Course
Profile Beginning
Communication in English ESL Level 1, Grade 9 open, Catholic
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
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Profile, and do not reflect any official endorsement by the Ministry of
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Acknowledgments
Lead Board
Dufferin Peel Catholic District School Board
Denise Panunte, Manager
Course Profile Writing
Team
Wendy Gruner, Dufferin Peel Catholic District School
Board
Lidija Biro, Father Goetz S.S.
Charlene Fitzpatrick, Philip Pocock S.S.
Catherine Johnson, St. Martin S.S.
Course Profile Manual
Laura VanderSmissen, Dufferin Peel Catholic District
School Board
Word Processor/Consultant
Russell King, Our Lady of Mount Carmel S.S.
Ontario Catholic
Curriculum Cooperative
Institute of Catholic
Education
Unit # 1
Title: The
School, Community, & Me
Time: 20 hours
Unit Developers
Wendy
Gruner, Dufferin-Peel C.D.S.B.
Lidija Biro, Fr. Michael Goetz S.S.
Charlene Fitzpatrick, Philip Pocock S.S.
Catherine Johnson, St. Martin S.S.
Development Date: April 1999
Unit Description
In
this unit, students will demonstrate an understanding of basic school routines,
the school and community environment, and expectations of the Ontario Catholic
educational process. Using experiential
learning and real life situations, students will be introduced to basic
language structures (e.g. present tense, present continuous, prepositions, and
simple punctuation), and vocabulary of school and community. In the culminating
activity, students will review all materials through a creative and
collaborative project. This unit supports other units in that it provides the
basis for successful transition to life in Canada.
Strands & Expectations
Ontario
Catholic School Graduate Expectations: CGE 2a, 3c,e,f, 4a,
5a, 7b
Strands:
Oral And Visual Communication; Reading; Writing; Social And Cultural
Competence.
Overall Expectations: A0RV.01X,
.02X ,03X,.04X; AREV.02X, .03X, .04X; AWRV.01X, .02X; ASCV.01X, .02X
Specific Expectations:
AOR1.01X, 1.02X, 1.03X, 1.05X; AOR2.01X, 2.02X, 2.03X, 2.04X; AOR3.01X,
3.02X, 3.03X, 3.05X, 3.06X; AOR4.01X;
ARE1.02X, 1.05X; ARE2.01X, 2.02X, 2.03X, 2.04X; ARE3.01X, 3.03X, 4.04X;
ARE4.01X; AWR1.01X , 1.02X, 1.03X,
1.04X; AWR2.01X, 2.02X, 2.03X, 2.05X, 2.06X, 2.07X, 2.08X 2.09X; ASC1.02X;
ASC2.01X, 2.02X, 2.03X, 2.04X, 2.05X, 2.06X, 2.07X, 2.08X
Activity Titles (Time + Sequence)
|
Activity
1 |
Getting
To Know You |
240
min |
|
Activity
2 |
Exploring
the School |
240
min |
|
Activity
3 |
Following
School & Classroom Routines |
240
min |
|
Activity
4 |
Mapping
the Community |
120 min |
|
Activity
5 |
There’s
Something I’ve Been Meaning to Tell You |
180
min |
|
Activity
6 |
Tying
It All Together |
180
min |
Unit Planning Notes
• An assessment of each student’s abilities
should be done early in the course, not just to modify classroom activities, but
so that problems with misplaced students can be rectified early.
• The teaching of language structures takes
its cue from student needs and should be ongoing.
• Due to the fact that ESL courses are
continuous intake, accommodations must be made and extra copies of handouts be
kept on hand for students who arrive late in the course.
• Use students’ prior experiences as a basis
for comparison in discussions.
• Invest in a core text and picture
dictionaries, and require that all students have a bilingual dictionary.
• Prepare a number of picture/flash cards and
found materials related to the unit.
• Set up a listening centre within the
classroom and, if possible, a computer learning centre.
• Use display boards, newspapers,
announcements, and school information bulletins to create a stimulating
environment and to highlight student achievement.
• Clearly state the expectations of the
Catholic liturgies to newcomers to ensure they understand the procedure. Make
allowances and modifications for non-Catholic students.
• Use a video camera to record tours and
activities for use in the culminating activity.
• Introduce the students to a number of
ongoing routines that will be central to this course. These include:
1. student learning log and vocabulary list (Will
be assessed on an ongoing basis e.g. monthly.)
2. student journal writing (Will be assessed on
an ongoing basis e.g. monthly.)
3. listening to tapes
4. homework (Will be assessed on an ongoing
basis.)
• Expectations with D
are assessed/evaluated.
Prior Knowledge Required
• Although most ESLAO students have acquired
literacy and numeracy skills in their own country, some will have interrupted
or little education. If possible, these students should also be placed in
ELDAO. Modifications must be made until a skill base is developed.
