Table régionale Laval-Laurentides-Lanaudière Anglais langue seconde

What Makes Canada Cool? Learning Stations for Intensive English

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Production team

Elizabeth Alloul, ESL Specialist, CS de la Seigneurie-des-Mille-Iles

Christina Baida, ESL Consultant, CS de Laval

Argiro Fintikakis, ESL Specialist, CS de Laval

Georgia Kokolakis, ESL Specialist, CS De Laval

Voula Plagakis, ESL Consultant, CS de la Seigneurie-des-Mille-Îles Layout and Design

Christine Baida, CS de Laval

Linguistic Revision

Cynthia Beyea, CS des Laurentides

Voula Plagakis, CS de la Seigneurie-des-Mille-Îles Field-testing

Teachers from CS de Laval References

Fonts: o Canadian Participants, listed as freeware, non commercial use on ffonts.com, copyright

1999 Ray Larabie - rlarabie@hotmail.com. o LMS Oh Canada: by London Stokes; this font is Freeware, in that you can use it free of

charge (non commercial purposes only) without getting permission. o Canadian Autumn: downloadable free from original author Melle Claude Derieppe at

http://clofont.free.fr/Police.htm. o Dtnoted: by Renny Murray, licensed as: Freeware, Non-Commercial from

http://www.fontspace.com

Stations: o Warm-up activity: Jeopardy Resource Sheet images from www.Clker.com, Creative

Commons or Public Domain

o Station 1: The Natural Wonders of Canada at: http://www2.cslaval.qc.ca/trousseapo/New-article?lang=en&var_mode=recalcul

o Station 2: Canadian Music song excerpts are used under the fair dealing principles under Bill C-11, article 29. Bibliographies adapted from Wikipedia the free encyclopedia.

o Station 3: Canadian Roadside Attractions descriptions written from factual information on the www. Original inspiration from: http://www.roadsideattractions.ca/archive.htm

What Makes Canada Cool? Learning Stations for Intensive English

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o Station 4: Animals of Canada, http://www.canadiangeographic.ca/kids/animal-facts/animals.asp

o Station 5: Canada in My Pocket

Song Canada in My Pocket by Michael Mitchell used under the Fair Dealing principles under Bill C-11, article 29.

Video clip from http://www.youtube.com/watch?v=VnZlAOSEmYQ Lyrics from http://www.songsforteaching.com/canada/canadainmypocket.htm Coins activity from : http://www.homeschoolmath.net/worksheets/canadian-

money.php Coins resource sheet from http://www.kidzone.ws/geography/money/ Money Problems adapted from:

http://www.dadsworksheets.com/v1/Worksheets/Money%20Word%20Problems.html

o Station 6: A Tour of Canada adapted from: Activites and strategies for success in ESL,

CS de la Capitale, 2004 . Images from Creative Commons or Public Domain, except for: Green Gables House, from www.flickr.com, by Amber Strocel, used by attribution,

no derivative Iceberg Alley, from www.flickr.com, by James M. Photography, used by

attribution, non-commercial, no derivative

o Station 7: License Plate Slogans Images from Microsoft Office Clip Art

o When I’m finished Station resources: http://www.dltk-kids.com/canada/worksheets.html http://bogglesworldesl.com/canada_day.htm http://www.abcteach.com/directory/subjects-social-studies-places-north-america-

canada-3738-2-1 National, Provincial and Territorial Symbols of Canada, McIntyre Media Inc.

www.mcintyre.ca Canada’s Coat of Arms text adapted from : http://www.pch.gc.ca/pgm/ceem-

cced/symbl/arm2-eng.cfm, http://en.convdocs.org/docs/index-22285.html?page=2 Colouring pages from:

http://www.pm.gc.ca/eng/feature.asp?pageId=56&featureId=9

o Closure Activity: Poem Together We Are Canada by Leanne Guenther from: http://www.dltk-

kids.com/crafts/miscellaneous/mguenther-canada.htm, see Copyright Notice at: http://www.dltk-kids.com/copyright.htm

o Extension Activity: Yo, Canada, SPEAQ project downloadable for speaq members

from: http://speaq.qc.ca/member/speaq/projects/Yo_Canada/index.htm.

