Course Profile
Beginning Communication in English ESL Level 1, Grade 9
open, Catholic
Unit 3
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning material, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
©Queen’s Printer for Ontario
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.
Frank Campese, Father Goetz 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 3: Day By Day
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Unit Developer(s)
Wendy Gruner, Dufferin-Peel C.D.S.B.
Catherine Johnson, St. Martin S.S.
Development Date: 1999
Students explore the role of the family in the Catholic community as well as a number of everyday survival themes and routines. Students develop vocabulary and knowledge of both oral and written English language patterns including skills in grammar and punctuation. The focus is on reviewing the present and present continuous tenses, as well as introducing the future. Expressing likes and dislikes is also covered, as well as prepositions of place, adverbs of frequency, modals, the imperative, count/non-count nouns, and there is/there are. This unit supports other units in that it prepares students for common Canadian activities.
Ontario Catholic School Graduate Expectations: CGE 1d,f, 2a,c, 3c, 4a,f, 5b,d,e, 6c,e, 7i.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence.
Overall Expectations: A0RV.01, .02, .03, .04; AREV.01, .02, .03, .04; AWRV.01X, .02X; ASCV.01, .02.
Specific Expectations: AOR1.01, 1.03, 1.04, 1.05, 1.06, 2.01, 2.02, 2.04, 3.01, 3.02, 3.03, 3.04, 3.05, 3.06, 4.01, 4.02, 4.03; ARE1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.02, 2.03, 2.04, 3.02, 3.03, 3.04, 4.01, 4.02; AWR1.01, 1.02, 1.03, 1.04, AWR2.02, 2.03, 2.04, 2.05, 2.06, 2.07, 2.08, 2.09; ASC1.02, 1.03, 2.04, 2.05, 2.06, 2.07, 2.08.
|
Activity 1 |
All in the Family |
360 minutes |
|
Activity 2 |
Getting About |
300 minutes |
|
Activity 3 |
Banking and The Post Office |
240 minutes |
|
Activity 4 |
Off to the Supermarket |
240 minutes |
|
Activity 5 |
Eating Out, Ordering In |
240 minutes |
|
Activity 6 |
Going to Church |
180 minutes |
|
Activity 7 |
Family Life Project |
240 minutes |
· This unit focuses on an ongoing fictional family story that emerges from the students’ oral input with the teacher acting as scribe. This story becomes the basis for the culminating activity. Once the theme of family and family life in Activity 1 is established, the students invent a fictional family. They decide on its composition (encourage an “average” size as too large a group can make for complications as the activity progresses), physical description and ages of members (encourage children who mirror ages in the class), type of house, etc. Sensitivity must be shown to students who are in non-traditional family settings, or who have faced trauma or personal loss. It should be emphasized that families come in many different forms and all are valued.
As the unit progresses individual students, or groups, create adventures for the family using the topic being studied (e.g., transportation, eating out). The teacher acts as scribe taking notes and typing them up after each episode is completed. Be sure to allow students the freedom to edit and correct so that the story reflects the input of the students as well as the modeling of good sentence structure and grammar. Students are given copies of the story as it evolves.
· As the unit progresses, a number of professions emerge. Draw attention to these on an ongoing basis and have students keep an “Employment” page in the vocabulary section of their learning logs.
· The unit should open with a class exercise to establish the goals for the unit, which are recorded in the learning logs. A quick review checklist can be completed by students at the end of the unit to see how well these goals were accomplished.
· Students start a writing portfolio. Short writing activities in this unit, as well as the ongoing fictional family story, should be inserted.
· A number of picture/flash cards and found materials related to the unit should be prepared.
· Create classroom displays related to activities.
· Continue such ongoing routines as:
· student learning log and vocabulary list
· individual tape recording to enhance student’s new vocabulary, memory retention, correct pronunciation and rhythm
· student journal writing
· listening to tapes
· homework.
· Some familiarity with simple present, present continuous, and simple past tenses.
· Some familiarity with numbers and Canadian money and its symbols.
· Some familiarity with group work and classroom expectations.
