Activating Prior Knowledge Part A. MELS Working Document Notes:

Transcription

1 Activating Prior Knowledge Part A C2 Notes: 1

2 Activating Prior Knowledge Part B C2 - Construction of Meaning - Text - Text - Understanding Fill in the blocks in the three pillars with the following: - Strategies - Understanding - Reinvestment of Understanding - Text - Display - Demonstration of Understanding - Transformation - Teacher & Peers 2

3 Reinvestment Task What a Character! You are going to create two new speech bubbles for two characters. You will consider: storyline characters personality traits text components 3

4 C2 Constructing meaning Text + Peers & Teacher + Strategies Activity A The Strongest Man in the World Louis Cyr Don t read the text Focus: Skim, Scan, Predict Activity A Identify text components Instructions: 1. Look at the format of the book. 2. Note down your observations in the box below. 3. Share your observations with a partner. 4. Add any new elements. Activity B Identify key elements Activity C Predictions My Observations Speech bubbles are white New Elements What other texts does this book remind you of? 4

5 Activity B Zoom through the text Instructions: 1. Read through the text (pages 1 11) quickly (1 min). 2. In the boxes, fill in information about the text (1 min). 3. Share your answers with a partner (5 min). 4. Add any new elements. Characters Settings Objects Physical Descriptions Louis Cyr circus iron rod strong New Words & Expressions My Predictions Activity C Predictions Am I right? 5

6 The Strongest Competency in the World! FIRST PILLAR C In the pillar, write the elements from the Core ESL program that help students Construct Meaning of texts? ESL Competencies C2 Key Features o Listens to, reads and/or views texts o Constructs meaning of the text o Represents understanding of the text 2 Construction of Meaning ESL Competencies C2 Evaluation Criteria o Evidence of comprehension of texts o Use of knowledge from texts appropriate to the task o Use of communication and learning strategies o Use of resources C1 Interacts orally in English C3 Writes and produces texts Related Content Related Content Culture Functional Language Focus on Form Strategies Response Process Writing Process Production Process Texts 6

7 C2 Demonstrating understanding Text + Understanding + Display Focus: Sequence, Scan, Compare, Connect, Generalize Activity A Instructions: 1. Read pages 1 through Choose what you think are the four most important events. Event 1 3. Share your answers with a partner. 4. Discuss and change your choices if necessary. Event 2 What s next? Activity A Determine sequence of events Activity B Understand important details & words Activity C Compare speech bubbles and narrator s comments Louis Cyr decides to retire after the doctor s visit. My first choice: My final choice: Activity D Connect to the story Event 3 Event 4 Activity E Generalize beyond the story My first choice: My first choice: My final choice: My final choice: 7

8 Instructions: 1. Answer the questions below. 2. You will find the answers in the text. 3. Share your answers with a partner. 4. Modify your answers if necessary. Activity B The Strongest Man in the World Louis Cyr Important words & details A) Find words or expressions that can replace the word strong. B) What does the expression sweating blood and tears mean? C) Identify impressive feats Louis Cyr and others did. Instructions: 1. Examine the speech bubbles. 2. Compare them to the narrator s comments. 3. Note the differences and similarities between the two ways of telling the story. Activity C Speech bubbles & narrator s comments Speech Bubbles Narrator s Comments We see the characters speaking. We don t see the narrator speaking. Use of I and 8

9 Instructions: 1. Complete the sentence starter It reminds me of 2. Share with your partner. 3. React to your partner s connections. Activity D The text and you The author wrote It reminds me of Listen the show is starting! Remember your grandmother Phliomène? Grandpa Cyr was once one of the strongest men in the region. he made me work hard to develop my talent. Instructions: 1. Answer the questions. 2. Share with your partner. 3. React to your partner s connections. Activity E The text and the big wide world Who are some famous people today? Why are they famous? Is it important to be famous? 9

