Course Profile Beginning
Communication in English ESL Level 1, Grade 9 open, Catholic
Unit 5: Your Stories - My Stories
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developer(s)
Charlene Fitzpatrick, Philip Pocock S.S.
Lidija Biro, Fr. Michael Goetz S.S.
Development Date: 1999
Students read for enjoyment from a variety of sources and publish a booklet of their writings from their portfolio started in Unit Three. They interact with honesty and sensitivity to each other as members of Christ’s family. They speak, write, listen, and respond critically in the light of gospel values to help each other to grow socially and intellectually. Together the teacher and the students decide on themes for this final unit. These themes can include folklore, fairytales, or the immigrant experience. Using modified reading materials, the students apply appropriate strategies to read, understand, and interpret information and ideas. They show an understanding of the readings through a variety of responses. In writing their personal stories, they demonstrate correct language structures and write in a variety of styles to include the personal responses, short creative pieces, letters, descriptions, and reflections on how they learn.
Ontario Catholic School Graduate Expectations: CGE 1a,h, 2a,c,d, 3a,c,d, 7g.
Strands: Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .03, .04; AREV.01, .03, .04; AWRV.01, .02; ASCV.02.
Specific Expectations: AOR1.02, 1.04, 1.05, 1.06, 2.01, 2.02, 2.03, 2.04, 3.01, 3.02, 3.03, 3.05, 4.02, 4.03; ARE1.01, 1.04, 1.05, 1.06, 3.02, 4.01, 4.02; AWR1.01, 1.02, 2.01, 2.02, 2.03, 2.04, 2.05, 2.06, 2.07, 2.08, 2.09; ASC2.03, 2.05, 2.06, 2.07, 2.08.
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Activity 1 |
Never Ending Stories: Fairytales & Folklore |
300 minutes |
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Activity 2 |
The Hero in Me |
180 minutes |
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Activity 3 |
Things I Can Read |
300 minutes |
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Activity 4 |
Our Class Writings: A Book |
300 minutes |
Appendix A Final Evaluation Part 1 Studying Skills: Getting Ready For the Finals 120 minutes
· Developing mature, independent learners capable of identifying their needs and knowing how to fill those needs is important for ESL learners. Involve the students in the choice of themes for this unit to enhance their commitment to the learning experiences.
· Consider building the unit around an available text, or on a topic for which you have a good selection of reading materials. Ensure that the selection offers enriched readings with a variety of interest and reading levels, as well as cultural relevance. The activities include the immigrant experience, Canadian folklore, and traditional fairytales but can be easily adapted for other selections. Decide on four to five readings for the entire jigsaw activity (e.g., selections from World Folktales). Select readings to reflect the cultural mix in the classroom.
· Much of this unit can be done at locations outside of the classroom, (e.g., the library, the chapel, and outdoors, if possible. The chapel is a good location if simple parables are used.
· Arrange for members of the community to come into the classroom, either to read to the students or to share stories. Volunteers and peer tutors drawn from the community and school provide additional interaction with English speakers for the ESL students. Additionally, the librarian may be invited to read from appropriate level reading materials to the students.
· Individualize grammar instruction. Assign supplementary reinforcement exercises as needed, throughout the unit. Have a variety of short grammar sheets available.
· Students revise written pieces until they are ready for publication in Activity 5.
· Update the student profile started at the beginning of the course to record the strengths and weaknesses in language development of students over the course of this unit.
· Order films/audio tapes to use for visual and audio reinforcement. The children’s section is a good source for simplified materials but ensure students are not offended by the childish nature of the voices, music, or photo shots.
· Students should have a beginning familiarity in speaking, reading and writing in the English language.
Silent reading, jigsaw, process writing, individualized grammar instruction, mini talks, following the lesson on the blackboard and overheads, community visitors, journals, computers, audio tapes, portfolio, small and large group activities.
