Binded feetca.educationmonteregie.qc.ca/html/comites/esl/secondar… · Web view136-304. ENRICHED...

136-304ENRICHED ENGLISH SECOND LANGUAGE

Teacher’s Guide

THIS EVALUATION SITUATION CONSISTS OF THE FOLLOWING:

Teacher’s Guide Student booklet Teacher’s handouts

Revised and adapted by Jessie Hionis CS Laval (March ’08)By: Jessie Hionis CS de Laval, Vicky Giannikos CS de Laval, Hugues Plante CS Des Affluents (November ‘07)

NAME: GROUP:

Evaluation Situation: Secondary Cycle One ESL Enriched programMay-June 2008

1

EVALUATION SITUATION

MAY / JUNE 2008


2

EVALUATION SITUATION2ndcycle, year 1 – secondaryEnriched English program

THIS EVALUATION SITUATION CONTAINS THE FOLLOWING DOCUMENTS:

Teacher’s Guide

Contains the description of the Evaluation situation: Description of the context; Broad Area of Learning; Cross-Curricular competency; The ESL competencies and their evaluation criteria; Related content; Required materials.

Provides an overview of the situation.

A step-by-step procedure.

Evaluation tools and annexes

Student Booklet Teacher’s Guide Teacher’s toolkit

Evaluation Situation: Secondary Cycle One ESL Enriched program May- June 2008

Many things can influence a person’s perception of their body image. In this Evaluation Situation (ES), students will explore the issue of body image in detail. They will look at the effects of altering appearances from a cultural and historical angle. Students will discover a variety influences that affect body image perception and they will reflect on the physical and psychological impact of body modification. Students will exchange on this topic with their peers, and finally, they will answer the question:

What are the influences and effects of body image and body modification practices?

BROAD AREA OF LEARNING

Health and Well Being

FOCUSES OF DEVELOPMENT

- Awareness of the influence of behaviour and attitudes on psychological well being.

CROSS CURRICULAR COMPETENCY

Exercises Critical Judgement

Evaluation criteria

- Quality of expression of your point of view

- Degree of openness to questioning of judgement

Evaluation tools

Rubric

ESL COMPETENCIESInteracts orally in English

(C1)

Reinvests understandingof texts

(C2)

Writes and produces texts(C3)

Evaluation criteria- Participation in oral interaction- Content of the message- Articulation of the message- Management of strategies and

resources

- Participation in the response process- Evidence of understanding- Use of knowledge from text in a

reinvestment task- Management of strategies and

resources

- Participation in the writing/production process

- Content of the message- Formulation of a message- Management of strategies and

resources

Evaluation toolsRubric

Rubric

Perseverance in trying to understand tests

Sharing responseswith others

Rubric

Evaluation Situation: Secondary Cycle One ESL Enriched program May- June 2008

There are several opportunities to evaluate the ESL competencies in various tasks in this ES. Teachers may choose to evaluate the criteria or criterion they deem necessary. For each chosen task, teachers should take notes in the grids provided.

Evaluation Situation: Secondary Cycle One ESL Enriched program May-June 2008 5

Related Content

- The Sociological Aspect Of Culturecustoms, history, geographical features of culture

- Language Repertoire- Functional Language- Other Vocabulary- Language Conventions- Learning Strategies

Meta-cognitiveCognitiveSocial Effective

- ProcessesResponse ProcessWriting Process

- TextsInformation based texts on historical, cultural and geographic body image views and body modification practices

General DescriptionStudents reflect upon, their outlook on body image and the influence it has on their own self perception. They explore body modification practices from a cultural, historical and social point of view. They exercise critical judgement by expressing their opinion and question their judgement when it comes to body image, body modification and the short and long term effects of these.

Required materials

Teacher’s guideStudent booklet


What are the influences and effects of body image and body modification practices?

Body ImageMany things can influence a person’s perception of their body image. In this Evaluation Situation (ES), students will explore the issue of body image in detail. They will look at the effects of altering appearances from a cultural and historical angle. Students will discover a variety influences that affect body image perception and they will reflect on the physical and psychological impact of body modification. Students will exchange on this topic with their peers, and finally, they will answer the question:

Here is an overview of the Evaluation Situation. A detailed procedure begins on page 8.

Phase Activity Materials Grouping Evaluation

Prepa-ration

Pre- Task 1: A picture’s worth … Activating prior knowledge and predictingWhile looking at the cover page of the student booklet, students will activate prior knowledge about body image perception and will predict what this ES will be about.

Pre- Task 2: Body Image Perception QuestionnaireStudents answer a brief questionnaire on body image.

Task 1 : Response to Body Image QuestionnaireStudents reflect upon questionnaire results and their own body image perception in their student booklet.

Task 2:What do you think body image is?

Task 2 A: APK and predictingStudents activate prior knowledge and predict before reading a text about body image. They fill in the first part of the graphic organizer in their student booklet with their definition of body image.

Task 2 B: What is body image?Students read a text about body image. They fill in the second part of the graphic organizer in their student booklet with the text’s definition of body image.

Task 2C: Similarities between definitions.Students compare the similarities between their own definition of body image to that of the text and write them in the spaces provided.

Student booklet

Student booklet

Plenary

Individual

Carry out Student booklet

Student booklet

Student booklet

Student booklet

Individual

Individual

Individual

Individual

CCC3

C2

C2

C 2


Task 3 A: What Comes to Mind?Teacher shows a collection of body modification images to students. Collectively, students brainstorm things that come to mind when they see the pictures. Students take notes in their student booklet.