Teaching/Learning Strategies
Teacher
modelling, teacher-directed questions, brainstorming, buddy system, cloze
exercises, collaborative/cooperative learning, conferencing, charts and visual
organizers, directed reading-thinking activities, field trips, guest speakers,
guided reading/guided writing, reading aloud, homework, interviews, journal
entries/learning log, note-making, manipulatives, peer practice, peer teaching,
prompts, role-playing and simulations, storytelling, think/pair/share
Assessment/Evaluation
|
Activity |
Type |
Tool |
Categories |
|
Activity 1 |
Summative Formative Formative Summative Summative |
Licence to Learn Word/Sentence Match
Group Work Learning Log Writing Assignment Test |
Know/Think/App Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App |
|
Activity 2 |
Formative |
Anecdotal Record |
Know/Think/App/Com |
|
Activity 3 |
Summative Summative Summative |
Matching Columns Vocabulary Test Expectations Book |
Knowledge Knowledge Know/Think/App/Com |
|
Activity 4 |
Diagnostic/Formative |
Anecdotal Notes |
Know/Think/App/Com |
|
Activity 5 |
Summative Formative Summative Summative |
Activity Assessment Listening Cloze Writing Assignment Test |
Know/Think/App/Com Communication Know/Think/App/Com Know/Think/App |
|
Activity 6 |
Summative/Formative |
Media Assignment |
Know/Think/App/Com |
Resources
Print
• Azar, Betty, Basic English Grammar.
N.Y.: Prentice Hall Regents, 1996
• The Basic
Oxford Picture Dictionary. N.Y.:
Oxford University Press, 1994
• Berish, Lynda and Thibaudeau Sandra, Canadian Concepts 1 & 2. Toronto:
Prentice Hall Regents, 1997
• Grennan, Maggie, Canadian Oxford Picture Dictionary: Beginner-Intermediate. Oxford University Press, 1997
• Longman
Photo Dictionary. N.Y.: Longman, 1989
• Longman
Photo Dictionary Beginning Workbook.
N.Y.: Longman, 1989
• Longman
Photo Dictionary Pronunciation & Spelling Workbook. N.Y.: Longman, 1989
• Molinsky, Steven and Bliss, Bill, Side By Side 1. Toronto: Prentice Hall
Allyn and Bacon, 1997
• Molinsky, Steven and Bliss, Bill, Side 1 Activity Workbook. Toronto:
Prentice Hall Allyn and Bacon, 1997.
• Parnwell, E.C., The New Oxford Picture Dictionary. N.Y.: Oxford University Press
Audiotapes
• Canadian
Concepts 1 & 2, Prentice Hall
• Longman
Photo Dictionary Beginning Workbook, Longman Books
• Longman
Photo Dictionary Pronunciation & Spelling Workbook, Longman Books
• Side By
Side 1, Prentice Hall
Computer Software
• Azar Grammar CD ROM, Prentice Hall Regents,
1998
Videotapes
• Molinsky, Steven and Bliss, Bill, Side By Side 1. N.Y.: Prentice Hall
Regents
• If available, a video which shows the
interior and exterior of your school together with activities and programs which
are available to students.
Models and Manipulatives
• Local maps and transit guides, alphabet
poster, flash cards
Title: Getting To Know You
Time: 240 minutes
Description
In
this activity, students become familiar with the school and their neighbourhood
through Canadian conventions of meeting and greeting. Simple “what” and “where” questions to elicit basic personal
information are introduced, as well as the present continuous, simple present,
subject pronouns, and simple contractions. Vocabulary from around the
neighbourhood and the classroom is introduced, as are basic writing
conventions. In addition, students will begin the process of becoming effective
communicators and self-directed, responsible, life-long learners in light of
Catholic gospel values.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
• present information and ideas clearly and
honestly and with sensitivity to others.
• demonstrate a confident and positive sense
of self and respect for the dignity and welfare of others.
Strands: Oral and Visual Communication, Reading,
Writing, Social and Cultural Competence
Overall Expectations:
AORV.01X, .02X, .03X, .04X; AREV.02X, .03X; AWRV.02X, ASCV.01X, .02X
Specific Expectations:
AOR1.01X*, 2.02X; ARE1.02X*, 1.05X*; 2.01X*, 2.03X, 2.04X*; 3.01X, 3.03X,
3.04X, AWR1.02X*, 1.03X*, 2.03X*, 2.05X, 2.06X*, 2.07X*, 2.09X*; ASC2.07X*
Planning Notes
1. Prepare a classroom supply of “Licence to
Learn” forms using a computer print shop (T/L strategies #1). Have a laminated
model or overhead sample based on yourself to show to the class as an example.
A Polaroid camera is also needed, as well as basic craft supplies such as
markers, glue, scissors, etc.
