Course Profile Beginning Communication in English, ESL Level 1, open, Public

Unit 3

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Acknowledgments

Public District School Board Writing Team – English as a Second Language

Lead Board

Toronto District School Board

Course Profile Writing Team

Jane Campbell

Hazel Excell

Denise Gordon

Jane Hill

Elaine Iannuzziello

Paula Markus (Team Leader)

Eleanor Minuk

Jane Sims

Ero Siouga

Betty Ann Taylor

Unit 3: O Canada!

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7 | Activity 8

Time: 25 hours

Unit Developers: Jane Campbell, Hazel Excell, Michelle Flecker, Denise Gordon, Jane Hill, Paula Markus, Eleanor Minuk, Jane Sims, Betty Ann Taylor

Development Date: July 1999

Unit Description:

In this unit, students demonstrate knowledge of basic facts about Canada’s geography and peoples. By using reference materials and media works, students obtain and record basic information in a variety of written forms, and develop a beginning awareness and appreciation of Canada’s regional and cultural diversity. Students continue to add to their reading log begun in Unit 1 (Appendix 3).

Strand(s) and Expectations

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, AORV.02X, AORV.03X, AORV.04X; AREV.01X, AREV.02X, AREV.03X, AREV.04X; AWRV.01X, AWRV.02X; ASCV.01X, ASCV.02X.

Specific Expectations: AOR1.01X, 1.02X, 1.03X, 1.05X, 1.06X, 2.01X, 2.02X, 2.04X, 3.01X, 3.03X, 3.05X, 3.06X, 4.01X, 4.02X, 4.03X; ARE1.01X, 1.02X, 1.03X, 1.04X, 1.05X, 2.01X, 2.02X, 2.03X, 2.04X, 3.03X, 3.04X, 3.05X, 4.01X, 4.02X; AWR1.01X, 1.02X, 1.04X, 2.02X 2.03X, 2.05X, 2.06X, 2.07X, 2.08X, 2.09X; ASC1.01X, 1.02X, 1,03X, 2.05X, 2.06X, 2.07X, 2.08X.

Activity Titles (Time + Sequence)

Activity 1	One is Canada	1 hour
Activity 2	Provinces and Territories	4 hours
Activity 3	From Sea to Sea	5 hours
Activity 4	Moments in Canada’s History	4 hours
Activity 5	Aboriginal Peoples	3 hours
Activity 6	Great Canadians	4 hours
Activity 7	O Canada	3 hours
Activity 8	Project Roundup	1 hour

Unit Planning Notes

· Assemble in advance a collection of print resources about Canada which are in easy-to-read English and are rich in visuals. Have this display of resources accessible throughout the unit. Suggestions for resources in easy English can be found in the unit resource list.

· The software program recommended in this unit is Explore Canada: Canada’s History and Geography in Plain English. This CD-ROM has been especially written for learners of English as a Second Language on 2 levels of language proficiency - beginner and intermediate. The program includes basic information about Canada’s geography, major events in Canadian history, and a dictionary with pronunciation models. A Teacher’s Manual with sample lesson ideas is included. Explore Canada assumes no prior computer skills and includes a detailed introduction to using the CD-ROM as well as a mouse tutorial. Another software program which works well with Explore Canada is Tense Buster. This program allows you to create texts, cloze exercises, and grammar practice activities using textual material from Explore Canada.

· Many of the activities in this unit incorporate reading and writing work from the text A Beginning Look at Canada; a class set of this text is strongly recommended. More information is covered in A Beginning Look at Canada than could possibly be touched on in this introductory unit. Other sections of the text are useful for enrichment, and can also be used for other levels of ESL courses.

· The assessment focus in this unit is the preparation of a small group research project based on some aspect of Canada’s geography or history. Students should be given some time in each class period to work on their projects while the teacher monitors the group’s progress and makes suggestions to help the group stay on track to meet the deadline for presentation of the project in Activity 8. If you have done research projects with beginning ESL students, it would be helpful to have these available as models.

· When forming the project groups, consider in advance the first languages and English proficiency levels of your students, and decide how to form the project groups according to class needs.

· Collect a sampling of projects representative of the various achievement levels as examples for future use.

Prior Knowledge Required

· awareness of the simple past tense and comparative forms of adjectives

· ability to write simple assertive English sentences

· ability to participate in classroom conversations on familiar topics with teacher support

· ability to locate key words in some simplified research materials

Teaching/Learning Strategies

· Class brainstorming, K-W-L chart, language experience stories, choral reading, information gap activities, modelled writing, journal writing, co-operative learning groups, teacher read-alouds, listening centre, graphic organizers, library research with print and software materials, viewing a video, preparing a student video, semantic webbing, songs, student created books, community surveys, Internet searches, reading comprehension exercises, simplified non-fiction materials, grammar exercises, sharing first languages and cultures.

Assessment/Evaluation Techniques

Activity	Type	Tool	Categories
Activity 2	Summative Summative	Map of Canada Quiz Past Tense Sentences	Knowledge, Communication Knowledge, Communication, Application
Activity 3	Formative Formative	Track Reading Selections Self-Evaluation: Group Work	Knowledge, Communication, Thinking Communication, Thinking, Application
Activity 5	Formative	Self-Evaluation: Group Work	Communication, Thinking, Application
Activity 6	Summative	Composition Checklist	Knowledge, Communication, Thinking, Application
Activity 8	Summative Formative	Rubric for O Canada Project Self-Assessment for O Canada Project	Knowledge, Communication, Thinking, Application Communication Thinking, Application

Resources

Acosta, Joan. Canada Coast to Coast, Second Edition. Toronto: ITP Nelson, 1999.

