive environment for classroom learning. The writing and reading elements allow the teacher to observe various learning styles and begin to establish the individual needs of the student.
Strand(s): Literature Studies and Reading, Writing and Language
Overall Expectations: LRV.01, WRV.01, WRV.03, LAV.02.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are both personally meaningful and relevant to their courses of study;
WRV.01 - use specific strategies to gather information and to generate ideas for written work;
WRV.03 - use an organizational pattern to structure their ideas for writing texts;
LAV.02 - use listening techniques and oral communication skills to participate in large and small group discussions for a variety of purposes.
LR1.01 - demonstrate their understanding of text by making inferences, drawing conclusions, and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.04 - use the features of the text to locate the information they need (i.e., table of contents, indices, headings, bold words and phrases, synopsis on the back cover of a novel);
WR1.01 - use a variety of strategies to gather information and to generate ideas for written work;
WR1.04 - use Response Journals as a source of information and ideas for writing assignments;
WR3.01 - use key words in questions or prompts to present appropriate information and ideas in homework answers;
LA2.01 - demonstrate the skills necessary for working successfully with others in groups;
LA2.02 - use key listening techniques and oral communication skills to accomplish tasks in groups;
LA2.03 - follow classroom rules for respectful speaking in turn;
LA2.05 - demonstrate appropriate listening behaviours (i.e., eye contact, leaning toward the speaker, not talking).
The teacher will:
· refer to Image of the Learner and other notes in the Course Overview;
· prepare the ice-breaker “Find Someone Who…” Chart; (See Appendix 1 at the end of this unit.)
· establish the initial three basic rules to begin the class in an orderly fashion;
· select a short story without an ending, suitable for the interests and level of the class;
· select a variety of school-related informational texts (i.e., agenda book, school policy, computer code of ethics, appropriate Use of Internet policies, course selection booklet, dictionary, encyclopedia, subject textbooks);
· prepare an organizer to assist students in locating and using the component parts of common school textbooks;
· state and post the Six P’s for Student Success: Punctual, Polite, Producing, Participating, Present, Prepared to generate ideas for creative class expectations;
· prepare a chart for the development of an ongoing behaviour rubric.
1. Students are welcomed into a new, positive, classroom atmosphere.
2. To facilitate student comfort level with peers, the teacher engages them in several ice-breaker activities over time, beginning with “Find Someone Who”…Chart. (See Appendix 1). Additional ice-breakers are available in Project Wild: Activity Guide., referenced in Resources. Students circulate and interact by asking questions of each other, and explaining their experience/choice given.
3. The teacher establishes three social rules to benefit all while participating in the activity: hand up to speak; one speaker at a time; respect everyone. The teacher and class may spend time developing a common understanding of what “respect” looks and acts like in a classroom setting.
4. The teacher introduces the concept of reading a story without an ending. It is explained that after the story is read as a group, various ending “ideas” are generated by brainstorming.
5. The students listen, and follow along in print, while the teacher reads the story.
6. While modelling brainstorming on the board, the teacher contributes and seeks ideas for an ending to the story. (Note: during discussion the teacher encourages and promotes creativity and acceptance of all ideas.) The students may complete a self-assessment checklist on their participation in the brainstorming activity. (See Appendix 1.)
7. After reviewing steps in the previous activity (read story, brainstorm endings), the teacher assigns an independent, diagnostic, reading and writing activity.
8. The teacher gives students a story to read and asks them to create an ending independently.
9. While the students are reading and writing, the teacher observes students to begin an ongoing assessment of learning styles, task readiness and accommodation needs. See “Learning Styles” in Assess for Success, pp. 56-64. (Reference is included in Resources.)
10. The teacher distributes course outlines to the students and explains the overview of the course and assessment.
11. The teacher introduces the concept of “informational text” by brainstorming with students the types used most commonly in a school: dictionaries, subject textbooks, encyclopedias, etc.
12. The teacher reviews and discusses the school policy and appropriate use guidelines for the Internet with the students.
13. In pairs or small groups, students examine various subject texts to become “experts” on the organizational features (e.g., table of contents, index, glossary, etc.) using a teacher-provided organizer to highlight the parts of the texts.
14. The groups prepare and deliver brief oral presentations to other groups of students on the important details found in the informational texts.
15. Students complete a “scavenger hunt” using a new informational text to locate a variety of items.
16. Students are asked to have a 3-ring binder and five dividers for notebook organization. (Sample organization: Writing as Process; Reading Response and Strategies; Language and Vocabulary; Grammar and Punctuation; Media and Technology). Students are encouraged to provide, organize, store, and maintain their own binders. However, if the students in the class require more teacher direction and supervision, the teacher may provide the items initially (perhaps in return for community service activities in class or school), and provide a safe location in the classroom for their storage and ongoing maintenance.
17. The teacher models organization of the notebook by creating a sample binder. This binder is kept on the teacher’s desk, and is maintained with current handouts and worksheets as a resource and ongoing model for the students.