10 The Strongest Competency in the World! SECOND PILLAR C In the pillar, write the elements from the Core ESL program that help students Demonstrate Understanding of texts? ESL Competencies C2 Key Features o Listens to, reads and/or views texts o Constructs meaning of the text o Represents understanding of the text 2 Demonstration of Understanding ESL Competencies C2 Evaluation Criteria o Evidence of comprehension of texts o Use of knowledge from texts appropriate to the task o Use of communication and learning strategies o Use of resources C1 Interacts orally in English C3 Writes and produces texts Related Content Related Content Culture Functional Language Focus on Form Strategies Response Process Writing Process Production Process Texts 10

11 Reinvesting understanding Text + Understanding + Transformation Focus: Plan, Select, Organize, Adapt: ideas information language text components Activity A Complete the Planning Chart Activity B Create your two new speech bubbles Activity A Planning Chart Instructions: 1. Look at the frame on the next page (taken from page 9 in the book). A) List characteristics of speech bubbles in this story? B) What happens before and after the frame? Before: After: Planning chart 2. Fill in the Planning Chart to create two new speech bubbles for the characters. C) What is the narrator s comment about? D) What do I want my characters to say in the speech bubbles? Write down words from the story to use. Grandpa Cyr: Young Louis Cyr: 11

12 Instructions: 1. Create the final version of your two new speech bubbles. 2. Use the Checklist to help to verify your work. 3. Make changes if necessary. 4. You will receive feedback on the points from the Checklist. Activity B What a character!. Checklist I wrote a speech bubble for both characters. I respected the sequence of events from the story. I used words from th story. My speech bubbles ar original I didn t cop sentences from the text. My speech bubbles ar coherent with the narrator s comments. 12

13 The Strongest Competency in the World! THIRD PILLAR C In the pillar, write the elements from the Core ESL program that help students Reinvest Understanding of texts? ESL Competencies C2 Key Features o Listens to, reads and/or views texts o Constructs meaning of the text o Represents understanding of the text 2 Reinvestment of Understanding ESL Competencies C2 Evaluation Criteria o Evidence of comprehension of texts o Use of knowledge from texts appropriate to the task o Use of communication and learning strategies o Use of resources C1 Interacts orally in English C3 Writes and produces texts Related Content Related Content Culture Functional Language Focus on Form Strategies Response Process Writing Process Production Process Texts Focus of Learning = Focus of Evaluation 13

14 Consolidating Learning Write the number of the task in the corresponding pillar. C2 Construction of Meaning 1. Learning about the author of a novel 2. Asking a peer to explain an idiomatic expression 3. Sharing links you make between yourself and a text 4. Skimming for general ideas 5. Presenting your future job based on what you have learned about different jobs from various texts 6. Inferring the meaning of a new word from the context 7 Listening to what peers have understood about a text 8. Writing a letter to the author about the text Demonstration of Understanding 17. Reading information on Earth Day, choosing an environmental issue and proposing solutions 18. Making a list of character traits for a main character 19. Writing a diary entry from the point of view of a story s character 20. Giving an opinion about issues discussed in a text 21. Making a list of clues used to establish the setting of a story 22. Orally summarizing a magazine article for a peer 23. Filling in a cause and effect diagram after reading information on risky teen habits Reinvestment of Understanding 9. Making a list of new vocabulary and expressions 10. Comparing a story s character to yourself 11. Determining whether statements about a text are true or false 12. Planning a future trip by consulting various sources 13. Sequencing the main events of a story 14. Writing a new version of a tale from the point of view of a different character 15. Choosing an illustration that represents the setting of a story 16. Using a Venn diagram to compare two newspaper articles 24. Looking up new words in a dictionary 25. Identifying key elements and contextual cues 26. Making links between a new text and texts already viewed 27. Producing an ad after viewing and deconstructing several ads 28. Reading a series of Haiku poems and then writing your own 29. Answering guiding questions individually 30. Looking at the pictures and captions in a newspaper article to predict content 14

15 Notes 15