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Activity |
Type |
Tool |
Categories |
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Activity 1 |
Formative Summative Summative |
Performance observation during Jigsaw completion of notes Retelling of tales Oral performance on Charts |
Know/App/Comm Think/App Know/Think /App |
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Activity 2 |
Formative Formative Summative Summative |
Mind Map (Hero Traits) Sequence Grid (“Quest”) Personal Reflection (Writing) Performance Task (Fairytale Olympics) |
Know/Think/App Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com |
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Activity 3 |
Formative Formative |
Checklist of completion of journal entries Teacher observation of silent reading |
Know/Think/App Application |
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Activity 4 |
Formative Summative |
Self/peer Evaluation Check Portfolio |
Know/Think/App Know/App/Comm |
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Appendix A |
Formative Formative Formative |
Checklist of completion of grammar sheets Teacher observation during preparation for finals Observation informal interviews |
Know/App Think/App Think/App/Comm |
Acosta, Joan. Canada Coast to Coast. Second Edition. Toronto: ITP Nelson, 1999.
Azar, Betty. Basic English Grammar. N.Y.: Prentice Hall Regents, 1996.
Bettelheim, Bruno. The Uses Of Enchantment. New York: Vintage Books, 1977.
Bailey, Judith. Begin in English: Vocabulary-Expanding Short Stories for Launched Beginners. Vol. 1 California: Jag Publications, 1988.
Breckon, Claire. Sirinee & Other Stories. London: Heinemann, 1997.
Breckon, Claire. The Stone Lion & Other Stories. London: Heinemann, 1997.
Cole, Babette. Princess Smartypants. London, U.K.: Collins Pub. Co. 1988.
Grennan, Maggie. The Canadian Oxford Picture Dictionary, Beginner’s Workbook. Toronto: Oxford University Press 1997.
Hu, Celine C. The Bride of Prince Mudan & Other Stories. London: Heinemann, 1997.
Ingram, Anne. The Gift From The Gods & Other Stories. London: Heinemann, 1997.
Ingram, Anne. The Land of Morning Calm & Other Stories. London: Heinemann, 1997.
Ingram, Anne. Why Ducks Sleep On One Leg & Other Stories. London: Heinemann, 1997.
Kasser, Carol and Ann Silverman. Stories We Brought With Us. New Jersey: Prentice Hall Regents, 1986.
Khoo, Catherine and Marguerite Siek. Love Conquers Death & Other Stories. London: Heinemann, 1997.
Krejcsi, Cindy, ed. English, Yes. Introductory. Learning English Through Literature. Illinois: Jamestown Publishers, 1998.
Munsch, Robert. David’s Father. Ontario, Canada: Annick Press. 1984.
Munsch, Robert. Giant. Or Waiting For the Thursday Boat. Ontario, Canada: Annick Press. 1989.
Porter, Jessie, ed. New Canadian Voices. Toronto: Wall and Emerson Inc. 1991.
Scholastic Scope, “Myths And Folklore”. April 12 1991. Richmond Hill: Scholastic-Tab Publication Canada.
Scieszka, Jon and Smith Lane, Squids will be Squids: Fresh Morals and Beastly Tales. New York: Viking 1998.
Scieszka, Jon and Smith Lane, The True Story Of the 3 Little Pigs. Markham. Ontario, Canada: Penguin Books, 1989.
Siek, Marguerite. The Lord of Obama’s Messenger & Other Stories. London: Heinemann, 1997.
Stein, Anita. World Folktales: An Anthology of Multi Cultural Folk Literature. Lincolnwood, USA: National Textbook Company, 1996.
Weinstein, Nina. Reading Snacks. Toronto: Maxwell Macmillan Canada, Inc., 1992.
Children’s Bible
David’s Father. CBC.
Quest. International Telefilm.
Time: 300 minutes
Universal connections in fairy tales and folklore are explored through readings and discussions of traditional fairy tales, folklore and bible stories. The students gain a growing respect for the life journey of all people of good will, faith traditions, and world religions. They examine the morals in the tales and connect these to their own personal experiences of honesty, bravery, loyalty, etc. The students engage in a jigsaw activity to read a fairy tale/folktale/biblical story and retell the tale, mentioning some of its patterns. Students are encouraged to use photo prompts (e.g., pictures books) when presenting to the class and to speak correctly and with clarity. They begin to write response and personal pieces in their learning logs, using the language structures studied so far in the course.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· respect the faith traditions, world religions and the life-journeys of all people of good will; (1h)
· respect and understands the history, cultural heritage and pluralism of today’s contemporary society. (7g)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Communication.