18. The teacher highlights use of the Response Journal in the English classroom as an ongoing activity throughout the course. The teacher highlights such details as:
i. The Journal is a personal piece of writing. Ideas and thoughts are not judged.
ii. The teacher writes back regularly in response to the ideas that are expressed in the Journal, not as a form of assessment, but to emphasize to the students that their reflective thoughts are valued. As well the teacher, by responding, models the use of reflective personal writing to communicate.
iii. The Journal is assessed on the number of Journal items, the length of the Journal responses, and the regularity with which a student writes. A checklist would be a valuable resource.
iv. The teacher regularly assigns time in class to complete Response Journal items.
v. The teacher regularly suggests topics for Response Journal items. However, students should feel free to write in their Journals whenever they have a thought to express about the course or about their reading. Again, because of the nature of the students in this course, (see Image of the Learner in the introduction), students should be encouraged to write about anything that is important to them.
vi. The use of language in the Journal is a student’s personal choice. However, the student should be reminded that the teacher is part of the intended audience for the Journal, and that language choice should reflect this.
19. The teacher discusses and illustrates the interrelationship of assessment, evaluation, and reporting with the students. The teacher provides the students with a sample of the report card utilized in the English classroom, explains the reporting periods and dates, and gives other relevant information about the topic. It is important that students be informed at the beginning of any course what is expected of them, and how they are evaluated throughout.
20. Students should also be informed that, at various times during the course, they have opportunities to provide feedback regarding the content and activities in the program. (See Appendix B - Assessment Tools.)
21. Students are asked to review the six P’s to generate ideas for class rules. For homework, each student creates three rules to contribute to the establishment of the class rules. The teacher introduces the concept of highlighting or underlining key words and phrases in assignments to clarify the task.
22. The teacher facilitates a brainstorming activity on class rules/expectations/code of conduct. Common themes/elements are highlighted and voted on to establish five rules established for the class, by the class.
23. Using information from the created class expectations, the teacher and students create a behaviour rubric that is used for assessment throughout the course. Headings for the rubric may be generated from the six P’s or other areas that are relevant to a particular class. Class may discuss: what a Level 4 “polite” looks like, what a Level 1 “producing” looks like, etc., in order to clarify understanding of class processes and assessment criteria.
24. Students complete a writing activity in their journals responding to the statements: “How I feel about our class rules …”; “The most important rule is … because …”; The rule I like least is … because …”.
The teacher and students gather evidence of the specific expectations outlined for this activity by:
· a formative self-assessment using a checklist (see Appendix 1) about personal behaviour during the brainstorming activity; (WR1.01, LA2.01, LA2.02, LA2.03, LA2.05)
· a formative self-assessment using a journal to write personal responses about the class rules; (WR1.04)
· a formative assessment on understanding of the organization of school textbooks by successfully completing a scavenger hunt list locating five different items in the text; (LR1.04)
· a formative assessment by checking that students have highlighted key words and phrases in homework assignments; (WR3.01)
· a diagnostic assessment using the class-prepared rules to determine to what extent the students know the benefits of appropriate class behaviour; (LA2.01, LA2.02, LA2.03, LA2.05)
· a diagnostic assessment of reading comprehension based on the written response to the story, using a checklist. (See Appendix 1.) (LR1.01, WR3.01)
Canadian Wildlife Federation. Project Wild: Activity Guide. Ottawa: Western Regional Environmental Education Council, 1992. ISBN 1-55029-056-8
Hewitt, Jean D. “Codes of Conduct” in Playing Fair: A Guide to the Management of Student Conduct. Vancouver: EduServ, 1992.
Kavoukian,
B., F. Lloyd, D. Studd, and R. Tauer. You’ve
Got It – Use It: Strategies and programs
that empower students at risk (to stay in school) Toronto: The Learning Consortium/OSSTF:
1995.
ISBN 0-920930-6
Kloss, Lynn, ed. Stories Without Endings: Snapshots. Upper Saddle River, N.J.: Globe Fearon, 1996. ISBN 0-835-91212-4
Kranz,
Linda. Through My Eyes: A Journal for
Teens. Vancouver: Whitecap Books Ltd., 1998.
ISBN 1-55110-905-0
Source for Journal writing and ice-breaker activities
Midwood, Dale, Ken O’Connor and Marilyn Simpson. Assess for Success: Assessment, Evaluation and Reporting for Successful
Learning. Toronto: Educational Services Committee OSSTF, 1993.
ISBN 0-920930-60-3
Parsons,
Les. Expanding Response Journals In All
Subject Areas. Heinemann, 1997.
ISBN 0 435088 130
A guide for teachers and students providing sample questions and responses;
suggestions for the use of journals in co-operative learning situations;
evaluation strategies including diagnostic questionnaires
Time: 300 minutes
In this activity, students explore a variety of real-life informational texts that are meaningful on a personal level and relevant to their high school careers. Group skills are developed through student investigation of text materials. The teacher has the opportunity to diagnose and determine the needs of individual students to prepare for future accommodations.
Strand(s): Literature Studies and Reading, Writing, Language and Media
Overall Expectations: LRV.01, WRV.01, LAV.01, LAV.02, MEV.02.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts;
WRV.01 - use specific strategies to gather information and to generate ideas for written work;
LAV.01 - use vocabulary and language conventions to read, write, and speak clearly and correctly;
LAV.02 - use listening techniques and oral communication skills to participate in large and small group discussions for a variety of purposes;
MEV.02 - use knowledge of a variety of media forms, purposes, and audiences to create media works.
