MY DREAM BEDROOMvitrine.educationmonteregie.qc.ca/IMG/Teacher_s_Guide.d… · Web viewTask 4. Task 1. Task 2. Task 3. Task 5. Final Task. Task 6. Extra Task . C1 - Expanding vocabulary

Learning and Evaluation SituationEnglish as a Second Language, Core Program

Secondary Cycle One, Year One, Special Education

My DreamMy Dream BedroomBedroom

This evaluation situation consists of the following:

Teacher’s Guide Student Booklet Reading Magazine Writing Booklet Appendices Handouts Evaluation Tools Resources : autonomy routine posters, reading strategy posters

My Dream Bedroom – Teacher’s Guide 1

What would your dream bedroom look like?

Teacher’s GuideTeacher’s Guide


A Secondary Cycle 1

Year : 1 OR 2

B Learning situation outline: What would my dream bedroom look like?The students will plan and create a visual representation of their dream bedroom taking into account their personalities and interests and the physical limitations of the room (space available).

C Use of ICT Depending on availability of resources or students’ choices.

D The Broad Areas of Learning Health and well-being Personal and career planning Citizenship and community life Environmental awareness and consumer rights and responsibilities Media literacy

Focus of development: Self-awareness and awareness of his/her basic needs.E Targeted Cross-Curricular Competency

Uses creativity

F Specific action(s) to influence the development of this competency

L Evaluation How will you evaluate?

With the help of rubrics connected to the evaluation criteria.

G Targeted Disciplinary Competencies

All three competencies

H Specific action(s) to influence the development of this competency

Model

Teach strategies

Provide and encourage the use ofresources

M Evaluation

All three competencies

Related ContentI Strategies J Language repertoire

Auxiliary wouldPrepositions of place

Vocabulary related to bedroomdecoration.

K Processes Writing process

My Dream Bedroom – Teacher’s Guide

(1) Needs to be taught? (2) Needs to practice? (3) Needs to review?

Learning and evaluation situation (LES) My Dream Bedroom

Estimated time: 5-8 periods of 75 minutesX

X

Using functional languageSkimming and note taking

3

Overview of the LES : What Would Your Dream Bedroom Look like ?Preparation Carrying out Integration/Reinvestment

Introductory activityTeacher presents the LES using illustrations of two teen bedrooms and helps students activate their prior knowledge on the topic.

Task 1: Furniture and AccessoriesStudents build their repertoire of vocabulary on bedrooms using a provided checklist. They practice these words in sentences with the modal would.

Task 2: Where is the …? Students learn prepositions of place and interact orally by playing games such as Furniture Battleship and Where’s the cat?

Task 3: Two Different Bedrooms Students listen to the teacher read two different descriptions of bedrooms and place the furniture in accordance.

Task 4: The Magazine Teen Living Students read different texts on teen bedrooms from a magazine and go through parts of the response process.

Task 5: Planning My Dream Bedroom Students plan their dream bedroom and produce a visual representation such as a plan, a three-dimension room, etc.

Task 6: Describing My Dream BedroomStudents write a short description of their dream bedroom following the writing process.

Final Task: Putting on a Home ShowStudents put together a Home Show and fill out an evaluation form on the bedrooms presented. They share their impressions.

Extra Task: A Class MagazineStudents take photos of each dream bedroom in order to put them together to produce a class magazine.


My Dream BedroomOverview of the learning and evaluation situation

My Dream Bedroom – Teacher’s Guide

Activating prior knowledge on bedrooms and presenting two thematic teen bedrooms

My Dream Bedroom

Introductory activity

Task 4

Task 1

Task 2

Task 3Task 5

Final Task

Task 6

Extra Task

C1 - Expanding vocabulary on the topic

C1 - Putting on a Home Show

C3 - Writing a description

C3 - Planning to write C2 - Reading magazine articles

C2 - Listening to audio texts

C1 - Practicing prepositions

C2 - Producing a class magazine (optional)

5

Introductory activity

The students will plan and create a visual representation of their dream bedroom taking into account personality, interests, budget, space (physical limitations), and essentials vs. wants, by answering the guiding question:

What would your dream bedroom look like?