Teacher modeling, teacher-directed questions, brainstorming, buddy system, cloze exercises, collaborative/co-operative 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 & simulations, story telling, think/pair/share, writing portfolio.
|
Activity |
Type |
Tool |
Categories |
|
Activity 1 |
Formative Summative Formative Summative Summative Summative Formative |
Observation Checklist on Gender Discussion Performance: Daily Chores Activity Group Work Role Plays Writing Assignment: “A Day in the Life Of” Test Learning Log |
Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App Know/Think/App/Com |
|
Activity 2 |
Formative Summative Formative Formative Formative Summative |
Cloze Listening Role Plays Library Research Note taking Story boards & narratives Test |
Communication Know/Think/App/Com Know/Think Thinking/Application Think/App/Com Know/Think/App |
|
Activity 3 |
Formative Summative Summative Summative Formative |
Group Work Role Plays Letter Test Learning Log |
Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Know/Think/App Know/Think/App/Com |
|
Activity 4 |
Summative Formative Summative |
Journal entry Group Work Observation of Shopping List Test of Vocabulary, Count/Noncount Nouns |
Know/Think/Com App/Com Know/Think/App |
|
Activity 5 |
Summative Formative Formative Formative |
Group Work Observation Learning Log vocabulary check Script Evaluation Rubric Peer Assess. Role Play |
App/Com Know/Think/App Know/Think/App/Com Know/Think/Com |
|
Activity 6 |
Formative Summative Summative Formative |
Group Work/Role Plays Teacher Observation Collage Learning Log |
Know/Think/App/Com Think/App Know/Think/App Know/Think/App/Com |
|
Activity 7 |
Summative Summative Formative Summative |
Oral Reading Fictional Family: Observation Writing Assignment: Short Letter/Note Script Writing Drama Presentation |
Know/Think/App/Com Know/Think/App/Com Know/Think/App/Com Communication |
Acosta, Joan. Canada Coast to Coast. Toronto: Nelson Canada, 1995.
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 Sandra Thibaudeau. Canadian Concepts 1 & 2. Toronto: Prentice Hall Regents, 1997.
Bray, Terry. English For Life Through Pictures. San Diego: Dominie Press Inc., 1993.
Grennan, Maggie. Canadian Oxford Picture Dictionary: Beginner-Intermediate. Oxford University Press, 1997.
Kasloff Carver, Tina. A Canadian Conversation Book. 2nd Edition. Canada: Prentice Hall, 1991.
Molinsky, Steven and Bill Bliss. Side By Side 1. Toronto: Prentice Hall Allyn and Bacon, 1997.
Molinsky, Steven and Bill Bliss. Side By Side 1 Activity Workbook. Toronto: Prentice Hall Allyn and Bacon, 1997.
Parnwell, E.C. The New Oxford Picture Dictionary. N.Y.: Oxford University Press.
Pickett, William. The Pizza Tastes Great. New Jersey: Prentice Hall Regents, 1988.
Rooks, George M. Share your Paragraph. New Jersey: Prentice Hall, 1998.
Yorkey, Richard. Talk-A-Tivities. Massachusetts: Addison-Wesley, 1985.
Azar Grammar CD-ROM, Prentice Hall Regents 1998.
“Letter Wizard” in Microsoft Word
Molinsky, Steven and Bill Bliss. Side By Side 1. N.Y.: Prentice Hall Regents.
The Remarkable Riderless Runaway Motorcycle. International Telefilm.
The Ride. N.F.B.
Up. International Telefilm. 1985.
Canadian Concepts 1 & 2. Prentice Hall.
Side By Side 1. Prentice Hall.
Flash cards, road signs
Banking and postal forms
Money and scale
Time: 360 minutes
This activity introduces the theme of the unit and establishes some of the ongoing activities and expectations. Students examine their own family’s routines and responsibilities in a typical week. They analyse the patterns of weekly activities within the class and complete and discuss a teacher created survey. Family composition and roles of different members of the family are discussed. Students learn how to describe common household activities as well as different rooms of the house. Language study focuses on simple present and present continuous tense, prepositions of place, and adverbs of frequency, as well as vocabulary of the family, the house, and chores. Negatives and question formation in these tenses are covered. Students continue the process of becoming caring family members and collaborative contributors.
