Course Profile
(for a locally developed course)
Essential English, Grade 9
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. 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 education 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
Public and Catholic School Board Writing Team: Essential English
Lead Board
Halton District School Board
Kit Rankin
Susan Orchard
Larry Zavitz
Kelley Terry
Course Profile Writing Team
Mary-Jo Dick-Westerby, Lead Writer, Halton District School Board
Michelle Piggot-Kennedy, Simcoe-Muskoka Catholic District School Board
Catherine (Gajarszky) Stasiw, Toronto Catholic District School Board
Betty Jean Hutton, Halton District School Board
Patti Collins, Upper Grand District School Board (Units 1, 2 and 3)
Patricia Thornton, Halton District School Board (Units 4, 5, and 6)
With assistance from:
Mary Lou Smitheram, Upper Canada District School Board
Unit 1: Finding Our Voices: Introduction and Diagnostic Activities
Activity 1 | Activity 2
| Activity 3 | Activity 4
In this unit, students are introduced to the structure, processes, and strategies needed to be successful in this English course, Grade Nine, high school, and daily life. Students receive orientation to reading habits, writing processes, oral communication, work, thinking, and group skills. Students explore in an introductory manner the key elements of literature found within the four main units: narrative, exposition, poetry, and drama. Diagnostic classroom activities provide the teacher with information to tailor the program to meet the needs of individual students.
Strand(s): Literature Studies and
Reading, Writing, Language, Media
Overall Expectations: LRV.01,
WRV.01, WRV.03, WRV.04, LAV.01, LAV.02, MEV.02.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are both personally meaningful and relevant to their courses of study;
WRV.01 - use specific strategies to gather information and generate ideas for written work;
WRV.03 - use an organizational pattern to structure their ideas for writing texts;
WRV.04 - use strategies for revising written work;
WRV.05 - use strategies for editing and proofreading written work, with an emphasis on the conventions of Standard Canadian English;
LAV.01 - use vocabulary and language conventions to read, write, and speak clearly and correctly;
LAV.02 - use listening techniques and oral communication skills to participate in large and small group discussions for a variety of purposes;
MEV.02 - use knowledge of a variety of media forms, purposes, and audiences to create media works.
Literature
Studies and Reading
LR1.01 - demonstrate understanding of text by making inferences, drawing conclusions and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.04 - use the features of the text to locate information;
LR1.06 - set personal goals for reading demonstrating, both to their teachers and to themselves their reading progress over time.
Writing
WR1.01 - use a variety of strategies to generate sufficient content and ideas;
WR1.04 - use Response Journals as a source of information and for writing assignments;
WR3.01 - highlight key words in questions and prompts to present appropriate information and ideas in homework questions;
WR4.02 - use the feedback of others to improve the quality of ideas and organization in writing;
WR5.01 - use strategies to edit and proof read writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation.
Language
LA1.01 - use strategies … to expand vocabulary gained from a variety of real and relevant contexts;
LA1.02 - set goals for vocabulary development and show evidence of a growing vocabulary in their oral language and in writing;
LA1.03 - select appropriate words and phrases to suit the audience and the purpose, showing an understanding of the difference between language used in the classroom and the language used with peers;
LA2.01 - demonstrate the skills necessary for working successfully with others in groups;
LA2.02 - use key listening techniques and oral communication skills to accomplish tasks in groups;
LA2.03 - follow classroom rules for respectful speaking in turn;
LA2.05 - demonstrate appropriate listening behaviour;
LA2.07 - set goals to improve classroom behaviour and work habits.
Media
ME2.01 - adapt a work for presentation in another media form.
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Activity 1 |
Getting Started! |
225 minutes |
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Activity 2 |
Working Together! |
300 minutes |
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Activity 3 |
Getting to Know Yourself! |
150 minutes |
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Activity 4 |
Planning Ahead! |
225 minutes |
Time: 225 minutes
The beginning days are for introductory and diagnostic purposes. Class rules and expectations are established with the students to create a positive environment for classroom learning. The writing and reading elements allow the teacher to observe various learning styles and begin to establish the individual needs of the student.