Specific Expectations: LR1.01, LR1.04, WR1.01, WR1.04, LA1.01, LA2.01, LA2.02, LA2.03,
LA2.05, LA2.06.
LR1.01 - demonstrate their understanding of the text by: making inferences, drawing conclusions, and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.04 - use the features of the text to locate the information they need (i.e., table of contents, indices, headings, bold words and phrases, synopsis on the back cover of a novel);
WR1.04 - use Response Journals as a source of information and ideas for writing assignments;
LA2.01 - demonstrate the skills necessary for working successfully with others in groups;
LA2.02 - use key listening techniques and oral communication skills to accomplish tasks in groups;
LA2.03 - follow classroom rules for respectful speaking in turn;
LA2.05 - demonstrate appropriate listening behaviours (eye contact, leaning toward the speaker, not talking);
LA2.06 - make a short oral presentation appropriate to the students’ level of confidence to the class or a small group;
ME2.01 - adapt a work for presentation in another media form.
The teacher will:
· provide informational texts necessary for the activity (i.e., school agenda books; school rules, behaviour, and dress codes; course selection booklets; school calendars). Specific materials may vary according to the time of year when the course is taught (September or February);
· prepare criteria and suggestions for oral presentations and co-operative learning; (See specific expectations: LA2.01, LA2.02, LA2.03.)
· make available a class set of dictionaries, as well as highlighters, chart paper, markers, magazines, paper, scissors, and glue;
· ensure students are reminded of appropriate and safe use of materials;
· prepare a list of sample questions for interviewing/making inquiries;
· make arrangements with various school personnel (e.g., administration, librarian, etc.) to allow students to investigate the history of the school through interviews and other information-gathering techniques;
· prepare a template of a coat of arms and samples of various coats of arms (school crest, school board crest, Canadian coat of arms, provincial coat of arms, etc.);
· prepare a quiz containing relevant school information.
1. The teacher reviews the expectations of co-operative learning and leads a brainstorming activity in which the students list the roles of group members and the steps to successful group work (i.e., how to participate actively, how to express and listen to ideas within a group, how to deal with conflict within a group, how to organize tasks and ideas).
2. The teacher states the purposes of group work in the classroom and brainstorms with the students places in the world of work, or outside of the classroom experience, where working in a group is important. Students should realize that working with others is an essential skill in the workplace. The teacher could also bring the “Employability Skills Profile” to the attention of the students and discuss its section on Teamwork Skills. (See Resources) Students and teacher might participate in an a brainstorming activity listing places in the real world where teamwork is essential (e.g., sports, emergency ward, “pit stop” in a car race, etc.). If it is appropriate to pursue the topic at this time, or at a time later in the course, the teacher may wish to invite community representatives to speak to the class about the importance of teamwork in their roles.
3. Teach the students how to create a checklist for assessing students’ group work and oral presentations.
Sample Checklist for Group Work
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When working with a partner, or a group, I: |
Always |
Sometimes |
Never |
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1. help set the task |
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2. try to be positive |
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3. contribute ideas |
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4. etc. |
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Sample Checklist for Oral Presentations
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In the oral presentation: |
Yes |
Somewhat |
No |
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1. The topic was clearly stated at the start. |
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2. The ideas were clearly presented. |
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3. The speaker’s voice was clear. |
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4. etc. |
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The teacher may use the charts to generate ideas with the students about the qualities in effective group work and oral presentations. During the course, the appropriate strategies and behaviours should be taught and incorporated into the checklists. The teacher should refer to Coded Expectations LA2.01, LA2.02, LA2.03, LA2.04, and LA2.05. As well, refer to the Checklist for Group Roles and Skills in Appendix B. The focus at this time is to begin with what the students already know and understand, and build from that point. As well, the activity allows the students to participate in establishing how they are assessed.
1. The students follow the teacher’s model and create checklists that are used by the teacher to assess each group’s work and demonstration of co-operative learning as well as the oral presentations.
2. The teacher divides the students into groups and assigns each group a portion of the informational text.
3. The groups read the informational text and become experts on the relevant details in the text (taking notes, organizing the information, etc.).
4. The groups prepare and deliver oral presentations in which they teach the rest of the class about the important details found in the informational text.
5. The teacher uses the student-generated checklists to assess the groups as they work and the oral presentations.
6. At the end of the presentations, the teacher provides the students with the assessments and gives feedback, emphasizing positive aspects of each group’s work and making suggestions for improvement in areas of concern.
7. Students write in their Journals, addressing the following: new information they’ve learned and why/how it is useful or relevant to them; a school policy they disagree with and why; changes to the policy that students would recommend.
8. The teacher distributes highlighters to the students, and the students are encouraged to highlight unfamiliar words in the informational text.
9. The teacher models strategies for learning new words: using contextual clues, checking meanings in the dictionary, etc. The students find and record definitions for five new words. Students begin an ongoing Vocabulary Log to record new words, definitions, and examples of their use in meaningful ways.