Ontario Catholic Graduate Expectations:
The graduate is expected to:
· find meaning, dignity, fulfillment and vocation in work which contributes to the common good; (5d)
· respect the rights, responsibilities and contributions of self and others; (5c)
· be a caring family member who attends to family, school, parish, and the wider community. (6)
Strand(s): Oral and Visual Communication, Reading, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .03, .04; AREV.01, .02X, .03, .04; AWRV.01, .02; ASCV.01, 02.
Specific Expectations: AOR1.01v, 1.03v, 1.04, 2.02; 2.03, 3 .04v, 3.06v, 4.01; ARE1.02Xv, 1.03, 1.05v, 2.02, 2.03, 2.04v, 3.03, 3.04v, 4.02; AWR1.01, 1.02v, 2.02Xv, 2.03v, 2.04, 2.05, 2.06v, 2.07v; ASC1.02, 2.05Xv, 2.06v, 2.07v, 2.08v.
· This activity requires sensitivity to students who may be in non-traditional family settings. It is important to emphasize that families come in many different forms and all are valued.
· Gender roles may become an issue in discussions about expectations within the family and provide an important opportunity to reinforce the notion of gender equity. While traditional attitudes in other cultures must be respected, an emphasis on fairness and recognition of the expectations of Canadian culture and Christian values is vital.
· Materials needed: sample family trees; highlighters (enough for class in two colours); class set of picture dictionaries; questionnaire (see Appendix 3-1.1 Household Responsibilities or use teacher-created questionnaire); chart showing usage of adverbs of frequency; borrowed doll house, model house, or created diorama of a house, furnished with small objects that will fit inside including figures to represent family members; chart paper and markers, as well as magnets/tape to hold the paper up; flash cards; summative test.
· The ongoing fictional family story (see unit planning notes) emerges from students’ oral input with the teacher acting as a scribe. The teacher should feel free to write a story that reflects student input but is also simple, accessible, clear, and correct. It will be the basis for the culminating activity.
· Familiarity with expectations involving classroom behaviour: taking turns, attracting teacher’s attention appropriately, and working co-operatively.
1. For diagnostic purposes, the teacher:
· uses a model of a family tree (picture dictionary or other source), to clarify the vocabulary relating to family members. Students create their own family tree for their extended family and highlight those who live in the house with them in one colour and members of family they see fairly often in another colour. (Or use the exercise in Canada Coast to Coast pp. 34-35.) Students share and compare. Students record family vocabulary in learning logs.
· brings in a doll house, model, or diorama of a house and asks the students to identify the different rooms and items inside (e.g., refrigerator, oven, sink, bathtub, table, etc.). Students then record this vocabulary in their learning logs.
2. Practise prepositions of place by placing different figures representing family members in the doll house/diorama so that they are next to, on top of, inside, outside, under, etc. other objects. Students identify where the object is, (e.g., The mother is next to the table.) Preposition flash cards are also useful. Students record this vocabulary in learning logs.
3. The teacher writes routine on the board establishing its meaning through discussion and examples and leads a general discussion on the idea of the average week and the routine followed by families, eliciting examples of routines from the class and recording them on the board.
4. Introduce a list of adverbs of frequency (always, usually, often, sometimes, never) and post a chart in the classroom for reference for this unit. The teacher models, and students practise and correct word order in sentences (the verb to be as an exception is noted). Students reinforce learning with exercises from the grammar text.
5. Students continue the discussion of routines recording responses on the board. Encourage responses with questions such as: What do you usually do on Monday morning? Tuesday evening? or How often do you ...? The teacher directs the kinds of responses expected: go out with friends, go to the movies, watch TV (specific programs that are watched routinely), listen to music, visit relatives, shop, do chores, etc. Students use correct form for negative responses: I don’t wash my hair on Monday.