Overall Expectations: AORV.01, .03; AREV.01, .03, .04; AWRV.01, .02; ASCV.02.
Specific Expectations: AOR1.04, 3.01; ARE1.04v, 1.06Xv, 3.02, 4.01, 4.02v; AWR1.02, 2.03, 2.04; ASC2.05v, 2.07; 2.08v.
· Arrange with librarian or members of the community to visit the class to read, scribe, and listen to the students’ stories (seniors, members of the ethnic community, family members, school ambassadors).
· Prepare reading materials for the jigsaw activity keeping class composition and available materials in mind. The number of home groups for the jigsaw activity determines the number of selections needed. (Suggested selections from World Folktales are “Why the Baby Says ‘Goo’”: Native American; “The Little Daughter of the Snow”: Russian; “The Spoiled Child”: Slavic; “The Fisherman and the Genie”: Arabian. Think of the students’ background and use materials to reflect their homelands where possible. Have three to four selections. Consider using a Native story teller or Native stories to build respect for Native cultures.
· Bruno Bettelheim’s The Uses Of Enchantment is a good teacher resource for this activity.
· Materials needed: Prepare an organizer, reading-selection handouts, jigsaw handouts detailing key student expectations, and guided worksheets.
· This is the final unit and some facility in reading, writing, and speaking in English is assumed.
1. The teacher begins the activity by having the students listen to a short fairy tale, look at video, or hear an example of a fairy tale or a folktale (e.g., Giant or Waiting For The Thursday Boat by Robert Munsch) which has a Christian theme. As a diagnostic activity, the class brainstorms to elicit knowledge about the characteristics of the fairy tale and folklore genres. Teacher records the results of the brainstorming on the board, allowing students to use their first language to generate vocabulary from their classmates.
Next students read a selection of four to five tales using a jigsaw strategy (see planning notes for suggested material). Before beginning the jigsaw the teacher explains the activity and the expectations. Rules for working in groups are reviewed: turn taking, positive interactions, etc. Then the teacher explains the purpose of the home groups and the jigsaw groups. Form groups based on the selection of reading materials.
Distribute reading materials to home groups. Students read and become familiar with the readings. Next the members of the group discuss the reading using a guided worksheet. Teacher circulates and assists as needed.
Students move into jigsaw groups and share their tale. They complete a chart using a graphic organizer: Title, Plot (6-7 points), Characters, Setting, Lesson/ Moral, Literary and Archetypal patterns.
Students complete the above chart in their notebooks using the information from the group members.
Students are encouraged to share with the whole class as a final activity. If necessary the teacher asks directed questions to elicit the patterns within the fairy tale and/or the folklore genre.
Each student is responsible to retell, act out a scene, or read to the class from a book of a fairy tale/folktale from a library or from home. The teacher encourages the students to use prompts/picture books to retell tales. Students could also write a tale with which they are familiar in their first language.
Before the presentation the teacher reviews the expectations for an oral presentation (pronunciation, eye contact, clarity of voice) and allows students time to practise in pairs.
Students listen and respond with sensitivity as classmates present their stories.
To incorporate Catholic values, students are asked to identify the moral of the fairy or folk tale. The teacher uses the students’ ideas in an informal discussion of personal stories wherein the students tell of their experiences (or stories they know from the news) of acts of sharing, honesty, loyalty, honour, Christian leadership etc.
· Performance Assessment on participation during brainstorming and presentation of personal tales (formative: ASC2.05, 2.07)
· Observation of students during the reading and group work exercise (formative: ARE1.04, 1.06)
· Checklist of homework assignment (summative: ARE4.02)
· Read or scribe for students who need help to read the story or to write their own.
· Use picture books to write captions for those that may need alternative activities.
· More advanced students can write their own tales and prepare them to share with a Kindergarten class.
