Cross-curricular competencies

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1 1 Broad areas of learning Health and Well-Being Environmental Awareness and Consumer Rights Personal and Career Planning and Responsibilities Media Literacy Citizenship and Community Life Focus of development : Familiarity with trades and occupations 2 Cross-curricular competencies INTELLECTUAL METHODOLOGICAL PERSONAL AND COMMUNICATION SOCIAL RELATED To use information To adopt effective To construct his/her identity To communicate To solve problems work methods To cooperate with others appropriately To exercise critical To use information and judgment communication To use creativity technologies 3 ESL Competencies To interact orally in English To reinvest understanding of oral and written texts To write texts The student reacts to The student prepares to listen to The student prepares to messages using strategies and read texts using strategies write texts using strategies The student takes the The student demonstrates The student composes texts initiative to transmit oral understanding of oral and written using strategies messages using strategies texts using strategies The student maintains oral The student carries out meaningful The student revises his/her interaction using strategies tasks using strategies texts using strategies 1

2 4 TITLE : _Trading Parents Description: In this LES, students will familiarize with different family activities through the reading of an album. They will identify some activities family do together and some parents occupations. Finally, they will write a text presenting a family. Cycle : _2 Year 2 Duration : 7 60-minute periods 5 Cross-curricular competencies ESL competencies Evaluation criteria C1: Use of functional language Use of strategies Participation in exchanges Pronunciation C3: Use of strategies Compliance with instructions Language conventions targeted for tasks Characteristics of final product Evaluation means C1 : Self-Monitoring and Peer Evaluation Rubric C3: Coevaluation 2

3 6 CLASSROOM ACTIVITY Essential knowledge Functional Language: Useful Expressions: Asking for help or clarification, Identification (identifies people and describes basic characteristics of people), Requests for information (asks W questions and Yes/No questions), Feelings, interests, tastes, preferences (expresses own and others feelings, interests, tastes, preferences and inquires about them). Vocabulary: theme-related vocabulary (family, activities, occupations), personal pronouns (I, he, she, they, me) and possessive forms (my, his, her, s), question words. Strategies: Asking for help, Asking for clarification, Predicting, Resourcing, Practice, Note-taking, Scanning, Cooperation, Accepting not being able to understand everything read, Self-monitoring. Language Conventions: Word order (forms simple sentences), punctuation (writes a sentence with a capital letter at the beginning and a period or question mark at the end), spelling (spells words as found in explicit models and resources targeted for carrying out tasks). Text Components: Contextual cues (uses contextual cues to construct meaning) and key elements (identifies and briefly describes characters and people) Cultural Products: Texts (story book) Material needed Story Book: Would I Trade My Parents? By Laura Numeroff (ISBN ) I Listen to Texts Checklist I Read Texts Checklist Interactive Grammar : Activities 16 and 18 Strategy Posters : Predicting, Scanning, Note-Taking Note: To carry out this LES, the use of a digital format of the story would be very useful. To legally do so, please refer to the message one of Copibec employees sent Thérèse Ouellet (Appendix 1). 3

4 STEP A: PREPARING THE TASK Role of the teacher Evaluation 1 st Period The teacher gathers students close to her/him. S/he tells students they are now going to listen to a story called Would I Trade My Parents?. S/he goes through the pre-listening section of the I Listen to Texts checklist with the students. S/he shows them the cover page of the book. S/he asks them to guess what the book will be about using the title and the illustrations. S/he makes students understand the title. The teacher explains that they will use the strategy Predicting. The teacher has students predict the story by looking at the illustrations, pointing out the key elements on each page and eliciting students answers. Then the teacher asks the students to go back to their place and to complete SB p.2 with a partner. S/he asks some students to share their predictions. The teacher goes through the listening section of the I Listen to Texts checklist. S/he explains the students that some passages may be difficult to understand, but that they will understand the important elements. S/he reads the story to the students. S/he asks students to complete the self-monitoring grid on their use of the strategy Predicting at the bottom of page 2. Self-Monitoring : I predicted 4