6. Students complete the teacher created questionnaire (or Appendix 3-1.1 Questionnaire: Household Responsibilities). The class, with teacher guidance, creates a gender-based break down of activities around the house leading to some discussion of fairness of division of chores and responsibilities. This is a good time for the teacher to acknowledge that there is dignity in every type of work and to model acceptance of divergent views and cultures. Depending on class composition, this may produce some strong opinions allowing the teacher to emphasize appropriate classroom behaviour such as attentive listening, taking turns, ways of disagreeing with another’s opinion, and attracting the teacher’s attention appropriately. (Supplement with Canada Coast to Coast “A Stay at Home Dad” pp.76-79, or other suitable follow-up material.)
7. In preparation for the next activity, the teacher clarifies the distinction between routines and chores. The class is divided into three groups. Group 1 is assigned morning routines/chores. Group 2 is assigned afternoon routines/chores, and Group 3 is assigned evening routines/chores. Each group lists all the activities on a large sheet of paper that is posted on the board, what they do during the morning/afternoon/evening, including daily routines such as brushing one’s teeth, taking a shower. The teacher reviews the activities and adds any that may be missing. Put an asterisk beside activities that are done only once a week (as opposed to daily routines/chores).
8. Students practise using adverbs of frequency. The teacher refers to the sheets and asks students to describe what they usually/sometimes/never/always do in the morning/afternoon/evening. Students then work in pairs and ask each other simple questions using: Do you usually/always... Answers will be both positive and negative. Students then exchange roles and repeat the practice.
9. The teacher assigns pairs of students a different household chore: e.g. doing the laundry, cooking dinner, cleaning the dishes, cleaning the yard etc. and asks each pair to write simple sentences explaining how to do each task. Pairs present to the class with one student reading the instructions and the other acting them out. Roles are then reversed.
10. Students reinforce skills by supplementing with exercises from such texts as Canadian Concepts 2, Side By Side 1, and a picture dictionary.
11. The teacher introduces an on-going project in which students invent a fictional family and create a story about this family as they follow its weekly routine. The teacher introduces the elements of the story: character, setting, and plot and tells the class that they will be creating those elements. The first step is to create the characters: the family (parents, children, names, descriptions). Secondly, students decide on the setting: type of dwelling (apartment, semi-detached, house, etc.). The teacher leads and assists discussion by asking specific questions using short phrases to elicit responses and encourages students to arrive at a consensus. The teacher takes notes and types this information up at the end of each discussion. Copies are made available to students who will build on the family story as the unit progresses. Students include vocabulary arising from this discussion in learning logs. Creative students are encouraged to draw pictures of the fictional family members. These are displayed to motivate development of the emerging story.
12. With teacher guidance, students go through the steps in the writing process to produce a short, simple composition entitled A Day in the Life Of..., using members of their imaginary family. After teacher guided brainstorming, using the present tense, students write a first draft describing what that family member does every day starting from the time he/she wakes up to the time he/she goes to sleep. Peer- or teacher-editing and a polished draft follow. Students start a portfolio as a record of their written work and file this composition.
13. Follow-up using suitable reading material with exercises, e.g., The Pizza Tastes Great (Chapter 1 “We Eat a Lot” and “A Little Milk, No Sugar” feature vocabulary and structures covered in the activity and show males cooking, shopping, and serving food to support gender issues) and Share your Paragraph.
· Observation: gender discussion. Appendix 3-1.2, Observation Checklist: Class Discussion (formative: AOR3.04, 3.06)
· Daily chores activity: Assessment Rubric - Appendix 1-1.3 (summative: ARE1.02, 3.04. AWR1.02, 2.06)
· Group Work (formative: AOR1.01, ASC2.06, 2.08)
· Role Plays (summative: AOR1.03, SC2.05)
· Writing assignment “A Day In The Life Of...” (summative: ARE1.05. AWR1.02, 2.03, 2.07)
· Paper and Pencil Test on adverbs of frequency, prepositions of place, negatives and vocabulary (summative: ARE3.04. AWR2.02 2.03, 2.07)
· Learning Log (formative: ARE2.04, 3.04. AWR2.03. ASC2.07)
· Pair students for assistance (more with less proficient, same first language) in group activities. Employ peer-teaching.
