Course Profile   English in Daily Life ESL Level 2, 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 resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers (writers and predominantly the revisors) and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teaches are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for education purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers and revisors of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer of Ontario

 

Acknowledgments

 

Catholic District School Board Writing Team - English as a Second Language, Level B

 

Lead Board

 

            Durham Catholic District School Board

            Rick Townend, Project Manager

 

Course Profile Writing Team

 

            Dwain Tymchyshyn, Durham Catholic District School Board

            Irene Cudini, Durham Catholic District School Board

            Peri Kakis, Durham Catholic District School Board

 

Course Profile Contributors and Advisors

 

            Marilou Eva, Durham Catholic District School Board

            Mary Adelle Patterson, Durham Catholic District School Board

 

Unit # 1

 

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

 

Title: New Beginnings

Time: 900 minutes

 

Unit Developers

 

Dwain Tymchyshyn, Durham Catholic District School Board

Irene Cudini, Durham Catholic District School Board

Peri Kakis, Durham Catholic District School Board

 

Development Date: February, 1999

 

Unit Description

 

This unit on the theme of new beginnings exposes students to learning experiences designed to assist them in developing visual, oral, and written, communication skills in connection with literature. Students reflect on past and present experiences and express their views, feelings, and ideas in oral and written mediums. Students demonstrate communicative competence through daily practice of the skills needed to develop oral and written fluency in English. Opportunities to learn new vocabulary and language structures, develop time management skills and use first language skills, promote second language acquisition. Respect and consideration for others will be emphasized as students become effective communicators who speak, write, and listen honestly, sensitively, and critically in light of Gospel values.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations: 2a, b, c; 3c, 4c, f; 5a

Strands: Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: BORV.01, 04, 05; BREV.01, 04; BWRV.01, 03, 04; BSCV.04

Specific Expectations: BOR1.01, 02, 03, 06, 07, 2.03, 3.01.02; BRE1.01, 2.01, 02, 3.03; BWR1.01, 02, 3.01, 02, 03; BSC2.01, 02, 03.

 

Activity Titles

 

Activity 1

In the Beginning

120 minutes

Activity 2

Personal Symbols

240 minutes

Activity 3

The Rising Sun

180 minutes

Activity 4

Scriptural Beginnings

120 minutes

Activity 5

Origins

240 minutes

 

 

Unit Planning Notes

 

Teachers should permit students to use first and second language dictionaries, bilingual dictionaries, and electronic translators, but also should encourage students to use context of clues in order to decipher word and phrase meaning. Teachers should also provide opportunities for the inclusion of first language to support understanding expression and fluency. When working with students on a daily basis, teachers should also be sensitive to the potential for painful memories by students. Students’ backgrounds should be considered when choosing materials to make certain they are universal enough to transcend the cultural, social or political differences present in the class. When teaching specific language skills, teachers must select those resources from the list provided which are most appropriate to the specific language skills which need to be taught. Appropriate adaptations and modifications for exceptional students studying English as a Second Language are also essential for student success. Individual Education Plans (IEP’s) must be followed in order to accommodate or modify the activities for the needs of exceptional students.

 

Prior Knowledge Required

 

Mastery of skills from English as a Second Language, Level A, Open is essential to students’ success in this unit. Specifically, students must know the alphabet, have a basic vocabulary, and be able to write simple sentences, read and comprehend short passages from fiction and non-fiction texts designed or adapted for English as a Second Language, and converse face-to-face with others in a classroom setting.

 

 

Teaching/Learning Strategies

 

The following teaching/learning strategies will be used during the course of this unit:

answering comprehension questions, brainstorming, charting information, class discussion, conferencing, journals, oral presentation, oral reading, Readers' Theatre and story mapping.

 

Assessment/Evaluation

 

•      Teacher-student conferences to clarify directions and instructions for students, to ensure understanding of vocabulary used, and to analyze and support student writing.

•      Teacher observation to encourage student participation and to monitor student progress.

•      Anecdotal comments to support understanding, to encourage participation and to promote accurate language usage.

•      Anecdotal comments for error analysis to improve grammar, spelling, punctuation, and vocabulary usage.

•      Rubric for final evaluation of journal writing.