Beckett, Harry. Ontario: Journey Across Canada. Vero Beach, Florida: The Rourke Book Co., Inc., 1997.

Berish, Lynda and Sandra Thibaudeau. Canadian Concepts, Books 1 and 2. Toronto: Prentice Hall Allyn and Bacon, 1997.

Berish, Lynda, Sandra Thibaudeau, and Maria De Rosa Wilson. Grammar Connections 1. Toronto: Prentice Hall Allyn and Bacon, 1995.

Booth, David. Images of Nature: Canadian Poets and the Group of Seven. Toronto: Kids Can Press Ltd., 1995.

Fuchs, Marjorie. The Oxford Picture Dictionary Canadian Edition, Beginning Workbook. Toronto: Oxford University Press, 1999.

Greenwood, Barbara. The Kids Book of Canada. Toronto: Kids Can Press, 1997.

Harrison, Ted. O Canada. Toronto: Kids Can Press, 1992.

Kalman, Bobbie and Niki Walker. Canada From A to Z. Niagara-on-the-Lake: Crabtree Publishing Company, 1999.

Kaskens, Anne-Marie. A Beginning Look at Canada. Toronto: Prentice Hall Allyn and Bacon, 1998.

O’Malley, J. Michael and Lorraine Valdez Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison Wesley, 1997.

Lunn, Janet. The Story of Canada. Toronto: Lester Publishing/Key Porter Books, 1992.

Schemenauer, Elma. A New True Book: Canada. Chicago: Childrens Press, 1994.

Shapiro, Norma and Jayme Adelson-Goldstein. The Oxford Picture Dictionary Canadian Edition. Toronto: Oxford University Press, 1999.

Trottier, Maxine. One is Canada. Toronto: Harper Collins, 1999.

Suggested Read Alouds

Baccarat, David and Henry Ripplinger. If you’re not from the prairie...Vancouver: Raincoast Books, 1993.

Bourdeau Waboose, Jan. Morning on the Lake. Toronto: Kids Can Press, 1997.

Littlechild, George, This Land is My Land. San Francisco: Children’s Book Press, 1993

McGugan, Jim. Josepha: A Prairie Boy’s Story. Red Deer, Alberta: Red Deer College Press, 1994

Moore, Yvette and Jo Bannatyne-Cugnet. A Prairie Alphabet. Toronto: Tundra Books, 1992.

Roache, Gordon. A Halifax ABC. Toronto: Tundra Books, 1987.

Ruurs, Margriet. A Mountain Alphabet. Toronto: Tundra Books, 1996.

Tetro, Marc. The Royal Canadian Mounted Police. Toronto: Scholastic Canada, 1994.

Wolfe, Art and Andrea Helman. O is for Orca. A Pacific Northwest Alphabet Book. Seattle: Sasquatch Books, 1995.

Software

Explore Canada: Canada’s History and Geography in Plain Language.

Distributed by: NAS Educational Software Inc., 91 Heatherton Way, Thornhill, Ontario L4J 3E7

Telephone: (905) 764-8079 or 1 (800) 837-5343

Tense Buster. Clarity English Software. Also distributed by NAS Educational Software.

Web Sites

www.tvontario.org/canada

Students explore an interactive map of Canada and answer questions about history, geography, and pop culture. Ontario students may create their own web page and explain what it means for them to be Canadian. A dialogue is then initiated with youth around the world.

http://cgdi.gc.ca/ccatlas/atlas.htm

This site allows individual schools to create an atlas of their community with physical, economic, human, and historical geographic themes.

canada.gc.ca/canadiana/symb_e.html

Students may research information on 8 Canadian symbols (Origin of the Name, Canadian Flag, The Maple Tree, The Beaver, National Colours, etc). The descriptions are short and simple.

www.yahoo.ca

Enter the site Yahooligans for a variety of topics and images. Among the topics are Government and Canada in the Virtual Classroom - a basic but very informative description of the land and people of Canada, etc.

www.oise.utoronto.ca/~aweinrib/sle/esl.html

This site contains links to other sites for teacher reference.

Activity 1: One is Canada

Time: 60 minutes

Description

Students brainstorm their prior knowledge of Canada, and begin to organize it in a semantic web. Using the book One is Canada, students begin to compile key word lists of beginning concepts relating to Canadian geography, history, and culture and then choose topics for a group research project to be presented at the end of the unit.

Strand(s) and Expectations:

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, AORV.02X; AREV.02X; ASCV.01X.

Specific Expectations: AOR1.02, 1.03X, 1.05X, 2.01X; ARE2.04X; ASC1.02X.

Planning Notes

· Obtain the illustrated text One is Canada. Two or three copies of this book would be helpful for the class.

· This activity has been developed with One is Canada but another text about Canada could be substituted.

· This activity introduces the first ongoing research project of ESLAO. This group project requires students to focus on an event, personage, or group of people or national treasure such as our anthem or the Group of Seven artists. Students use print and non-print reference materials to research their chosen topic. They co-operatively prepare a poster which includes both pictorial and written material such as headings, captions, and short compositions on the topic, as well as a brief group oral presentation for the class on the selected topic. Through the various activities in this unit, students practise research skills which they then apply to their projects such as finding information through an index; table of contents and headings; using a template to note key information; and writing short, structured compositions. The poster, written material, and oral presentation are evaluated by means of a rubric (Appendix 4), with a group mark being assigned for each. The presentations occur on the last day of the unit in Activity 8. These, and any additional guidelines for the group research project, are printed on chart paper, as well as on sheets for the students to consult as they work on their projects throughout the unit.