Strand(s): Literature Studies and Reading, Writing and Language
Overall Expectations: LRV.01, WRV.01, WRV.03, LAV.02.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are both personally meaningful and relevant to their courses of study;
WRV.01 - use specific strategies to gather information and to generate ideas for written work;
WRV.03 - use an organizational pattern to structure their ideas for writing texts;
LAV.02 - use listening techniques and oral communication skills to participate in large and small group discussions for a variety of purposes.
LR1.01 - demonstrate their understanding of text by making inferences, drawing conclusions, and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.04 - use the features of the text to locate the information they need (i.e., table of contents, indices, headings, bold words and phrases, synopsis on the back cover of a novel);
WR1.01 - use a variety of strategies to gather information and to generate ideas for written work;
WR1.04 - use Response Journals as a source of information and ideas for writing assignments;
WR3.01 - use key words in questions or prompts to present appropriate information and ideas in homework answers;
LA2.01 - demonstrate the skills necessary for working successfully with others in groups;
LA2.02 - use key listening techniques and oral communication skills to accomplish tasks in groups;
LA2.03 - follow classroom rules for respectful speaking in turn;
LA2.05 - demonstrate appropriate listening behaviours (i.e., eye contact, leaning toward the speaker, not talking).
The teacher will:
· refer to Image of the Learner and other notes in the Course Overview;
· prepare the ice-breaker “Find Someone Who…” Chart; (See Appendix 1 at the end of this unit.)
· establish the initial three basic rules to begin the class in an orderly fashion;
· select a short story without an ending, suitable for the interests and level of the class;
· select a variety of school-related informational texts (i.e., agenda book, school policy, computer code of ethics, appropriate Use of Internet policies, course selection booklet, dictionary, encyclopedia, subject textbooks);
· prepare an organizer to assist students in locating and using the component parts of common school textbooks;
· state and post the Six P’s for Student Success: Punctual, Polite, Producing, Participating, Present, Prepared to generate ideas for creative class expectations;
· prepare a chart for the development of an ongoing behaviour rubric.
1. Students are welcomed into a new, positive, classroom atmosphere.
2. To facilitate student comfort level with peers, the teacher engages them in several ice-breaker activities over time, beginning with “Find Someone Who”…Chart. (See Appendix 1). Additional ice-breakers are available in Project Wild: Activity Guide., referenced in Resources. Students circulate and interact by asking questions of each other, and explaining their experience/choice given.
3. The teacher establishes three social rules to benefit all while participating in the activity: hand up to speak; one speaker at a time; respect everyone. The teacher and class may spend time developing a common understanding of what “respect” looks and acts like in a classroom setting.
4. The teacher introduces the concept of reading a story without an ending. It is explained that after the story is read as a group, various ending “ideas” are generated by brainstorming.
5. The students listen, and follow along in print, while the teacher reads the story.
6. While modelling brainstorming on the board, the teacher contributes and seeks ideas for an ending to the story. (Note: during discussion the teacher encourages and promotes creativity and acceptance of all ideas.) The students may complete a self-assessment checklist on their participation in the brainstorming activity. (See Appendix 1.)
7. After reviewing steps in the previous activity (read story, brainstorm endings), the teacher assigns an independent, diagnostic, reading and writing activity.
8. The teacher gives students a story to read and asks them to create an ending independently.
9. While the students are reading and writing, the teacher observes students to begin an ongoing assessment of learning styles, task readiness and accommodation needs. See “Learning Styles” in Assess for Success, pp. 56-64. (Reference is included in Resources.)
10. The teacher distributes course outlines to the students and explains the overview of the course and assessment.
11. The teacher introduces the concept of “informational text” by brainstorming with students the types used most commonly in a school: dictionaries, subject textbooks, encyclopedias, etc.
12. The teacher reviews and discusses the school policy and appropriate use guidelines for the Internet with the students.