 

Resources

 

Print:

Azar, Betty Schrampfer. Understanding and Using English Grammar, Prentice Hall (Englewood Cliffs, 1989)

Barry, James. Language to Go, Nelson (Toronto, 1995)

Brown, Raymond E. The New Jerome Bible Handbook, Liturgical Press (Collegeville, 1992)

Fowler, H. W.. Ed. The Concise Oxford Dictionary of Current English, Clarendon Press (Oxford,1990)

Larock, Margaret H., Jacob C. Tressler, and Claude E. Lewis. Mastering Effective English, Copp Clark Pittman (Toronto, 1980)

[To be used as a teacher resource only.]

McCloskey, Mary Lou, and Lydia Stack. Voices in Literature, Heinle (Boston, 1993)

Martin, Dave. Communicating Skills, Nelson (Scarborough, 1998)

Naber, Vera Teophil, and Savitsa Sevigny. A Grammar Manual for Canadian E.S.L. Students, Prentice Hall (Scarborough, 1993)

Parnwell, E.C. The Canadian Oxford Picture Dictionary, Oxford University Press (Toronto, 1997)

Wansbrough, Henry. Ed. The New Jerusalem Bible, Double Day (New York, 1990)

 

Activity # 1

 

Title: In the Beginning

Time: 120 minutes

 

Description

 

In this unit students use oral and written language to communicate their ideas about new beginnings stimulated by the reading of a poem. Students demonstrate their ability to apply past experiences to interpret the meaning of a poem. Students then express their thoughts, feelings, and ideas about the poem by writing a journal passage. There will be a focus on the use of past tense and the use of simple sentence patterns.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations:

 

The graduate is expected to be:

•       an effective communicator who listens actively and critically to understand in light of gospel values (2a);

•      an effective communicator who reads, understands and use written materials effectively (2b);

•      a collaborative contributor who works effectively as an interdependent team member (5a).

 

Strands: Oral and Visual Communication, Reading, Writing

 

Overall Expectations:

 

At the end of level B, students will:

•      communicate orally, using accepted word order, common tenses, and other features of English grammar with some accuracy and consistency (BORV.04);

•      respond to a variety of short fiction and non-fiction texts, using a variety of strategies (BREV.01);

•      read texts with familiar content or vocabulary, using a variety of reading strategies (BREV.04);

•      write in a variety of forms (BWRV.01);

•       use a variety of simple sentence patterns and basic conventions of standard Canadian English with some accuracy in written work (BWRV.03).

 

Specific Expectations:

 

Students will:

•       maintain face-to-face conversations on familiar topics (BOR1.01);

•.      listen to others and stay on topic in group discussions (BOR1.02);

•       demonstrate understanding of fiction and non-fiction texts designed or adapted for second-language learners (BRE1.01);

•       use context and familiar vocabulary in texts to infer the meaning of new words (BRE2.02);

•       write short journal entries, notes, dialogues, narratives, autobiographies, reports, personal responses, and letters, with teacher guidance (BWR1.01);

•      compose short paragraph containing simple and compound sentences (BWR3.01);

•      use common tense and verb phrases, adjectives, adverbs, and some conjunctions in their writing (BWR3.02);

•      use a variety of simple sentence patterns in their writing (BWR3.03).

 

 

Planning Notes

 

•       Students can use first and second language dictionaries to assist themselves in understanding new vocabulary, but are encouraged to use context clues to determine the meaning of new words;

•       Students must understand that when writing journal entries the expression of ideas is more important than correct spelling of every word and correct writing of every sentence;

•       Pair students so that those with stronger English skills are paired with students who need assistance;

 

Prior Knowledge Required

 

•       the ability to write sentences using basic English vocabulary;

•       ability to listen to and understand the speech of others and to respond meaningfully to others’ ideas;

 

Teaching/Learning Strategies

 

•       After introducing yourself, have students introduce themselves to the rest of the class by telling their names and two or three interesting facts about themselves;

•       Have students think about how they begin their day each morning. Ask students relevant questions to help them get started;

•       Have students share their ideas with partners; have the partners share ideas in groups of four; and then, with the class, share and list their answers on the chalkboard.

•       Read the poem “The Way to Start a Day” (Voices in Literature, pp. 9-13) twice to students. The first reading should be done without stopping, but the second reading should be used to clarify the meaning of any words or phrases students do not understand. Encourage students to use context clues to determine vocabulary meaning, and use language resources to teach vocabulary-acquisition strategies suffixes, prefixes, sound-symbol relationships, etc. to determine word meaning;

•       Lead students in a discussion of the ideas presented in the poem by asking leading questions which test the students’ comprehension of the poem’s main ideas. Compare the poets's new beginnings with those listed on the chalkboard.