The teacher:

a) writes “My Dream Bedroom” on the board and asks students what they think it means.

b) shows pictures of two bedrooms (Appendix 1) (theme bedrooms, bedrooms of the stars, etc.) and asks students:

What do you see?Can you see what the person likes/likes to do?Why do you like this room? Why don’t you like this room?What is the theme of this bedroom?To what type of person does this room belong?Are these dream bedrooms? Why?

As the students use their prior knowledge to answer the questions the teacher writes the answers on the board so that students can see the words as they hear them.

Help the students notice details such as curtains, decorations, objects, patterns, colours, etc. This activity increases their vocabulary repertoire.

Tell students that in this LES they will make a visual representation of their dream bedroom and write a short description of it.

Do not give students too much information as to keep them interested in the topic and motivate them to continue working in this LES.

Differentiation for this activity

For stronger students: Scramble the list without categorizing the words to make it more of a challenge.

For weaker students: Use the list of words but add images.

Task 1: Furniture and AccessoriesPart A

Students complete the checklist in their Student Booklet to determine which furniture and accessory items they would like to have in their dream bedrooms.

Encourage students to use their resources to make their choices and to add to the list.

Part B

In pairs, students will ask each other what they would like to have in their dream bedroom.

The teacher places the functional language prompt posters (Appendix 2) on the board and models the use of What would you like to have…. I would like to have…

Students interview each other using the language on the posters and the choices they have indicated in SB, page 2.

The teacher circulates and helps out students, evaluating Competency 1 (oral interaction) with the help of the evaluation rubrics (Evaluation tool 1).

Part C: Reinforcement

Teacher explains the grammar rule in SB, page 4, and has students complete the enabling exercise.


Task 2: Where is the…?In order for the students to be able to do this activity, they must learn how to use the location prepositions.

Step 1

Trigger and preparation:

With the use of a colourful object, for example a red pencil case, the teacher introduces the prepositions.

The teacher places the red pencil case on a desk and asks the students, “Where is it?” We hope the student(s) will answer that it is on the desk.

The teacher then writes the preposition on on the board and draws a simple drawing representing the table and the pencil case. This will help the students visualize the preposition.

The teacher repeats this a few times by placing the pencil case at different positions around the desk.

The teacher asks a student to stand up somewhere in the classroom and then asks the other students where the student is standing. The teacher can point to the prepositions of place to help students. S/he can also give them the sentence starter (Carl is…). Once they get it right, the teacher asks the student to go somewhere else and repeats the same steps.


Optional:The teacher can verify students’ comprehension by giving to selected students instructions that they must follow.

For example: John, can you please stand between my desk and the blackboard? Etc.

Task 2: Where is the…? (cont’d)Step 2

Practicing with prepositions

On an overhead, draw a box with letters around it.

Example:

Ask the students to tell you which preposition would be appropriate for each letter.

Make sure all the students copy the drawing and the prepositions in their notebook.

With them, model some sentences :o Example: The letter B is in the box. Where is the letter A? etc.

Step 3

If necessary, give the students Handout 1 (which is a copy of page 5, Student booklet) or ask them to turn to page 5 of their Student Booklet which will help them consolidate their knowledge of prepositions.

Have students use this list to do the exercise on pages 6 and 7 of the Student booklet).

Correct with the class.

Step 4

Then choose one of the games suggested from Appendix 3 and model it with the students. Once the students understand the task, ask them to play the game in pairs.

Repeat the same steps for another game when you feel your students are getting tired of the game.

In the end, ask your students what they have learned today. What was difficult/easy/interesting/fun/etc.?


C

B

D

A

Task 3: Two Different BedroomsIn order to verify the students’ comprehension of the use of prepositions, the teacher reads two different descriptions of bedrooms. The students must place the furniture mentioned in its correct position on the plan in their SB, pages 8 and 9.

The furniture used for this activity must be cut prior to this activity. Distribute Handout 2 to all students and have them cut out the furniture.

Students can use their vocabulary list on furniture and prepositions as resources.

Note:

Inform the students that they may have to change the furniture around as the text is being read. Tell the students to glue the furniture in the space provided only after the second reading.


It would be helpful:

to do the first text with the students on a transparency;to pause after each sentence to give students time to place the pieces of furniture.

