Course Profile
English for School and Work ESL Level 3, 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 materials, 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
Katherine Dick, Waterloo Catholic District School Board
Marilou Eva, Durham Catholic District School Board
Angela Farrell, Toronto Catholic District School Board
Heather Sheehan, Toronto Catholic District School Board
Lead Board
Toronto Catholic District School Board
Course Profile Writing Team
Michelle Asselstine, Toronto Catholic District School Board
Maureen Cassidy, Toronto Catholic District School Board
Word Processor
Heather Pickett
Graphics
Gary Dominick, Printed Word Art
Central Catholic Curriculum Co-operative
Institute of Catholic Education
Unit 3: Building a Sense of Community – Contributions of Immigrants to Canada
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6
Unit Developer(s)
Michelle Asselstine, Toronto Catholic District School Board
Maureen Cassidy, Toronto Catholic District School Board
Development Date: June 1999
Students develop an understanding of the contributions of immigrants to the building of Canada. Through activities using media works and informational, narrative and poetic texts, students explore the legacy of immigrants and make connections to their own roots and Catholic faith traditions. Reflecting upon their personal experiences and those of their families, students recognize their roles and responsibilities in Canada’s past, present, and future. Students discover the relationship between some important aspects of history and geography and current Canadian issues and recognize the influence of these subject disciplines on artistic expression, while expanding their repertoire of learning strategies. Making comparisons, expressing opinions, media terminology and the use of the passive voice are the language structures addressed in this unit.
Ontario Catholic School Graduate Expectations: CGE 1d, e, g, h, i, 2a, b, c, e, g, 3b, c, d, e, f, 4b, c, f, g, 5a, b, c, e, g, 6c, e, g, 7e, f, g, h.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: CORV.01, 02, 03, 04 CREV.01, 02, 03, 04 CWRV.01, 02, 03, 04, CSCV.01, 02.
Specific Expectations: COR1.01, 02, 03, 04, 05, 06, 07, 2.01, 02, 3.01, 02, 4.01, 02, 03, 04, CRE1.01, 04, 2.01, 02, 3.01, 02, 03, 4.01, 02, 03, CWR1.01, 02, 03, 2.01, 02, 03, 04, 05, 3.01, 02, 03, 06, 07, 08, CSC1.01, 02, 03, 04, 2.04, 06.
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Activity 1 |
A Cultural Mosaic |
300 minutes |
|
Activity 2 |
A Scattering of Seeds |
375 minutes |
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Activity 3 |
Just A Minute |
375 minutes |
|
Activity 4 |
Listening to the Voices of Others |
300 minutes |
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Activity 5 |
Beyond 2000 |
375 minutes |
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Activity 6 |
Portraits of Canada |
375 minutes |
· Teachers collect many materials prior to the unit: A Scattering of Seeds: The Creation of Canada videotape series available from McNabb & Connolly (905) 278-0566, Marsha Boulton’s Just A Minute series (3 volumes), Cultural Profiles from The School of Social Work, University of Toronto, Coast To Coast: Canadian Stories, Poetry, Non-Fiction & Drama, Images of Canada kit available from Prentice-Hall Ginn Canada, Building Literacy in the Classroom videotape series available from Irwin Publishing and Conversation Gambits (LTP).
· Teachers consult any of the following ESL grammar series to supplement the activities in this unit: Basic English Grammar, Focus on Grammar, Grammar Connections 3 or English Fast Forward 3.
· Students record new words on the Vocabulary graphic organizer (see Appendix C) and word derivatives on the Wordsmithing Log (see Appendix V).
· Several key visuals are used throughout the unit: What Are the Gospel Values – Guiding Principles of a Christian Way of Life (see Appendix A), Career Clusters (see Appendix K), The Writing Process (see Appendix E), and Elements of Visual Production and Media Terminology (see Appendix X).
· Teachers should contact their diocesan office to obtain a directory that lists the names and addresses of religious communities in the diocese. Teachers should compile a list of these religious orders to distribute to the students to be used in their preparation of a Heritage Minute on the religious heritage of their school community. Teachers should try to invite a member of a religious community (e.g., the local pastor) to visit the class and make an oral presentation on the history of the church in the community.
· Teachers should investigate the possibility of inviting a guest speaker from a cultural organization to discuss the role and contributions of its members to Canadian society (e.g., Catholic Cross-Cultural Services, Chinese-Canadian Intercultural Association, Canadian Polish Congress, Italian Cultural Institute).
· As a follow-up to the study of the newspaper series Beyond 2000, students may wish to conduct their own study surveying both adolescent and adult immigrants and comparing their findings with those published in The Toronto Star.
· Teachers remind students to reflect upon the entries selected from this unit for inclusion in the ESLCO course portfolio. Each entry must be accompanied by one of the four samples on the Portfolio Reflection Sheet (see Appendix 1.6).