5 STEP B: CARRYING OUT THE TASK Role of the teacher Evaluation 2 nd period The teacher reads the story again to the students. S/he reads the after-listening section of the I Listen to Texts checklist with the students. The teacher asks students to go back to their predictions and to circle those that were correct. The teacher gives students more details about the learning and evaluation situation. This learning and evaluation situation is about families: parents occupations, activities they do together, what happens in other families. Interactive Grammar, Activity 16, Who s Wearing What? To evaluate this activity, use the class rubric on p.11 of the present document. As it is the first time the teacher uses this rubric, s/he explains it to students. After this activity, the teacher asks students to complete a Self-Monitoring and Peer Evaluation grid on p. 10 of the SB. Rubric Self-Monitoring and Peer Evaluation grid 3 rd Period Using Jason s example, the teacher models how to scan information about people and occupations. S/he asks the students to complete the graphic organizer using the PPT presentation (SB p.3) (Correction Key TG p.9) Suggested prompts for students to complete the activity : (Name) is a (occupation). Do you agree? (Name) builds houses. Is this okay? I agree. That s right. I disagree. The teacher asks students to read the story again using the PPT presentation. Students complete the graphic organizer (SB p.4) using agreement and disagreement prompts. The teacher asks students to give her/him the answers. (Correction Key TG p.10) 5

6 4 th period The teacher asks students to individually make a top five of activities they like and activities they dislike to do with their family (SB p.5). S/he asks students to form teams and come up with a common top 2 of activities they like and a common top 2 of activities they dislike using the prompts on SB p.5. Before the oral interaction, s/he models how to do it. To evaluate this activity, use the class rubric on p.11 of the present document. After the activity, s/he asks students to complete the Self- Monitoring and Peer Evaluation grid (SB p. 10). Rubric Self-Monitoring and Peer Evaluation grid Interactive Grammar, Activity 18, Who Is It? To evaluate this activity, use the class rubric on p.11 of the present document. After the activity, s/he asks students to complete the Self- Monitoring and Peer Evaluation grid (SB p. 11). Rubric Self-Monitoring and Peer Evaluation grid 6

7 5th-6 th (half) period The teacher tells students they are going to interview a friend about his or her family. S/he makes students complete the family information form individually (SB p.6). Next to each category, students answer using complete sentences. S/he brainstorms possible interview questions with students and has them write these questions down in the appropriate section of SB p.6. Students should number these questions. Students conduct their interview. They choose the questions they want to ask and write the number of the questions they ask in the lower section of SB p. 6. Next to the question number, they note down key words of their partner s answers in the lower section of SB p. 6. Then, the students change roles. To evaluate this activity, use the class rubric on p.11 of the present document. After the activity, s/he asks students to complete the Self- Monitoring and Peer Evaluation grid (SB p. 11). Rubric Self-Monitoring and Peer Evaluation grid 6 th (half) - 7 th period Using the information from their interview, students write a presentation of their partner. They use the models provided in the SB p. 7 to write their draft. They then use the checklist to revise their draft. They finally write their final version on p. 8 of the SB. To evaluate this text, use the student/teacher coevaluation grid (SB p.9). Coevaluation grid 7

8 STEP C: ASSIMILATION-TRANSFER OF LEARNING 1. In similar context 2. In different contexts Reflecting on the learning Role of the teacher Evaluation The teacher guides the students in identifying what they learned and when they will be able to reinvest it (Functional Language, Strategies, Language Conventions, Text Components, and Cultural Elements). Teacher s comments Teacher s reflection notes (analysis of what took place) References 1. Cliparts «Copyright 2010[Josée Thériault] Micro Application et ses concédants. Tous droits réservés.» You can print and photocopy this document. However, you cannot copy and paste the cliparts. 2. Cliparts: Microsoft Word 8

9 Page 3 Correction Key WOULD I TRADE MY PARENTS? Parents Occupations Jason s dad builds houses Jason s mom stays home Katie s mom dentist Katie s father eye doctor Ben s mom artist Ben s dad Sydney s mom photographer hairdresser Sydney s dad plumber William s dad works in an office William s mom owns a pet shop Young boy s mother French teacher Young boy s father writer 9

10 Page 4 Correction Key Special Family Activities 1. Play hide-and-seek. 2. Make blueberry pancakes for breakfast. 3. Take us for a ride. 4. Watch TV until 8 o clock. 5. Go camping. 6. Sleep under the stars. 7. Square dancing. 8. Go to a baseball game. 9. Play the piano. 10. Go for a walk. 11. Talk about all kinds of things. 12. Read to me. 13. Go for a bicycle ride. 10