Sample
Vocabulary Log
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Word |
Meaning |
Use in a Sentence |
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10. Encourage students to volunteer to write the definitions on the board (or overhead) for the class to share new words and meanings.
11. As a large group, students create sentences using the new vocabulary words in relevant and meaningful ways.
12. The teacher reviews the parts of the student agenda book (if available in the school). Students become familiar with the parts and their uses by:
· recording important dates throughout the calendar (e.g., school dates about examinations, tests, field trips, holidays; family dates about birthdays, holidays, events; work dates; social dates about friends’ birthdays, plans, etc.);
· recording important telephone and e-mail addresses including the school’s number, attendance line, classroom buddy to call when absent, etc.;
· recording school test results and goals for classes;
· regularly recording school commitments (e.g., homework, tests, assignments, practices for teams, extra-curricular events, etc.);
· recording community phone numbers of relevance and interest to the students.
The teacher should encourage students daily to record information and utilize their agenda books to organize and monitor their daily lives. As well, it is helpful if the teacher models the behaviour by utilizing the same agenda book to plan, organize, and monitor classroom activities.
13. The teacher introduces the concepts of investigation and inquiry by explaining to the students that their task is to learn more about their school. The students are “investigative reporters”.
14. The teacher reviews the WH-6 format (who, what, where, when, why, and how) and models appropriate interview techniques. The students engage in role play to master these techniques and the appropriate social interaction skills required in an interview.
15. The students, as investigative reporters find out more about their school, (e.g., its history, motto, crest, colours, etc.), by interviewing members of the school administration, librarian, and various staff members. With teacher assistance, students find other sources of information (e.g., yearbooks, previous course calendars, etc.).
16. The students report their findings to the class, either by presenting the information orally or by writing it onto chart paper (to be posted on the bulletin board or classroom wall under the heading “Facts About Our School”).
17. The students demonstrate their knowledge about important school information or policies by writing a quiz. Students may participate in the development of the quiz by preparing one or two questions as a part of their investigative report.
18. In a whole class discussion, students are encouraged to recall and discuss details about the school crest and motto. The teacher introduces other relevant coats of arms (Ontario, Canada) and the class discusses their various components and how they might symbolize important aspects of the province or country.
19. The students create a personal coat of arms using a teacher-provided template or designing their own. They create designs that indicate what they find important, or that represent themselves in some way, (e.g., one quadrant to signify family life, one quadrant hobbies, one quadrant ambitions, one quadrant values, use of words or phrases to enhance the pictorial record, etc.). Students draw their designs or cut and paste from a magazine. The teacher may wish to contact the Communications Technology department and arrange to have photographs of the students taken to incorporate into the coats of arms. The final products are displayed in the classroom. If school facilities allow, staff is available, and student interest is apparent, the activity may be expanded and integrated into Visual Arts (allowing students to polish and refine their crests using clay, paint, paper mache, etc.) or integrated into Technical Studies (using the Manufacturing or Construction shop to create crests from metal, plastic, or wood).
The teacher and students gather evidence of the specific expectations outlined for this activity by:
· formative teacher observation of group dynamics by completing group checklist; (LA2.01, LA2.02, LA2.03, LA2.05)
· formative peer assessment of group dynamics by completing group work checklist; (LA2.01, LA2.02)
· diagnostic assessment of oral presentation skills by student development of the checklist (LA2.06) and formative assessment of use of text to locate information needed for presentation; (LA1.04)
· formative assessment by the teacher of Journal responses checking for key ideas and supporting details; (WR1.04)
· summative assessment by teacher of coat of arms using a rubric for media products, demonstrating understanding of text by making personal connections in another form and adapting of a work for presentation in another media; (LR1.01, ME2.01)
· summative assessment by teacher by marking quiz on school information. (LR1.01)
School agenda books, program books, behaviour codes, codes of conduct, computer codes of ethics, etc.
“Employability Skills Profile”. Ottawa, Ontario: The Conference Board of Canada, 1992. Telephone: 613-526-3280 Fax: 613-526-4857
Barber,
Katherine. The Canadian Oxford Dictionary.
Oxford University Press, 1999.
ISBN 019541120X
A comprehensive study of Canadian English, incorporating words and terminology
from Canada’s diverse ethnic cultures and regions. Includes vocabulary such as
“eh”, “poutine”, etc. and includes short biographies of well known Canadians
and significant individuals.
Gage Canadian
Intermediate Dictionary. Toronto: Gage Educational Publishing Co., 1998.
ISBN 0-7715-1995-8
Gage
Canadian Thesaurus. Toronto: Gage Educational Publishing Co., 1998.
ISBN 0-7715-1985-0
Time: 150 minutes
In this activity, students complete a variety of grammar worksheets for diagnostic purposes, enabling the teacher to assess student grammar needs. Students discover how to identify their self-image and learning methods, and apply this awareness to school in a positive way to raise self-esteem.
Strand(s): Writing and Language
Overall Expectations: LRV.01, WRV.05.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are both personally meaningful and relevant to their courses of study;
WRV.05 - use strategies for editing and proofreading written work, with an emphasis on the conventions of Standard Canadian English.