Begin in English: Vocabulary-Expanding Short
Stories for Launched Beginners
The Bride of Prince Mudan & Other Stories
Canada Coast to Coast
The Canadian Oxford Picture Dictionary,
Beginner’s Workbook
David’s Father
English, Yes. Introductory. Learning English
Through Literature
Giant. Or Waiting For the Thursday Boat
The Gift From The Gods & Other Stories
The Land of Morning Calm & Other Stories
The Lord of Obama’s Messenger & Other
Stories
Love Conquers Death & Other Stories
New Canadian Voices
Princess Smartypants
Reading Snacks
Scholastic Scope, “Myths And Folklore”
Squids will be Squids: Fresh Morals and Beastly
Tales
The Stone Lion & Other Stories
Stories We Brought With Us
Sirinee & Other Stories.
The True Story Of The 3 Little Pigs
Why Ducks Sleep On One Leg & Other Stories
World Folktales: An Anthology of Multicultural
Folk Literature
Videos/audio tapes available in the children’s sections of public libraries
Time: 140 minutes
Students review the traits of a hero touched upon in Unit 4 and characterization found in fairy tales and legends studied in this unit. They reflect upon and evaluate their own characters and experiences for acts of heroism or contributions to the common good. With the help of the film/video Quest, students endeavour to see themselves as ministers to their family, school, parish, and wider community through service. Students produce a piece of writing/personal reflection to add to their portfolios and demonstrate their understanding of the elements of a fairy tale by creating their own in the game of Fairy Tale Olympics. Structured, accurate written communication, the writing process, co-operative group work skills, creativity, and fluency in oral communication are stressed and practised.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· illustrate a basic understanding of the saving story of our Christian faith; (1a)
· recognize there is more grace in our world than sin and that hope is essential in facing all challenges. (3a)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .03, .04; AREV.01; AWRV.01, 02; ASCV.02.
Specific Expectations: AOR1.01v, 1.02v, 1.06, 2.01, 2.02v, 2.03v, 2.04v, 3.02, 3.05, 4.03v; ARE1.05; AWR1.02v, 2.01v, 2.02v, 2.03v, 2.04v, 2.05v, 2.06v, 2.07v, 2.08, 2.09v; ASC2.05v, 2.06v, 2.07, 2.08.
· Prepare a teacher model of a piece of writing: a personal reflection on, for example, When I was brave… and a checklist for evaluation purposes (see Appendix 5-2.1 - Writing Checklist).
· On the 3x5 index cards, the teacher writes words/elements found in fairy tales, such as frog, princess, sword, dragon, witch, knight/prince, etc.
· Create an assessment/evaluation tool such as a checklist for the Fairy Tale Olympics. The teacher may assess for co-operative group skills, creativity, understanding of the elements/patterns of fairy tales, and pronunciation/oral presentation skills.
· Materials/equipment: TV/VCR, video Quest(or suitable alternate), 3x5 index cards, graphic organizers: Mind Map, and Sequence Chart or Grid, “saving stories” (simplified/abridged/modified) such as (Biblical) Noah & the Ark, Jesus, Ruth, David & Goliath, (Heritage Minutes video) Laura Secord, Marion Orr, Underground Railway, Nitro, Louis Riel, Jennie Trout, Halifax Explosion, (literature) Old Yeller, (films) Mulan or teacher’s choice.
· Some knowledge of hero traits and elements/patterns of fairy tales
· Some familiarity with writing process
2. Using a graphic organizer such as Mind Map, the teacher initiates a review of traits usually associated with heroes, such as courage/bravery, sacrifice, unselfishness, contribution to the common good, risk, perseverance/determination, etc.
Students then view the video Quest (a 20-minute no-dialogue “saving story” wherein a young hero undergoes a journey full of tests and trials in order to bring his ailing people out from the underground to the sun-filled, healthy surface of their planet) and complete a Sequence Chart/Grid of the main plot events. Upon completion, students exchange their charts with partners who check/correct the plot events as the teacher takes up the work orally/on the board.
The teacher selects several “saving stories” to read/retell/show to the students and elicits a discussion of heroism and service.
The students reflect on their personalities and life experiences and choose a “heroic characteristic” which they believe they have exhibited. They write a personal reflection, using the writing process (plan, first draft, conference/edit/rewrite, second draft, etc.), about a time in their lives when they were “brave/determined/unselfish/etc.” A teacher model of the composition should be provided as well as a checklist for marking purposes (see Appendix 5-2.1 - Writing Checklist).