· requisite skills of ESLBO
· some familiarity with graphic organizers
· beginning familiarity with gospel values, the Corporal and Spiritual Works of Mercy, and a beginning vocabulary associated with the Catholic faith
· some familiarity with the format and layout of a newspaper acquired in ESLBO
· graphic organizers
· conferencing
· co-operative learning
· role-playing
· video clips
· reporting
· formal written assignments
· modelling
· performances
· learning logs
· checklists
· rubrics
· graphic organizers
· video presentation
· storyboard
· student-teacher conferences
· portfolio
· self-assessment
· peer-assessment
· role-playing
· anecdotal records
Barry, J., ed. Coast To Coast: Canadian Stories, Poetry, Non-Fiction and Drama. Toronto: ITP Nelson, 1995. ISBN 0-17-604704-2
Barry, J., ed. Departures. Toronto: ITP Nelson, 1991. ISBN 0-17-603089-1
Bates, S. Amazing 2: News, Interviews and Conversations. Scarborough, ON: Prentice Hall Allyn & Bacon, 1999. ISBN 013-082271
Berish, L., S. Thibodeau, and M. DeRosa Wilson. Grammar Connections 3. Scarborough, ON: Prentice Hall Regents Canada, 1996. ISBN 0-13-333304-3
Borovilos, J. Images: Canada Through Literature. Scarborough, Ontario: Prentice Hall Canada, 1996. ISBN 0-13255-8521
Boulton, M. Just A Minute. Toronto: McArthur & Company, 1999. ISBN 1-55278-024-4
Boulton, M. Just Another Minute. Toronto: Little, Brown and Company, 1997. ISBN 1-55278-025-2
Boulton, M. Just A Minute More. Toronto: McArthur & Company, 1999. ISBN 1-55278-072-4
Brown, P.C. and D. Ploske. Guide to Grammar Usage. Toronto: ITP Nelson, 1997. ISBN 0-17-605619
Francis, D., J. Hobson, G. Smith, S. Garrod, and J. Smith. Canadian Issues: A Contemporary Perspective. Toronto: Oxford University Press, 1999. ISBN 19-541134X
Gaetz, L. Before Brass Tacks: Basic Grammar. Scarborough, ON: Prentice Hall Allyn & Bacon, 1999. ISBN 013-0838411
Keller, E. and S. Warner. Conversation Gambits: Real English Conversation Practices. London: Language Teaching Publications, 1988. ISBN 0-906717-59-0
Kolpin, R. Global Links: Connecting Canada. Toronto: Oxford University Press, 1999. ISBN 19-5413334.
Koechlin, C. and S. Zwaan. Teaching Tools For the Information Age. Toronto: Pembroke Publishers, 1997. ISBN 1-55138-084-6
The New Catholic Study Bible, St. Jerome Edition. Huntington, Indiana: Our Sunday Visitor, Inc., 1985.
Quinlan, D., M.J. Pickup and T. Lahey. Government: Participating in Canada. Toronto: Oxford University Press, 1999. ISBN 19-5412796
Tracey, L. A Scattering of Seeds. Toronto: Doubleday Canada Limited, 1999. ISBN 1-55278-086-4
Walker, D. Teaching Ideas For Media Literacy. Booklets 1 - 6. Toronto: Toronto Catholic District School Board, 1998.
Wowk, J. and T. Jason. The Issues Collection: Multiculturalism. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-07551450-8
Bates, S. Amazing 2 News, Interviews and Conversations. Scarborough, ON: Prentice Hall Allyn & Bacon, 1999. ISBN 013-082245-2
Building Literacy in the Classroom - Literacy Strategies for Teachers by Teachers Grades 9-12. The Metropolitan Toronto School Board, 1997. Available from Irwin Publishing (416) 798-0424.
A Scattering of Seeds. Toronto: White Pine Pictures, 1998.
Grosse Île: Harbour of Tears. Hull, Quebec: Good Earth Productions, 1998.
Tales From Golden Mountain: The Chinese Canadian Experience. Kelowna, B.C.: Filmwest Associates, 1996.
Land of Hope. Volumes I and II. Ottawa, ON: National Film Board of Canada, 1996.
Canadians in the Global Community: Images of Canada. Toronto: Prentice Hall Ginn Canada, 1997. ISBN 013-1483218
Glavich, Sister Mary Kathleen S.N.D. Saints Kit. Chicago: Loyola University Press, 1994. ISBN 0-8294-0800-2
Shirts, G. Bafŕ Bafŕ: A Cross-Cultural Simulation. Delmar, CA: Simulation Training Systems. Available from S & B Books (905) 629-5055; fax (905) 629-5054.
We Are Canadians. Snapshot 10 Changing Patterns. CRB Foundation. Toronto: Prentice Hall Ginn, 1994. ISBN 0-13-285933-5
Explore Canada. CD-ROM. Canadian Heritage Parks Canada, 25 Eddy Street, Hull, Quebec K1A 0M5. Distributed by NAS Educational Software Inc., 91 Heatherton Way, Thornhill, ON L4J 3E7 (905) 764-8079.
Focus on Grammar. Intermediate/Advanced. CD-ROM White Plains, NY: Addison Wesley Longman, 1998. ISBN 0-201-89881
Azar Interactive: A Multimedia Grammar Experience. CD-ROM Toronto: Prentice Hall Regents Canada, 1998. ISBN 0-13-982703
ELLIS: English Language Learning and Instruction System. CD-ROM Canadian Version 2.1. Distributed by NAS Educational Software Inc., 91 Heatherton Way, Thornhill, ON L4J 3E7 (905) 764-8079 or CALI Inc., 1-888-756-1570.