· If any posters are available from previous classes’ work, these would serve as good models for the current students and can be used as examples of what is expected.

Materials Needed

· ten pieces of numbered chart paper, markers.

Prior Knowledge Required

· knowledge of numbers to 10

· ability to use verbs in the present tense

· familiarity with class brainstorming and sharing activities

Teaching/Learning Strategies

1. Lead the class in a brainstorming session on what they already know about Canada, and organize the information for students in a semantic web (see graphic organizers in Unit 1, Appendix 4) on the board or chart paper. Alternatively, use the sentence starter Canada is...to elicit information about Canada from students.

2. Introduce the book, One is Canada. As you share the book aloud, use the illustrations to draw upon students’ prior knowledge and encourage students to predict what each number refers to in this illustrated counting book. Have 10 pieces of titled chart paper corresponding to the ten headings in the book. On each paper, record key words and their meanings, perhaps accompanied by sketches. Keep these 10 theme charts posted prominently throughout the unit and add to them regularly. Students may add the book title to their reading log.

3. Introduce the following theme areas which stem from One is Canada:

· First Peoples

· Regions of Canada

· Provinces and Territories

· Canadian History

· Group of Seven

· Immigration to Canada

· Canada’s National Anthem

Project topics may be organized in other ways, such as by Canada’s geographical regions or by provinces; select whatever theme areas suit the school and class needs.

4. Students choose or are assigned to project groups and prepare a project on their theme to be presented in Activity 8 at the end of the unit. (See planning notes for suggestions on what the project should consist of, or develop your own expectations for the project as needed.)

5. Present the guidelines for the project on chart paper and on handouts, and go over the rubric for the evaluation of the project (Appendix 4). The presentation of a rubric at the outset serves as a powerful guideline for the students’ finished products.

Accommodations

· Prepare an audiotape of One is Canada and place it in the classroom listening centre.

· Try to make the project groups as heterogeneous as possible so that stronger and weaker students can work together.

Resources

Trottier, Maxine. One is Canada. Toronto: Harper Collins, 1999.

Activity 2: Provinces and Territories

Time: 240 minutes

Description

In this activity, students begin to use research books and software to gather some basic facts relating to Canada’s provinces and territories. Through learning the names of the provinces and their capitals, students continue to practise the simple past tense. They also expand their knowledge of the simple past tense through the writing of a brief structured composition.

Strand(s) and Expectations

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, AORV.02X, AORV.04X; AREV.01X, AREV.02X, AREV.04X, AWRV.01X, AWRV.02Xv; ASCV.01Xv.

Specific Expectations: AOR1.01X, 1.05X, 2.01X, 2.02X, ARE1.02X, 1.03X, 1.05X, 2.01X, 2.03X, 2.04X, 4.01X, 4.02X; AWR1.02X, 2.02X, 2.03Xv, 2.05Xv, 2.07X; ASC1.01Xv.

Planning Notes

· Beginning in this unit, students use the text A Beginning Look at Canada regularly. (A class set is strongly recommended.)

· Throughout the unit, incorporate some in-class planning time each day for students to work on their unit research projects. The research skill introduced in this activity is familiarity with simple reference materials about Canada.

· Photocopy Appendix 1, When They Joined Confederation, as well as Appendix 2, Airline Flight Schedule Writing Assignment for each student in the class.

· Students are to be familiar with the 24-hour clock for the Airline Flight Schedule.

Prior Knowledge Required

· familiarity with the use of capital letters for proper nouns

· familiarity with the formation of regular and irregular simple past tense forms

· familiarity with time connectors

Teaching/Learning Strategies

1. Review/teach the names of the provinces, the territories and their capitals. Begin by eliciting from students the provinces they know and write them on a blank overhead transparency outline map of Canada, or on a laminated Bristol board with a blank outline of Canada.

2. Have the students work through pages 7-13 in A Beginning Look at Canada, which contain brief readings and exercises about Canada’s provinces and capitals.

3. Introduce the following key conceptual vocabulary for research about the provinces and territories: area, population, date the province/territory joined Confederation. Familiarize students with the classroom resource display on Canada and model for them how to locate a specific piece of information such as a province’s population in several of the books and or/software and/or web sites. Students complete an organizer filling in the area, population, and date of entry into Confederation for each province and territory, using the resource materials available.

4. Students form pairs and receive either Part A or Part B of the information gap exercise on when each province entered Canadian Confederation (Appendix 1). They trade information without showing each other their papers until they have completed all the blanks on their sheets. This grammar practice, as well as the next, provides a focus for the simple past tense.

5. Use the Airline Flight Schedule Writing Assignment (Appendix 2) as a stimulus for students to form sentences using the simple past tense. Refer to the map of Canada to locate places on the itinerary. Students first work through the sentences orally, and then follow up with written practice. Model how to combine several sentences into a short structured composition using connectors such as first, next, after, then and finally.

Accommodations

· To reinforce alphabetical order, students sequence word cards of the provinces and capitals.

· Prepare an audiotape with the information about each province’s area, population, and date of entry into Canada. Use with the organizer as an oral cloze exercise. Appendix 1 and/or 2 could also be done as an oral cloze.