•       With partners, have students chart the poem using the following categories: People, Country, Continent, What they did to greet the sun, and What they do now. Have students share their charts and discuss their ideas in groups of four. Encourage students to use dictionaries when necessary;

•       Have students re-read poem orally with each student reading a section of the poem;

•       Introduce the concept of journal writing to students by teaching that a series of simple inter- related sentences can be joined to form a paragraph and thus a journal entry.

•       Model writing a journal entry with the students, providing the content from their list on the chalkboard. Use the past tense in the model as a review for students.

•       Have students write journal entries responding to the poem by explaining what the poem means to them, what feelings it provokes in them, and what they found interesting about it.

 

Assessment/Evaluation

 

1.     Teacher observation of students [checklist] (BORV.04; BOR1.01,02; BREV.04; BRE2.01);

2.     Anecdotal comments by teacher in students’ journals (BREV.01; BWRV.01, 03; BRE1.01;BWR3.01, 02, 03)

3.     Journal writing (BWRV.01, 03; BRE1.01; BWR1.01, 3.01, 02, 03). Use Rubic for Assessing Writing (Appendix A)

 

Resources

 

1.     Voices in Literature.

2.     The Oxford Canadian Picture Dictionary, The Concise Oxford Dictionary.

3.     Understanding and Using English Grammar, Language to Go, Communicating Skills, A Grammar Manual.

 

Accommodations

 

1.     As the activity progresses, assess students’ language skill needs and then if warranted use extension exercises from Understanding and Using English Grammar, Language to Go, Communicating Skills, and A Grammar Manual at some point in the activity to teach one specific skill to students.

2.     Choral reading of the poem will provide a safe way for reluctant oral readers to participate in final reading of the poem.

 

Appendices

 

Appendix A: Rubric for Assessing Writing

 

 

 

Activity # 2

 

Title: Personal Symbols

Time: 240 minutes

 

Description

 

In this activity students learn what a symbol is and then to apply that understanding of symbols to both literature and personal life. Students use symbols to express their personal identity and then communicate this to the rest of the class. Students also demonstrate their mastery of classroom routines by using effective time management skills to complete an assigned task and to interact with their peers in order to improve oral and visual communication skills. The use of descriptive language will be empasized.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations:

 

The graduate is expected to be :

•       an effective communicator who listens actively and critically to understand and learn in light of gospel values (2a);

•      a reflective and creative thinker who thinks reflectively and creatively to evaluate situations and solve problems (3c);

•      a self-directed, responsible, life long learner who takes initiative and demonstrates Christian leadership (4c);

•      a collaborative contributor who applies effective communication, decision-making, problem solving, time and resource management skills (5a).

 

Strands: Oral and Visual Communication, Writing, Social and Cultural Competence

 

Overall Expectations

 

At the end of level B, students will:

•       communicate orally, using accepted word order, common tenses, and other features of English grammar with some accuracy and consistency (BORV.04);

•       write in a variety of forms (BWRV.01);

•      use a variety of simple sentence patterns and basic conventions of standard Canadian English with some accuracy in written work (BWRV.03);

•      demonstrate adaptation to school norms, key teacher expectations, and classroom routines (BSCV.04).

•      demonstrate comprehension of key information from media works (BORV.06).

 

Specific Expectations

 

Students will:

•       listen to others and stay on topic in group discussions (BOR1.03);

•      use short sentences and phrases to tell stories, recount events, provide instructions, and give opinions (BOR1.06);

•      ask others the meaning of words for clarification (BOR2.03);

•      use and respond appropriately to common non-verbal signals (BOR3.01);

•      write short journal entries, notes, dialogues, narratives, autobiographies, reports, personal responses, and letters, with teacher guidance (BWR1.01);

•      compose short paragraph containing simple and compound sentences (BWR3.01);

•      use common tense and verb phrases, adjectives, adverbs, and some conjunctions in their writing (BWR3.02);

•      use a variety of simple sentences patterns in their writing (BWR3.03);

•      use time management skills to organize homework, complete assignments on time, and make up missed work (BSC2.01);

•      ask questions of teachers and peers to obtain information and for clarification (BSC2.02)

•      restate important information from presentations that include visual aids (BOR2.02);

 

Planning Notes

 

•      Provide a visual display of a few signs and symbols.