2. Display the alphabet and numbers in the
class. Arrange groups of alphabet-related objects.
3. Prepare cloze exercises based on alphabet
songs, as well as flash cards.
4. Prepare group packets of cut-up questions.
5. Prepare dialogue and role-play models well in
advance or use a textbook.
6. Prepare overheads showing grammatical
structures, sample learning log entry, and a model story, as well as pictures
(or use textbook).
Prior Knowledge Required
N/A
Teaching/Learning Strategies
1. Mount on the board (or use an overhead) a
large “Licence to Learn” based on yourself. A “Licence to Learn” is modelled on
a driver’s licence/passport. It includes a photo, personal information, and a
flag representing your nationality. Use the “Licence” as a reference point when
you introduce yourself to the class with such phrases as: “Hello my name
is...”, “I am from...”, “My address is...”, “My telephone number is...” Point
to the information on the “Licence” that matches your sentence. It is helpful
to have students arranged in a circle. At this point, students practise their
own personal statements by asking each other simple questions: “What is your
name?”, “Where are you from?”. Reinforce this material with exercises from course
texts such as Side By Side 1 and Canadian Concepts 1 & 2. Next, give
students their own “Licence to Learn” form to fill out. Students draw a picture
of their nation’s flag in the appropriate corner. Using a Polaroid camera, take
pictures of each student to mount on the licence. Students hesitant to have
their pictures taken may draw a picture or a symbol to represent themselves.
Time should be allotted over the next two classes to complete the License.
2. Using a
large classroom poster or overhead, introduce the Canadian alphabet and
Arabic numbers by modelling the sounds first and having students imitate. This
can be followed with simple classification activities. For example, pairs of
students could be given groups of objects to arrange in alphabetical order. The
first pair to organize their objects correctly could win a small prize. Cloze
exercises based on children’s alphabet songs are also useful.
3. Write the titles Mr./Ms./Miss/Mrs./Dr. on the
board. Show flash cards and ask students to match the picture with the title.
Students then practise simple role plays using teacher or course text provided
models.
4. Distribute a packet of cut-up sentences that,
when rearranged correctly, make simple “Where” questions, for example, “Where
are you?”, “Where is Bob?”, “Where are Mr. and Mrs. Chen?” Working in small
groups, students arrange their selection of questions correctly. Once each
group has had its questions checked, ask each member of the group to pronounce
one of the group’s questions. Then, show a flash card of a place in the
community with the vocabulary word written underneath. Each student then
answers his/her own question using the information provided on the flash card.
For example, the student may say “Where’s Bob?” and the flash card will show a
bank. The student answers “He’s in the bank.” Reinforce with exercises from
course texts such as Side By Side 1
and Canadian Concepts 1 & 2, and
supporting video and cassette (Listening Centre).
5. At about this point, introduce students to a
learning log. Use an overhead of a sample learning log entry showing a simple
class observation record. Explain that the learning log is also where students
are expected to keep their personal vocabulary list.
6. Students match subject pronouns to flash
cards or pictures in a text and copy their findings using a simple grid chart.
7. Introduce students to simple contractions
such as I am = I’m, He is = He’s, What is = What’s, etc. Using flash cards or
pictures in a text, ask students simple “What” questions such as “What’s he
doing?”. Students look at the flash card/picture and reply appropriately using
the present continuous. Alternatively, students may be assigned different
activities to “mime”. Other students then make sentences using the present
continuous to describe the situation being mimed. Next, students ask each other
simple “What” and “Where” questions, using models provided by the teacher or
course texts. Finally, students complete simple cloze exercises, focussing on
the simple present and present continuous that provide a model for a short
writing activity based on a picture provided by the teacher. Before assigning
the writing exercise, familiarize students with basic writing conventions such
as capitals at the beginning of sentences and periods at the end. Students work
in small groups to edit a sample piece of writing before tackling the
assignment on their own. Guide students through the process of using a simple
rubric (Appendix 1-1.1) to judge each other’s first drafts. Students then edit
and rewrite their work based on the peer evaluation. Mark the final copy.
8. After completing this activity, students may also go out into the school community and practise asking simple questions and recording the responses of such people as the principal, the vice-principal(s), the guidance counsellor, the librarian, etc. A simple checklist is filled out and signed by each individual to verify the student's achievement of this exercise (Appendix 1-1.2).
Accommodations/Special Needs
• Pair same language students. Employ peer teaching.
• Encourage more advanced students to create
elaborate learning logs with detailed entries, drawings and charts.
Assessment/Evaluation
• Word/Sentence Match Group Work using the
Activity Assessment Rubric - Appendix 1-1.4 (Formative: ARE1.02X; AWR1.02X,
2.06X)
• Licence to Learn (Summative: AOR1.01X;
ARE2.01X; AWR1.03X)