13. In pairs or small groups, students examine various subject texts to become “experts” on the organizational features (e.g., table of contents, index, glossary, etc.) using a teacher-provided organizer to highlight the parts of the texts.
14. The groups prepare and deliver brief oral presentations to other groups of students on the important details found in the informational texts.
15. Students complete a “scavenger hunt” using a new informational text to locate a variety of items.
16. Students are asked to have a 3-ring binder and five dividers for notebook organization. (Sample organization: Writing as Process; Reading Response and Strategies; Language and Vocabulary; Grammar and Punctuation; Media and Technology). Students are encouraged to provide, organize, store, and maintain their own binders. However, if the students in the class require more teacher direction and supervision, the teacher may provide the items initially (perhaps in return for community service activities in class or school), and provide a safe location in the classroom for their storage and ongoing maintenance.
17. The teacher models organization of the notebook by creating a sample binder. This binder is kept on the teacher’s desk, and is maintained with current handouts and worksheets as a resource and ongoing model for the students.
18. The teacher highlights use of the Response Journal in the English classroom as an ongoing activity throughout the course. The teacher highlights such details as:
i. The Journal is a personal piece of writing. Ideas and thoughts are not judged.
ii. The teacher writes back regularly in response to the ideas that are expressed in the Journal, not as a form of assessment, but to emphasize to the students that their reflective thoughts are valued. As well the teacher, by responding, models the use of reflective personal writing to communicate.
iii. The Journal is assessed on the number of Journal items, the length of the Journal responses, and the regularity with which a student writes. A checklist would be a valuable resource.
iv. The teacher regularly assigns time in class to complete Response Journal items.
v. The teacher regularly suggests topics for Response Journal items. However, students should feel free to write in their Journals whenever they have a thought to express about the course or about their reading. Again, because of the nature of the students in this course, (see Image of the Learner in the introduction), students should be encouraged to write about anything that is important to them.
vi. The use of language in the Journal is a student’s personal choice. However, the student should be reminded that the teacher is part of the intended audience for the Journal, and that language choice should reflect this.
19. The teacher discusses and illustrates the interrelationship of assessment, evaluation, and reporting with the students. The teacher provides the students with a sample of the report card utilized in the English classroom, explains the reporting periods and dates, and gives other relevant information about the topic. It is important that students be informed at the beginning of any course what is expected of them, and how they are evaluated throughout.
20. Students should also be informed that, at various times during the course, they have opportunities to provide feedback regarding the content and activities in the program. (See Appendix B - Assessment Tools.)
21. Students are asked to review the six P’s to generate ideas for class rules. For homework, each student creates three rules to contribute to the establishment of the class rules. The teacher introduces the concept of highlighting or underlining key words and phrases in assignments to clarify the task.
22. The teacher facilitates a brainstorming activity on class rules/expectations/code of conduct. Common themes/elements are highlighted and voted on to establish five rules established for the class, by the class.
23. Using information from the created class expectations, the teacher and students create a behaviour rubric that is used for assessment throughout the course. Headings for the rubric may be generated from the six P’s or other areas that are relevant to a particular class. Class may discuss: what a Level 4 “polite” looks like, what a Level 1 “producing” looks like, etc., in order to clarify understanding of class processes and assessment criteria.
24. Students complete a writing activity in their journals responding to the statements: “How I feel about our class rules …”; “The most important rule is … because …”; The rule I like least is … because …”.