Specific
Expectations:
LR1.01 - demonstrate their understanding of text by: making inferences, drawing conclusions, and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.07: - use Response Journals to record reactions to texts they have read for personal and academic purposes;
WR5.01G - apply rules of capitalization;
WR5.02G - identify parts of speech;
WR5.03G - use knowledge of a sentence to understand why a sentence is or is not complete;
WR5.04G - use a variety of sentence types;
WR5.05G - make nouns and pronouns agree in number and gender;
WR5.06G - make subjects and verbs agree;
WR5.07G - use consistent verb tense in narrative writing;
WR5.01S - use spelling rules and strategies to improve their spelling;
WR5.04S - use the apostrophe correctly in contractions and possessives;
WR5.05S - use a variety of spelling resources to improve spelling;
WR5.01P - use punctuation correctly in their writing.
The teacher will:
· select and prepare appropriate grammar and usage worksheets, spelling and punctuation worksheets (circle correct answer, fill in blanks, true and false);
· make any testing accommodations necessary to ensure students’ success;
· select a poem or song relating to self-image and/or self-esteem. There should be sufficient copies of the poem or song lyrics to allow students to follow along.
· locate and develop definitions of self-concept, self-esteem, and self-confidence, (The teacher may choose to complete this activity with student input and assistance.)
· obtain a copy of the short story “IALAC” in 101 Ways to Develop Student Self-Esteem and Responsibility: the Teacher as Coach; (See Resources)
· prepare a sign: “I am loveable and capable” (IALAC);
· utilize “Who Am I?” and “Kid, You’ll Move Mountains” in The 7 Habits of Highly Effective Teens to develop additional activities relating to self-esteem. (See Resources.)
1. The teacher informs the class that writing skills, according to Standard Canadian English, are important aspects of this course. Such things as grammar and usage, spelling, and punctuation are taught in this course, but only after assessment of individual ability has been completed.
2. Students receive worksheets and complete each exercise for assessment.
3. The teacher reads or plays the selected poem or song. Students should follow the words as they listen.
4. Students write a paragraph in response to the reading or song, answering key questions: What is it about? What message is it giving about self-image?
5. Definitions of self-concept, self-esteem, and self-confidence are examined and discussed as a large group with the teacher as facilitator, being sensitive to individual feelings and experiences by not asking for personal experiences.
6. The teacher reads the “IALAC” short story as students follow along with their own copies. The ripping of the sign is dramatized when appropriate.
7. Students discuss the symbolism of the “sign tearing”. Sample questions to aid conversation might be: “What does ripping a sign mean?” “How does it feel?” “Why does it happen?” “Has anyone ripped your sign today?” “Have you ripped someone’s sign today?” “How can we be more aware of the way we say things affecting how the other person feels?”
8. Students answer the following question in their Response Journal: What can be done to combat sign tearing in our society? Offer four to seven suggestions.
The teacher and students gather evidence of the specific expectations outlined in this activity through:
· diagnostic assessment by teacher through completed grammar and usage, spelling and punctuation worksheets; (WRV.05G, WR5.05S, WR5.05P)
· formative assessment by the teacher of student understanding of the poem/song by drawing conclusions and supporting opinions about its meaning in the student’s journal response; (LR1.01)
· summative assessment by the teacher of understanding of the short story through student journal response reacting to sign tearing. (LR1.01, LR1.07)
Self Esteem
Bernard, Michael. You
Can Do It! New York: Warner Books,
1997.
ISBN 0-446-67193-2
http://pathfinder.com/twep
Canfield,
Jack and Frank Siccone. 101 Ways to
Develop Student Self-Esteem and Responsibility: the Teacher as Coach. Allan
& Bacon, 1993.
ISBN 0205133703
Covey,
Sean. “Who Am I?” and “Kid, You’ll Move Mountains” in The 7 Habits of Highly
Effective Teens. New York: Fireside, 1998.
ISBN 0-684-85609-3
Also contains goal setting activity sheets and self-reflection sheets
emphasizing optimism for the future.
Devencenci,
Jayne and Susan Pendergast. Belonging:
Self and Social Discovery for Children
and Adolescents. California: Sovereignty Press, 1999. ISBN 0-965025-24
Activities promoting self-esteem and co-operation skills using behavioural
checklists and self-exploration of feelings, etc.
Ireland,
Karin. 150 Ways to Help Your Child
Succeed. New York: Berkley Books, 1998.
ISBN 0-425-16550-7
Hennon,
Will. 200 Ways to Raise a Girl’s
Self-Esteem: An Indispensable Guide for Parents,
Teachers, and Other Concerned Caregivers. California: Conari Press, 1999.
ISBN 1-57324-154-7
Malecka, Janina. Valuing Yourself: 22 Ways to Develop Self-Esteem. Portland, Maine:
J. Weston Walch, 1992.
Brief outlines and graphics; posters accompany the text.