The Rosetta Stone Language Laboratory. CD-ROM. Harrisonburg,VA: Fairfield Language Technologies, 1997. 1-800-788-0822
The Grammar ROM. Toronto: Addison Wesley Longman, 1999. ISBN 0-58-77272
Tensebusters. CD-ROM. Distributed by NAS Educational Software Inc., 91 Heatherton Way, Thornhill, ON L4J 3E7 (905) 764-8079.
CRB Heritage. Project
http://www.heritageproject.ca
White Pine Pictures
http://www.whitepinepictures.com
CALI Inc.
http://www.cali.com
Notebook
http://www.notebook-news.com
Beyond 2000
http://www.thestar.com
Multiculturalism in Canada
http://www.pch.gc.ca3csp-pec/english/about/multi/index.htm
Heritage Canada
http://www.pch.gc.ca
Time: 300 minutes
By examining their own ethnocultural backgrounds, students develop an understanding of the contributions of immigrants within their own communities in Canada and recognize the role they themselves play in Canada’s present and future. Through the construction of a class community quilt, students visually contribute their histories to the evolving story of Canada and its future. Furthermore, students explore the contributions made by cultural communities within Canada and to Canada as a whole, using their own family experiences as a reflective model. The language focusses for this activity are a contrastive analysis of the past tense versus the future tense, first person narrative voice, and the use of time expression phrases or conditionals, such as: "in the future", "before coming to Canada".
Ontario Catholic School Graduate Expectations: CGE 1d, g, i, 2c, e, 3c, e, 4g, 5e, 6c.
Strand(s): Oral and Visual Communication, Writing, Social and Cultural Competence
Overall Expectations: CORV.01, 04, CREV.04, CWRV.02, 03, 04, CSCV.01.
Specific Expectations: COR1.01, .02v, .03, 2.01, 3.01v, 4.02, CRE2.02, 3.03, 4.02v, .03, CWR1.03v, 2.01, .03, .04, .05, 3.01v, .02v, .03v, .07, .08, CSC1.03, 2.06.
· In preparation for this activity, teachers decide what material to use for the quilt’s construction. Either paper or fabric could be used. In choosing a material, teachers should keep in mind that students need to write on and attach pieces of paper and/or fabric to the quilt. It should be large enough to accommodate all students in the class and provide them with the necessary space to attach both their personal reflection and any signs, symbols, and/or pictures related to their contribution.
· Teachers should provide students with the necessary materials for constructing their "patch" for the classroom quilt. Teachers should consult the school art department as well as the school library/resource centre for any materials that could be used.
· Teachers should ensure that all students have access to a camera or arrange for student use of school cameras.
· Teachers should review with students the past tense and introduce the use of the future tense as well as time expression phrases and conditionals.
· requisite reading and writing skills acquired in ESLBO
· interview and questioning skills acquired in Unit 2, Career Exploration
· use of a web diagram
· use of English translation dictionaries
· use of the first person narrative
1. As a prewriting activity, teachers activate students’ prior knowledge of contributions made by immigrants to Canadian history and culture by asking probing questions and acting as a scribe to collect the student generated information on a transparency or the chalkboard.
2. Students use a web diagram to record their responses.
3. Students use the information gathered in Unit 2, Activity 1 on graphic organizers, Comparisons of Interests, Attitudes, and Skills (see Appendix L) and Self-Awareness Inventory (see Appendix M) to design a second web diagram reflecting their own contributions to their Canadian communities and to forecast their contributions in the future. Students may also want to refer back to their Dream Path collages constructed in Unit 2.
4. Students use conversation gambits to gather information from human resources in their ethnocultural communities, such as cultural centres, community parishes, and cultural newspapers. Students request information about the contributions made by members of their cultural communities to Canadian society. Some gambits used to request information from someone are: "Could you tell me…", "I’m calling to find out…", "I’d like to talk to someone who…", "Do you know…", "Do you happen to know…".
5. Students gather evidence that demonstrates the contributions of their ethnocultural community to Canadian society. The information collected could be in the form of photographs, samples of handicrafts, fabric and/or trimmings representative of their countries and cultures of origin, informational pamphlets, and advertisements circulated within their communities for use on the class quilt.
6. Teachers review the past tense and introduce the future tense through the use of appropriate communicative activities. Fun with Grammar is a teacher’s resource book that contains many communicative, interactive, task-based games.
7. Teachers and students collaboratively design a visual tool to record student reflective writing into categories indicating time periods: the past, the present, and the future.
8. Students use the visual tool to organize the information they have collected in their communities.
9. Students use the first person narrative voice to write a reflective piece expressing their knowledge of past and present contributions of their ethnocultural communities to Canadian society and to forecast their future contributions to their own communities and to Canadian society.
10. Teachers give students copies of the key visual The Writing Process (see Appendix E) to keep in their notebooks. Teachers guide the students through all stages of the writing process using this key visual. Teachers model each step by using think alouds.
11. Teachers assign each student a square on the class quilt instructing students to fill the space using their reflective writing and any of the material they collected during their investigation of their ethnocultural communities. Teachers should encourage students to research quilt patterns in their culture and incorporate this knowledge into their designs.
12. Teachers provide students with guidelines and requirements for the completion of their square on the quilt. Students should be instructed to represent the past, the present, and the future of their communities including school, parish, and ethnocultural communities, within Canadian society.