•       Supplies (felt markers, paper, scissors, etc.) will be needed to produce the symbols;

•       Some form of large template (i.e. coat of arms) might be used to help get students focused on the proper forms for their symbols;

•       Continue to assess students’ skill needs and use exercises from Understanding and Using English Grammar, Language to Go, Communicating Skills, and A Grammar Manual to address specific language skills needed by students.

 

Prior Knowledge Required

 

•       An understanding of the poem "The Way to Start a Day", taught in the previous activity.

 

Teaching/Learning Strategies

 

•       Begin activity by directing students’ attention to the visual display of signs and symbols and brainstorm a definition of symbol.

•       In pairs, have them make a list of symbols they see every day. Have students share their symbol ideas with the rest of the class, and explain why each one is a symbol;

•       Provide students with a list of Catholic symbols in the form of pictures and have them with a partner determine why each is a symbol and explain the meaning of each symbol. Have a class sharing of the answers;

•      Recall key features of “The Way to Start the Day” orally ;

•       Have students make a list of some symbols from the poem with a partner. Share the lists with class. Encourage students to develop good audience skills by noting down the answers of all the groups;

•       Review descriptive language forms such as adjectives and have them identify adjectives used in the poem;

•       Provide students with magazines and have them select six symbols they find interesting or appealing. Students paste the symbols on pieces of paper and write two or three sentences explaining why they chose the symbols and what they mean to them. Encourage students to use adjectives in their sentences. Students are to save these symbols;

•       Have students design their own symbols to represent themselves. Their personal symbols should represent five key features of their personality, include three symbolic colors, and have three images of their life before coming to Canada. Students are to draw and color their personal symbols as a title page for the pages of symbols cut out of magazines. On the backs of their symbol title pages, students write explanations of their symbols.

•       Before evaluation and inclusion in work portfolio, students should present their finished product to one another as an informal oral presentation.

•       Students could brainstorm in advance a checklist to use as peer evaluation for this informal sharing.

 

Assessment and Evaluation 

 

1.     Teacher-student conferences as students work on their symbols (BORV.04; BSCV.04; BOR1.03, 06; 2.03; 3.01; BSC2.02)

2.     Anecdotal comments on the symbols when graded by the teacher (BWR.01, 03; 02; BWR1.01; 3.01, 02, 03; BSC2.01)

3.     Teacher observation of students’ behaviors in class (BORV.04; BSCV.04; BOR1.03, 06; 2.03; 3.01; BSC2.01, 02)

4.     Student checklist for informal oral presentation (BORV.06, BOR1.03, BOR2.02, BSCV.01, BSC2.02)

 

Resources

 

1.     Voices in Literature.

2.     Understanding and Using English Grammar, Language to Go, Communicating Skills, A Grammar Manual.

 

Accommodations

 

1.     Reduce or increase the number of symbols students are expected to find and describe depending on their capabilities.

2.     Use additional language structure resources in situations where students need reinforcement.

3.     Have students of the same language background explain their personal symbols to each other before attempting the explanation in English. Teachers should note the differences in length of the explanations.

 

 

 

Activity # 3

 

Title: The Rising Sun

Time: 180 minutes

 

Description

 

This activity further introduces students to the genre of poetry and permits them to develop an understanding of classroom routines and school norms through practice of conventional learning strategies. Students apply their ability to read and comprehend language to assist them improve their understanding of the unique features of the language. After learning what makes poems unique, students apply their understanding as they respond in written form.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations:

 

The graduate is expected to be:

•      an effective communicator who listens actively and critically to understand and learn in light of gospel values (2a);

•      an effective communicator who reads, understands and uses written materials effectively (2b);

•      a self-directed, responsible, life long learner who applies effective communication, decision-making, problem-solving, time and resource management skills (4f);

•      a collaborative contributor who works effectively as an interdependent team member (5a).

 

Strands: Oral and Visual Communication, Writing, Social and Cultural Competence

 

Overall Expectations

 

At the end of level B, students will:

•      communicate orally, using accepted word order, common tenses, and other features of English grammar with some accuracy and consistency (BORV.04);

•      respond to a range of short fiction and non-fiction texts, using a variety of strategies (BREV.01);

•      write in a variety of forms (BWRV.01);

•      read texts with familiar content or vocabulary, using a variety of reading strategies (BREV.04);

•      use a variety of simple sentence patterns and basic conventions of standard Canadian English with some accuracy in written work (BWRV.04);

•      demonstrate adaptation to school norms, key teacher expectations, and classroom routines (BSCV.04).