Task 3 B: How do you think these people feel?Teacher elicits discussion about the images posted in the classroom. Students fill in the first part of the chart in their student booklet expressing how they think the people in the pictures feel and why. These answers are then shared in groups of 2.

Task 3 C: What do you think influences body image perception?In groups, students discuss posted images. They exchange on what they think influences body image modification practices while supporting their opinion.

Task 4 : Cultural and historical body image modification practicesTask 4 A: Reading Students read 4 texts about body image modification practices. While reading, they highlight or underline the facts that they find interesting or important.

Task 4 B :Fill in the chart Students fill the chart in their student booklet with their answers to the wh questions. They write specific information found in the texts.

Task 4 C: Interesting and important factsStudents then write what they found interesting or important in the texts from task 4 A.

Task 4 D : Exchange your findingsStudents will exchange answers through a collective correction.

Task 4 E : Sharing interesting and important factsStudents share the interesting or important facts with their team mates and write their partner’s answers in the chart.

Task 5 A: Can you relate?ThinkIndividually, students fill in the chart with local, modern day body image modification practices in their student booklet.

Student bookletImage posters

Student booklet

Student booklet

Student booklet

Student booklet

Student booklet

Student booklet

Student booklet

Student booklet

Plenary/Individual

Individual/pairs

Groups

Individual

Individual

Individual

Groups

Groups

Individual

C2 note taking strategy

C1C 2

C1C2

C2

C2

C2

C1

C1

C2


Task 5 B: What do you have to say…?PairsIn pairs, students share their point of view about what influences local body image modification and the effects of these practices.

Task 5 C: Let’s talk about.Share

In groups of 4, students will discuss body modification practices illustrated in their student booklet

Task 6 A: Write about it rough draft. Students write a rough draft text about the influences and effects of body image and modification practices.

Task 6 B: Write about it good copy.Students write their good copy of task 6 A.

Student booklet

Student booklet

Student Booklet

Student Booklet

Pairs

Groups

Individual

Individual

C1C2

C1C2

C3CC3

C3CC3


PREPARATIONPurpose: To introduce the Evaluation Situation

The teacher gives the title of the Evaluation Situation and explains that this Evaluation Situation will address cultural , societal and historical influences of body image and body modification practices. The. teacher also explains the ESL disciplinary competencies that will be evaluated. The Cross Curricular Competencies and the Broad Area of Learning should also be presented to students. The teacher then presents the Student Booklet.

** The teacher MUST pick-up the Student Booklet after each class.

****** It is essential for the teacher to explain the evaluation criteria he/she will be observing to students, prior to any task.

Pre-Task 1Activate prior knowledge / Predicting

Pre-Task 1 : A Picture’s Worth a Thousand Words The teacher hands out the student book and directs students’ attention to the cover page

image and guiding question. Discussing the image, the teacher elicits discussion about body image to activate

students’ prior knowledge. The teacher asks students if they agree with the implication of the picture. Teacher then directs students’ attention to the guiding question and

asks students to reflect upon it and predict what the evaluation situation will be about. Teacher then explains the evaluation criteria. Teacher asks questions to start discussions:

What comes to mind when you look at the picture? Is that how girls see themselves when they look in the mirror? Do all girls think that they are bigger than they really are? What about boys? Do they see themselves as being more muscular and built when they look at themselves in the mirror? What do you think this evaluation situation is about?

Do you think most people are happy with their body image perception?Do you think everyone has an unrealistic view of their body image?

Students take notes in their student book on page 3. They will be able to refer back to their student booklet at different times during this ES.Students are given 5-10 minutes to complete pre-task 1 (p. 3) in their student booklet.

Pre-Task 2

Pre-Task 2 : Body Image Questionnaire Students complete a short questionnaire to find out if they have a healthy body image. Teacher stresses the importance of being as truthful as possible when answering

questions.


CARRYING OUTTask 1

Task 1 Response to body image questionnaire

Individually, students reflect on their body image questionnaire results by answering a few personal opinion questions about body image and body modification practices.

Task 2

Task 2 A: What do you think body image is? APK/ Predicting

Teacher directs students’ attention to p. 6 of the student booklet. Before reading the text (task 1B), students will activate prior knowledge by filling in the

upper part of the circles (part A) on p. 6 with their own definition of body image, negative body image, and positive body image.

Teacher allows time for students to fill in part A.

Task 2 B: What body image REALLY is? Teacher directs students’ attention to p. 6 of the student booklet. Teacher explains that the definitions of body image, positive body image and negative

body image are written in the text. Students write the text’s definitions of body image, negative body image, and positive

body image in the lower part of the circles (part B).

Task 2 C: Similarities between definitions? Teacher re-directs students’ attention to p. 6 of the student booklet. Teacher asks students to fill in the center circles (part C) with the similarities found

between their definitions and the text’s definitions.

Task 3Task3 A: What comes to mind?

Teacher presents image posters in numerical order and posts them in the classroom. Teacher asks students to state words that come to mind when they see the pictures. Teacher elicits discussion by asking target questions: Do you think this/he/she is beautiful? Where do you think this body (modification practice) takes place? Is this a modern day practice? Is it a historical or social practice? How do you think the person in the picture feels?


Note to the teacher : Opportunity to evaluate CCC3Exercises critical judgementEvaluation criteria for CCC3 :

- Quality of expression of your point of view- Degree of openness to questioning of judgement

Use the rubric in the teacher’s guide p.15-16 to evaluate this competency.

Do you think this person has a positive or negative body image? What do you think influences this person’s body image? Is there a historical, cultural or social influence for this practice? What is adornment? (the decorating of the body /piercing, jewellery, tattoos ) Do you think this body modification practice can cause health problems? Do you think a person that looks this way can easily get a job&?