The teacher and students gather evidence of the specific expectations outlined for this activity by:
· a formative self-assessment using a checklist (see Appendix 1) about personal behaviour during the brainstorming activity; (WR1.01, LA2.01, LA2.02, LA2.03, LA2.05)
· a formative self-assessment using a journal to write personal responses about the class rules; (WR1.04)
· a formative assessment on understanding of the organization of school textbooks by successfully completing a scavenger hunt list locating five different items in the text; (LR1.04)
· a formative assessment by checking that students have highlighted key words and phrases in homework assignments; (WR3.01)
· a diagnostic assessment using the class-prepared rules to determine to what extent the students know the benefits of appropriate class behaviour; (LA2.01, LA2.02, LA2.03, LA2.05)
· a diagnostic assessment of reading comprehension based on the written response to the story, using a checklist. (See Appendix 1.) (LR1.01, WR3.01)
Canadian Wildlife Federation. Project Wild: Activity Guide. Ottawa: Western Regional Environmental Education Council, 1992. ISBN 1-55029-056-8
Hewitt, Jean D. “Codes of Conduct” in Playing Fair: A Guide to the Management of Student Conduct. Vancouver: EduServ, 1992.
Kavoukian,
B., F. Lloyd, D. Studd, and R. Tauer. You’ve
Got It – Use It: Strategies and programs
that empower students at risk (to stay in school) Toronto: The Learning Consortium/OSSTF:
1995.
ISBN 0-920930-6
Kloss, Lynn, ed. Stories Without Endings: Snapshots. Upper Saddle River, N.J.: Globe Fearon, 1996. ISBN 0-835-91212-4
Kranz,
Linda. Through My Eyes: A Journal for
Teens. Vancouver: Whitecap Books Ltd., 1998.
ISBN 1-55110-905-0
Source for Journal writing and ice-breaker activities
Midwood, Dale, Ken O’Connor and Marilyn Simpson. Assess for Success: Assessment, Evaluation and Reporting for Successful
Learning. Toronto: Educational Services Committee OSSTF, 1993.
ISBN 0-920930-60-3
Parsons,
Les. Expanding Response Journals In All
Subject Areas. Heinemann, 1997.
ISBN 0 435088 130
A guide for teachers and students providing sample questions and responses;
suggestions for the use of journals in co-operative learning situations;
evaluation strategies including diagnostic questionnaires
Time: 300 minutes
In this activity, students explore a variety of real-life informational texts that are meaningful on a personal level and relevant to their high school careers. Group skills are developed through student investigation of text materials. The teacher has the opportunity to diagnose and determine the needs of individual students to prepare for future accommodations.
Strand(s): Literature Studies and Reading, Writing, Language and Media
Overall Expectations: LRV.01, WRV.01, LAV.01, LAV.02, MEV.02.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts;
WRV.01 - use specific strategies to gather information and to generate ideas for written work;
LAV.01 - use vocabulary and language conventions to read, write, and speak clearly and correctly;
LAV.02 - use listening techniques and oral communication skills to participate in large and small group discussions for a variety of purposes;
MEV.02 - use knowledge of a variety of media forms, purposes, and audiences to create media works.
Specific Expectations: LR1.01, LR1.04, WR1.01, WR1.04, LA1.01, LA2.01, LA2.02, LA2.03,
LA2.05, LA2.06.
LR1.01 - demonstrate their understanding of the text by: making inferences, drawing conclusions, and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.04 - use the features of the text to locate the information they need (i.e., table of contents, indices, headings, bold words and phrases, synopsis on the back cover of a novel);
WR1.04 - use Response Journals as a source of information and ideas for writing assignments;
LA2.01 - demonstrate the skills necessary for working successfully with others in groups;
LA2.02 - use key listening techniques and oral communication skills to accomplish tasks in groups;
LA2.03 - follow classroom rules for respectful speaking in turn;
LA2.05 - demonstrate appropriate listening behaviours (eye contact, leaning toward the speaker, not talking);
LA2.06 - make a short oral presentation appropriate to the students’ level of confidence to the class or a small group;
ME2.01 - adapt a work for presentation in another media form.
The teacher will:
· provide informational texts necessary for the activity (i.e., school agenda books; school rules, behaviour, and dress codes; course selection booklets; school calendars). Specific materials may vary according to the time of year when the course is taught (September or February);
· prepare criteria and suggestions for oral presentations and co-operative learning; (See specific expectations: LA2.01, LA2.02, LA2.03.)