· Provide support for less proficient students in the presentations (more rehearsal time, allow use of notes for oral portion). Encourage more proficient students to expand their presentations (cover two chores/routines in one presentation, cover a chore that has not been covered by the class discussion).
· Provide a model for the writing assignment for less proficient students. Encourage more proficient students to write without a model.
Picture dictionaries
The Pizza Tastes Great
Canadian Concepts 2, Unit 5, 8 pg. 62-76, 109-125 and cassette
Side By Side 1, Units 11, 12, 13 pg. 90-113, Activity Workbook, cassette, and video
Photo Dictionaries
Flash cards
Share your Paragraph
Time: 300 minutes
Students learn vocabulary associated with different forms of transportation, the city, routes and road signs, as well as common geometric shapes. Focus is on the present and past tense, there is/there are, prepositions of place, as well as simple modals such as must and should and their negatives. In addition, students continue the process of becoming effective communicators and self-directed, responsible life-long learners in light of Catholic gospel values.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· think reflectively and creatively to evaluate situations and solve problems; (3c)
· respect the environment and use resources wisely. (7i)
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: AORV.01, .02, .03 .04; AREV.01, .02, .03, .04; AWRV.01, .02; ASCV.02.
Specific Expectations: AOR1.03, 1.05v, 2.02v, 2.04v, 3.05, 3.06, 4.01v, 4.02v, 4.03v; ARE1.01, 1.04, 2.02, 2.03, 2.04, 3.02, 3.04v, 4.01v, 4.02v; AWR1.01v, 1.02, 2.02v, 2.03, 2.04v, 2.06, 2.07, 2.08, 2.09v; ASC2.05v, 2.06v, 2.08v.
· Copy handouts (e.g., picture map, research fact sheet, story boards).
· Create a classroom display related to transportation.
· Book library time. Create library research fact sheet.
· Book silent movie and arrange for TV/VCR.
· Prepare summative test.
· Materials needed: flash cards, as well as transportation and pollution related pictures; copies of road signs; silent movie related to transportation (see Resources).
· Some familiarity with question and negative formation as well as with the simple verb tenses.
1. The teacher posts large laminated pictures showing the sky, the sea, the countryside, the city, the neighborhood, a highway, a sidewalk, etc. Teacher then gives students a cut-out of a different form of transportation (e.g., airplane, boat, train, car, bus, bicycle, pedestrian). Students come up and stick the appropriate form of transportation on the matching picture. The teacher asks students transportation-related questions such as How did you come to Canada?, How did you come to school?, How do your parents get to work? etc., to elicit vocabulary. Teacher lists vocabulary on board using a grid chart with categories such as “City”, “Sea”, and “Air”. Students record vocabulary in their learning log.
2. The teacher distributes a picture map of a city scene or has class use a picture dictionary. Working in small groups or pairs, students identify key items such as: fire hydrant, pedestrian, crosswalk, traffic light, stop sign, subway entrance, bus stop, street sign, phone booth, parking meter, skyscraper/apartment building/office building, etc. Students then practise simple dialogues based on the picture map using Is there/Are there questions:
e.g., Is
there a parking lot nearby?
Yes,
there is/No, there isn’t.
3. The teacher draws a simple compass rose on the board and reviews North/South/East/West. Teacher explains next to, between, around the corner from, across from. Using a simple map of the neighbourhood, the teacher models dialogues giving directions. Students then work in pairs and practise giving directions to a specific location using different forms of transportation. Supplement with exercises from such class texts such as a picture dictionary, Side By Side 1, Canadian Concepts 2, or The Pizza Tastes Great.
4. The teacher displays common road signs (see Ontario Ministry of Transportation). Teacher asks students what they think each sign means, and how a driver/pedestrian should respond to each sign. Teacher then introduces the structure: A driver must..., A pedestrian shouldn’t...
5. The teacher explains the vocabulary for different shapes and has students identify the geometric shape of the different road signs. The teacher may supplement with exercises from a picture dictionary.
6. The teacher presents students with the following role-play situation: A relative is coming to visit by train/bus/car/foot, etc. Create a dialogue giving them directions on how to get to your house/city/town.