Teacher reminds students to take notes in their student book on:

- interesting things that they see or notice- things that students find important to remember- feelings that may arise when they look at the pictures - questions they may have about the images- the short term effect of the body modification practice- the long term effect of the body modification practice

Task3 B: How do you think these people feel?

Teacher asks students to choose 1 picture from the ones posted in the classroom. Students will write about 2 images. They must try to guess how the person feels in the

picture and give 2 reasons to support their argument. They will then get into pairs or groups to discuss their responses.

Note to the teacher : Opportunity to evaluate C1 and/or C2

Evaluation criteria for C1 :- Participation in oral interaction- Content of the message- Articulation of the message- Management of strategies and resources

Evaluation criteria for C2 :- Participation in the response process- Evidence of understanding



Note to the teacher : Opportunity to evaluate C2



Task3 C: What do you think influences body image perception?Discuss in pairs.

Teacher groups students in teams of 4. Teacher asks students to discuss what they think influences body image modification practices

illustrated in their student booklet. Students take notes in their student booklet.

Note to the teacher : Opportunity to evaluate C1 and/or C2

Evaluation criteria for C1 :- Participation in oral interaction- Content of the message- Articulation of the message- Management of strategies and resources



Task 4

Cultural and historical body image modification practices?Task 4 A Reading

Individually, students read 4 texts about cultural and historical body modification practices. While reading, students highlight or underline any information they find interesting or important.

Task 4 B Fill in the chart Students read their text and fill in the first part of the chart (wh questions) on page 13 in their

student book.

Task 4 C Interesting and important facts Ask students to refer back to the highlighted or underlined information in the text from task 3A. Have the students fill in the final section of the chart on p. 13 with the interesting and important

facts that they highlighted or underlined in the text.





Task 4 D Exchange your findings After having completely filled in the chart, students will collectively correct the wh questions in

groups of 4. The groups must come up with a common answer for each of the wh questions. It may be necessary to change individual answers to conform to the group’s common answer.

Task 4 E Sharing interesting and important facts In groups, students share their interesting and important facts found in the texts with their team

mates. Students write their team mates’ names and their interesting and important facts in the chart

provided on p. 15 of their student booklet.


Note to the teacher : Opportunity to evaluate C1Evaluation criteria for C1 :

- Participation in oral interaction- Content of the message- Articulation of the message- Management of strategies and resources


Note to the teacher : Opportunity to evaluate C1Evaluation criteria for C1 :

- Participation in oral interaction- Content of the message- Articulation of the message- Management of strategies and resources


Task 4 Text A

Task 4 A: Read and highlightOn the next pages in your student booklet, you will find articles about cultural and/or historical bodymodification practices. Read all 4 texts and highlight or underline any information you find interesting or important.

Task 4 Text A Foot binding Foot binding was a custom practiced on young girls or females for approximately one thousand years in China, beginning in the 10th century and ending in the early 20th century. In Chinese foot binding, young girls' feet, usually at age 6 but often earlier, were wrapped in tight bandages so that they could not grow and develop normally; they would, instead, break and become highly deformed, not growing past 4-6 inches (10-15 cm). As the girl reached adulthood, her feet would remain small and dysfunctional, prone to infection, paralysis, and muscular atrophy. This was initially a common practice only in the wealthiest parts of China, particularly in areas around northern China. However, by the late Qing Dynasty, foot binding had become popular among people of all social classes except the poorest, who needed able-bodied women to work the fields. As of the 1990s and 2000s it was cause of disability among some elderly Chinese women.[1]

If a girl's feet were bound in this manner, sometimes beginning as early as age five, four toes on each foot would break within a year; the first ("big toe") remained intact. The arch had to be well-developed for the perfect "lotus foot" to be formed, so some women would bind their girls' feet at a later age; the ideal was a 3-in. foot (gold lotuses), and no longer than 4 in (10 cm), called silver lotuses. Bound feet would bend, becoming so concave they were sometimes described as "lotus hooks". The binding process resulted in intense pain and caused phalanges to fracture easily, and additionally resulted in an unsteady fashion of walking, referred to as the "lotus gait."

The Manchus who conquered China in the 17th century tried without success to abolish the practice. Manchu women were forbidden from binding their feet or the feet of their daughters. Instead they wore 'flower bowl' shoes which gave the illusion of tiny feet. Bound feet became an important differentiating marker between Manchu and Han. [1] One of the objectives of the Taping Rebellion was to stop foot binding practice.

The practice continued into the 20th century, when a combination of Chinese and Western missionaries called for reform and a true anti-foot binding movement emerged. Educated Chinese began to understand that it made them appear barbaric to foreigners, social Darwinists argued that it weakened the nation (for enfeebled women inevitably produced weak sons), and feminists attacked it because it caused women to suffer.[2]. In 1911, after the fall of the Qing Dynasty, the new Republic of China government banned foot binding; women were told to unwrap their feet lest they be killed. Some women's feet grew 1/2 - 1 inch after the unwrapping, though some found the new growth process extremely painful and emotionally and culturally devastating. Societies developed to support the abolition of foot binding, with contractual agreements between families promising their infant son in marriage to an infant daughter that would not have her feet bound. When the Communists took power in 1949, they maintained the strict prohibition on foot binding, which is still in effect today.