· Students can use a jigsaw puzzle of Canada to reinforce the visual element of the map of Canada.

· Use the Composition Checklist from Unit 2.

· Prepare and post a sample time line with dates of entry into Confederation.

Assessment/Evaluation

· Label a map of Canada with the provinces and capitals. An oral test is also possible. (Summative)

· Students write past tense sentences based on a separate airline schedule prepared by the teacher. An oral test is also possible. (Summative)

Activity 3: From Sea to Sea

Time: 300 minutes

Description

Using a video that depicts the regions of Canada, students produce a collaborative language experience story summarizing the video. A comparison of Canada’s regions reinforces further development of comparative and superlative forms in English. Students also engage in a choral reading activity based on a short rhyming book about Canada.

Strand(s) and Expectations

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, AORV.02X, AORV.04X, AREV.01Xv, AWRV.01X, AWRV.02X, ASCV.01X, ASCV.02Xv.

Specific Expectations: AOR1.02X, 2.02X, 2.04X, 4.01X, 4.03X; ARE1.01X, 1.02Xv, 1.04X, ARE1.05Xv, 2.03X, 2.04X, 3.04Xv, 3.05Xv, 4.01X, 4.02X; AWR1.01X, 2.02X, 2.03X, 2.05X, 2.08X; ASC1.01X, 2.05Xv, 2.06Xv, 2.07Xv.

Planning Notes

· Several videos are suggested for the viewing activity. Choice of a video depends on availability. Although not recent, The Railrodder is a classic which depicts the great comedian Buster Keaton travelling across Canada on a railway handcar. Widely available in public libraries, this video is non-narrative: a great motivator for students to generate captions, retell events, and describe scenery. Another classic still available is Helicopter Canada. Momentum is a newer video in Imax format and is a tribute to Canada’s geography and cultural heritage.

· Several copies of the text Canada Coast to Coast are needed for this activity.

· Obtain a copy of the book Crazy for Canada, and write out the full text of the book on chart paper and/or overhead transparencies.

· Refer to Unit 2, Appendix 4 - Student Evaluation: Group Working Skills. Make multiple copies and have students take a few minutes after their project group work session to reflect on their skills while completing the form.

· Be sure to allocate some time for groups to continue to work on their unit research projects.

Materials Needed

· map of Canada

Prior Knowledge Required

· knowledge of the simple past tense

· knowledge of comparative adjective formation

· ability to read and answer simple questions about brief modified reading passages

Teaching/Learning Strategies

1. Introduce/review the various regions of Canada by examining a map of the country and circling different regions to reinforce the concept of a region. Start some additional wall charts with key vocabulary referring to Canada’s various regions.

2. Show one of the suggested videos or another video available from your school board which presents an overall visual tour of Canada’s regions. Lead the class in composing a brief language experience story on chart paper in which they retell key events from the film. Students copy the story into their notebooks. Use the story as a stimulus for a variety of language development activities such as cloze exercises, dictations, highlighting of sound and spelling patterns, capitalization of the names of provinces and cities, etc.

3. Use the Regions of Canada section of the text A Beginning Look at Canada, pp. 20-37. These pages contain vocabulary, short reading passages, and reading comprehension and grammar exercises. A major grammar focus on these pages is the formation of comparative and superlative forms of adjectives. To review and clarify comparatives and superlatives, manipulatives such as map cut-outs, pictures and classroom objects may be used as appropriate. Another suggested exercise is to have students negotiate a line-up of the provinces from smallest to largest in area or population.

4. Units 7 to 20 of Canada Coast to Coast contain a number of simple readings about Canada’s provinces and regions. The material may be divided with each group of students reading several units, reading and doing the exercises, or every student may have a quota of several readings to complete.

5. Preview the book Crazy for Canada with the class. Read the book aloud to the class, discussing vocabulary and connections to Canada’s various regions. Post the chart paper and/or overhead transparencies with the complete text of the book. Lead the class through a series of steps in a choral reading activity which could include having the whole class recite the poem in unison, then in groups. Assign different verses to various groups, pairs, etc. Perform the choral reading in front of an audience of students or school staff. Students may add this book to their reading log. (See Unit 1, Appendix 3).

Assessment/Evaluation Techniques

· Track individual completion and accuracy of reading selections and assignments from Canada Coast to Coast and/or A Beginning Look at Canada. (Formative)

· Fill out the Group Work Skills Self-Evaluation (Unit 2, Appendix 4) and save for later reflection in Activity 5. (Formative)

Accommodations

· Tape record the text of Crazy for Canada as well as selections from Canada Coast to Coast and place in the classroom listening centre.

· Use listening activities about Canada from Before Book One, Unit 7.

· Enlarge the map of Canada and have students colour and cut up the provinces to use as a jigsaw puzzle.

· Use the chart paper version of Crazy for Canada for a cloze exercise, dictation, or phonics lesson.

Resources

Schwartz, Noa. Crazy for Canada. Toronto: Tumbleweed Press, 1997.

Videos

National Film Board of Canada. The Railrodder, 1965, 25 minutes NFB Order # 0165062

National Film Board of Canada Helicopter Canada, 1966, 50 minutes NFB Order # 0166028.
Uses the aerial view from a helicopter to traverse Canada’s regions.

National Film Board of Canada. Momentum, 1996, 20 minutes NFB # 0396041.
Imax format tribute to Canada’s geography and cultural heritage.

