UNIT 1: GLOBAL CITIZENS UNIT 1: Step Up - Nelson Literacy · STUDENT BOOK, Page 2 ... throughout the unit and across the curriculum. ... 14 Nelson Literacy 8 Teacher’s Resource

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UNIT 1: GLOBAL CITIZENS

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Sample�Lessons�and�Blackline�Masters:�

Focus�on�Reading:�Make�Connections�

Understanding�Reading�Strategies:�A�Global�Citizen�Is…�

Applying�Reading�Strategies:�Love�the�Planet��

Applying�Reading�Strategies:�Two�Islands�

Applying�Reading�Strategies:�It�Takes�a�Village�

BLM�2:��Listening�and�Speaking�Tracking�Sheet�

BLM�3:��Observation�Tracking�Sheet�

BLM�4:��Self�Assessment�Checklist�and�Goal�Setting�

BLM�5:��Rubric:�Making�Connections�

BLM�6:��Demonstration�Task:�Making�Connections�

BLM�20:��Words�Often�Confused�

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<insert�Nelson�logo>�ISBN-13 978-0-17-651173-9ISBN-10 0-17-651173-3

UNIT 1: Step Up

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How to

FOCUS ON

STUDENT BOOK, Page 2

About this PageThis page provides an opportunity to review the reading strategy Making Connections, modelled using Transparency 1: Now Playing … Everywhere. This same page can also be used as a reference by students, throughout the unit and across the curriculum.

Modelling the Strategy/Shared ReadingASKING QUESTIONS

Use Transparency 1 and its accompanying Teacher Notes in the Transparencies for Modelling and Shared Reading binder to model the reading strategy Making Connections.

Focus on ReadingMAKING CONNECTIONS

Have students refer to Focus on Reading, SB (Student Book) page 2. Read the text about the three basic types of connections and the ways that making connections can help students understand and respond to texts. Refer to the examples in the chart to illustrate the key points.

Have partners read the Transfer Your Learning box. Have partner A respond to the Writing prompt, and then invite partner B to respond with a different example. Have partner B respond to the Geography prompt, and then invite partner A to agree or disagree with the response. Students can share and compare their responses.

Encourage students to refer to this Focus page throughout the unit and when applying this strategy in other subjects.

MATERIALS

● Student Book page 2● Transparency 1● BLMs 2, 3 Curriculum Expectations

O: Oral R: Reading W: Writing M: Media Literacy

R Extend understanding by connecting texts to self/texts/world

R Identify helpful strategies for before, during, and after reading

ONGOING OBSERVATION ASSESSMENT

Students who understand will:● explain how making connections helps the reader

understand what is read

● Use BLM 2: Oral Language Tracking Sheet to record observations as students discuss the content and strategy.

● Use BLM 3: Observation Tracking Sheet to monitor and make notes on students as they work.

Assessment for Learning

WHAT THE RESEARCH SAYS

“Readers pay more attention when they relate to the text. Readers naturally bring their prior knowledge and experience to reading but comprehend better when they think about the connections they make between the text, their lives, and the larger world.”—Stephanie Harvey and Anne Goudvis

Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens12 NEL

STUDENT BOOK, Pages 3–7

About the Selection● Form: Nonfiction article● Summary: The article explains global citizenship and how to

become a global citizen.● About the Authors: Susan Watson has written several books on

the environment. Iris Teichmann writes educational books for young people.

MATERIALS

● Student Book pages 3–7● BLMs 2, 3, 5, 20● Audio CD

Text is in brief, accessible sections, with subheadings. Most vocabulary is accessible.

EASY AVERAGE CHALLENGING

ACCESSIBILITY

VOCABULARY

archaeologists sustainable

commitments sweatshop

imposed tariffs

UNDERSTANDING

STRATEGIES

▼ Making Connections

Curriculum ExpectationsO: Oral R: Reading W: Writing M: Media Literacy

O Communicate orally in a clear, coherent manner for purpose/subject/audience



W Identify/order main ideas and supporting details for a writing piece

ONGOING OBSERVATION DIFFERENTIATED INSTRUCTION ASSESSMENT

Students who understand will:● make connections of

various types: text to self, text to text, text to world

● use connections to make inferences, form opinions, visualize, predict, infer, evaluate

● explain how making connections helps the reader understand what is read

If students do not understand the strategy, use Differentiated Instruction (DI) Readiness, page 16.