13. Teachers adapt the Rubric for Assessing a Collage (see Appendix 1.1) and use it to evaluate the quilt patch. Teachers distribute the adapted rubric and review the criteria with the students. Teachers can refer students to their Dream Path collages for models of Levels 1, 2, 3, and 4 work.
14. Students complete their squares on the class quilt.
15. Students make an oral presentation about their square on the quilt. Peers and teacher assess the presentation using the Rated Checklist for Assessing an Oral Presentation (see Appendix 1.3) and the adapted version of the "Rubric for Assessing a Collage" (see Appendix 1.1).
1. Summative assessment – reflective writing - Rubric for Assessing Creative Writing (Appendix 1.0)
2. Summative assessment – oral presentation - Rated Checklist for Assessing an Oral Presentation (Appendix 1.3 )
3. Summative assessment - quilt patch - adapt Rubric for Assessing a Collage (Appendix 1.1)
4. Peer assessment -oral presentation and quilt patch - Rated Checklist for Assessing an Oral Presentation (Appendix 1.3 ); adapt Rubric for Assessing a Collage (Appendix 1.1).
· Some students require more individual support in order to complete their personal reflections. Teachers address these concerns during the conferencing component of the writing process.
· Some students require teacher direction in locating community-based sources of information. This information should be available through guidance departments as well as community outreach centres and local Catholic agencies.
Azar, Betty Schrampfer. Basic English Grammar. Combined Volume. Second Edition. Chapters 5 and 6. New Jersey: Prentice Hall Inc., 1996. ISBN 013-3683176
Cultural Profiles. The University of Toronto. School of Social Work. AMNI Centre. 1998.
Keller, Eric and Sylvia T. Warner. Conversation Gambits: Real English Conversation Practices. London: Language Teaching Publications, 1988. ISBN 0-906717-590
Woodward, S. Fun with Grammar. Toronto: Prentice Hall Allyn & Bacon Canada, 1998. ISBN 0-13-567926-5
The Canadian Ethnocultural Council.
http://www.web.net/cec
Catholic Cross-Cultural Services. Scarborough, ON, M1K 5H4. (416) 757-7010; fax (416) 757-7399.
Appendix 1.0 - Rubric for Assessing Creative Writing
Appendix 1.1 - Rubric for Assessing a Collage
Appendix 1.3 - Rated Checklist for Assessing an Oral Presentation
Time: 375 minutes
A Scattering of Seeds celebrates Canada's rich cultural and linguistic diversity by portraying the poignant stories of the immigrants who helped to shape our nation. As students explore the story of Father McGauran, an Irish priest who ministered to the sick at Grosse Île, a quarantine station in the St. Lawrence during the 1840s, they understand the plight of this unsung Canadian hero and his legacy. Students discuss issues related to immigration, such as religious discrimination/tolerance, racism and stereotyping. In this activity, students analyse videos depicting a variety of immigrants to identify images, sounds, and camera techniques used by the filmmakers to create each portrait. The language focus addressed in this activity is the use of the passive voice and the vocabulary related to the theme of immigration. Media terminology and the elements of visual production are introduced through the use of a key visual.
Ontario Catholic School Graduate Expectations: CGE 1d, e, g, h, 2a, e, 3b, e, 4g, 6c, 7f.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: CORV.01, 02, 03, 04, CREV.02, 03, CWRV.01, 02, 03, 04, CSCV.01, 02.
Specific Expectations: COR1.03, .04v, .05v, .06, .07, 2.01, .02, 4.01v, .02, .03, .04v, CRE1.01, .04, 2.01, .02v, 3.01, .02, .03, 4.02, .03v, CWR1.01v, .02v, .03, 2.01v, .02, .03, .04, .05, 3.01, .02, .03, .07v, .08, CSC1.01v, .02, .03v, 04v, 2.06.
· Prior to the activity, teachers invite students to assemble a collection of mementos representative of their ethnocultural backgrounds and to bring the objects to class for Activity 2. Teachers activate students' prior knowledge about immigration by discussing their experiences. Teachers should give careful consideration to the way in which the students’ immigrant/refugee experiences are handled in class discussions and activities. Students should reflect on the cultural mosaic created in Activity 1.
· Teachers should be sensitive to the fact that some students have come to Canada as refugees without bringing mementos. They may wish to share a story or memory.
· The primary resource for this activity is a Canadian videotape series entitled, A Scattering of Seeds, which highlights the roles played by immigrants in the creation of Canada. It can be used by the students as a springboard for sharing their own and their family's experience. Each of the twenty-six episodes depicts a different immigrant group. The web site (http://www.whitwpinepictures.com) is a rich source of information about the series.
· Teachers should show several episodes of A Scattering of Seeds to broaden students' understanding of the immigrant experience. If possible, teachers should select episodes that reflect both the cultural diversity of their class and gospel values.
· Teachers should consult the Media Department of their board to locate this videotape series and any other videotape on the theme of immigration.
· If A Scattering of Seeds is unavailable, teachers could use one or more of the following videotapes to introduce the immigrant experience: Beyond Golden Mountain: The Chinese Canadian Experience, Land of Hope, Volume I and II and Grosse ÎIe: Harbour of Tears.