No copyright is claimed in sourced material and to the extent that material may appear to be infringed, we assert that such alleged infringement is permissible under fair dealing principles under Bill C-11, article 29 in Canada copyright laws. If you believe material has been used in an unauthorized manner, please contact the authors.

What Makes Canada Cool? Learning Stations for Intensive English

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Seven learning stations to bring Canadian culture into your classroom

What are learning stations? Learning stations allow students to develop or extend learning in an autonomous or collaborative structure. The teacher can observe students as they rotate through the different stations or can join one group to provide instruction on a specific learning element. The students are encouraged to adopt a cooperative attitude and are assigned roles, if desired. Overall, working in stations is a worthwhile structure to add to your teaching repertoire. Canada Cool Stations This topic allows students to develop an awareness of different parts of Canada and certain cultural elements and landmarks that symbolize Canadian culture. While the stations develop certain elements of C1 and C2, the teacher needs to stress the use of English during station work by providing support and models of language. The stations can be completed in a random fashion although some of the information in stations will be reused in others and may be helpful to the students only once they have done the previous station. A grouping procedure is suggested on p. 18-19. Duration The length of the stations is approximately 20-30 minutes. The teacher decides how many stations to complete in one day but it is recommended to complete them all within two to three days. A tip for when students change stations: it’s helpful to have a transition device, such as playing a song, to signal it’s time to move to the next station. “I’m Finished Early” Station In the case that some groups finish early, students can visit this station to complete extra handouts, while the other teams complete their stations. See Extra Resources on p. 11 for ideas.

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Links to the Quebec Education Program and the Cycle 2-3 English as a Second Language Program

Cross-Curricular Competencies:

CCC1: Uses information CCC8 : Cooperates with others ESL Competencies:

Competency 1: To interact orally in English - Use of functional language - Participation in exchanges Competency 2: To reinvest understanding of oral and written texts - Evidence of understanding of texts - Use of knowledge from texts in a reinvestment task Evaluation Means

Teacher Observation Grids for C1 and C2 on pages 12-13. Essential Knowledge:

Functional Language Useful Expressions

o Expresses own feelings, interests, tastes… o Inquires about others’ feelings, interests… o Asks for help or clarification o Delays speaking o Identifies people, animals, objects, places o Asks for identification-W5 o Describes basic characteristics of people… o Expresses agreement, disagreement o Inquires about agreement, disagreement o Gives opinions

Vocabulary o Uses expressions to make rejoinders o Uses expressions promoting teamwork o Contributes to teamwork o Uses theme-related vocabulary o Uses cardinal and ordinal numbers o Uses and responds to question words

Strategies o Delay speaking o Asking for help or

clarification o Self-evaluation o Attention

o Use of prior knowledge

o Predicting o Inferring o Risk-taking

o Note-Taking o Skimming o Scanning

Cooperation

o Accepting not understanding everything

Text Components o Contextual Cues o Overall meaning o Key elements

Cultural product o Text, media, games o Famous people o Origin of names o Landmarks

What Makes Canada Cool? Learning Stations for Intensive English

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Each student receives a My Canada Logbook that is used at every station.

type Station Title and Material

Preparation (whole class)

Preparation Activity - Canadian Inventions (Jeopardy-style)

• https://jeopardylabs.com/play/canadian-inventions

• Multimedia projector and computer or Interactive Whiteboard

Computer

Station 1 - The Natural Wonders of Canada

• Instruction sheet • Resource sheet • Computer with Internet access • 4-way splitter • 4 earbuds

Listening

Station 2 – Canadian Music Artists

• Instruction sheet • CD song clips • Biographies (handouts) • 4-way splitter • 4 earbuds

Matching

Station 3 - Roadside Attractions

• Instruction sheet • Description cards (cut and place in envelope) • Attraction cards (cut and place in envelope)

Reading

Station 4 – Animals of Canada

• Instruction sheet • 12 Animal fact sheets (laminate the sheets)

Computer or CD player

Station 5 – Canada in My Pocket

• Instruction sheet • Canadian Coins sheet • Money Problems cards (cut and place in envelope) • Computer with Internet access or CD with the song • 4-way splitter • 4 earbuds