· make available a class set of dictionaries, as well as highlighters, chart paper, markers, magazines, paper, scissors, and glue;
· ensure students are reminded of appropriate and safe use of materials;
· prepare a list of sample questions for interviewing/making inquiries;
· make arrangements with various school personnel (e.g., administration, librarian, etc.) to allow students to investigate the history of the school through interviews and other information-gathering techniques;
· prepare a template of a coat of arms and samples of various coats of arms (school crest, school board crest, Canadian coat of arms, provincial coat of arms, etc.);
· prepare a quiz containing relevant school information.
1. The teacher reviews the expectations of co-operative learning and leads a brainstorming activity in which the students list the roles of group members and the steps to successful group work (i.e., how to participate actively, how to express and listen to ideas within a group, how to deal with conflict within a group, how to organize tasks and ideas).
2. The teacher states the purposes of group work in the classroom and brainstorms with the students places in the world of work, or outside of the classroom experience, where working in a group is important. Students should realize that working with others is an essential skill in the workplace. The teacher could also bring the “Employability Skills Profile” to the attention of the students and discuss its section on Teamwork Skills. (See Resources) Students and teacher might participate in an a brainstorming activity listing places in the real world where teamwork is essential (e.g., sports, emergency ward, “pit stop” in a car race, etc.). If it is appropriate to pursue the topic at this time, or at a time later in the course, the teacher may wish to invite community representatives to speak to the class about the importance of teamwork in their roles.
3. Teach the students how to create a checklist for assessing students’ group work and oral presentations.
Sample Checklist for Group Work
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When working with a partner, or a group, I: |
Always |
Sometimes |
Never |
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1. help set the task |
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2. try to be positive |
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3. contribute ideas |
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4. etc. |
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Sample Checklist for Oral Presentations
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In the oral presentation: |
Yes |
Somewhat |
No |
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1. The topic was clearly stated at the start. |
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2. The ideas were clearly presented. |
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3. The speaker’s voice was clear. |
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4. etc. |
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The teacher may use the charts to generate ideas with the students about the qualities in effective group work and oral presentations. During the course, the appropriate strategies and behaviours should be taught and incorporated into the checklists. The teacher should refer to Coded Expectations LA2.01, LA2.02, LA2.03, LA2.04, and LA2.05. As well, refer to the Checklist for Group Roles and Skills in Appendix B. The focus at this time is to begin with what the students already know and understand, and build from that point. As well, the activity allows the students to participate in establishing how they are assessed.
1. The students follow the teacher’s model and create checklists that are used by the teacher to assess each group’s work and demonstration of co-operative learning as well as the oral presentations.
2. The teacher divides the students into groups and assigns each group a portion of the informational text.
3. The groups read the informational text and become experts on the relevant details in the text (taking notes, organizing the information, etc.).
4. The groups prepare and deliver oral presentations in which they teach the rest of the class about the important details found in the informational text.
5. The teacher uses the student-generated checklists to assess the groups as they work and the oral presentations.
6. At the end of the presentations, the teacher provides the students with the assessments and gives feedback, emphasizing positive aspects of each group’s work and making suggestions for improvement in areas of concern.
7. Students write in their Journals, addressing the following: new information they’ve learned and why/how it is useful or relevant to them; a school policy they disagree with and why; changes to the policy that students would recommend.
8. The teacher distributes highlighters to the students, and the students are encouraged to highlight unfamiliar words in the informational text.
9. The teacher models strategies for learning new words: using contextual clues, checking meanings in the dictionary, etc. The students find and record definitions for five new words. Students begin an ongoing Vocabulary Log to record new words, definitions, and examples of their use in meaningful ways.
Sample
Vocabulary Log
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Word |
Meaning |
Use in a Sentence |
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10. Encourage students to volunteer to write the definitions on the board (or overhead) for the class to share new words and meanings.