· Teachers should collect a variety of advertisements from the past and present, used by the Government of Canada to promote immigration during the last century. The Canadian Heritage web site is one source of information.
· Teachers need to locate a world map and current census data to illustrate the waves of immigration in the last century. Teachers should consult the news browser called Notebook, an excellent source for current events material suitable for ESLCO students. This web site is one source of information about the current crisis in Kosovo.
· The Saints Kit is an excellent source of research material for the culminating activity.
· All students should have a copy of What Are the Gospel Values - Guiding Principles of a Christian Way of Life (see Appendix A).
· Through modelling, teachers introduce the passive voice explaining that it is more common in writing than in speaking. Teachers should collect examples from the newspaper or subject-specific textbooks to illustrate uses of the passive voice.
· some familiarity with the immigration process
· beginning vocabulary related to the Catholic faith
· some familiarity with the use of graphic organizers
· requisite grammar skills of ESLBO
Before Viewing Videotape 1: Grosse Île - Harbour of Tears
1. In groups, teachers invite students to share their collections of mementos, stories, and/or memories, explaining to their peers why these hold such great sentimental value. Teachers elicit responses from the students and record them on an overhead transparency or the chalkboard. Teachers distribute advertisements used by the Canadian government to attract immigrants to this "Land of Opportunity". Teachers introduce the terms "push" and "pull " factors by having students reflect on their own experience and identify the reasons why immigrating to Canada was appealing to their families and why the idea of leaving their country was so difficult. Record the students’ responses on a T-chart labelled “Why Immigrate?” (see Appendix U). Allow time for the students to tell their stories.
2. Teachers introduce the videotape, Grosse Île: Harbour of Tears by locating this island in the St. Lawrence on a map of Canada. Teachers introduce the concept of quarantine by discussing the term "communicable disease" and giving an example, which is familiar to the students (e.g., chickenpox). Using a web, teachers record words related to this concept (e.g., germs, bacteria, contagious, infectious). Teachers should take this opportunity to discuss derivatives: contagion (n.), contagious (adj.), infection (n.), infectious (adj.). Students should record this pattern in a log (see Appendix V- Wordsmithing Log).
3. To prepare students for the content that will be presented in the video, teachers discuss the primary mode of Trans-Atlantic transportation of the early immigrants - a sailing vessel which took six weeks to make the crossing. Visuals (e.g., photographs, slides, illustrations) should be used to help the students “picture” the scene. To anticipate what they will see in the video, students share how they came to Canada and the length of time from departure to arrival. Teachers can make reference to the Old Testament writing in the Book of Exodus to show how immigration has been present throughout history and the need for people under such stress to reach out to God for their strength.
4. Teachers brainstorm with the students some of the hardships which the immigrants experienced on such a long sea voyage and record their responses on a chart or chalkboard (crowded, unsanitary conditions on the ships, lack of fresh water and air, lack of nutritious food).
5. Teachers introduce unfamiliar vocabulary: “coffin ships”, “fever ships”, “timber ships”, vessels, cholera, dysentery, typhus, smallpox, famine, orphan, quarantine station, push/pull factors, Celtic, Gaelic, clogging, and legacy.
6. Teachers pose several focus questions: Why is the summer of 1847 referred to as the 'Summer of Sorrow'? What was Canada's attitude toward the early immigrants?
7. Teachers distribute the graphic organizer Video Fast Facts (see Appendix W) prior to the viewing of the video and review its format.
8. Teachers lead a discussion on the components of an effective video: striking images, evocative soundtracks, innovative camera techniques, engaging dialogue, and creative special effects (see key visual Appendix X - Elements of Visual Production and Media Terminology, key visual).
9. Teachers provide models of each of these features of video and engage students in a discussion asking them to make comparisons and weigh the advantages and disadvantages of each element of visual production. A variety of video clips should be used to stimulate a discussion.
During the Viewing
10. Students view the videotape identifying information that will assist them in the completion of their graphic organizers. Teachers encourage students to make predictions and to assess the accuracy of their hypotheses. Teachers could use the pause function to allow students time to take notes.
After the Viewing
11. Working with a partner, students complete the Video Fast Facts graphic organizer.
12. Teachers review the graphic organizer Video Fast Facts, eliciting responses from the students.
13. Teachers divide the class into groups of four. Each member of the group is assigned a specific role: recorder, materials manager, timekeeper, or monitor. Students explore the case histories of various individuals on Grosse Île: a member of a religious community caring for the sick, a member of the medical profession trying to ease the suffering of the immigrants, the ambulance driver Monsieur Masson Dompierre, a person suffering from typhus or cholera and respond to a set of questions. These questions serve as a comprehension check: What was this individual's role at Grosse Île?, What qualities did each individual possess?, What was the person's attitude toward his/her work? How was this person heroic? Remind students to refer back to Appendix A and Appendix K and to consider the concept of selfless service to community.
Before Viewing Videotape 2: The Force of Hope - The Legacy of Father McGauran
14. Teachers set the stage for the viewing of the videotape The Force of Hope: The Legacy of Father McGauran, the second episode in the Scattering of Seeds series by locating Ireland on a world map. The term "famine" is introduced through a discussion of the failed potato crops of the Irish farmers. Using the “Why Immigrate?” T-chart, teachers brainstorm with the students the reasons for the Irish immigration during the 1840s. (see Appendix U).