In the 1990s and 2000s some elderly Chinese women still suffered from disabilities related to bound feet.[1]The custom is commonly cited by sociologists and anthropologists as an example where an extreme deformity (by the standards of both contemporary societies and from a medical viewpoint) can be viewed as beauty, and also where immense human suffering can be inflicted in the pursuit of a beauty standard. Wikipedia


http://en.wikipedia.org/wiki/China

http://en.wikipedia.org/wiki/Anthropology

http://en.wikipedia.org/wiki/Sociology

http://en.wikipedia.org/wiki/Foot_binding#_note-NPRLim

http://en.wikipedia.org/wiki/Republic_of_China

http://en.wikipedia.org/wiki/Republic_of_China

http://en.wikipedia.org/wiki/Foot_binding#_note-0

http://en.wikipedia.org/wiki/Feminist

http://en.wikipedia.org/wiki/Darwinist

http://en.wikipedia.org/wiki/Mission_(Christian)

http://en.wikipedia.org/wiki/Taiping_Rebellion

http://www.thebritishmuseum.ac.uk/compass/ixbin/hixclient.exe?_IXDB_=compass&_IXFIRST_=asd1&_IXMAXHITS_=1&_IXSPFX_=graphical/gt/sel/&_IXtour=ENC12775&$+with+all_unique_id_index+is+$=OBJ12787&submit-button=summary

http://en.wikipedia.org/wiki/Manchu

http://en.wikipedia.org/wiki/Lotus_gait

http://en.wikipedia.org/wiki/10_cm

http://en.wikipedia.org/wiki/Hallux

http://en.wikipedia.org/wiki/Toe

http://en.wikipedia.org/wiki/Foot_binding#_note-NPRLim

http://en.wikipedia.org/wiki/2000s

http://en.wikipedia.org/wiki/1990s

http://en.wikipedia.org/wiki/Qing_Dynasty

http://en.wikipedia.org/wiki/Atrophy

http://en.wikipedia.org/wiki/Paralysis

http://en.wikipedia.org/wiki/Infection

http://en.wikipedia.org/wiki/Foot

Task 4 Text B TattoosTattooing has been a Eurasian practice at least since Neolithic times. Ötzi the Iceman, dating from the fourth to fifth millennium BCE, was found in the Ötz valley in the Alps and had approximately 57 carbon tattoos consisting of simple dots and lines on his lower spine, behind his left knee, and on his right ankle. Other mummies bearing tattoos and dating from the end of the second millennium BCE have been discovered at Pazyryk on the Ukok Plateau. Tattooing in Japan is thought to go back to the Paleolithic era, some ten thousand years ago. Various other cultures have had their own tattoo traditions, ranging from rubbing cuts and other wounds with ashes, to hand-pricking the skin to insert dyes. Tattooing is a tradition amongst indigenous peoples around the world.

Decorative and spiritual uses: Tattoos have served as rites of passage, marks of status and rank, symbols of religious and spiritual devotion, decorations for bravery, sexual lures and marks of fertility, pledges of love, punishment, amulets and talismans, protection, and as the marks of outcasts, slaves and convicts. The symbolism and impact of tattoos varies in different places and cultures, sometimes with unintended consequences.

Today, people choose to be tattooed for cosmetic, sentimental/memorial, religious, and magical reasons, and to symbolize their belonging to or identification with particular groups, including criminal gangs (see criminal tattoos) but also a particular ethnic group or law-abiding subculture. Some Māori still choose to wear intricate moko on their faces. In Laos, Cambodia, and Thailand, the yantra tattoo is used for protection against evil and increase luck.

Identification: People have also been forcibly tattooed for various reasons. The best known example is the ka-tzetnik identification system for Jews in part of the concentration camps during the Holocaust. However tattoos can be linked with identification in more positive ways. For example, in the period of early contact between Māori and Europeans, Māori chiefs sometimes drew their moko (facial tattoo) on documents in place of a signature. Even today, tattoos are sometimes used by forensic pathologists to help them identify burned, putrefied, or mutilated bodies. Tattoo pigment is buried deep enough in the skin that even severe burns will often not destroy a tattoo. Because of this, many members of today's military will have their identification tags tattooed onto their ribs; these are known as "meat tags".

Prevalence: Tattoos have experienced a resurgence in popularity in many parts of the world, particularly in North America, Japan, and Europe. The growth in tattoo culture has seen an influx of new artists into the industry, many of whom have technical and fine art training. Coupled with advancements in tattoo pigments and the on going refinement of the equipment used for tattooing, this has led to an improvement in the quality of tattoos being produced.

During the 2000s, the presence of tattoos became evident within pop culture, inspiring television shows such as A&E's Inked and TLC's Miami Ink & LA Ink (Tattoo Tv). London Ink also. The decoration of blues singer Janis Joplin with a wristlet and a small heart on her left breast, by the San Francisco tattoo artist Lyle Tuttle, is taken as a seminal moment in the popular acceptance of tattoos as art.[1]

In many traditional cultures tattooing has also enjoyed a resurgence, partially in deference to cultural heritage. Historically, a decline in traditional tribal tattooing in Europe occurred with the spread of Christianity. A decline often occurred in other cultures following European efforts to convert aboriginal and indigenous people to Western religious and cultural practices that held tattooing to be a "pagan" or "heathen" activity. Within some traditional indigenous cultures, tattooing takes place within the context of a rite of passage between adolescence and adulthood.