Key Assessment Questions● Describe the connections you made while

reading “A Global Citizen Is …”● What other thinking skills did your

connections help you to use? Describe as many as you can.

● How does making connections help the reader understand what is read?

Assessment Tools

BLM 2: Oral Language Tracking Sheet

BLM 3: Observation Tracking Sheet

BLM 5: Rubric: Making Connections

Assessment for Learning: Overview

NEL 13A Global Citizen Is …

Oral LanguageTALK ABOUT IT

Have students brainstorm a list of global issues, such as global warming, child poverty, war and peace, human rights, and religious/cultural differences. Have small groups discuss the Talk About It question (SB page 3), “How can one person make a positive difference in the world?” in relation to two of these global issues. Have the groups share and compare the key points of their discussions with the class. Compile a master list of their ideas on the board or on chart paper.

Previewing the TextMAKE AN OUTLINE

Review with students the process of outlining that writers use as they plan a piece of writing. Point out that readers can apply the same process to see how a text has been organized. Have students scan SB page 3 and write “Global Citizens,” the first heading. Have them scan SB page 4 and note that the heading “Global Issues for Global Citizens” is in bold and the same font size as the previous heading. Have students compare the next heading with the previous ones to recognize that it is a subheading. Have students scan the next six headings and establish that they are a lower level of subheading, related to “What Is a Global Issue?” Then have students write all the headings and subheadings (including those from the sidebar text) on a sheet of paper, indicating the level of each heading in a manner of their choice. Point out that this knowledge of how the selection is organized can help them better understand and keep track of the selection as they read it.

Reading “A Global Citizen Is …”MAKING CONNECTIONS

Refer to the chart on SB page 2. Encourage students to make one like it to help them make connections and respond to the text as they read this selection.

Ensure that students understand that the bulleted text they are about to read indicates a list, and that the purpose of the list is introduced by the stem, “A global citizen is a person who.” Read aloud the first prompt on SB page 3, followed by the list. Ask:

Do you think you are a good global citizen? Why? (yes, because I believe in helping other people; I volunteer at our recreation centre; I think I’m a good citizen but not a global citizen, because I don’t really know what my role in the world is yet)

Continue by reading aloud the paragraph, followed by the second prompt and the bulleted list on SB page 3. Ask:

What personal connection do you make to this list? (I sing in a community choir and help on Community Clean-up Day; I like to research what’s new in technology that can help the environment)

BEFORE

DURING

14 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

How do your connections help you visualize a good global citizen? (I can picture how everyone works together at community events and how we all talk with one another; I visualize myself in the future, demonstrating how to use a piece of technology that will help the environment)

Have students read the first two paragraphs on SB page 4 independently. Then have them read the first prompt on SB page 4 and view the photo Ask:

What text-to-text connections can you make with the photo? (I saw a photo of a bird covered in black, gooey oil; this photo reminds me of a book I read about oceans and what’s threatening marine life)

What prediction about this text do you make based on that connection? (humans pollute the environment; humans upset the balance of nature and make animals suffer)

Have students read the next paragraph on SB page 4 independently, followed by the second prompt. Reread the highlighted text. Ask:

How does the information on human rights connect with what you know about how some people around the world struggle for basic human rights? (I know that it isn’t true in some countries, because I know that in some countries in Africa children are taken from their homes and made to fight as soldiers; I saw a documentary about women not having the same rights as men in some countries)

How does that connection help you evaluate this author’s point of view? (I think the author wants the audience to learn more about human rights so they can help defend them)

Have students read the last paragraph on SB page 4 and all of SB page 5. Ask:

What text-to-self, text-to-text, or text-to-world connections did you make with this page? (I’ve been to a World Heritage Site near where I live; the photo of the shelter made me think of a documentary I saw about poverty; I sometimes think about why some countries have so much wealth and others have so little)

Read the prompt on SB page 5 aloud. Review with students what inferences are, and then refer students to the highlighted text and ask:

What connections can you make to help you understand the type of everyday practices implied in this section? (I can infer that this section is about the environment because of the photo, and the heading “Sustainable Living”; “everyday living practices” makes me infer that the author means things like changing our light bulbs to the low energy kind, or not wasting water or electricity)

Have students read the first two paragraphs on SB page 6 independently. Ask:

What are the key points of these sections? (globalization means thinking about the world as one place; technology has connected countries more; some people are worried about the effects of countries trading goods back and forth)

What kinds of connections do you make when reading these sections? (I’ve read a bit about free trade; I know that people seem to be more aware about where products were made; we’ve talked about importing and exporting in Social Studies classes)


“When children understand how to connect the texts they read to their lives, they begin to make connections between what they read and the larger world. This nudges them into thinking about bigger, more expansive issues beyond their universe of home, school, and neighbourhood.” —Stephanie Harvey and Anne Goudvis

15A Global Citizen Is …NEL

Read the prompt on SB page 6 and refer students to the highlighted text. Ask:

What connections help you understand this section on global trade? What do you already know about World War II and the topic of global trade? (I know that Japan and a lot of countries in Europe suffered huge destruction in World War II, and I know how expensive wars are for a country, so I can infer that global trade helped countries build back up after the war)

What text-to-self connections do you make? (the example of the running shoes reminds me of when my cousin’s company closed here and moved the plant to Mexico)

Ask students to read the last paragraph, on SB page 7. Ask:

What is a tariff? (a fee on goods that are imported, or brought into, a country)

What is free trade? (trade without any tariffs on products)

Read the prompt on SB page 7 to students and invite them to study the photo and caption. Ask:

What connections can you make when you view this photo? (I read an article about a 10-year-old child worker who gets only a couple of dollars even though the shoes sell for $160; we did a project on UNICEF and found out that over 200 million children around the world are forced to work)

What conclusion about free trade do you draw after making this connection and reading this selection? (free trade may be a cause of child labour; free trade may help countries become more prosperous, but at the expense of human rights for some citizens)

DI READINESS

To support: For students who are struggling with identifying the types of connections, have them create a visual representation of the different types—either individually or as a group. At the centre of a page, they draw or paste a picture of something that represents text, such as a book, magazine, or newspaper article. To illustrate the text-to-self connection, they draw an arrow extending from the text in the centre to a symbol they choose for “self.” They do the same for text-to-text and text-to-world. When the visual is complete, have a discussion about how these connections help in understanding or responding to the text in the centre. Have them write their ideas in the visual, perhaps along the arrows, or in circles around the page. Refer to SB page 2 and review the list of ways that making connections helps. If not already included, students can add these words to the visual.

ELL

It is important to recognize that some English language learners may have had first-hand experiences similar to those described in the selections. Some families have lived in countries where there is no democratic process. Loved ones may still be suffering because they have no basic human rights.

Discussions need to be sensitively navigated.

CONNECTION SYMBOLS

text-to-self symbol: a sketch or photo of the student a drawing of a mirror the student’s name

text-to-text symbol: a book song lyrics magazine DVD case

text-to-world symbol: globe atlas newspaper computer


Reflecting (SB page 7)

MAKING CONNECTIONS

What issue (for example, human rights, sustainable living, global trade, or fair trade) in this selection did you make the strongest connection to? Why?(human rights because I’m worried about my cousin in Myanmar; global trade because my uncle imports basmati rice and other foods from India)

METACOGNITION

Different readers rely more heavily on some types of connections to help them understand a specific text. Which type of connections were most helpful to you while reading this article?(text-to-text because I saw a documentary on TV about the pros and cons of global trade; text-to-self because some of the issues in this article are similar to those my family has experienced)

MEDIA LITERACY

Of all of the issues in this selection, which one have you heard about most often in the news? What sort of viewpoint is most often connected with that issue?(global environments: the media has had a real focus on global warming in the last few years; cultural differences: the media in Canada often say Canadians are good at treating all people equally)

DI INTEREST

Media literacy: Students who are interested in media literacy might select a global issue and follow the coverage it gets from different media sources for an extended period of time. They can keep a media-watch log to note and compare how the issue is treated by the different media sources. They can use their findings to make an oral presentation to the class. Is each media source consistent in its coverage of the issue? Can students detect bias in the coverage of a media source?