11 Competency 1 Interacts Orally in English Cycle 2 Participation in exchanges 5 Participates spontaneously. Occasionally adds facts and personal information. 4 Initiates and maintains short exchanges. Expresses short personal messages. Uses short sentences. Answers familiar questions. Maintains short 3 simple exchanges. Reacts appropriately to familiar instructions or requests. Needs support when trying to express messages. Speaks when called upon by peers using the 2 models to do so. Makes an effort to speak English, using gestures and mother tongue to fill in for unknown words. Requires constant support to use English. Relies on nonverbal reactions to understand messages. 1 Uses one-word answers or nonverbal reactions to answer routine questions. Use of functional language Uses classroom functional language 5 autonomously. Uses familiar expressions and new language. 4 Uses classroom functional language and some of the new language. 3 Uses familiar functional language correctly. 2 Omits parts of familiar functional language. Uses familiar expressions of courtesy appropriately. 1 Repeats new language when prompted. Use of strategies 5 Frequently uses appropriate strategies. 4 3 Self-corrects when prompted. Correctly uses targeted strategies. Uses visual support and models to practice functional language. Uses strategies when prompted. 2 Uses basic strategies with support. 1 Needs help to select appropriate strategies. Pronunciation Pronounces well enough so that all messages are easily understood. Pronounces well enough so that parts of messages are easily understood. Pronounces well frequently used functional language. Needs help to pronounce familiar words correctly. Pronounces a few frequently used words correctly when prompted. 11

12 Appendix 1 Here is part of an exchange between one of Copibec employees and Thérèse Ouellet. Thérèse s question: Dans le cadre d une situation d apprentissage et d évaluation en anglais, nous utilisons un livre intitulé Would I Trade My Parents (32 pages). Est-il possible d en faire une copie électronique pour le projeter en classe lors des activités de la situation? De plus, cette situation sera distribuée par le réseau RREALS (un regroupement provincial de responsables de l enseignement de l anglais qui regroupe un grand nombre d écoles publiques du Québec). Est-il possible de leur faire parvenir cette copie électronique en précisant que, pour l utiliser, chaque enseignant doit faire l achat du livre? Answer: Lorsqu il s agit de numériser une partie ou la totalité d une œuvre, nous tombons dans ce que nous appelons chez Copibec le droit numérique. Nous pouvons à cet effet vous fournir une autorisation avec facturation à la pièce, dont les tarifs sont généralement de 0,15$/page/nombre de visionnement (nb d élèves dans la classe lors de la projection par exemple, mais ça pourrait aussi être le nb d accès avec mot de passe pour un site intranet). Il y a une autre option. Copibec a élaboré dans les dernières années un projet pilote de licence pour le droit numérique qui permettrait à une commission scolaire signant cette entente (licence) et à toutes ses écoles affiliées de faire des reproductions sur support numérique (intranet, tableau blanc interactif, clés USB, Cédéroms ) à moindre coût, si on compare au tarif à la pièce. Les grandes lignes de cette licence sont les suivantes : Durée de deux ans; Coût pour reproduction de 0,075$/page/nb de visionnement; Mêmes limites que celles établies dans l Entente avec le MÉLS pour les écoles primaires et secondaires, soit un maximum de 10% jusqu à concurrence de 25 pages; La commission scolaire doit fournir deux fois par année un registre listant les œuvres copiées au sein de ses établissements pour la période relative; Dans le cas où les extraits d œuvres copiées sont inclus dans des SAÉ disponibles pour téléchargement par les enseignants, ladite SAÉ doit inclure un formulaire de déclaration de reproduction pré-rempli que l enseignant complète et retourne à Copibec; Les copies papier des SAÉ ainsi téléchargées par les enseignants font l objet d une tarification à part, mais toujours avantageuse comparativement au tarif à pièce. Votre commission scolaire peut contacter un de nos agents à tout moment pour avoir plus de détails si un intérêt se manifeste pour une telle licence. L achat du livre (papier) ne compense pas la reproduction numérique de l œuvre, comme vous le suggérez pour la diffusion de la SAÉ auprès du RREALS. Chaque enseignant et établissement qui utiliserait votre SAÉ devrait faire une demande d autorisation particulière pour la reproduction numérique de cette œuvre avant de l utiliser, ou une demande d autorisation particulière «régulière» si elle souhaite seulement l imprimer (papier) et le distribuer à ses élèves, à moins que la commission scolaire de cet établissement ou l établissement luimême ait signé avec Copibec une licence concernant les droits numériques. De plus, il faudra que le RREALS fasse une demande afin d obtenir le droit de transmettre cette SAÉ contenant du matériel protégé par le droit d auteur sur son réseau (je suppose qu il est question ici d un intranet). Chantal Blanchet, teacher Thérèse Ouellet, pedagogical consultant Word Processing: Josée Thériault April

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