15. Teachers present a thumbnail sketch of a young Irish Canadian priest named Father Bernard McGauran who was assigned to Grosse Île immediately following his ordination. Pose a focus question prior to viewing the film: What qualities did Father McGauran possess that made him an ideal candidate for this very challenging ministry?
16. Teachers distribute the graphic organizer Video Fast Facts (see Appendix W).
During the Viewing
17. Students view the film The Force of Hope and take notes. Teachers use the pause function to allow students sufficient time to record their information.
After the Viewing
18. Working in pairs, students discuss the focus question and complete their graphic organizers. Students should be encouraged to share their opinions as a class.
19. Using the organizer What Are the Gospel Values - Guiding Principles of a Christian Way of Life (see Appendix A), students discuss how Father McGauran lived his life according to these values.
20. Teachers discuss the Spiritual and Corporal Works of Mercy with the students and relate these acts of kindness to the story of Father McGauran.
21. In the film, one of the elderly residents of St. Brigid's compares the home to the Biblical mustard seed. Students read “The Parable of the Mustard Seed” (Matthew 13:31) and explain the significance of the allusion. Teachers should take this opportunity to draw parallels between “The Parable of the Sower and the Seeds” (Luke 8:11-15) that was referenced in Seedfolks (Unit 1, Activity 6) and this videotape, as seed symbolism is embedded in this course profile.
22. As a culminating activity, students research the religious heritage of their school community and prepare an oral presentation showcasing the patron saint/lay figure after whom their school is named. Teachers lead a discussion with the students having them brainstorm the characteristics of an effective presentation. Teachers may wish to show one of the Heritage Minutes, such as "Nellie McClung" to assist the students in planning their presentation.
23. Students can consult the CRB Heritage Project web site for video making tips and view some "Student Created Minutes". If the school is not named after a patron saint or lay figure, the students could research the religious heritage of the local parish.
24. Teachers should remind students that their presentations must address the following reflective sentence stems: "Our founder______________ was an advocate for …", "Like her/him, we the students of __________________________ Catholic High School pledge to …". Students complete the second stem by identifying a project that they will undertake which carries on the work of their founder (e.g., If the founder was an advocate for the poor, the students could volunteer to work at a local food bank or collect non-perishable items and donate them to members of their community who are in need).
25. Using the key visual Learning Strategies (see Appendix T), students complete a learning log (see Appendix H).
26. Teachers assess the oral presentation using the Rated Checklist (see Appendix 1.3 ).
1. Formative assessment - Learning Log (Appendix H)- anecdotal comments
2. Summative assessment - Video Fast Facts (Appendix W) - anecdotal comments
3. Summative assessment - oral presentation - Rated Checklist for an Oral Presentation (Appendix 1.3)
· Some students may need to view the videotapes several times in order to complete the activities.
· Transcripts of the videotapes should be available to students.
· Students may need to use first languages to explain the content introduced in the videos or to seek clarification about issues raised in the films.
Ekstrom, R. The New Concise Catholic Dictionary. Dublin, Ireland: Columba Press, 1995. ISBN 0-89622-622-0
The New Catholic Study Bible, St. Jerome Edition. Huntington, Indiana: Our Sunday Visitor, Inc., 1985.
O'Gallagher, M. Grosse Isle: Gateway to Canada, 1832-1937. Sainte Foy, Quebec: Carraig Books, 1984.
O'Gallagher, M. Eyewitness: Grosse Isle, 1847. Sainte Foy, Quebec: Carraig Books, 1995.
Tracey, L. A Scattering of Seeds. Toronto: Doubleday, 1999.
A Scattering of Seeds. Toronto: White Pine Pictures, 1998.
Grosse Ile: Harbour of Tears. Toronto: Good Earth Productions, 1998.
Beyond Golden Mountain: The Chinese Canadian Experience. Kelowna, B.C.: Filmwest Associates, 1996.
Land of Hope: Volumes I and II. Ottawa, ON: National Film Board of Canada, 1996.
Glavich, Sister Mary Kathleen S.N.D. Saints Kit. Chicago: Loyola University Press, 1994.
White Pine Pictures
http://www.whitepinepictures.com
Heritage Canada
http://www.pch.ca
Celtic Studies Department, St. Michael's College, University of Toronto, 81 St. Mary Street, Toronto, ON, M5S 1J4 (416) 926-7145; fax (416) 926-2330.
Catholic Cross- Cultural Services
Archdiocese
Religious communities
Local parish
Appendix H - Learning Log
Appendix U – “Why Immigrate?”
Appendix V - Wordsmithing Log
Appendix W - Video Fast Facts
Appendix 1.3 - Rated Checklist for an Oral Presentation
Time: 375 minutes
Through activities using media works, such as the CRB Heritage Minutes and informational and narrative texts, students develop an understanding of Canada's rich heritage. They discover the elements of a Canadian identity by evaluating the contributions of significant individuals depicted in the Heritage Minutes. Students recognize that the early settlement of Canada brought French Catholic families and Catholic missionaries to establish the roots of present Catholic traditions within this country. Students create their own storyboard depicting one of Marsha Boulton's historical anecdotes. The storyboards could be dramatized or videotaped. The language foci in this activity are the use of the passive voice to describe historical events and the conventions of dialogue.