Bedroom Number 1 To be read by teacher or on played on a CD (female voice)First reading and second reading

My favourite room in the house is my bedroom. Let me describe it to you. My twin bed is under the window. (Pause: 7 seconds)

There is a small night table next to the bed. (Pause: 7 seconds)

There is a lamp on the night table. (Pause: 7 seconds)

My favourite book is beside the lamp. (Pause: 7 seconds)

My chair is between the door and the night table. (Pause: 7 seconds)

I like plants so I placed a cactus in front of the bed. (Pause: 7 seconds)

There is a small carpet next to the bed. (Pause: 7 seconds)

Bedroom Number 2 To be read by teacher or played on a CD (male voice)First reading and second reading

My bedroom is the room I go to when I want to relax. This is what it looks like.

I don’t have a regular bed in my bedroom. I sleep on a hide-a-bed placed against one wall of my room. (Pause: 7 seconds)

My desk is under the window. (Pause: 7 seconds)

My computer is on the desk. (Pause: 7 seconds)

The book I’m reading at the moment is next to the computer. (Pause: 7 seconds)

There is a small carpet in front of the hide-a-bed.

There is a small table between the door and the hide-a-bed. (Pause: 7 seconds)

There is a fan on the table. (Pause: 7 seconds)My Dream Bedroom – Teacher’s Guide 11

Task 4: The Magazine Teen Living

Before You Read Distribute a copy of the Reading Magazine to each student. Follow the procedure in SB, page 10. Use the strategy poster to explain to students the strategy, Skimming. All

the strategy posters are available on the SPEAQ website at http://www.speaq.qc.ca/.

Go over carefully the questions in the section “Before you Read.”

While You Read

Explain to students how to read the texts by asking them to underline or circle the key elements that describe each bedroom.

Tell students that it is not important to understand all the words to get the main idea of the text.

Make sure students understand that they can write in their magazine.

After You Read

Once students have finished completing the questions, have the class respond to the magazine articles by discussing in English and completing their answers with their peers’ responses.

Note to teachers


Put up the 7 posters of the Autonomy Routine (Appendix 4) and explain each step to students.Prepare the strategy posters for reading.

It is not necessary to write complete sentences when responding to texts.

http://www.speaq.qc.ca/

Note that this is a procedure to plan a bedroom and not to do the actual visual representation.

Task 5: Planning My Dream Bedroom1. The students write down their personal procedure. Ask the students to write down individually how they would go about

planning their dream bedroom using all the tools given to them previously: Vocabulary, checklist, etc.

2. Modelling It is important to explain to your students beforehand the purpose of modelling. Tell them that you will verbalize out loud your thought process while planning the dream bedroom.

Model for the students how you would go about planning your space. You will verbalize your thought process.

Ask the students to listen very carefully to what you’ll be saying. You can either ask your students to take notes as you are modelling

(weaker students).OR

Inform them that they will have to write down the steps you took to plan your bedroom after the modelling (stronger students).The modelling begins:

Tell the students that the modelling begins now.

Say out loud: Do I understand what I have to do? Yes, I must

plan my space with the help of all the resources my teacher gave me. Let me look at my checklist. Hum, do I want to have a theme? Yes, I like cats very much so my theme

will be on cats. What kind of furniture would I put in my bedroom It’ll be easier for me to plan my bedroom if I draw a graphic organizer.

- In the first circle I’ll write down My dream bedroom. - In the second circle attached to the first one, I’ll write the furniture I

would put in my dream bedroom.”



Computer, mirror, carpets, pictures of cats…

CATS

Black, white and red

A throw pillow in the shape of an Egyptian cat; cats on the pool table…

Twin bed, pool table, night table, bookcase…

Colours Accessories

My Theme

Special Features Furniture

As the teacher models his/her choices, he/she draws the graphic organizer on the board or uses an acetate copy of the graphic organizer in Student Book, page 12. Look at the model

Continue modelling, saying out loud: Let me do the same thing for all the categories on my checklist. Let me take a second look at what I wrote in my graphic organizer. Is

there anything I’d like to remove? Is there anything else I’d like to add? Am I satisfied with my graphic organizer? Did I use all the resources

given to me? Am I ready to start my visual representation? Yes!3. Validation of the procedure.

Ask the students to write down individually the different steps you did to plan your bedroom.