11. As a large group, students create sentences using the new vocabulary words in relevant and meaningful ways.
12. The teacher reviews the parts of the student agenda book (if available in the school). Students become familiar with the parts and their uses by:
· recording important dates throughout the calendar (e.g., school dates about examinations, tests, field trips, holidays; family dates about birthdays, holidays, events; work dates; social dates about friends’ birthdays, plans, etc.);
· recording important telephone and e-mail addresses including the school’s number, attendance line, classroom buddy to call when absent, etc.;
· recording school test results and goals for classes;
· regularly recording school commitments (e.g., homework, tests, assignments, practices for teams, extra-curricular events, etc.);
· recording community phone numbers of relevance and interest to the students.
The teacher should encourage students daily to record information and utilize their agenda books to organize and monitor their daily lives. As well, it is helpful if the teacher models the behaviour by utilizing the same agenda book to plan, organize, and monitor classroom activities.
13. The teacher introduces the concepts of investigation and inquiry by explaining to the students that their task is to learn more about their school. The students are “investigative reporters”.
14. The teacher reviews the WH-6 format (who, what, where, when, why, and how) and models appropriate interview techniques. The students engage in role play to master these techniques and the appropriate social interaction skills required in an interview.
15. The students, as investigative reporters find out more about their school, (e.g., its history, motto, crest, colours, etc.), by interviewing members of the school administration, librarian, and various staff members. With teacher assistance, students find other sources of information (e.g., yearbooks, previous course calendars, etc.).
16. The students report their findings to the class, either by presenting the information orally or by writing it onto chart paper (to be posted on the bulletin board or classroom wall under the heading “Facts About Our School”).
17. The students demonstrate their knowledge about important school information or policies by writing a quiz. Students may participate in the development of the quiz by preparing one or two questions as a part of their investigative report.
18. In a whole class discussion, students are encouraged to recall and discuss details about the school crest and motto. The teacher introduces other relevant coats of arms (Ontario, Canada) and the class discusses their various components and how they might symbolize important aspects of the province or country.
19. The students create a personal coat of arms using a teacher-provided template or designing their own. They create designs that indicate what they find important, or that represent themselves in some way, (e.g., one quadrant to signify family life, one quadrant hobbies, one quadrant ambitions, one quadrant values, use of words or phrases to enhance the pictorial record, etc.). Students draw their designs or cut and paste from a magazine. The teacher may wish to contact the Communications Technology department and arrange to have photographs of the students taken to incorporate into the coats of arms. The final products are displayed in the classroom. If school facilities allow, staff is available, and student interest is apparent, the activity may be expanded and integrated into Visual Arts (allowing students to polish and refine their crests using clay, paint, paper mache, etc.) or integrated into Technical Studies (using the Manufacturing or Construction shop to create crests from metal, plastic, or wood).
The teacher and students gather evidence of the specific expectations outlined for this activity by:
· formative teacher observation of group dynamics by completing group checklist; (LA2.01, LA2.02, LA2.03, LA2.05)
· formative peer assessment of group dynamics by completing group work checklist; (LA2.01, LA2.02)
· diagnostic assessment of oral presentation skills by student development of the checklist (LA2.06) and formative assessment of use of text to locate information needed for presentation; (LA1.04)
· formative assessment by the teacher of Journal responses checking for key ideas and supporting details; (WR1.04)
· summative assessment by teacher of coat of arms using a rubric for media products, demonstrating understanding of text by making personal connections in another form and adapting of a work for presentation in another media; (LR1.01, ME2.01)
· summative assessment by teacher by marking quiz on school information. (LR1.01)
School agenda books, program books, behaviour codes, codes of conduct, computer codes of ethics, etc.
“Employability Skills Profile”. Ottawa, Ontario: The Conference Board of Canada, 1992. Telephone: 613-526-3280 Fax: 613-526-4857
Barber,
Katherine. The Canadian Oxford Dictionary.
Oxford University Press, 1999.
ISBN 019541120X
A comprehensive study of Canadian English, incorporating words and terminology
from Canada’s diverse ethnic cultures and regions. Includes vocabulary such as
“eh”, “poutine”, etc. and includes short biographies of well known Canadians
and significant individuals.