 

Specific Expectations

 

Students will:

•      listen to others and stay on topic in group discussions (BOR1.03);

•      use sentences and phrases to tell stories, recount events, provide instructions, and give opinions (BOR1.06);

•      demonstrate understanding of fiction texts designed or adapted for second language learners (BRE1.01);

•      write short journal entries, notes, dialogues, narratives, autobiographies, reports, personal responses, and letters, with teacher guidance (BWR1.01);

•      compose short paragraph containing simple and compound sentences (BWR3.01);

•      use common tense and verb phrases, adjectives, adverbs, and some conjunctions in their writing (BWR3.02);

•      use a variety of simple sentence patterns in their writing (BWR3.03);

•      ask questions of teachers and peers to obtain information and for clarification (BSC2.02).

 

Planning Notes

 

•       Arrange for an audio recording of “Here Comes the Sun”.

•      Students should be encouraged to use context clues to determine word meaning and before using  dictionaries;

•       Use a series of pictures of the sun rising to augment students’ imagination of a sun rise;

•       The intention is not to make students memorize terms related to poetry, but instead to expose students to poetry as a form of fiction;

•       Encourage each student to participate in the drawing and presenting of pictures. Some students may require magazines for pictures.

 

Prior Knowledge Required

 

•       Some experience with reading poetry as introduced in Activities 1 and 2.     

 

Teaching/Learning Strategies

 

•      Begin by pointing out to students some of the features of poetry (“Learning About Literature”, p. 15) and having students share with a partner examples of these features from “The Way to Start the Day”;

•      Have students share with a partner, one experience they have had or can imagine having watching a special sun rise. In partners, have students complete an outline (p.16) of the experience answering who, what, when, where, how, and why. Have students share outline with another partnership;

•       Explain the background to the poem “Here Comes the Sun” (Voices in Literature, pp. 17-19) and then play the song for the students;

•       Read the poem to students in order to clarify vocabulary and meaning. Encourage students to ask questions about what they do not understand and to look up words in the dictionary;

•       Give students a series of questions about the poem which they must answer in written form. Questions should focus on poem meaning and application of ideas expressed in poem to every day life;

•       Take up questions orally with students and ensure students understand poem’s meaning;

•       Use language resources to teach students how to use basic conjunctions [and, but, or] in their writing;

•       Put students in groups of four and have them draw a detailed picture of what they imagine when they hear “Here Comes the Sun”, and then have groups organize their roles before they explain their picture to the rest of the class;

•       Have students write a journal entry in which they explain what the poem means to them and what new ideas about the poem they gained from seeing and hearing about other groups’ pictures. Make certain students use the conjunctions taught when writing their journals.

 

Assessment and Evaluation

 

1.     Teacher-student conferences to assess students’ understanding as students draw pictures (BORV.04; BREV.01; BSCV.04; BOR1.03, 06)

2.     Teacher observation of students’ interraction in class (BORV.04; BSCV.04; BOR1.03, 06; BSC2.02)

3.     Anecdotal comments on students’ journals (BREV.01, 04; BRE1.01; BWRV.01, 04; BWR1.01; BWR3.01, 02, 03)

4.     Journals (see Appendix A: Rubric for Assessing Writing) (BREV.01,04; BRE1.01; BWRV.0, 04; BWR1.01; BWR3.01, 02, 03)

 

Resources

 

1.     Voices in Literature.

2.     Language to Go, A Grammar Manual, Understanding and Using English Grammar, Communicating Skills.

3.     The Canadian Oxford Picture Dictionary, The Concise Oxford Dictionary.

 

Accommodations

 

1.     Have students listen to the recording at a listening station for more intensive study or for the purpose of repetition. Be sure they have a copy of the poem available.

2.     For students having difficulty writing, the use of a “buddy” system may be helpful.

 

Appendices

 

Appendix A: Rubric for Assessing Writing

 

 

Activity # 4

 

Title: Scriptural Beginnings

Time: 120 minutes

 

Description

 

Students read scriptural quotations related to new beginnings and then interpret the meaning of the passage as it relates to current daily life. The meaning of the quotation will be explored visually, orally, and in written form. Students may need to use their first language to express their understanding. They will be introduced to writing a personal response.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations:

 

The graduate is expected to be:

•      an effective communicator who reads, understands and uses written materials effectively (2b);

•      a reflective and creative thinker who thinks reflectively and creatively to evaluate situations and solve problems (3c);

•      a self-directed, responsible, life long learner who takes initiative and demonstrates Christian leadership (4c);