Working in small groups, students prepare impromptu skits, Fairy Tale Olympics, based on the elements or patterns of fairy tales and legends studied in this unit. Each group receives 3 index cards from a deck of teacher prepared cards marked with an element found in fairy tales. Using the cards as a basis, students create and act out a fairy tale. The teacher assesses/evaluates using a checklist.
· Observations: informal observation of students’ knowledge (Graphic organizer: Mind Map) (formative: AOR1.01; AWR2.07)
· Observations: informal observation of students’abilities to sequence events of a plot (Graphic organizer: Sequence Chart or Grid) (formative: AOR1.02, 4.03)
· Performance Task: Appendix 5-2.1 - Writing Checklist - personal reflection (summative: AWR1.02, 2.01, 2.02, 2.03, 2.04, 2.05, 2.06, 2.07, 2.09)
· Performance Task: Checklist-Fairy Tale Olympics (summative: AOR 2.02, 2.03, 2.04; ASC2.05, 2.06)
· Reduce the number of plot events to sequence by providing/filling in some parts of the chart for students with short-term memory difficulties.
· Allow students with limited writing ability to record the personal reflection on audiocassette tapes.
Quest. International Telefilm
Bible Stories (simplified/abridged/modified versions): Noah, Jesus, Ruth, David & Goliath
Heritage Minutes. (video) (www.heritageproject.ca)
Time: 300 minutes
Students continue to explore the world of print through a variety of written materials that the teacher has selected to meet the particular interests and levels of the students (and that reflect the composition of the classroom). The students review the meanings of plot, characters, and setting in fiction and apply these to new situations in the books they chose to read. Students tell their own stories which are added to the portfolio to be used in the final booklet in Activity 4. The students work co-operatively, respecting the learning environment as a place where all students have rights to the teacher’s time and a quiet place for study and reflection. They use skimming and scanning reading techniques to elicit meaning from the texts.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· listen actively and critically to understand and learn in light of gospel values; (2a)
· think reflectively and creatively to evaluate situations and solve problems. (3c)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01; AREV.01, .03, .04; AWRV.01, .02; ASCV.02.
Specific Expectations: AOR1.02; ARE1.04, 1.05, 3.03, 4.02; AWR1.01, 1.02v, 2.03; ASC2.03, 2.05v, 2.08v.
· In preparation for this unit, collect reading materials in addition to those on the resource list in the unit overview. Provide a range of readings for all levels with a variety of interests in order to challenge students. The sample activity is based on an advanced beginners text called Begin in English: Vocabulary-Expanding Short Stories for Launched Beginners with subject matter that includes, folk tales retold, human interest stories, some humour, some biography and a mystery.
· As in some of the preceding activities, arrange for members of the community to come into the classroom, either to read to the students or to share stories.
· Before this activity, arrange a library visit. The librarian may be invited to read to the students (from appropriate level reading materials).
· Again invite peer tutors/senior students to scribe and type. The students’ stories will need to be recorded and then made ready for publication. For getting the oral story from the students, consider taping the interview. Materials written by the students throughout the unit becomes the basis for the booklet. The class fiction on The Family from Unit 3 can be included in the final publication.
· Book computer time if possible.
· Update the students’ profiles during the silent reading to reflect the way the students use reading strategies to get meaning.
· Students in this final stage of the course will have the rudimentary skills of the language and be able to handle simplified text.
3. Reading for enjoyment is the prime goal of this unit. Teachers need to establish a reading atmosphere in the classroom and should read along with the students. Have a wide range of reading materials available.
The lesson is structured in the following way: with a starter, a period of sustained silent reading and a closing activity.
· The starters allow the teacher to focus the class for the upcoming silent reading. The activity can be one of the following: listening to a song, choral reading of a poem, hearing a story, watching a film (suggested time not to exceed seven to ten minutes), or writing notes on terms such as plot, character, and setting.
· Then students read silently.
· The closing activity is a short whole-group activity. This could be a sharing of one student’s reading for that day, a class grammar activity using physical response, choral reading, a mini quiz, or a teacher-created organizer on the board using information from the whole group on plot, character and setting, drawing on the readings of the class.