Wikipedia


http://en.wikipedia.org/wiki/Christianization

http://en.wikipedia.org/wiki/Cultural_heritage

http://en.wikipedia.org/wiki/Tattoo#_note-0

http://en.wikipedia.org/wiki/Lyle_Tuttle

http://en.wikipedia.org/wiki/Janis_Joplin

http://www.everytattoo.com/tattoonews.html

http://en.wikipedia.org/wiki/LA_Ink

http://en.wikipedia.org/wiki/Miami_Ink

http://en.wikipedia.org/wiki/TLC_(TV_channel)

http://en.wikipedia.org/wiki/Inked

http://en.wikipedia.org/wiki/A%26E_Network

http://en.wikipedia.org/wiki/Popular_culture

http://en.wikipedia.org/wiki/Europe

http://en.wikipedia.org/wiki/Japan

http://en.wikipedia.org/wiki/North_America

http://en.wikipedia.org/wiki/Forensic_pathologist

http://en.wikipedia.org/wiki/The_Holocaust

http://en.wikipedia.org/wiki/Ka-tzetnik

http://en.wikipedia.org/wiki/Yantra_tattoo

http://en.wikipedia.org/wiki/Thailand

http://en.wikipedia.org/wiki/Cambodia

http://en.wikipedia.org/wiki/Laos

http://en.wikipedia.org/wiki/T%C4%81_moko

http://en.wikipedia.org/wiki/M%C4%81ori

http://en.wikipedia.org/wiki/Criminal_tattoo

http://en.wikipedia.org/wiki/Magic_(paranormal)

http://en.wikipedia.org/wiki/Religion

http://en.wikipedia.org/wiki/Memorial

http://en.wikipedia.org/wiki/Unintended_consequence

http://en.wikipedia.org/wiki/Rite_of_passage

http://en.wikipedia.org/wiki/Indigenous_peoples

http://en.wikipedia.org/wiki/Dyes

http://en.wikipedia.org/wiki/Paleolithic

http://en.wikipedia.org/wiki/Japan

http://en.wikipedia.org/wiki/Ukok_Plateau

http://en.wikipedia.org/wiki/Pazyryk

http://en.wikipedia.org/wiki/Mummies

http://en.wikipedia.org/wiki/%C3%96tzi_the_Iceman

http://en.wikipedia.org/wiki/Neolithic

http://en.wikipedia.org/wiki/Eurasian

Task 4 Text C Scarification Scarifying involves scratching, etching, or some sort of superficial cutting or incision. Scarification can be a permanent body modification, etching designs, pictures, or words into the skin. In the process of body scarification, scars are formed by cutting or branding the skin. Scarification is sometimes called cicatrization (from the French equivalent).

Scarification has been used for many reasons in many different cultures: It has been used as a rite of passage in adolescence, or to denote the emotional state of the wearer of the scars, such as

times of sorrow or well-being. This is common among Australian Aboriginal and Sepik River tribes in New Guinea, amongst others.

Scarification, by deliberately burning skin, is called branding and has historically been used to mark slaves and criminals, usually with the brand being visible and often letter-coded to reflect the crime.

The Māori of New Zealand used a form of ink rubbing scarification to produce facial tattoos known as "moko." Moko were considered to make the body complete as Māori bodies were considered to be naked without these marks. Moko were unique to each person and served as a sort of signature. Some Māori chiefs even used the pattern of their moko as their signatures on land treaties with Europeans. In some cultures, the willingness of a woman to receive scarification shows her maturity and willingness to bear children.

Scarification is fairly common in West Africa and New Guinea. Facial scarring was a popular practice among the Huns. Facial scarring resulting from academic fencing is regarded as a badge of honour among the European duelling fraternities, this tradition originating in the 19th century. Scarification is also associated with the body modification movement.

Reasons: Scarifications are usually more visible on darker skinned people than tattoos. Endorphins are released in the process of obtaining the scarification that can put a person into a high or euphoria. According to some tribal belief in Africa, producing scars on newborn children helps preventing vision related illness. Unlike tattoos, scarifications are a product of one's own body. Religious expression.

Cutting of the skin for cosmetic purposes is not to be confused with self-injury, which is also referred to by the euphemism "cutting." However, there may be borderline cases of artistic self-injury and self-scarification for internal, non-cosmetic reasons. Lines are cut with surgical blades. keloids are formed during healing as the wound pushes out the substance that had been inserted into the wound. Cigar ash is commonly used in the United States for more raised and purple scars; people may also use ashes of deceased loved ones.

Dangers/cautions: Scarification is intentionally causing harm or trauma to the skin; thus it is not safe. Infection is a concern. Not only do the materials for inducing the wounds need to be sanitary, but the wound needs to be kept clean, using anti-bacterial solutions or soaps often, and having good hygiene in general. It is not uncommon, especially if the wound is being irritated, for a local infection to develop around the wound. The scarification artist needs to have a working knowledge of the anatomy of human skin, in order to prevent tools cutting too deep, burning too hot (or cold), or burning for too long. Scarification isn't nearly as popular as tattooing, so it is harder to find artists experienced in scarification. Precautions are made for brandings, such as wearing masks, because it is possible for diseases to be passed from the skin into the fumes produced when the skin is burning. Wikipedia


http://en.wikipedia.org/wiki/Tattooing

http://en.wikipedia.org/wiki/Anatomy

http://en.wikipedia.org/wiki/Infection

http://en.wikipedia.org/wiki/Keloid

http://en.wikipedia.org/wiki/Euphemism

http://en.wikipedia.org/wiki/Self-injury

http://en.wikipedia.org/wiki/Euphoria_(emotion)

http://en.wikipedia.org/wiki/Endorphins

http://en.wikipedia.org/wiki/Body_modification

http://en.wikipedia.org/wiki/19th_century

http://en.wikipedia.org/wiki/Studentenverbindung

http://en.wikipedia.org/wiki/Academic_fencing

http://en.wikipedia.org/wiki/Huns

http://en.wikipedia.org/wiki/New_Guinea

http://en.wikipedia.org/wiki/West_Africa

http://en.wikipedia.org/wiki/Naked

http://en.wikipedia.org/wiki/T%C4%81_moko

http://en.wikipedia.org/wiki/New_Zealand

http://en.wikipedia.org/wiki/M%C4%81ori

http://en.wikipedia.org/wiki/Slaves

http://en.wikipedia.org/wiki/Branding_persons

http://en.wikipedia.org/wiki/Burn_(injury)