Activity 4: Moments in Canada’s History

Time: 240 minutes

Description

Through simple library research into key events and people in Canada’s history, students develop their reading skills by gaining familiarity with using the index, table of contents, glossary, and headings in reference books. They continue to expand their use of the past tense while reading and writing short passages about Canadian history.

Strand(s) and Expectations

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, AORV.04X; AREV.01X, AREV.03X, AREV.04X; AWRV.01X, AWRV.02X; ASCV.01X, ASCV.02X.

Specific Expectations: AOR1.01X, 1.03X, 4.01X; ARE1.05X, 2.02X, 2.04X, 4.02X; AWR1.02X, 2.02X, 2.03X, 2.09X; ASC1.01X, 2.08X.

Planning Notes

· Arrange with the teacher/librarian for a visit to the Learning Resource Centre with a focus on basic research into Canadian history using modified and simple English materials. Check whether the Learning Resource Centre has any appropriate software or can recommend web sites about Canadian geography and history.

· Prepare a list of topics for students to research during this activity, for example: Sir John A. Macdonald, the Underground Railroad, Jacques Cartier, Nunavut, the Métis, the Canadian Pacific Railway, Canada’s maple leaf flag, etc. Students apply the skills practised in this activity to their unit research project topics.

· Prepare multiple copies of the research template in Appendix 3.

Prior Knowledge Required

· knowledge of the regions, provinces, territories, capitals of Canada

· knowledge of alphabetical order

Teaching/Learning Strategies

1. Explain to students that they will be undertaking some reading and simple research about major events and people in Canadian history. Use the chapters on Canadian history found in A Beginning Look at Canada (pp. 49-57) and Canada Coast to Coast (Units 4 and 5), as well as the Canadian History Time Line found on page 115 of The Oxford Picture Dictionary, Canadian Edition. All of these materials provide excellent simple background reading about Canadian history.

2. Assign a research topic for the activity to individuals, pairs, or small groups of students. Students use a template to collect information about their assigned topic. (Appendix 3) As students research and share their findings, continue to add to the ten classroom vocabulary lists begun in Activity 1.

3. Continue to reserve some time for the groups to work on their culminating group research project.

Accommodations

· Assist students with finding information in research materials by pointing out key words and headings.

· Students prepare a collage with pictures or labels (perhaps generated by computer) instead of the written research findings. A collection of old history texts or calendars could prove useful for this.

Activity 5: Aboriginal Peoples

Time: 180 minutes

Description

Through short non-fiction readings, students are introduced to the Aboriginal peoples of Canada. They expand their vocabulary and gain some insight into the contributions of Aboriginal peoples to Canada’s culture by researching the meanings of English words that are derived from Native languages.

Strand(s) and Expectations

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence.

Overall Expectations: AORV.01X, AORV.04X; AREV.01X, AREV.02X, AREV.03X, AREV.04X; AWRV.01X, AWRV.02X, ASCV.01X, ASCV.02Xv.

Specific Expectations: AOR1.02X, 1.05X, 4.01X; ARE1.04X, 1.05X, 2.02X, 2.03X, 2.04X, 3.03X, 3.04X, 4.01X; AWR1.01X, 2.03X, 2.08X, ASC1.01X, 1.02X, 2.05Xv, 2.06Xv, 2.07Xv.

Planning Notes

· Suggested read aloud books for this activity are Morning on the Lake by Jan Bourdeau Waboose and This Land is my Land by George Littlechild.

· Discuss with the class the use of preferred terms such as Aboriginal peoples, First Nations, and Inuit.

· Be aware of potential stereotypes which may come up and help students to recognize the inaccuracies involved in them.

· Gather a selection of dictionaries, or work with the teacher-librarian to collect various dictionaries for the students to use in the word origins exercise.

· The Story of Canada has an excellent map on pp. 16-17 which shows the locations of various Aboriginal peoples across Canada.

Prior Knowledge Required

· ability to read short modified texts in English

· alphabetical order skills

Teaching/Learning Strategies

1. Brainstorm what students know about Canada’s Aboriginal peoples. Set up a K-W-L chart (what students Know, Want to know and have Learned by the end) with the students on the topic of Aboriginal peoples in Canada.

2. Through readings such as those in A Beginning Look at Canada pp. 46-48 and pp. 64-66, the article “Canada’s Newest Territory” in Canada Coast to Coast, and the article “The Inuit” in Ontario Reader 1999, students read and gather some basic information about the Aboriginal peoples of Canada.

3. Discuss familiar words in English which are derived from other languages, e.g., pizza, graph, mosque (Italian, Greek, Arabic). Distribute a list of Canadian place names which derive from various Native languages. The list could include words such as: Toronto, Ontario, Mississauga, Niagara, Manitoba, Saskatchewan, Ottawa, Quebec, Winnipeg, and Nunavut. Model for students where to find the origin of a word in a dictionary entry, perhaps on an overhead projector. Using dictionaries and reference materials about Canada, students research the origins and meanings of these words to gain some appreciation of the contribution of Native words to the English language as well as to Canadian culture. Begin a wall chart listing the names of various Native groups found in the research, e.g., Ojibwe, Cree, Inuit, etc.

4. Return to the K-W-L chart and lead students in a brief discussion of what they have learned about Canada’s Aboriginal peoples through their reading and research in this activity.

5. As they have done once before in Activity 3, students fill in the Group Work Skills Self-Evaluation (Unit 2, Appendix 4) and reflect upon their growth and change in their journals or with other group members.