What Makes Canada Cool? Learning Stations for Intensive English

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Matching

Station 6 – A Tour of Canada

• Instruction sheet • Clues sheet • Plastic sheet protector (place Clues sheet inside protector) • Location picture cards (cut and place in envelope) • Velcro strip (Attach to plastic sheet protector and picture cards)

Matching

Station 7 – License Plate Slogans

• Instruction sheet • Slogan cards (cut and place in envelope) • License Plate Gameboard (11 x 17)

Closure (whole class)

Poem: Together We Are Canada

• Handout (Student Handout 1)

What Makes Canada Cool? Learning Stations for Intensive English

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Grouping Stable Groups

Divide students into groups of four. Each group rotates through the seven stations in a random order, while staying with the same group. Random Groups

Distribute one slip of paper with 7 numbers to each student (at the end of TG) Tell them to note down the sequence somewhere on the cover of their My Canada Logbook. For example, the student who receives a slip with this sequence “4 - 7 – 5 – 2 – 1 - 6 - 3,” begins at Station 4. He or she will join 3 other students at that station. When the station is completed, the student moves to the next station in the sequence as indicated on their slip of paper. Be sure to emphasize the importance of following the sequence. Set Up Prepare all the necessary documents for the seven stations. You will need seven pocket folders for each of the station with a transparent slide-in cover page. Laminate the handouts that are to be reused by the students. Place the instruction sheet of each station inside the slide-in cover so that it is visible. The handouts that go inside each folder are indicated in the Materials chart on p. 6-7. The stations should be set up approximately two meters apart depending on the space available. If you choose to hold the stations in a slightly larger room, consider scheduling a common area or larger classroom if available. If possible, use a classroom next to the computer room to facilitate Internet access. Station Instruction Sheet The instruction sheet for each station has a common structure.

- The title and number of the station; - Instructions to guide the students through the different steps; - Functional language as support to do the activity.

Evaluation Many stations provide the opportunity to evaluate C1. A rubric for evaluating C1 is provided on p. 12. There is a self-evaluation sheet on the last page (p. 12) of the Logbook for students to complete after each station. A C2-C3 Evaluation Rubric for the reinvestment task is also provided on p. 13.

What Makes Canada Cool? Learning Stations for Intensive English

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Preparation Activity To kickstart the learning stations, ask students what makes a place interesting or cool to visit. Discuss different activities or vacation locations where the students may have visited in the past. Identify different reasons why people visit places, e.g. to visit something unique (Niagara Falls, Grand Canyon), to see something that interests us (Canadian Science and Technology Museum, Ottawa), to watch a performance or sporting event (Bell Centre, Montreal). Lead them into the guiding question of the learning stations: What Makes Canada Cool? Read through the different instruction sheets for each of the stations and play a game of Jeopardy as an introduction to learning stations. Jeopardy — Canadian Inventions Material: Invention resource sheet for each team Teacher writes the functional language for Jeopardy game on the board (see functional

language below). Go to https://jeopardylabs.com/play/canadian-inventions

Choose the number of teams desired.

Click START Teacher - Asks team 1 to choose a category and an amount using Jeopardy language.

Please choose a category and an amount. Students – One team member chooses category using Jeopardy language: We would like Food and Drink for $300, please.

Teacher – Clicks on $300 and reads the question out loud. Students – Respond using a question. What is _____________________________ ? (Remind students that they could use the Resource Sheet to find their answer.) Teacher – Clicks on correct answer. If answer is correct, click on “Team 1 +” to add points. If the answer is incorrect, click on “Team 1 –“ to subtract points. Click on CONTINUE for the next team to play.

What Makes Canada Cool? Learning Stations for Intensive English

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Station 2 – Canadian Music Artists You may want to purchase all 10 songs or any other Canadian songs for listening purposes at the I’m Finished Early Station. Station 3 – Canadian Roadside Attractions Provide students with answer key for Station 3 (TG, p. 14). Station 5 – Canada in My Pocket

Inform students that the Canadian penny coin was phased out in February 2013 but it will take a few years for it to be completely out of circulation. Provide students with answer key for each part of Station 5 (TG, p. 15).