7. Students then identify the different forms of transportation explored so far. Teacher lists them down the left hand side of the board, and asks students to rank them according to cost.
8. As a diagnostic activity, the class brainstorms the meaning of pollution and its different types. The teacher shows pictures to reinforce the main ideas. The teacher then asks students to list the different forms of transportation according to how much pollution they cause. To introduce research skills students arrange themselves in small groups or pairs for a simple library research activity. A teacher-created handout of transportation and pollution-related facts that students must answer using library resources is distributed (see Appendix 3-2.1 for an example). Once students have filled out the sheet, they rearrange the information using simple notebook conventions and formats. For example, they should organize material under specific headings and subheadings; they should use point form as well as insert appropriate titles, etc. Simple graphing activities would also be helpful to familiarize students with geography/math/science graphing requirements. Teacher should show an overhead example and lead class through a sample notebook organizing activity first.
9. A class discussion on ways to reduce transportation-related pollution based on information collected from the library follows. More advanced students could make a presentation on this topic. The teacher should refer to our Christian duty to be stewards of the environment.
10. Using picture cards, the teacher leads another diagnostic brainstorming discussion of other more recreational forms of transportation, e.g., bicycling, hang gliding, parachuting, roller-blading, etc. Teacher may supplement with exercises from a picture dictionary.
11. Next the teacher shows a silent movie that is transportation-related, such as Up, The Ride, The Remarkable Riderless Runaway Motorcycle. (Students may need to view several times.) Afterwards, the teacher distributes sample storyboards. In small groups, students draw up a storyboard for the film. Next groups should write up simple narratives to accompany their storyboards. Some groups may choose to create a cartoon script.
12. Teacher continues the story of the fictional family orally. Pairs prepare and present their chapter involving transportation. Teacher acts as scribe. (See Unit Planning Notes.)
· Cloze listening exercise (formative: AOR2.02, 4.01)
· Role Plays (summative: AOR1.05, 2.04. ASC2.05. 2.08)
· Library research. Appendix 3-2.1 “Pollution Fact Sheet” (formative: ARE4.01, 4.02. ASC2.06)
· Note-taking activity (formative: AOR4.02. AWR2.09)
· Story boards and narratives (formative: AOR4.03. AWR1.01)
· Paper and pencil test (summative: ARE3.04. AWR2.02, 2.04)
· Pair less fluent students with more fluent students and pair same language students. Employ peer-teaching. Less fluent students will need to rely heavily on pictorial matching exercises.
· More advanced students may create a diorama/map of the various transportation routes in their area e.g., marking bus routes, subway stops, airports, train stations and railroads, major highways etc.
Canadian Concepts 2, pp. 65-70 and cassette
Side By Side 1, p. 49-52 + Activity Workbook 1, cassette and video
The Pizza Tastes Great, Unit 4
Picture dictionary
A silent movie such as Up, The Ride, The Remarkable Riderless Runaway Motorcycle
Flash cards, pictures, Ontario Ministry of Transportation
Time: 240 minutes
Students become familiar with Canadian currency, banking and postal forms. Numbers are reviewed as well as the different ways they may be written in terms of usage. Students also practise different banking scenarios. Question format, including how much, is reinforced. In addition, students continue the process of becoming effective communicators and responsible Catholic citizens.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
· think reflectively and creatively to evaluate situations and solve problems; (3c)
· think critically about the meaning and purpose of work. (5b)
Strand(s): Oral & Visual Communication, Reading, Writing, Social & Cultural Competence
Overall Expectations: AORV.01, .02, .03; AREV.01, .02, .03, .04; AWRV.01, .02; ASCV.02.
Specific Expectations: AOR1.01, 1.03, 1.05v, 1.06v, 2.02v, 3.01v, 3.02, 3.03v; ARE1.01, 1.02v, 1.03v, 1.04, 2.01v, 2.02, 2.03, 2.04v, 3.04v, 4.02; AWR1.01, 1.02v, 1.03v, 2.03v, 2.05, 2.06, 2.07v, 2.08; ASC2.05, 2.06, 2.08v.