Songs (Self-Esteem)
“Greatest Love of All” performed by Whitney Houston
“You Light Up My Life” performed by Debbie Boone
“I Can Do Anything Better Than You” from Annie Get Your Gun
“From a Distance” performed by Bette Midler
“I Get Around” performed by The Beachboys
“I Have Confidence” from The Sound of Music
“Let’s Hear It For the Boy” from Footloose
“We Are the Champions” performed by Queen
Language and Usage
Cunningham, P. and D. Hall. Month-by-Month Phonics for Upper Grades: A Second Chance for Struggling Readers and Students Learning English. North Carolina: Carson-Dellosa Publishing Company, 1998. ISBN 0-88724-473-4
Dressel, Mark. Grammar, Grades 7-8. ISBN 1-56822-1371
Time: 225 minutes
In this activity, students use graphic organizers for sequencing and planning. They work with autobiographical information in their writing, assess their own strengths and needs, and develop short- and long-term personal goals (for school, life, and work).
Strand(s): Literature Studies and Reading, Writing and Language
Overall Expectations: LRV.01, WRV.01, WRV.04,
WRV.05, LAV.01, LAV.02.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are both personally meaningful and relevant to their courses of study;
WRV.01 - use specific strategies to gather information and to generate ideas for written work;
WRV.04 - use strategies for revising written work;
WRV.05 - use strategies for editing and proofreading written work, with an emphasis on the conventions of Standard Canadian English;
LAV.01 - use vocabulary and language conventions to read, write, and speak clearly and correctly;
LAV.02 - use listening techniques and oral communication skills to participate in large and small group discussions for a variety of purposes.
Specific
Expectations:
LR1.06 - set personal goals for reading, demonstrating both to their teachers and to themselves their reading progress over time;
WR1.01 - use a variety of strategies to generate sufficient content and ideas for writing (i.e., brainstorming a topic together as a class, creating questions to guide research, free writing, conferring with peers for ideas, prompts and open-ended statements);
WR4.01 - use revision strategies (checklists and prompts to add details; delete irrelevant details; rearrange ideas; read the piece aloud to a peer to check for understanding; select from a list of connecting words to link ideas) to produce clear, complete writing;
WR4.02 - use the feedback of others to improve the quality of ideas and organization in writing;
WR5.01 - use strategies to edit and proofread writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation;
LA1.02 - set goals for vocabulary development … and show evidence of a growing vocabulary in their oral language and in writing;
LA2.07 - set goals to improve classroom behaviour and work habits.
The teacher will:
· select a sample, preferably Canadian, autobiographical piece to read to the class;
· prepare a sample “Personal Timeline” and a list of possible criteria to include: date of birth, date learned to walk, started school, got a pet, joined a team, met someone special, etc.;
· prepare a selection of short, biographical pieces that may become timelines to provide for students for whom personal reflection on their past history may be difficult or inappropriate at this time; (See Image of the Learner in the Course Overview.) The school library/resource centre may provide these pieces, particularly in an encyclopedia, in print, or CD-ROM format.
· prepare a sample (fictional) autobiographical piece (two to three paragraphs) to illustrate the requirements of the writing activity;
· prepare file folders to create student writing portfolios;
· establish criteria for short- and long-term goal setting (e.g., school, home, sports, weekly, yearly, etc.);
· create a sample checklist for students to assess their own strengths and needs in developing reading, writing, speaking, and listening skills (see Appendix 1). If preferred, the checklist may be modified to become a sentence completion exercise to capture students’ feelings about reading, writing, speaking, and listening (e.g., “I like to read about …”, “When I read I …”, “I enjoy hearing …”, “I like to tell other people about …”, “I like to write about …”, etc.).
1. The teacher introduces the activity of developing a personal timeline by sharing a sample timeline, and giving the students sample criteria for creating their own.
2. In a whole class discussion, students generate a list of other possible criteria to include.
3. The students draw a line on a piece of paper and fill in their individual timelines with relevant personal information.
4. Students work in partners exchanging timelines to edit and revise.
5. Students create a final polished copy of their personal timelines.
6. As an alternate or additional strategy to strategies 1 through 5, the teacher may provide students with short biographical pieces about individuals of interest to the students. The students may use the facts in the biographies to create their timelines. In particular, students, for whom relating personal past experience would be difficult or inappropriate, should be allowed to utilize this material.
7. An additional modification of the activity could involve the students creating timelines that begin with the present. The students may generate a timeline that predicts the future for themselves. Students can create “Preferred Futures” and/or “Probable Futures” on two timelines. Students may discuss such ideas as realistic goals, dreams, etc., and the place of both in their lives. As well, the teacher is able to gain valuable insights into the individual students in the class.
8. The teacher shares a sample autobiographical piece with the students to model for their own work.
9. The teacher then demonstrates how to take points from a personal timeline and convert them into sentences and paragraphs by applying the 5 W’s. The students apply the 5 W’s to the entries on the timeline and complete the following chart in order to develop their ideas into paragraphs.
Generating Ideas for Writing
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Timeline Detail |
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Who |
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What |
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Where |
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When |
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Why |
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10. Students convert the information on their timelines into sentences, then paragraph(s) with teacher assistance.
11. Students work with partners and complete peer editing, then complete polished copies of their autobiographical paragraphs.
12. If there is sufficient student interest, and student individual strengths and needs make it appropriate, the activity may be expanded to include:
· multiple paragraphs;
· inclusion of photographs, illustrations, mementos, etc.;
· paragraphs on future goals, ambitions, and dreams;
· polishing and publishing utilizing technology.