Ask the students as a group to share what they wrote down. As you write the procedure on the board, validate each step with guiding

questions. Ask the students to complete their personal procedure with the steps

written on the board they have excluded from their initial procedure. Read the procedure written on the board. You may give the students a formal version of the procedure (see below).The expert’s procedure1. I make sure I understand the task.2. I decide if I will have a theme.3. I use to My Ideal Bedroom Checklist to decide on what to put in my

bedroom.4. I draw a graphic organizer of what I checked off from my checklist.5. I remove or add elements from the checklist in my dream bedroom.6. I make sure I followed all the steps in the procedure.

The illustration of the dream bedroomOnce students have the procedure (whether it was created or given), they use it to plan the illustration of their bedroom. The illustration can be a production done:

on paper; on the computer; or even in 3D.


Task 6: Describing My Dream Bedroom

Hand back Student Booklets and Reading Booklets. Hand out Writing Booklets and have students write their names, groups and

the date. Go over the instructions and the writing process with students. Explain the evaluation rubrics to make sure students understand how

Competency 2 and Competency 3 will be evaluated: Go over the criteria and levels of the Competency 2 Rubric (Evaluation

tool 2). Go over the criteria and levels of the Competency 3 Rubric (Evaluation

tool 3). Go over the criteria on the Student Self-evaluation sheet for C3

(Evaluation tool 4). Once the students have carried out the task, evaluate their work with the

rubrics (C2 and C3).

Preparing to Write

Individually, students complete the Planning Grid (Student Booklet p. 12). Read the instructions on page 2 of the Writing Booklet

Writing the Draft

Students write their first draft (Writing Booklet p.3), referring to resources as needed: Planning Grid, Reading Booklet, Sentence Starters, etc.

Put up the Prompt Posters (Appendix 5) and inform students they can use these as models to write their description.

Revising and Editing

Students revise and edit their text, using dictionaries, grammar references, etc.

Students complete their Checklist (Writing Booklet p. 3) and make adjustments to their draft copy on page 3.

Publishing

Individually, students write a final version of their text. (Writing Booklet, p. 4)

Self-evaluation (C3) My Dream Bedroom – Teacher’s Guide 16

Put up the 7 posters of the Autonomy Routine (Appendix 4) and have students recall each step.

Ask students to complete the Self-Evaluation Grid (Evaluation tool 4) by checking a box for each evaluation criterion.


Collect all booklets and handouts.

Final Task: Putting On a Home Show Put up students’ illustrations up on the classroom’s walls. Give the students a copy of Handout 3 and ask them to walk around in

the classroom, observe the different projects and answer the questions.

Extra Task (optional): Producing a Class Magazine Create a class magazine for teens with the students’ productions that

shows different types of bedrooms.

Teacher’s personal notes


Handouts


Handout 1: Prepositions

IN ON NEXT TO UNDER

BESIDE BETWEEN IN FRONT OF

OVER TO THE RIGHT TO THE LEFT

My Dream Bedroom – Teacher’s Guide 20BEHIND

INTO ABOVE


Handout 2

You can also draw more elements to cut out,.


Handout 3

Putting On a Home Show

Your teacher has labelled your dream bedroom projects with numbers and placed them around the classroom. Your job is to look at all of the projects and find the number(s) that correspond(s) to each question. Write the number in the space provided. Note: Although the questions are written in the singular form, you may have multiple answers to some or there may be no answer at all. Be sure to look carefully at each and every project!

_________ a. Which bedroom has pillows on the bed?

_________ b. Which room is decorated with a sports theme? Which sport? __________

_________ c. Which room has a bed under the window?

_________ d. Which room uses pink as its main color?

_________ e. Which one has wall-to-wall carpet to cover the floor?

_________ f. Which bedroom has two windows?

_________ g. Which bedroom contains the most posters?

_________ h. Which room appears to have the largest closet?

_________ i. Which room has a dresser and a night stand?

_________ j. Which room probably belongs to someone who likes to read?

_________ k. Which room has objects on the ceiling? What are they? _______________

_________ l. Which room has a night stand to the right of the bed?

_________ m. Which one has a computer on the desk?

_________ n. Which person keeps items under his or her bed? What are they? ________

_________ o. Which one has a carpet next to the bed?


Appendices

Appendix 1, page 1


Appendix 1, page 2


I would like a big lamp

(adjective) + (noun)

Appendix 2

in my bedroom.