http://en.wikipedia.org/wiki/New_Guinea

http://en.wikipedia.org/wiki/Sepik_River

http://en.wikipedia.org/wiki/Australian_Aboriginal





http://en.wikipedia.org/wiki/Human_branding

http://en.wikipedia.org/wiki/Cutting

http://en.wikipedia.org/wiki/Body_modification

Task 4 Text D Neck Rings

Neck Rings

A neck ring is a band of metal worn as an ornament around the neck of an individual. In a few African and Asian cultures multiple neck rings are worn usually to stretch the neck. The Kayan people from the country of Myanmar and Thailand begin

to wear neck rings when they are children. Gradually with age the number of "brass coils" worn increases to elongate the neck. The girls of the Ndebele people of South Africa wear neck rings to signify their marriages.

The custom of wearing neck rings is related to an ideal of beauty: an elongated neck. Neck rings push the collarbone and ribs down and stretch the neck muscles several inches. The stretching of the muscles takes several years to occur. The neck stretching is mostly illusory; the weight of the rings twists the collar bone and eventually the upper ribs to create the illusion of an elongated neck. Contrary to popular belief the neck vertebrae are not elongated, as the used mechanism can not produce such a result. In advanced stages the structural neck trauma from the custom can cause occlusion of venous flow or hematoma results in muscle and palpable mass of the neck.

A person who has been wearing neck rings for many years may suffer difficulties with the neck muscles and pain from the weight of the rings[1]. The area beneath neck rings may cause skin infections if left unwashed. To have neck rings removed individuals can go to a hospital and have them taken off. Afterwards the patient must wait several months for their neck muscles to recover. The deformed bone structure minimally returns to normal after ring removal. In some cases, if the woman's head is not held up, she can choke to death on her tongue.

Sometimes tourism is blamed for encouraging people to wear neck rings as attractions to earn money from tourists. Forcing children to wear neck rings can be considered child abuse to outside observers.Wikipedia


http://en.wikipedia.org/wiki/Child_abuse

http://en.wikipedia.org/wiki/Children

http://en.wikipedia.org/wiki/Tongue

http://www.peoplesoftheworld.org/photo?startImage=99-1-15-26-epr64

http://en.wikipedia.org/wiki/Ribs

http://en.wikipedia.org/wiki/Collarbone

http://en.wikipedia.org/wiki/Ndebele_people_(South_Africa)

http://en.wikipedia.org/wiki/Thailand

http://en.wikipedia.org/wiki/Myanmar

http://en.wikipedia.org/wiki/Kayan_(Myanmar)

http://en.wikipedia.org/wiki/Neck

Task 5Can you relate?Task5 A Can you relate?

Teacher mentions that almost every culture has, or has had body modification practices as the ones discussed in the texts in task 3.

Individually, students identify 2 local, cultural, social and/or historical body modification practices.

Students fill in the wh questions in the chart about local body modification practices.


Evaluation criteria for C2- Participation in the response process- Evidence of understanding- Management of strategies and resources


Task 5 B What do you have to say about it?Pair

In pairs students exchange the local body modification practices written in task 5 A. Students discuss their local cultural and historical body modification practices written in task 5A

and state their opinion on these practices. Students write the influences that encourage these body modification practices and add the

physical and psychological effects of these practices.


Evaluation criteria for C2- Participation in the response process- Evidence of understanding- Management of strategies and resources


Task 5 C Let’s talk about it.Share

Now in groups of 4, students exchange their points of view on 11 local body modification practices illustrated in their student booklet.

Students share their local cultural and historical body modification practices and state their opinion on these practices.

While discussing the images, students mention:

- if they like, don’t like, agree or disagree with these practices (state the reasons why) - the possible short term effects of these body modification practices- the possible long term effects of these body modification practices- what they think influences these body modification practices (culture, history, fashion, media etc.)

Students take notes about the images discussed in the spaces provided in their student booklet.


Note to the teacher: Opportunity to evaluate C1 and/or C2

Evaluation criteria for C2- Participation in the response process- Evidence of understanding- Management of strategies and resources Use the rubric in the teacher’s guide p.15-16 to evaluate this competency.

Evaluation criteria for C1 :- Participation in oral interaction- Content of the message- Articulation of the message- Management of strategies and resourcesUse the rubric in the teacher’s guide p.15-16 to evaluate this competency.

Task 6

Task 6 A Write about it. Rough draft

Task 6 A:

Throughout this evaluation situation, students have explored different aspects of the influence of culture, society, history and society affecting body image and body modification. They have also looked at the short term and long term effects of some body image modification practices. They will now write a text (rough draft 150-175 words) about the influences and effects of body modification practices. They must adopt a point of view and express their opinion. They must use examples to support your opinion.

The text must include: :Student’s opinion on body image and perception (including 2 examples to support their opinion) :Their personal opinion on body modification practices. (including 2 examples to support their opinion) :What student believes influences people to take part in body modification. (culture, society, history, peer

pressure, fashion etc.) :Examples of body modification practices the student might like or agree with . Including reasons why? :Examples of body modification practices the student dislike or disagree with . Including reasons why? :The possible short term effects of body modification practices (pain, infection, positive self image,

acceptance from peers, hospitalization etc.). :The possible long term effects of both body modification practices (difficulty finding a job, negative

perception of people, permanent…no changing your mind later, weight gain, etc.)