Assessment/Evaluation Techniques

· Group Work Skills Self-Evaluation (Unit 2, Appendix 4) Teacher notes growth in students’ group work skills. (Formative)

Accommodations

· Tape record the readings and place in the classroom listening centre.

· Provide a simplified appendix with some of the words, their origins, and meanings.

Resources

Bourdeau Waboose, Jan. Morning on the Lake. Toronto: Kids Can Press, 1997.

Littlechild, George. This Land is My Land. San Francisco: Childrens Book Press, 1993.

Activity 6: Great Canadians

Time: 240 minutes

Description

Students interview an immigrant to Canada and write a short structured composition about this individual. They share their first languages through the creation of a wall display featuring Canadian pride and diversity.

Strand(s) and Expectations

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01X, AORV.02X, AORV.03X; AWRV.01Xv, AWRV.02Xv; ASCV.02X.

Specific Expectations: AOR1.03X, 1.05X, 1.06X, 2.02X, 3.03X, 3.06X; AWR1.02Xv, 2.02Xv, 2.03Xv, AWR2.05Xv, AWR2.06Xv, AWR2.07Xv; ASC1.02X, ASC2.08X.

Planning Notes

· From newspapers and magazines, compile a file of pictures of famous Canadians, including male and female Canadians of diverse cultural and ethnic backgrounds.

· Prepare on chart paper a short model paragraph about one of the pictured celebrities and make individual copies.

· There may be differences of opinion across cultural groups as to important people; be sensitive.

· Some of the individuals interviewed may feel uncomfortable having their picture taken and displayed in the school. Remind students to get permission for this.

Materials Needed

· Polaroid camera or disposable camera, construction paper for mounting student’s work, long strips of paper in various colours, markers.

Prior Knowledge Required

· knowledge of basic interrogative forms

· ability to ask simple questions in English

Teaching/Learning Strategies

1. Ask students to name an important person from their home country and tell why that individual is important. Then show the students a selection of pictures of great Canadians from diverse backgrounds and disciplines such as Susan Aglukark, Lincoln Alexander, Donovan Bailey, Roberta Bondar, Jim Carrey, Wayne Gretzky, Jeanne Sauvé, David Suzuki, etc. Lead an oral activity as students try to identify and describe these Canadians and their contributions to Canadian life and culture.

2. Have students interview and photograph or draw an immigrant they know and write a short paragraph based on a teacher-prepared model describing one of the Canadian celebrities. The person students choose to interview could be a teacher, student, school staff member, family member, person from the community, health care professional, etc. Work with the students in class to create a list of interview questions which reflect the information needed for their paragraph. Role play an interview in class to build confidence in the students. Students also ask the interviewee to write the phrase I’m proud to live in Canada in his/her first language on a long sheet of paper. Students may complete this interview individually or in pairs.

3. Students present their snapshot and biography of a great Canadian, and arrange the pages on a bulletin board for display. Later, these can be compiled into a booklet for the class, and for others in the school to peruse by displaying in the school resource centre.

4. Students prepare additional construction paper strips with the phrase I’m proud to live in Canada translated into any first languages of the class not already covered and add to the bulletin board display.

Assessment/Evaluation Techniques

· Evaluate composition using the Composition Checklist found in Unit 2, Appendix 2 of this course profile. The category of content will need minor modifications to suit the topic in this activity. (Summative)

Accommodations

· Choose some interviewees in advance and prepare them as to the nature of the questions and responses required for the project.

· Give students the option to tape record their interview.

· Students may interview someone from their own first language background.

Resources

www.yahoo.ca

In Yahoo, search Yahooligans: Canada

www.tomthomson.org

This site has images of Tom Thomson’s paintings as well as those of modern artists.

Books of photography by Karsh or Kavouk with photographs of famous Canadians

Activity 7: “O Canada”: Our National Anthem

Time: 180 minutes

Description

Students develop their oral English skills while learning the words to Canada’s national anthem. Working together, they plan, organize, and film a class video presentation of “O Canada.”

Strand(s) and Expectations

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence.

Overall Expectations: AORV.01X, AORV.04X; AREV.01X; ASCV.01X, ASCV.02X.

Specific Expectations: AOR1.01X, AOR1.03X, AOR4.01; ARE1.05X; ASC1.01X, ASC1.02X, ASC1.03X, ASC2.06X.

Planning Notes

· Check with your school’s music department about the possibility of a joint collaboration in singing “O Canada” with the school band or a music class.

· Obtain a copy of one of the suggested videos which contains the national anthem. (See Resources)

· Prepare chart paper and individual copies of the anthem in advance.

· Obtain a CD or tape of “This Land is Your Land” and transcribe the words on chart paper and individual copies.

· Be sensitive to any student’s reluctance to participate in being recorded on video or photographed. As well, religious and cultural reasons may dictate that some students may not want to sing. They could recite the words instead.

· In the absence of a camcorder, students could take still photographs with a Polaroid and run captions underneath them in a display.

· If your school has a communications technology program, the teachers and students in these courses could help in the preparation and filming of the video. Some schools have central video broadcasting into every classroom. This would be a wonderful opportunity for showing the finished product during the school’s opening exercises. The video could also be shown at an assembly.

Materials Needed

· video camera or Polaroid or instamatic camera.

Prior Knowledge Required

· knowledge of the names of Canada’s provinces and territories

Teaching/Learning Strategies

1. Show one of the videos containing a rendition of “O Canada” to the class.

2. Have the words to the anthem prepared on chart paper. Point out and explain particular features of the song, such as the use of thy and thee. It is advisable to post the French lyrics as well, to show that our anthem is sung in both official languages.