Ontario Catholic School Graduate Expectations: CGE 1d, 2a, b, e, g, 3b, e, f, 4g, 5c, 6e, 7e.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: CORV.01, 02, 03, 04, CREV.01, 02, 03, CWRV.01, 02, 03, 04, CSCV.01, 02.
Specific Expectations: COR1.01, .02, .04v, 2.01, .02, 3.01, .02, 4.01v, .03, .04, CRE1.01, .04, 2.01, .02, 3.01, .02, .03, 4.02, .03, CWR1.01, .02v, .03, 2.01, .02, .03, .04, .05, 3.01, .02, .03, .06, .07, .08, CSC1.01v, .02v, .03, .04, 2.06.
· The CRB Heritage Project web site (http://www.heritageproject.ca) is the first source to consult as it features annotations and thematic groupings of each of the sixty Heritage Minutes, lesson plans on "Building a Heritage Minute", models of "Student Created Minutes", examples of storyboarding, and tips for using the Heritage Minutes to foster critical thinking skills, as well as a very comprehensive webography.
· The toll free telephone number for the CRB Heritage Project is 1-800-567-1867.
· In preparation for this activity, teachers locate the primary resources: We Are Canadians (CRB Heritage Project) which contains a videotape with forty Heritage Minutes; Images of Canada (CRB Heritage Project) which is a kit comprised of a videotape containing ten additional Heritage Minutes; as well as multiple copies of student booklets describing Canadian paintings, photography, literature, and recording artists. In addition, teachers consult any one of the three volumes in Marsha Boulton's Just A Minute series. The bibliography at the end of this activity contains pertinent information about all of the resources referenced.
· Two of the Heritage Minutes, the 1917 Halifax Explosion and the innovation of the hockey goalie mask by Jacques Plante in 1959, have been recreated as comic books by McClelland & Stewart publishers and are distributed by Macdonald's restaurants.
· Teachers should consult with members of the Canadian and World Studies Department to obtain resources and suggestions about Canadian historical figures and events. The staff of the Visual Arts Department could provide models of storyboarding and student created videos as well as the names of some peer facilitators who could mentor the ESL students during the process.
· In choosing vignettes from the Heritage Minutes or the Just A Minute series, teachers analyse the texts or videotapes to identify: language structures, unfamiliar vocabulary, idiomatic expressions, and stylistic features.
· Teachers take into consideration the following criteria when making their selections for this activity: student interest and level of language acquisition, cultural diversity, and the language features of the text. As some reading selections lend themselves more easily to storyboarding than others, teachers should guide students during the selection process.
· Marsha Boulton's first collection of Canadian anecdotes - Just a Minute - has several engaging retellings of historical events: "Clothes Do Not Make the Man" (Esther Brandeau - a distinctly different immigrant confounds the system, pp.33-35), "The Saint of Dawson City" (Father William Judge, a Jesuit who ministered to the miners, pp.69-71), "You're Not Even a Person” (Emily Ferguson Murphy, the first woman magistrate, pp.114-116) and "Who Was That Masked Man?" (Jacques Plante, the man who invented the hockey face mask, pp.138-140).
· Some of the following anecdotes from Just A Minute More might prove interesting: "No Prison in the Woods" (Mary Ann Shadd pp.24-30), "Lily of the Mohawks, Genevieve of New France" (Kateri Tekakwitha pp.55-64), or "A Man in a Hurry" (John Grierson and the NFB, pp. 146-160).
· Some suggested titles from Just Another Minute include: “The Running Man” (Thomas Longboat, pp.125-128), "That Long Distance Feeling" (Alexander Graham Bell, pp.178-181), "Hats Off To the Beaver" (Castor canadensis – our national rodent, pp.16-19) or "The Right To Be Beautiful" (Elizabeth Arden, pp.101-105).
· Teach the students the techniques and vocabulary related to storyboarding and video production: camera shots (long, medium, and close-up), camera movement (pan, tilt, and dolly), camera angle (eye level, bird's eye, worm's eye), frames, stick figures, and the blue screen.
· ResourceLines 9 (Prentice Hall Ginn Canada), has a very comprehensive section on media literacy (Chapter 4 – "Viewing" pp.213-216).
· some understanding of the elements of a story
· some familiarity with basic Canadian history and geography concepts acquired in ESLAO/ESLBO
· some familiarity with media works (e.g., videotapes) and media terminology
Before Viewing the Heritage Minute on Jacques Plante
1. Teachers model the art of storytelling by recounting the history of a person or event familiar to the students, using exaggeration, invention, and the selective omission of specific details.
2. Teachers elicit from the students the characteristics of this oral rendition and record their responses on an overhead transparency or the chalkboard.
3. Teachers pose a focus question and record the students' responses: What are the limitations of oral history? Elicit from the students the types of historical information (e.g., oral history, archaeological evidence, and written documents).
4. Teachers provide the students with a printed version of the Heritage Minute on Jacques Plante and instruct students to read the script. Teachers ensure that students understand key words and phrases that are introduced in the reading selection and which will appear in the videotape on Jacques Plante. Teachers show the videotape and students take notes. Following the viewing of the video, the students work in pairs to complete a graphic organizer (See Appendix Y - Deconstructing a Heritage Minute).