Student must remember to use the checklist, the writing process p. 26, the p.25, a dictionary, and finally, their student booklet.

Task 6 B Write about it. Final copy

Students will write the final copy of a 150-175 word text making sure to use all the resources mentioned in task 6B :

All criteria in the checklist must be present in the final copy of the text. Evidence of the use of the writing process should be evident.


Note to the teacher: Opportunity to evaluate C3 and CCC3Evaluation criteria for C3- Participation in the writing process- Content of the message- Formulation of the message- Management of strategies and resources

Exercises critical judgementEvaluation criteria for CCC3 :- Quality of expression of your point of view- Degree of openness to questioning of judgement

Use the rubric in the teacher’s guide p.15-16 to evaluate this competency


CROSS CURRICULAR COMPETENCY (CCC) 3: Exercises Critical Judgement

Rubric

A B C DQuality of expression of his/her point of view-Communicates viewpoint-Justifies position-Adopts an opinion-Supports opinion

Viewpoint is clearly communicated. Position is clearly justified. Opinion is supported with logical examples.

Viewpoint is often communicated. Position is justified. Opinion is often supported with logical examples.

Viewpoint is rarely communicated. Position is rarely justified. Opinion is sometimes supported with examples.

Viewpoint is not clearly communicated. Position is not justified. Opinion is not supported with examples.

Degree of openness to questioning of the judgement-Open to others’ suggestions

Clear evidence of openness to suggestion. Student is often open to questioning his/her judgement.

Some evidence of openness to suggestion. Student is open to questioning his/her judgement.

Little evidence of openness to suggestion. Student is sometimes open to questioning his/her judgement.

No evidence of openness to suggestion. Student is open to questioning his/her judgement.

Names Task 1 (CCC3)Quality

Openness

Task 6A, 6B(CCC3)

QualityOpenness

Comments

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.


CROSS CURRICULAR COMPETENCY (CCC) 3: Exercises Critical Judgement

Rubric

A B C DQuality of expression of his/her point of view-Communicates viewpoint-Justifies position-Adopts an opinion-Supports opinion

Viewpoint is clearly communicated. Position is clearly justified. Opinion is supported with logical examples.

Viewpoint is often communicated. Position is justified. Opinion is often supported with logical examples.

Viewpoint is rarely communicated. Position is rarely justified. Opinion is sometimes supported with examples.

Viewpoint is not clearly communicated. Position is not justified. Opinion is not supported with examples.

Degree of openness to questioning of the judgement-Open to others’ suggestions

Clear evidence of openness to suggestion. Student is often open to questioning his/her judgement.

Some evidence of openness to suggestion. Student is open to questioning his/her judgement.

Little evidence of openness to suggestion. Student is sometimes open to questioning his/her judgement.

No evidence of openness to suggestion. Student is open to questioning his/her judgement.

Names Task 1 (CCC3)Quality

Openness

Task 6A, 6B(CCC3)Quality

Openness18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.


33.

34.


COMPETENCY 1: Interacts Orally in EnglishRubric

A B C DParticipation in oral interaction

Actively participates in the discussion. Asks questions to keep discussion going.

Participates in the discussion. Asks questions. Responds to questions without being prompted.

Participation is minimal. Responds to questions when prompted.

No contribution to the discussion in English.

Content of the message

Message is understandable. Mistakes and hesitations do not hinder understanding. Functional language is used effectively.

Overall message is understandable. Mistakes can sometimes hinder comprehension. Functional language is incorporated in speech.

Message requires interpretation. Mistakes and / or hesitations hinder comprehension.

Message is mostly given in French.

Articulation of the message Spontaneous and fluid

expression. Speech is well structured and accurate.

Fairly spontaneous and fluid expression. Speech is fairly well structured and fairly accurate.

Sometimes spontaneous expression. Speech is sometimes well structured and little accuracy is evident.

Expression is not spontaneous nor fluid. Speech is not well structured and little accuracy is evident.

Management of strategies and resources

Clear evidence of appropriate use of strategies and resources.

Some evidence of appropriate use of strategies and resources.

Little evidence of appropriate use of strategies and resources.

No evidence of appropriate use of strategies and resources.


Names Task 3B,3CParticipationTakes risks

Content pertinence, coherence, supports, viewpoint

ArticulationAccuracy

Management

Task 4D,EParticipationTakes risks



Management

Task 5B,CParticipation

(C1)Takes risks

Content pertinence, coherence,

supports, viewpointArticulation

AccuracyManagement

Comments

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

























Management




Management


(C1)Takes risks

Content pertinence, coherence,

supports, viewpointArticulation

AccuracyManagement

Comments

12.

13.

14.

15.

16.

17.

18.

19.

20.
























Content pertinence, coherence, supports

viewpointArticulation

AccuracyManagement




AccuracyManagement


(C1)Takes risks



AccuracyManagement

Comments

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Evaluation Situation: Secondary Cycle One ESL Enriched program May-June 2008

29

























AccuracyManagement




AccuracyManagement


(C1)Takes risks



AccuracyManagement

Comments

31.

32.

33.

34.


30

COMPETENCY 2: Reinvests Understanding of TextsRubric


31

Criteria A B C D

Participation in the

response process

Student uses many personal experiences while participating in the response process.

Student uses some personal experiences while participating in the response process.

Student uses few personal experiences while participating in the response process.

Student uses no personal experiences while participating in the response process.

Evidence of understandin

g of texts

Responses are clearly linked to the task and

text. Answers are clear and relevant.

Responses are often linked to the task and

text. Answers are often clear and relevant.

Responses are rarely linked to the task and

text. Answers are somewhat clear and sometimes relevant.

Links to task and text are limited and unclear.