Gage Canadian
Intermediate Dictionary. Toronto: Gage Educational Publishing Co., 1998.
ISBN 0-7715-1995-8
Gage
Canadian Thesaurus. Toronto: Gage Educational Publishing Co., 1998.
ISBN 0-7715-1985-0
Time: 150 minutes
In this activity, students complete a variety of grammar worksheets for diagnostic purposes, enabling the teacher to assess student grammar needs. Students discover how to identify their self-image and learning methods, and apply this awareness to school in a positive way to raise self-esteem.
Strand(s): Writing and Language
Overall Expectations: LRV.01, WRV.05.
LRV.01 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are both personally meaningful and relevant to their courses of study;
WRV.05 - use strategies for editing and proofreading written work, with an emphasis on the conventions of Standard Canadian English.
Specific
Expectations:
LR1.01 - demonstrate their understanding of text by: making inferences, drawing conclusions, and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.07: - use Response Journals to record reactions to texts they have read for personal and academic purposes;
WR5.01G - apply rules of capitalization;
WR5.02G - identify parts of speech;
WR5.03G - use knowledge of a sentence to understand why a sentence is or is not complete;
WR5.04G - use a variety of sentence types;
WR5.05G - make nouns and pronouns agree in number and gender;
WR5.06G - make subjects and verbs agree;
WR5.07G - use consistent verb tense in narrative writing;
WR5.01S - use spelling rules and strategies to improve their spelling;
WR5.04S - use the apostrophe correctly in contractions and possessives;
WR5.05S - use a variety of spelling resources to improve spelling;
WR5.01P - use punctuation correctly in their writing.
The teacher will:
· select and prepare appropriate grammar and usage worksheets, spelling and punctuation worksheets (circle correct answer, fill in blanks, true and false);
· make any testing accommodations necessary to ensure students’ success;
· select a poem or song relating to self-image and/or self-esteem. There should be sufficient copies of the poem or song lyrics to allow students to follow along.
· locate and develop definitions of self-concept, self-esteem, and self-confidence, (The teacher may choose to complete this activity with student input and assistance.)
· obtain a copy of the short story “IALAC” in 101 Ways to Develop Student Self-Esteem and Responsibility: the Teacher as Coach; (See Resources)
· prepare a sign: “I am loveable and capable” (IALAC);
· utilize “Who Am I?” and “Kid, You’ll Move Mountains” in The 7 Habits of Highly Effective Teens to develop additional activities relating to self-esteem. (See Resources.)
1. The teacher informs the class that writing skills, according to Standard Canadian English, are important aspects of this course. Such things as grammar and usage, spelling, and punctuation are taught in this course, but only after assessment of individual ability has been completed.
2. Students receive worksheets and complete each exercise for assessment.
3. The teacher reads or plays the selected poem or song. Students should follow the words as they listen.
4. Students write a paragraph in response to the reading or song, answering key questions: What is it about? What message is it giving about self-image?
5. Definitions of self-concept, self-esteem, and self-confidence are examined and discussed as a large group with the teacher as facilitator, being sensitive to individual feelings and experiences by not asking for personal experiences.
6. The teacher reads the “IALAC” short story as students follow along with their own copies. The ripping of the sign is dramatized when appropriate.
7. Students discuss the symbolism of the “sign tearing”. Sample questions to aid conversation might be: “What does ripping a sign mean?” “How does it feel?” “Why does it happen?” “Has anyone ripped your sign today?” “Have you ripped someone’s sign today?” “How can we be more aware of the way we say things affecting how the other person feels?”
8. Students answer the following question in their Response Journal: What can be done to combat sign tearing in our society? Offer four to seven suggestions.
The teacher and students gather evidence of the specific expectations outlined in this activity through:
· diagnostic assessment by teacher through completed grammar and usage, spelling and punctuation worksheets; (WRV.05G, WR5.05S, WR5.05P)
· formative assessment by the teacher of student understanding of the poem/song by drawing conclusions and supp