3. Read aloud with the class the Ted Harrison book O Canada, engaging in a class discussion about the various provinces and territories depicted in his beautiful illustrations. Students then practise singing the anthem together, possibly singing with the video first and then progressing to class singing.

4. Students also learn the words and tune to the song “This Land is Your Land”, and do a cloze exercise based on the lyrics which may be prepared easily using the Tense Buster software program, or alternatively on the board. Another alternative song suggestion is “The Hockey Song” by Stompin’ Tom Connors.

5. Students prepare their own whole class video presentation of “O Canada.” One possible scenario for the short film would be for students to introduce themselves and read their own I’m proud to live in Canada stickers in their first languages and show the banner/sheet prepared in their interview (Activity 6) while the video camera pans over their faces and the corresponding phrases. Then the whole class sings the anthem for the video camera. Another idea is for the class to create a banner to celebrate Canada which could form part of the scenic backdrop in the video. Students may want to construct other scenarios for this class video presentation which could last for three to four minutes.

Accommodations

· Students can chant or read aloud instead of singing.

· Place a tape recording of “O Canada” along with the words in the classroom listening centre.

Resources

National Film Board O Canada , 1997, 2 minutes 14 seconds. NFB Order # C0097071
English and French versions.

With Glowing Hearts. O Canada Foundation.
This television program documents the making of a new musical version of “O Canada” in the mid-1990's. This version is heard on CBC television at its nightly sign-off. Call 1 (519) 0-Canada (1 (519) 622-6232) to order.

Penner, Fred. This Land is Your Land on the CD A House is a House For Me. Oak Street Music, Winnipeg 1991

Stompin’ Tom Connors. The Hockey Song on the CD A Canadian Children’s Collection, Capital Records, 1991. This song is also available on other Stompin’ Tom audio collections.

Web Sites

canada.gc.ca/canadiana/symb_e.html

A web site which lists 8 symbols of Canada (Origin of the Name, National Anthem, The Maple Tree, The Beaver, etc.) and gives a brief and simple explanation for each.

www.yahoo.ca

Enter Yahooligans. Under Canada, click on National Anthem of Canada for the lyrics and the history behind the song.

Activity 8: Project Roundup

Time: 60 minutes

Description

In this culminating activity, students share with the class the projects they have been working on throughout the unit. Students will also complete a self-evaluation of their learning on the Canada project.

Strand(s) and Expectations

Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence

Overall Expectations: AORV.01Xv, AORV.02Xv, AORV.03X; AREV.01Xv, AREV.04Xv; AWRV.01Xv, AWRV.02Xv; ASCV.01Xv; ASCV.02Xv.

Specific Expectations: AOR1.01Xv, 1.05X, 1.06X, 2.01Xv, 2.02Xv, 3.01X, 3.05X, 3.06X; ARE1.05Xv, ARE2.01Xv, ARE2.04X, ARE3.04X, ARE3.05X, ARE4.02X; AWR1.02Xv, AWR2.03Xv, AWR2.05Xv, AWR2.06Xv; ASC1.01Xv, ASC2.05Xv, ASC2.06X, ASC2.07v.

Planning Notes

· Make copies of the student self-assessment form. (Appendix 6)

· Establish and reinforce a co-operative and respectful class environment while students are making their presentations.

· Display the finished posters in the classroom or school display case.

Prior Knowledge Required

· basic knowledge in accessing print and electronic research materials

· ability to write a short, structured composition in English patterned on a teacher model

· knowledge of sentence formation, past tense verbs, comparatives, capitalization, and punctuation

Teaching/Learning Strategies

1. Students present the visual element of their projects, accompanied by a short, structured, oral presentation about their research. Provide time for the class to ask some brief questions about each presentation. You may want to ask students if they are comfortable with having their oral presentations taped to use for future examples of the various achievement levels in the curriculum policy document.

2. Distribute the self-assessment for O Canada project (Appendix 6) and have the students complete it.

Assessment/Evaluation Techniques

· O Canada Research Project using rubric in Appendix 5 (Summative)

· Self-assessment for O Canada Research Project (Appendix 6) (Formative)

Accommodations

· Students could present a poster or collage with captions scribed by the teacher.

· Paste pictures depicting each province on a large map of Canada, along with teacher scribed captions.

· Students retell one of the stories from Canada Coast to Coast rather than engage in library research.

Appendix 1: Information Gap Exercise (Activity 2)

When They Joined Confederation

PARTNER A 1. British Columbia entered Confederation on July 20, 1871. 2. ___________ joined Confederation on April 1, 1999. 3. New Brunswick _________________ on July 1, 1867. 4. Manitoba entered Confederation on July 15, 1870. 5. _____________entered Confederation on June 13, 1898. 6. Nova Scotia joined Confederation on July 1, 1867. 7. ______________entered Confederation on July 1, 1867. 8. Alberta entered __________________ on September 1, 1905. 9. Saskatchewan joined Confederation on September 1, 1905. 10. Prince Edward Island entered Confederation on July 1, 1873. 11. Quebec entered Confederation on _________. 12. The Northwest Territories entered Confederation on July 15, 1870. 13. Newfoundland joined Confederation on _________________________.