What would you like in your bedroom?


The game is played on four square grids (two for each player) and the individual squares in the grid are identified by letter and number (A1, J6, etc.). On one grid the player arranges his own furniture and records the shots by the opponent. On the other grid, the player records his own shots.

Before the game begins, each player arranges his or her furniture secretly on his or her grid. Each piece of furniture occupies a certain number of consecutive squares on the grid, arranged either horizontally or vertically. The number of squares for each piece of furniture is determined by its size. The furniture cannot overlap (i.e., at most piece of furniture can occupy any given square in the grid). The types and numbers of furniture are the same for each player.

Here is a chart to describe the furniture that will be placed in your room:

Number Type of ship Size

1 area rug 4

1 double bed 6

1 night stand 2

2 dressers 3

1 desk and chair 4

1 floor lamp 1

After the furniture has been positioned on the large grid, the game proceeds in a series of rounds. In each round, each player has a turn. During a turn, the player announces a list of target squares in the opponents' grid (A1, J6 etc.). If a piece of furniture occupies one of the squares, then it takes a hit. When all of the squares of an object have been hit, the furniture is “damaged.” The owner of the furniture must announce, “You damaged my _______________.” If at the end of a round all of one player's furniture has been damaged, the game ends and the other player wins.

The smaller grid it to keep track of your shots and to help strategize.

The loser is forced to redecorate his or her room and the game restarts.

Appendix 3

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

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

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

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

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

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

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

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

http://en.wikipedia.org/wiki/Player_(game)

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

http://en.wikipedia.org/wiki/Square_(geometry)


GAME 1 A B C D E F J H I J

1

2

3

4

5

6

7

8

9

10

GAME 2 A B C D E F J H I J

1

2

3

4

5

6

7

8

9

10

A B C D E F J H I G

1

2

3

4

5

6

7

8

9

10


)

double bed (six spaces) two dressers (3 spaces each)

night stand (two spaces) area rug (four spaces)

lamp (one space) desk and chair (four spaces)


Each student will have his or her own layout of a bedroom and will place a cat in a specific location within his or her room. The payers will take turns guessing where the cat is.

Example: Is the cat on the bed? No, it is not Is the cat next to the door? No, it isn’t.

Is it on the desk? No it is not. Is the cat on the shelf? No, it isn’t.

Is the cat under the desk? Yes, it is.

The students will take turns asking questions. Each student has only six questions before the game restarts.

Game 1:

1 2 3 4 5 6

Game 2:

1 2 3 4 5 6


B I N G O


To win you must get five in any direction—horizontally, vertically , or diagonally or


Bedroom VocabularyCut the pieces below and glue them to your BINGO board.

You may not put more than one of the same pictures in each column.


Appendix 4

I relaxMy Dream Bedroom – Teacher’s Guide 38

I read the question



I highlightthe key words


word bank notes dictionaryposters

I use resources


I work with my partner


Sure.

I do the task


I check withmy teacher


Before I ask my teacher for help… ()I relax.

I read the question or the

task.

I highlightthe key words.

I use my resources.

I work withmy

partner.

I do the task.

I verify with my teacher.

word bank

notes dictionaryposters

Before I ask my teacher for help… ()I relax.

I read the question or the

task.

I highlightthe key words.

I use my resources.

I work withmy

partner.

I do the task.

I verify with my teacher.

word bank

notes dictionaryposters

Appendix 5

Sure.

Sure.

There is a green twin bed (adjective) +

(noun)

in my bedroom.

As you can see,there is a computer

in my bedroom.My Dream Bedroom – Teacher’s Guide 48

You can see a poster

in my bedroom.My Dream Bedroom – Teacher’s Guide 49


There are red curtains (adjective) + (noun)


in my bedroom.


Documents

MY DREAM BEDROOMvitrine.educationmonteregie.qc.ca/IMG/Teacher_s_Guide.d… · Web viewTask 4. Task 1. Task 2. Task 3. Task 5. Final Task. Task 6. Extra Task . C1 - Expanding vocabulary