13. Students complete a self-assessment to rate their own strengths and needs in determining reading, writing, speaking, and listening skills.
14. The teacher defines and explains short- and long-term goals, providing examples (e.g., short-term: bring a binder to class; long-term: complete the course with a good/improved mark). The teacher may choose to utilize the sample chart provided.
Personal Goals
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Short-Term |
Review 1 |
Review 2 |
Review 3 |
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Long-Term |
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15. Students brainstorm other examples of short-term and long-term goals, with the teacher capturing ideas on the board.
16. The students write their own short- and long-term goals and place them in their personal portfolios to be revisited throughout the course. Goals should include English course, (reading, vocabulary), classroom (work habits, behaviour), school, and personal life. The students may use the chart provided in Teaching/Learning Strategy14.
17. Students develop a personal Reading Log identifying: what was read; how much was read; how it was read (self, listening, with a helper, etc.). Students maintain the Reading Log throughout the course in order to chart reading and personal growth in reading skills and comprehension.
Sample Reading
Log
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Date |
Page _ to _ |
Comment on the Reading |
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18. The teacher might also remind the students of the personal Vocabulary Logs that were started in Activity 2 that they will continue to maintain throughout the course.
The teacher and students gather evidence of the specific expectations outlined for this activity through:
· formative assessment of timeline, revisions to draft of autobiographical paragraph, and final polished copy of autobiography utilizing writing rubric (teacher) and peer editing checklist; (WR1.01, WR4.01, WR4.02, WR5.01) (See Appendix 1.)
· formative assessment by teacher of goal setting using a checklist that students have included goals for key areas (LR1.06, LA1.02, LA2.07)
· diagnostic self-assessment by students through a checklist identifying strengths and needs in reading, writing, speaking, and listening; (LR1.06, LA1.02) (See Appendix 1.)
· formative assessment (ongoing) through student establishment of a personal Reading Log to identify reading progress over time (LR1.06) and Vocabulary Log to chart the expansion of vocabulary over time. (LA1.02)
Barry, James, Sharon Siamon, and Glen Huser. Personal Best: The Sports Experience. Scarborough: Nelson Canada, 1993. ISBN 0-17-603943-0
Berton,
Pierre. Niagara: A History of the Falls.
Toronto: McLelland and Stewart, Inc., 1992. ISBN 0-7710-1212-8
Anecdotes about the daredevils and personalities throughout the falls’ history.
Canfield, Jack, Mark Hansen, and Kimberley Kirberger. Chicken Soup for the Teenage Soul. Florida: Health Communications, 1997. ISBN 1-55874-463-0
Canfield,
Jack, Mark Hansen, and Kimberley Kirberger. Chicken
Soup for the Teenage Soul: Book II. Florida: Health Communications, Inc.
1998.
ISBN 1-55874-616-1
Canfield,
Jack, Mark Victor Hansen and Kimberley Kirberger. Chicken Soup for the Teenage
Soul: Journal. Deerfield Beach,
FL.: Health Communications Inc., 1998.
ISBN 1-55874-637-4
Canfield, Jack, Mark Victor Hansen, Marty Becker, and Carol Kline. Chicken Soup for the Pet Lover’s Soul. Florida: Health Communications, Inc. 1998. ISBN 1-55874-571-8
Covey,
Sean. The 7 Habits of Highly Effective
Teens. New York: Fireside, 1998.
ISBN 0-684-85609-3
Iacocca, L. Iacocca. USA: Bantam Books, 1984.
Keller,
Helen. The Story of My Life. USA:
Watermill Press, 1994.
ISBN 0-89375-368-8
MacNeill,
James A., ed. Three Way Mirror.
Scarborough: Nelson Canada, 1989.
ISBN 0-17-60393-X
Millar, Ian and Larry Scanlan. Riding High: Ian Millar’s World of Showjumping. Toronto: McLelland and Stewart, Inc., 1990. ISBN 0-7710-5872-1
Rohmer,
Richard. E.P. Taylor: The Biography of
Edward Plunket Taylor. Canada: McLelland & Stewart Ltd., 1978. ISBN
0-7710-7709-2
Canadian businessman and breeder of the famous Canadian horse, Northern Dancer.
Rolheiser,
Carol, ed. Self-Evaluation: Helping
Students Get Better At It!
Available from VISUTronX, P.O. Box 14509, 75 Bayly St. W., Ajax, Ontario,
L1S 7L4.
Thomas, F. How to write the story of your life. Cincinnati, Ohio: Writer’s Digest Books, 1984.
Verstraete, Larry. Whose Bright Idea Was It? True Stories of Invention. Richmond Hill, Ontario: Scholastic Canada Inc., 1997. ISBN 0-590-24905-3
Yeager,
General Chuck and Leo Janos. Yeager.
USA: Bantam, 1985.
ISBN 0-553-05093-1
Major character in the film about the first seven astronauts, The Right Stuff.
Short,
Inspirational Biographical Stories
Angus, Terry, Doris Cowan, Janet Grant, and Greg Sass. “Terry Fox: Never Give Up on A Dream” in Larger Than Life. James Barry, Christin McClymont, and Glen Huser, eds. Scarborough: Nelson Canada, 1994.