5. Teachers review the graphic organizer eliciting responses from the class and recording them on an overhead transparency.
6. Teachers select three of four Heritage Minutes depicting Canadian historical events, Canadian achievements, and Canadian firsts, and pose focus questions: What is the story? What is the primary source of historical information in the vignette? Why is the anecdote appealing?
During Viewing
7. Students view three or four Heritage Minutes as a class.
After Viewing
8. In pairs, students complete a graphic organizer analyzing the vignettes. (See Appendix Y - Deconstructing a Heritage Minute.)
9. As a class, students share their notations on the graphic organizer. Teachers lead a discussion having the students identify and list the stylistic features of a Heritage Minute.
10. Teachers introduce the concept of storyboarding by showing the students a model. Through discussion and questioning, students identify the key features of a storyboard: shot number, scene/sequence number, a basic sketch, description of action/camera angle, narrative and/or sound effects, length of time for each shot and total cumulative time for the video. The primary medium used to create an effective storyboard is dark pencil (preferably HB lead). Teachers provide students with a template of a storyboard called Create a Storyboard (see Appendix Z).
11. Teachers divide the class into small groups and provide the students with an annotated list of selections from Marsha Boulton' s series, Just A Minute. Each group selects one of these historical anecdotes to storyboard. Assign a leader for each group to take responsibility for any resources that the group is using, and to ensure that each group member is involved in the various steps of the process.
12. Individually, students read the Just A Minute selection and discuss the most striking images that came to mind as they read the anecdote. Teachers instruct the students to record ten jot notes about the most fascinating facts in their notebooks.
13. Group members meet to compare their notes and compile a master list of information that they can organize thematically or chronologically. Students must decide which facts should be dramatized and which ones should be told in narration.
14. Teachers direct students to the CRB Heritage Project web site and instruct the group to examine the storyboard based on the Jacques Plante Heritage Minute as well as the Student Created Minutes.
15. Teachers review the conventions concerning dialogue. Students should note that the narrative should be short (two or three lines per frame) and can be accompanied by sound effects.
16. Students create a storyboard.
17. Students who wish to videotape their Heritage Minute should consult the Heritage Project web site for useful tips on "low tech" and "high tech" finishes. If students submit a videotape, teachers can adapt the Rated Checklist for an Oral Presentation (see Appendix 1.3) to evaluate their work.
1. Formative assessment - participation - Checklist for Assessing Group Work (Appendix 1.5)
2. Summative assessment - storyboard - ChecBric for Assessing a Storyboard (Appendix 1.4)
· Some students may require additional support in order to complete the script for the storyboard.
· Students who require enrichment should be encouraged to videotape their storyboards.
Boulton, M. Just A Minute. Toronto: McArthur and Company, 1999. ISBN 1-55278-024-4
Boulton, M. Just A Minute More. Toronto: McArthur and Company, 1999. ISBN 1-55278-072-4
Boulton, M. Just Another Minute. Toronto: Little, Brown and Company Limited. ISBN 1-55278-025-2
Dawe,
R., B. Duncan, and W. Mathieu. ResourceLines 9. Toronto: Prentice Hall
Ginn, 1999.
ISBN 0-7702-6648-7
Hilker, D. and S. Harper. Elements of English 9.
Toronto: Harcourt Brace Canada, 1999.
ISBN 7747-0575-2
Kedves Barlowe, A., et al. SightLines 9. Toronto: Prentice Hall Ginn, 1999. ISBN 0-7702-6646-0
Canadians in the Global Community: Images of Canada. Toronto: Prentice Hall Ginn Canada, 1997. ISBN 0-13-285933-5
Glavich, Sister Mary Kathleen S.N.D. Saints Kit. Chicago: Loyola University Press, 1994. ISBN 0-8294-0800-2
We Are Canadians. Toronto: Prentice Hall Ginn Canada, 1994. ISBN 013-1483218
CRB Heritage Project
http://heritageproject.ca
Canadian Heritage
http://www.pch.gc.ca
Appendix Y - Deconstructing a Heritage Minute
Appendix Z - Create a storyboard
Appendix 1.4 - ChecBric for assessing a storyboard
Time: 300 minutes
Through an examination of the voices of immigrants represented in a selection of Canadian poetry, students reflect on the plight of the immigrant as he/she progresses through the stages of acculturation. Students explore poetic literature and find connections to, and parallels with, gospel values and their own experiences. Using a graphic organizer to analyze the structure, and language of poetic texts (including prayers and songs in the first language), students develop a greater understanding of this genre and recognize issues of social justice. Students demonstrate this learning by composing their own poetry that may include poems, songs, prayers, and meditations as part of a poetry album. The language focus for this activity is the use of figurative language.
Ontario Catholic School Graduate Expectations: 1d, 2a, b, c, 3c, 4g, 5a, b, e, 7e, g.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: CORV.01, .02, CREV.02, .03, CWRV.01, .02, CSCV.02.
Specific Expectations: COR1.02v, .04v, .05v, 2.01, .02, CRE1.01v, .04, 2.01, 3.02, 4.03, CWR1.02v, 2.04, .05, 3.02v, .03, .05, .07, .08v, CSC1.01, .02, .03, .04