· In addition, as part of the closing activity the students write a reading response in their learning log. The teacher provides the students with a list of prompts for openers for the response writing. Suggestions include writing a letter to a character in the story, changing the ending of the story, making a list of new vocabulary, drawing a scene in the story, etc.
For homework the students write a personal story or complete the personal responses started in the class.
· Checklist of completion of journal entries for student response writing (formative: AWR1.02)
· Observation of the students during the silent reading. Continuation of student profile (formative: ASC2.05, 2.08)
· Obtain taped recordings of stories in the Junior and Children sections in public libraries. Also available are readers, large photo books, and simplified readers.
Begin in English: Vocabulary-Expanding Short
Stories for Launched Beginners
New Canadian Voices
Scholastic Scope, “Myths And Folklore,” April 12 1991
Stories We Brought With Us
Children’s Bible
Time: 300 minutes
Students read from the writing selections in their portfolios and learning logs. They support each by offering feedback and asking questions of one another from the readings. The students interact with sensitivity to each other and speak clearly and honestly with consideration for the learner at all times. In this final activity, the students have the opportunity to choose from the collection of writings gathered in their personal portfolio, and to use the “process writing model” to improve the organization and the language structures before having their writings “published”. A class booklet is produced to reflect work written throughout the course.
Ontario Catholic School Graduate Expectations:
The graduate is expected to be:
· present information and ideas clearly and honestly and with sensitivity to others; (2c)
· write and speak fluently in one of Canada’s official languages; (2d)
· make decisions in light of gospel values with an informed moral conscience. (3d)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01; AREV.01; AWRV.01, .02.
Specific Expectations: AOR1.02v; ARE1.01, 1.05; AWR1.02v, 2.02v, 2.04v, 2.05, 2.06v, 2.07, 2.08v, 2.09v.
· Arrange the seating into a circle so that the students are facing each other during the time of class readings.
· Make photocopies of or re-type the students’ work depending on the legibility of the handwriting and the correctness of the grammar.
· The beginning of the academic year is a good time to arrange for peer tutors and volunteers to act as an audience and for the students to read to during the unit. The peer tutors can also do some editing.
· Prepare supplementary personalized exercises for students to do.
· As the students will be revising from their portfolio, prepare a handout on editing, make a list of the grammar structures learnt so far in the course and have students edit accordingly. Appendix 2-6.2 - Guide For Peer Editors is a good resource to photocopy.
· Materials needed: dictionaries, style guides, grammar text, writing pads, and art materials for students to illustrate their writings after the readings and during the preparation for publication.
· familiarity with the expectations for independent and group work in the Canadian classroom
4. The teacher sets the expectations for co-operation and turn-taking during the sharing of students’ writings, and creates a relaxed “café environment” for reading aloud.
The teacher encourages the students to be supportive of each other and writes a variety of positive comments on the board.
Students read selections from their portfolio. Photocopies are distributed to less fluent students so that they can follow along as the work is read aloud. Some students may have someone else read their work. A typed or clearly printed sheet facilitates this, or the individual can practise with a peer tutor before this session.
As each student reads, the rest of the group listens quietly and responds after a minute of silence. Questions and feedback follow.
Students move into pairs and read the handout on how to edit, e.g., Appendix 2-6.2 - Guide for Peer Editors.
Students choose two to three of their written pieces they feel are publishable and read their selections in pairs. They help each other get the selections ready for publication. The teacher edits and makes suggestions for revisions. The teacher also encourages creativity in style and display using illustrations e.g., lists, poems, cartoons, captions on photos, etc. Though computers are useful when students need to rewrite, this is a good opportunity for students to use their best handwriting, especially for those who are beginning to learn to write in English cursive script.
The teacher writes a foreword to the class for the booklet, and then collates and publishes the material.
In a festive closing activity each student is given a booklet.
The teacher can arrange to display extra booklets around the school in showcases. The teacher also gives copies to the library and a couple of students present a copy to the administrative staff in the school.
· Students complete a self/peer-evaluation rubric (formative: AOR1.02. AWR2.02, 2.04, 2.06, 2.08)
· The portfolio is checked and marked for completion of the required number of pieces (summative: AWR1.02, 2.09)
· Provide scribes to whom the students can tell the tales if they are unable to present to the whole group. Students practise with peer tutors before their turn to read.