Station 6 – Tour of Canada This station is modeled after a Veritech game. Once the students have placed the picture cards on the correct clue, the Velcro serves to keep the picture cards in place. Once they have completed the station, they remove the Clues sheet from within the plastic protector to find a secret message on the back of their picture cards. If the clues have been placed correctly, the secret message reads: CANADA IS COOL. Note: Place fuzzy Velcro strips in the appropriate spot on the Clues Sheet, and the rough Velcro strips behind the picture card as indicated. Station 7 – License Plate Slogans Provide students with answer key for Station 7 (TG, p. 14). Closure – Together We Are Canada

Print a copy of the poem for each team (Student Handout 1). Divide the class into 8 teams and give each team one stanza and the chorus. Each team presents their stanza to the class using props to animate their part of the poem. For prop ideas, visit http://www.dltk-kids.com/canada/poem.htm. C2-C3: Final Task Students will write a proposal suggesting four cool characteristics about Canada to a children’s television travel show. See Student Handout 2 and C2-C3 Evaluation Rubric on p. 13.

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Extra resources and sites: Natural Wonders of Canada and of the World http://sevennaturalwonders.org/ http://thecanadianencyclopedia.com/customcode/Media.cfm?Params=A3natural-wonders.swf http://travel.ca.msn.com/canada/top-10-canadian-natural-wonders http://gocanada.about.com/od/thebestofcanada/tp/natural_wonders.htm License plates in Canada (past and present) http://www.worldlicenseplates.com/world/CN_CDNX.html List of Canadian provincial and territorial symbols http://en.wikipedia.org/wiki/List_of_Canadian_provincial_and_territorial_symbols Handouts for “I’m Finished Early” Station http://www.kidzone.ws/geography/provinces.htm Foldable presentations (option in the final task) http://www.catawba.k12.nc.us/C_i_resources/Foldables.htm

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C1 Evaluation Rubric – What Makes Canada Cool? Learning Stations

To interact orally in English

Evaluation Criteria

My teacher observes whether . . .

A (25)

B (20)

C (15)

D (10)

E (5)

Par

tici

pat

ion

in

exc

han

ges

I participate in the discussion with my teammates. For example: - I ask for help - I ask questions - I give examples - I express my opinions - I react to others’

opinions - I help continue the

discussion

I participate

very often.

I participate regularly.

I participate sometimes.

I rarely participate.

I participate only when someone helps me.

OR I use

functional language and new

vocabulary correctly

only when someone helps me.

Use

of

Fun

ctio

nal

lan

gu

age I use functional

language and vocabulary targeted for each station. For example: Canadian landmarks, coins, names of provinces, slogans and functional language on instruction sheets.

I use the functional language and new

vocabulary correctly.

I use functional language and new

vocabulary mostly

correctly.

I sometimes

use the functional language and new

vocabulary correctly.

I rarely use the

functional language and new

vocabulary correctly.

What Makes Canada Cool? Learning Stations for Intensive English

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C2 - C3 Evaluation Rubric - What Makes Canada Cool? Final Task To reinvest understanding of oral and written texts – To Write Texts

Evaluation Criteria

My teacher observes whether … A B C D E

C2

Evid

ence

of

un

der

stan

din

g o

f te

xts

My text shows my understanding of the learning stations and includes four ideas that make Canada

unique and interesting.

My text shows excellent

understanding of what makes

a province unique and interesting.

My text shows good

understanding of what makes

a province unique and interesting.

My text shows basic or

uneven under-standing of

what makes a province unique and interesting.

My text shows little

understanding of what makes

a province unique and interesting.

My text shows poor

understanding of what makes

a province unique and interesting.

Use

of

know

led

ge

from

tex

ts in

a

rein

vest

men

t ta

sk

In addition to using my own ideas and language, I use information and

language from the texts I read.

My proposal has a

wide range of information and language

from a variety of the texts I

read.

My proposal has an

adequate amount of information

and language from the texts

I read.

My proposal has some information

and language from the texts

I read.

My proposal has little

information and language from the texts

I read.

My proposal has

very little information

and language from the texts

I read.