PARTNER B 1. British Columbia entered Confederation on ________________. 2. Nunavut joined Confederation on ________________. 3. New Brunswick joined Confederation on July 1, 1867. 4. Manitoba entered Confederation on _________________. 5. The Yukon entered Confederation on June 13, 1898. 6. __________________ joined Confederation on July 1, 1867. 7. New Brunswick entered Confederation on July 1, 1867. 8. Alberta entered Confederation on September 1,_________. 9. _________________ joined Confederation on September 1, 1905. 10. Prince Edward Island entered Confederation on __________________. 11. Quebec entered Confederation on July 1, 1867. 12. _________________________ entered Confederation on July 15, 1870. 13. Newfoundland joined Confederation on March 31, 1949.

Appendix 2: Airline Flight Schedule Writing Assignment

Sea to Sea Travel, 29 Caribou Way, Iqaluit, Nunavut Tel: (867) 123-4567

For: Ms. Inukshuk Itinerary

1 July LV Iqaluit	9:15	Air Canada
AR St. John’s	13:45
LV St. John’s	15:00	Air Canada
AR Quebec City	17:10
3 July LV Quebec City	8:30	Air Canada
AR Winnipeg	12:10
LV Winnipeg	13:40	Air Canada
AR Edmonton	18:45
5 July LV Edmonton	11:25	Canadian Airlines
AR Yellowknife	14:50
LV Yellowknife	18:20	Canadian Airlines
AR Iqaluit	20:25

Look at the flight schedule above. It shows Ms. Inukshuk’s vacation trip. Write about her trip. Use past tense verbs and appropriate time connectors in your sentences. To help you compose your paragraph, answer some of the following questions:

· Where did Ms. Inukshuk begin her trip?

· What airline did she fly to begin her trip?

· Where did she go first?

· Where did she go after Winnipeg?

· When did she arrive in Yellowknife?

· How do you think she felt when she arrived home?

INTERVIEW

Ask a partner to describe a long trip he or she took. Ask some of these questions:

· Where did you go?

· How long did you travel?

· Did you change planes? Where?

· How did you feel on the plane?

· How did you feel when you arrived?

Appendix 3: Research Template

WHO/WHAT

WHEN

IMPORTANCE

WHERE/

LOCATION

SOURCES

PAGE #

Appendix 4: Rubrics For Assessing The Canada Project (Activity 8)

STUDENT PREPARED VISUAL POSTER, CANADA PROJECT
Categories	50-59% Level 1	60 -69% Level 2	70 -70-% Level 3	80 - 100% Level 4
Knowledge/ Understanding - understands design of a poster (use of space, balance of words and images)	The student demonstrates -limited understanding of the design of a poster	-some understanding of the design of a poster	-considerable understanding of the design of a poster	-thorough understanding of the design of a poster
Thinking/ Inquiry -selects appropriate images -includes relevant information (titles, captions)	The student demonstrates -limited selection of appropriate images -limited relevant information included	-selection of some appropriate images -some relevant information included	-selection of a considerable range of appropriate images -considerable relevant information included	-selection of a wide range of appropriate images -wide range of relevant information included

Appendix 4: Rubrics For Assessing The Canada Project (Activity 8) (Continued)

Written Material
Categories	50 -59% Level 1	60 -69% Level 2	70 -79% Level 3	80 -100% Level 4
Knowledge/ Understanding -uses appropriate vocabulary -uses past tense verbs accurately	The student demonstrates -limited use of appropriate vocabulary -limited accuracy in use of past tense verbs	-some use of appropriate vocabulary -some accuracy in use of past tense verbs	-considerable use of appropriate vocabulary -considerable accuracy in use of past tense verbs	-thorough use of appropriate vocabulary -thorough accuracy in use of past tense verbs
Thinking/ Inquiry -select relevant information -use of research skills	The student demonstrates -a limited selection of relevant information -limited use of research skills	-some selection of relevant information -some use of research skills	-considerable selection of relevant information -considerable use of research skills	- thorough selection of relevant information -highly effective use of research skills
Communication -uses appropriate writing conventions (capital on proper nouns, periods, spelling of key vocabulary)	The student demonstrates -limited use of appropriate writing conventions	-some appropriate use of writing conventions	-considerable appropriate use of writing conventions	-thorough appropriate use of writing conventions
Application -uses sentence structure to reflect teacher modelled paragraph in new context	The student demonstrates -limited sentence structure reflecting model	-some sentence structure reflecting model	-considerable sentence structure reflecting model	-highly effective sentence structure reflecting model

Appendix 4: Rubrics For Assessing The Canada Project (Activity 8) (Continued)

Oral Presentation
Categories	50 -59% Level 1	60 -69% Level 2	70 -79% Level 3	80 -100% Level 4
Knowledge/ Understanding -uses appropriate vocabulary -uses past tense verbs accurately	The student demonstrates -limited use of appropriate vocabulary -limited accuracy in use of past tense	-some use of appropriate vocabulary -some accuracy in use of past tense	-considerable use of appropriate vocabulary -considerable accuracy in use of past tense	-highly effective use of appropriate vocabulary -thorough accuracy in use of past tense
Communication -uses oral language to describe visual	The student demonstrates -limited use of oral language to describe the visual	-some use of oral language to describe the visual	-considerable use of oral language to describe the visual	-highly effective use of oral language to describe the visual

Appendix 5: Self-Assessment For O Canada Project

Name __________________________________ Date _________________________________

1. I liked this project because

2. I think this project was interesting because

3. In this project, I learned

4. Next, I would like to learn

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