· More advanced students can help in the preparation of the class booklet. Encourage extension and creativity in the writings of the more advanced students.
· A listening centre of some of the writings of the students, read by themselves or native speakers, can also be used for pronunciation and intonation practice.
Support material for editing
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Categories |
Level 1 Limited (50-59%) |
Level 2 Some (60-69%) |
Level 3 Considerable (70-79%) |
Level 4 Thorough (80-100%) |
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Knowledge and Understanding · understanding the concept of heroism |
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Thinking/Inquiry · organization of ideas · selecting relevant information |
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Communication · Writing skills: - application of the writing process - format - accuracy |
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Application · analysis and evaluation of personal traits |
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Appendix A: Final Evaluation
Time: 120 minutes
Students prepare for their final ESL AO evaluation by reviewing the skills learned in the course so far and continuing to work on the research project which is the performance-based part of the evaluation. They also practise effective study techniques to prepare for exams in other subject areas. In line with the expectations of the Catholic graduate they set appropriate goals and priorities in school, work, and personal life.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· think reflectively and creatively to evaluate situations and solve problems; (3c)
· set appropriate goals and priorities in school, work, and personal life. (4e)
Overall Expectations: AORV.02,.03; AREV.01, .02,.03, .04; AWRV.01; .02, ASCV.02.
Specific Expectations: AOR2.02v, 2.03, 3.03; AWR1.01, 2.03v; ARE1.04, 1.06v, 2.03v, 3.03, 4.02; ASC2.03, 2.07v.
· Challenge students according to their skill levels with supplementary grammar and reading texts.
· Borrow copies of texts for other subject areas in which ESL students are enrolled. This will help them when they make their calendar for examination review.
· Prepare overheads/handouts: Preparing for the Exam: Tips For Studying and Writing the Examination: Do’s and Don’ts.
· Collect a past examination and have students choose one or two subject areas on which they would like to focus their review.
· Students in this final stage of the course have notebooks that reflect the course work covered.
· Students should be familiar with the grammar structures covered to date. This includes the use of simple assertive, interrogative, and imperative sentences, simple verb tenses, plurals, pronouns, count nouns, adjectives, basic prepositions, negative construction, capitals, periods, and question marks.
5. Students make a calendar for the remaining lessons of the academic term, recording dates of the upcoming exams in all of their subject areas, including the ESL examination.
The students write a plan for revision for each subject in different colour ink. This can be broken down into sections of the text to read, notes to be made under headings, practice questions, notebook to study and update (students are encouraged to photocopy notes from a classmate in their regular subject areas) and vocabulary and definitions.
Using the prepared transparency on the overhead projector under the headings of Before the Exams and During the Exams, students generate a list of Do’s and Don’ts for each heading: arrival time for exams, the importance of eating before exams, preparation for the exam, budgeting of time, etc. Students copy the overheads.
The class brainstorms a list of possible exam questions drawn from their other subject areas and from past assignments. These are recorded on an overhead and reviewed for question format and the expectations of the different types of questions.
Working in pairs and using past exams from all subject areas, students highlight the key words. With teacher guidance, students discuss the requirements of each question. Students may not be able to review all subject areas, particularly in a non-semester setting. They should be encouraged to choose the subjects in which they need the most assistance.
Provide time for students to work on the performance activity (research project), which is the final evaluation for ESL AO. This includes preparation of questions for the career interview and for the guidance teacher. (See Final Evaluation Performance Task following this section). The students generate a list of questions on the careers they have chosen and then practise in pairs. The teacher checks for the correct question format and for adequate topic coverage.
The teacher provides a wide range of language structure questions (with answer sheets) to reinforce the structures studied in ESL AO. Students work independently on these handouts or exercises from the text, or the students continue to work on the research project for their final evaluation assigned in the preceding unit.
The teacher monitors both the completion of the grammar exercises and the progress of the research on careers.
· Check list of completion of supplementary grammar exercises sheets (formative: AWR2.03, ASC2.07)
· Observation: personal communication - continuation of student profile in teacher log (formative: ARE1.06)
· Observation: informal interviews on progress of resea