C3

Ap

plic

atio

n

of t

arg

eted

la

ng

uag

e co

nve

nti

ons

I use grammar, spelling and

punctuation correctly.

My proposal has few or no

errors.

My proposal has a few

errors that do not hinder

comprehension.

My proposal has errors that

may hinder comprehension.

My proposal has many errors that

hinder comprehension.

My proposal has so many errors and is

very difficult to read, even

after multiple readings.

Ch

arac

teri

stic

s of

th

e w

ritt

en

text

My article is easy to read; ideas are clear

and make sense.

My proposal is very easy to

read; ideas are very clear and make sense.

My proposal is easy to read; ideas are clear

and make sense.

My proposal is somewhat

easy to read; several ideas are clear and make sense.

My proposal is difficult to read; many

ideas are not clear and/or do

not make sense.

Jeopardy – Canadian Inventions

Food and Drink Sports and Leisure Technology Everyday Inventions Things That Go

What is poutine? What is basketball? What is the Canada Arm?

What is the egg carton?

What is the electric wheelchair?

What is the chocolate bar?

What is the goalie mask?

What is the SMART board? What is the zipper? What is the Laser

sailboat?

What is the McIntosh apple?

What is 5-pin bowling?

What is the Blackberry?

What is the light bulb?

What is the snow plow?

What is ginger ale? What is Trivial Pursuit?

What is the antigravity suit (G-

suit)?

What is the green, plastic garbage

bag? What is the BIXI?

What are powdered mashed potatoes?

What is Table Hockey?

What is the walkie-talkie?

What is the telephone?

What is the snowmobile?

Station 3 – Roadside Attractions

Text A: Orange Julep Text G: World’s Largest Fiddle Text B: World’s Largest Dinosaur Text H: Inukshuk Text C: Planet’s Largest Lobster Text I: Joey’s Lookout Text D: Mac the Moose Text J: World’s Largest Curling Rock Text E: Giant Perogy Text K: The Heart of a Champion Text F: World’s Largest Adirondack Chair Text L: Coffee Pot and Cup

Station 7 – What’s Your Slogan

Province Slogan on License Plate Province Slogan on License Plate British Columbia

The Best Place on Earth (since April 2007) Quebec Je me souviens (since

1978)

Nunavut Explore Canada’s Arctic (since 1999) Ontario Yours to Discover (since

1982) Yukon The Klondike (since 1978) Manitoba Friendly (since 1976) Newfoundland and Labrador No Slogan Saskatchewan Land of Living Skies (since

1998)

Alberta Wild Rose Country (since 1974)

Prince Edward Island

Canada’s Green Province (since 2007)

Nova Scotia Canada’s Ocean Playground (since 1972)

Northwest Territories

Explore Canada’s Arctic (since 1986)

New Brunswick

Be… in this place · Être… ici on le peut (since 2009)

14

Station 5: Canada in My Pocket song by Michael Mitchell (Answers are underlined.)

I've got Canada in my pocket A little bit of history

A penny, and a nickel And a quarter and a dime Mean a lot to you and me

It's more than pocket money They're the symbols of our land

They're pictures of important things For which this country stands

The maple leaf, the maple leaf

Is a beautiful sight to see It waves 'hello'' to us below From the top of a maple tree

And with every year that passes It grows like you and me

So should we all grow straight and tall

Like the lovely maple tree

The beaver, oh the beaver Is a beautiful sight to see He's a happy, furry animal

Like a teddy bear with teeth He's never ever lazy

He works all night and day Building houses for his family

He's got no time to play

The schooner, oh the schooner Is a beautiful sight to see

It's a great big wooden sailing ship That can sail across the sea

It brings to other countries The things their people need

And brings back things Like chocolate bars

And books for us to read

The caribou, the caribou Is a beautiful sight to see

He's a really big strong animal I'm sure you'll all agree

He looks like Santa's reindeer And he loves it when The wind blows cold So he lives up north With the polar bears