Bauer, Steve with Gerald Donaldson. “My Cycling Life” in Personal Best: The Sports Experience. James Barry, Sharon Siamon, and Glen Huser, eds. Scarborough: Nelson Canada, 1993.
Callwood, June. “How Marilyn Swam the Lake” in Personal Best: The Sports Experience. James Barry, Sharon Siamon, and Glen Huser, eds. Scarborough: Nelson Canada, 1993.
Christie, James. “Wheeling the Marathon” in Personal Best: The Sports Experience. James Barry, Sharon Siamon, and Glen Huser, eds. Scarborough: Nelson Canada, 1993.
Radner, Gilda. “Sparkle the Wonder Dog” in Chicken Soup for the Pet Lover’s Soul. Jack Canfield, et al, eds. Florida: Heath Communications, 1998.
Rudolph, Wilma. “Wilma” in Personal Best: The Sports Experience. James Barry, Sharon Siamon, and Glen Huser, eds. Scarborough: Nelson Canada, 1993.
Scrimger, Richard. “Rick Hansen: Man In Motion” in Three Way Mirror. James A. MacNeill, ed. Scarborough: Nelson Canada, 1989. ISBN 0-17-603093-X
Various Authors. “The Unsinkable Silken Laumann” in Personal Best: The Sports Experience. James Barry, et al., eds. Scarborough: Nelson Canada, 1993.
“Find Someone Who …” Chart sample
Self-Assessment: Brainstorming Participation Checklist
Checklist: Reading Comprehension - Story Without an Ending
Student Checklist to Assess Strengths and Needs
Autobiographical Paragraph Process Checklist:
The teacher should adapt the chart to reflect the nature, background, and interests of the students in the classroom. As well, the teacher should ensure that the chart reflects a sensitivity to other issues that may influence students in this activity.
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Has gone fishing |
Went horseback riding |
Has done volunteer work |
Has a great smile |
Loves animals |
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Plays hockey |
Was born in another country |
Is a risk-taker |
Has traveled out of the country |
Has been water skiing |
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Likes classical music |
Likes reading |
Can speak a language other than English |
Plays a musical instrument |
Has eaten something exotic |
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Plays video games |
Has long hair |
Has been in an airplane |
Watches The Simpsons |
Has a favourite rock group |
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Yes |
No |
Sometimes |
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I am prepared with paper and pen. |
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I get right down to work on the activity. |
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I communicate my ideas by brainstorming. |
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I listen the ideas of others during brainstorming. |
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I write down the ideas created during brainstorming. |
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I maintain eye contact with my partner. |
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I take turns speaking with my partner. |
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I take turns listening to my partner. |
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I stay on task throughout the brainstorming activity. |
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Yes |
No |
Somewhat |
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Writing demonstrates an understanding of the plot |
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Writing demonstrates understanding of character |
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Conclusions are supported by details in the story |
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Writing uses key words from story to support ideas |
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Writing shows personal response to story |
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When I read I: |
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R |
N |
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Use what I already know to help me understand what I’m reading |
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Make connections between what I am reading and other things |
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Try to predict what will happen next in the story |
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Read ahead to check my prediction |
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Make inferences from information given |
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Skim to get a general sense of the information |
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Scan to check on details |
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Notice when I make a mistake and correct it |
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Reread to make the ideas more clear or to check details |
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Enjoy reading to find out new things |
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Find reading a good way to relax |
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Enjoy reading as a way to pass the time |
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When I speak I: |
A |
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R |
N |
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Use appropriate language for my audience |
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Use appropriate language for my location |
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Use other cues to help the listener understand: tone of voice, expression, gestures, body language, etc. |
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Feel comfortable speaking to a close friend |
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Feel comfortable speaking to close adult family and friends |
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Feel comfortable speaking to my classmates |
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Feel comfortable speaking to my teachers |
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Use emotion to help me express myself in a positive way |
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Tell a story clearly, accurately, and in an interesting way |
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Give directions or teach an idea in a clear and accurate way |
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When I write, I: |
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R |
N |
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Collect my ideas before I start to write |
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Organize my ideas before I start to write |
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Have a clear idea about what to say before writing |
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Reread my rough ideas and rewrite to make them better |
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Get feedback from another person to help me revise my writing |
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Make a polished copy in my best writing or on the computer |
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Use writing to help my thinking |
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Use writing to help remember important facts or ideas |
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Use writing to express personal thoughts and feelings |
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Write for reasons other than school |
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When I listen I: |
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R |
N |
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Get the point of the speaker the first time |
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Listen to every word the speaker says |
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Use tone of voice to help clarify meaning |
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Use facial expression to help clarify meaning |
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Use body language to help clarify meaning |
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Ask questions if I’m not sure of the meaning |
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Ask the speaker to repeat a detail if I’m not sure I captured it |
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Use writing to help remember what a speaker said |
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Can determine the meaning of an unfamiliar word by other clues |
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Can repeat the main ideas of a speaker a short time afterward |
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Yes |
No |
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Timeline completed |
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Evidence of using who, what, where, when, and why to add detail |
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Rough copy completed |
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Evidence of peer editing completed |
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Good copy completed |
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