· Prepare an array of items with large, easily visible price tags attached. In addition, prepare a number of different parcels of varying weights. Obtain Canadian postal rates from the post office and create an adapted handout for the class.
· Prepare overhead transparencies of bank forms, and models of how to address envelopes and write letters.
· Prepare listening activity and summative test.
· Prepare any guest speakers with respect to classroom language levels.
· Materials needed: a supply of common bank and postal forms (e.g., cheques, deposit/withdrawal slips, first class and airmail stickers etc. - the Business department may be able to provide you with copies of the forms); a scale; a supply of different kinds of coins, and paper money; a variety of sales flyers. Check with local banks for free learning resources.
· Students should have some familiarity with numbers, as well as with Canadian money and the symbols associated with it.
1. The teacher displays and reviews different types of Canadian money, as well as discusses slang terms. Vocabulary should be written on the board. Students record in learning logs.
2. Review numbers from one to a million. Explain dollar and cents signs, as well as how to write out numbers in numerical and written form (e.g., $1.50 vs. one dollar and fifty cents).
3. Present to the class different objects with price tags attached. Ask students How much is... questions. Distribute sales flyers. In pairs, students practise simple dialogues based on items found in the sales flyers. Each partner should take turns as a customer and as a sales clerk. Where possible boys and girls should be paired to avoid gender bias. Conversations should begin Excuse me. How much is/are... Teacher models a sample conversation first.
4. Students complete a simple listening exercise. The teacher reads aloud a dollar and cents amount and students circle or write the number they hear.
5. Teacher should reinforce with exercises from such texts as Canadian Concepts 1 and 2 and a picture dictionary.
6. Teacher displays a sample cheque on overhead, and explains how to fill it out. The same should be done for a deposit slip and withdrawal slip.
7. Next turn the teacher’s desk into a teller’s wicket/ATM machine. Distribute cards with different banking scenarios on them (e.g., You need to pay a hydro bill; You have to deposit a cheque; You need to cash a cheque; You need travellers’ cheques; You want to update your passbook etc.). Students select and fill out the appropriate forms from a “banking station” set up in the classroom and one by one come up to engage the teacher or another student assigned as “teller” in a conversation explaining what they need to do. If practising an ATM transaction, a student/the teacher should pretend to be the ATM machine and “say aloud” the written instructions that appear on the screen. In addition students should role play Interac payment transactions.
8. Teacher brings in a scale (this may be borrowed from the science department), sample packages and letters of different sizes, a package of stamps and various postal forms (e.g., customs, airmail, first class). An adapted version of Canadian Postal Rates is distributed. Students role play different transactions between a postal employee and a customer. Each postal employee weighs the packaged item presented by the customer and explains how much it will cost to mail within Canada, as well as any necessary stickers. Students should be instructed to ask for different postal services such as First Class, Same Day, Parcel Post, etc.
9. As a diagnostic activity, the class brainstorms employment opportunities explored so far and students record them in learning logs.
10. The teacher explains the correct format for addressing envelopes and packages using an overhead transparency. Students copy and then practise with their own or teacher-created addresses.
11. Teacher explains correct letter writing format. Students then write a letter to a favourite relative explaining what they have learned about banking/Canadian money. “Letter Wizard” in Microsoft Word is a good resource if computers are available. Students should add their letters to their writing portfolios.
12. Students continue orally the story of the fictional family. Pairs prepare and present their chapter involving banking/post office. Teacher acts as scribe. (See Unit Planning Notes.)
13. After completing this activity students may also:
Visit a bank or postal outlet or have a banking/postal official visit the classroom to answer questions and discuss career opportunities. This visit should be preceded by a class-drafted letter of invitation and followed by a class-drafted letter of thanks.
· Group work (formative: AOR1.05, 3.01. ARE1.03. AWR1.03. ASC2.08)
· Role plays (summative: AOR1.06, 2.02, 3.03)
· Letter (summative: AWR1.02, 2.03, 2.07)
· Paper and pencil test (summative: ARE1.02, 2.01. AWR1.03)
· Learning log (formative: ARE2.04, 3.04. AWR2.07)
· Pair less fluent students with more fluent students and pair same language students. Employ peer teaching.