Answers are rarely clear and often

irrelevant.






Task 6A, 6BParticipation

Personal connectionGeneralizes beyond text

Management of strategies and

resources

Task 2AParticipation

Constructs meaning (C2)Makes insightful generalizations to consider issues in a broader light

Management of strategies

and resources

Task 3A Participation

Takes risks(C2)


g

Makes LinksUse of

knowledge

Task3B, 3CParticipation

Keeps an open mind

Shares ideas(C2)

Task 4A,B,CParticipation Constructs meaningEvidence of understandingClear links to textsRelevance of answersManagement of strategies and resources

Task 5A,5B,5CParticipation Constructs meaningEvidence of understandingClear links to textsRelevance of answersManagement of strategies and resources

1.

2.

3

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.


32


Criteria A B C D

Participation in the

response process

Student uses many personal experiences while participating in the response process.

Student uses some personal experiences while participating in the response process.

Student uses few personal experiences while participating in the response process.



g of texts

Responses are clearly linked to the task and

text. Answers are clear and relevant.

Responses are often linked to the task and

text. Answers are often clear and relevant.




Answers are rarely clear and often

irrelevant.






Task 6A, 6BParticipation

Personal connectionGeneralizes beyond text

Management of strategies and

resources

Task 2AParticipation

Constructs meaning (C2)Makes insightful generalizations to consider issues in a broader light

Management of strategies

and resources


Takes risks(C2)


g

Makes LinksUse of

knowledge


Keeps an open mind

Shares ideas(C2)



18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.


33

33.

34.


34


Criteria A B C D

Participation in the response process

Student uses many personal

experiences while participating in the response process.

Student uses some personal


Student uses few personal experiences while participating in

the response process.


Evidence of understanding of texts

Responses are clearly linked to the

task and text. Answers are clear

and relevant.

Responses are often linked to the task and text. Answers are often clear and

relevant.




Answers are rarely clear and often irrelevant.






Task 6A, 6BParticipationPersonal connectionGeneralizes beyond textManagement of strategies and resources

Task 2AParticipation Constructs meaning (C2)

Makes insightful generalizations to consider issues in a broader lightManagement of strategies and resources


Takes risks(C2)

Evidence of understandingMakes LinksUse of knowledge


Keeps an open mind

Shares ideas(C2)



1.

2.

3

4.

5.

6.

7.

8.


35

9.

10.


Criteria A B C D












and relevant.


relevant.














Takes risks(C2)Evidence of understandingMakes LinksUse of knowledge


Keeps an open mind

Shares ideas(C2)



11.

12.

13.

14.

15.

16.

17.

18.


36

19.


37


Criteria A B C D












and relevant.


relevant.














Takes risks(C2)Evidence of understandingMakes LinksUse of knowledge


Keeps an open mind

Shares ideas(C2)



20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.


38

34.


39

COMPETENCY 3: Writes and Produces TextsRubric

Criteria A B C D

Participation in the writing and

production process

Text shows clearevidence of theuse of a writing

process.

Text shows some evidence of the use of

a writing process.

Text shows little evidence of the use of

a writing process.

Text shows no evidence of the use of a writing

process.


Student supports opinions with

numerous facts and examples throughout

text.

Student supports opinion with some facts and examples in text.

Student supports opinion with few facts and examples in text.

Student has difficulty supporting opinions and

using facts and examples in text.

Formulation of the message

Message is very clear and accurate.

Message is clear and often accurate.

Message is sometimes clear and somewhat

accurate.Message is often unclear

and often inaccurate.


Clear evidence of appropriate use of

strategies and resources.




Names Task 6A, 6B

Participation Uses writing

processPerseveres when faced

with challenges

Task 6A, 6 B

ContentPertinentCoherent

ideasSupports viewpoint

Task 6A, 6 B

FormulationAccuracy

Task 6A, 6B


Comments

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13..

14.


40


Criteria A B C D


production process


process.


a writing process.


a writing process.


process.




text.
















Names Task 6A, 6B



with challenges

Task 6A, 6 B



Task 6A, 6 B

FormulationAccuracy

Task 6A, 6B


Comments

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.


41


Criteria A B C D


production process


process.


a writing process.


a writing process.


process.




text.
















Names Task 6A, 6B



with challenges

Task 6A, 6 B



Task 6A, 6 B

FormulationAccuracy

Task 6A, 6B


Comments

27.

28.

29.

30.

31.

32.

33.

34.


42


It could be …

My opinion is …

I understood that …

I find … very interesting because …

Maybe it …

I realize …

I’m not sure …I believe that…

I feel that…

As far as I’m concerned …

I’m having trouble understanding …

I think that …

I liked…

I agree with …

I disagree with …

I don’t think…

I’m sure …

Sorry, it’ not …

Do you …?I don’t like …

What surprisedme is …

I noticed that…

43

Writing the draft(s)I write down ideas

I leave space for adjustmentI choose appropriate words

I compose the sentencesI develop my paragraph

I vary my vocabularyI make short sentences

Revising I rethink what I wrote I use strategies: add, substitute, delete and rearrange ideas and words I rework my draft

EditingI check my spellingI check punctuation

I check pluralsI check my pronouns, my

verbsI check grammarI polish my text

FINAL COPY

I USE MY BEST HANDWRITTING


Preparing to writeThink about the topicList words and ideas or draw apictureGather informationOrganize ideas

44

Binded feetca.educationmonteregie.qc.ca/html/comites/esl/secondar… · Web view136-304. ENRICHED...

Documents

Transcript of Binded feetca.educationmonteregie.qc.ca/html/comites/esl/secondar… · Web view136-304. ENRICHED...