'Cause he likes the ice and snow

Canadian Coins totals

1. $6.22 2. $3.01 3. $5.80 4. 42 cents

5. 20 cents 6. $3.26 7. 27 cents 8. 55 cents

9. $2.57 10. $5.66

Part 3: Correction key

1. $26.20 - $4.78 = $21.42 2. $36.46 - $8.26 = $28.20 3. $67.51 + $8.49 = $76.00 4. $31.38 + $3.40 = $34.78 5. $93.14 + $76.06 = $169.20 6. $94.28 - $8.88 = $85.40 7. $29.81 - $6.50 = $23.31

8. $81.65 - $60.21 = $21.44 9. $93.72 + $8.33 = $102.05 10. $45.46 + $3.96 = $49.42 11. $180.00 ÷ $3.00 = 60 candies 12. $720.00 ÷ 90 hours = $8.00 per hour 13. 8 X $6.00 = $48.00 14. $540.00 ÷ $6.00 = 90 hours 15. $30.00 ÷ $6.00 = 5 hours

15

Poem: Together We Are Canada By Leanne Guenther

My name is British Columbia The jewel of the West Coast.

Forestry and fishing are The things that I do most.

Hi, I am Alberta

A Wild West kind of place With cows and oil and mountains

And lots of open space.

I am Manitoba And I’m Saskatchewan

We’re the golden prairies Where fields of wheat grow in

the sun.

Hi, I am Ontario The home of government

To me each year the leaders Of our democracy are sent.

Bonjour, I am Quebec

Here French is my language too When I want to ask “how are

you?” I say, “comment allez vous?”

Newfoundland, New Brunswick And Nova Scotia -- those are we,

We are Atlantic Provinces The three musketeers of the sea.

I’m Prince Edward Island

And I know I may be small But without me all the rest of

you Would have no potatoes at all.

The Yukon, Nunavut and North

West Territories are up north.

Through ice and cold and polar bears

Few brave souls venture forth.

Chorus Together we are Canada With sharing, friends and

happiness Forever we will be!

My Proposal for What Makes Canada Cool?

Now that you know all about what makes Canada cool, you will write a text for the children’s television travel show “Are We There Yet?” to suggest ideas for their series on Canada. This type of text is called a proposal. Use the information, ideas and language in all the texts you have read and combine them with your own ideas and language to help you write your proposal. Your proposal will include four (4) suggestions from the following categories: Natural wonders, Music and musicians, Roadside attractions, Animals of Canada.

Steps for Final Task

1. Choose your favourite characteristic from each category.

Natural wonders (station 1): ____________________________

Music and musicians (station 2): _________________________

Roadside attractions (station 3) ): ________________________

Animals of Canada (station 4) ): __________________________

2. Complete the Planning Tool and write your draft.

3. Reread your text. Ask yourself:

Does it make sense?

Do I need to change or revise my ideas?

4. Check your text for grammar, punctuation and spelling mistakes.

5. Write your final copy in your best handwriting or type it on the computer.

Introduction

Present yourself

Give one reason why you think Canada is cool

List your suggestions

Middle 1st suggestion 2nd suggestion 3rd suggestion 4th suggestion

Conclusion

Final thoughts (i.e. about the show, why Canada is cool …)

Thank the reader

Annex 1 – Grouping Sequence (30 students)

1 2 3 4 5 6 7 1 3 5 7 2 4 6

2 3 4 5 6 7 1 2 4 6 1 3 5 7

3 4 5 6 7 1 2 3 5 7 2 4 6 1

4 5 6 7 1 2 3 4 6 1 3 5 7 2

5 6 7 1 2 3 4 5 7 2 4 6 1 3

6 7 1 2 3 4 5 6 1 3 5 7 2 4

7 1 2 3 4 5 6 7 2 4 6 1 3 5

1 4 7 3 6 2 5 2 6 3 7 4 1 5

Annex 1 – Grouping Sequence

2 5 1 4 7 3 6 3 7 4 1 5 2 6

3 6 2 5 1 4 7 4 1 5 2 6 3 7

4 7 3 6 2 5 1 5 1 4 7 3 6 2

5 1 6 7 2 4 3 6 2 5 1 4 7 3

6 5 7 2 4 1 3 7 3 6 2 5 1 4

7 2 5 4 3 6 1 1 5 2 6 3 7 4

1 5 6 7 2 3 4

2 1 4 3 6 5 7