Oral LanguageDISCUSSING THE SELECTION

1. How can one person make a positive difference in the world? Have small groups of students revisit their own and the class responses to the Talk About It question on SB page 3. Ask:

Have your opinions changed after reading this selection? How and why? (Evaluation)

2. After reading the list of what makes a global citizen (SB page 3), which characteristics do you think you already have, and which would you like to develop? (Analysis)

3. Tell students that active global citizens think metacognitively; that is, they think deeply about issues and the choices they make. Ask students to recall the list of what defines a global citizen on SB page 3. Ask:

AFTER


Should metacognition be added to the list of characteristics of an active global citizen? (Application)

Oral LanguagePLANNING A DEBATE

Have small groups of students plan a debate on the pros and cons of globalization. Have one half of each group plan the pro side of the debate and the other half plan the con side. Have groups review the key points made in the article and the connections and responses they made to the selection that they could use to support their positions. Have each group make a list of points they anticipate the opposing side might make and prepare points they could use to counter them. Have each pro group share their plans with another pro group, and each con group share their plans with another con group, noting similarities and differences. Have each group adjust their plans based on the feedback they receive. You can then hold the debate, or leave it at the planning stage.

WritingGLOBAL CITIZEN BLOG

Have partners plan a blog entry describing their actions as global citizens. Remind them that a blog (web log) is like an electronic diary that people post on the Internet and then invite readers to comment on. Have partners review the connections and responses they made to the selection. Have partners use their connections to determine their actions as global citizens that they might describe in the blog. (recruited friends to clean up neighbourhood on Earth Day; gave an oral presentation to class about what students can do to slow down global warming; participated in the UNICEF Our Stories global project) Have partners formulate a conclusion for their blog entry that might inspire their readers to write a response or take an action. (If we can act as global citizens in this way, so can you; What ideas do you have for acting as good global citizens?) Have partners share their draft blog entries with another group, noting similarities and differences. Have each group revise their blog entry based on the feedback they receive. Post the blogs in the classroom.

DI READINESS

To challenge: Invite students to write responses to some of the posted blog entries over a period of a week. Students also may write responses to the responses. The interaction may be conducted electronically or with large sticky notes or other note paper. At the end of the week, have the original authors review the responses from their classmates and assess the effectiveness of an interactive blog as a tool for increasing global citizenship.

Word StudyWORDS OFTEN CONFUSED

1. Have students skim the selection to find examples of how affect and effect are used. Write the sentences on the board and circle the words affect and effect(s):


A study of global citizenship will help you understand how people affect the quality of global environments and the well-being of others.

Global citizens develop everyday living practices that help limit the effect that people have on Earth.

Many people are concerned about globalization—in particular the effects of international trade.

2. Ask students how the circled words are alike (similar spellings and pronunciations). Have students note their differences by identifying the part of speech and meaning of each word in the sentences (affect is used as a verb, effect(s) is used as a noun; affect means change, have an influence on; effect means the outcome in both sentences). Tell students that writers often get the words affect and effect confused.

3. Write “Words Often Confused” as a heading on the board. List the following word pairs: affect/effect; accept/except; lose/loose; global/globule; emigrate/immigrate; advice/advise; formally/formerly. Have students use dictionaries to find the parts of speech and meanings of each set of words. Ask:

Why are these word pairs not considered homophones? (they don’t sound exactly the same)

Why do writers need to know parts of speech? (to use words correctly)

Refer to BLM 20: Words Often Confused for additional practice.

CRITERIA CHECKING PROGRESS NEXT STEPS

● make connections of various types: text to self, text to text, text to world



Record individual progress on BLM 5: Rubric: Making Connections.

Key Assessment Questions

Students may respond to the Key Assessment Questions in writing, or orally in a conference.● Describe the connections you made

while reading “A Global Citizen Is …”● What other thinking skills did your

connections help you to use? Describe as many as you can.

● How does making connections help the reader understand what is read?

● If students do not understand the strategy, use Differentiated Instruction (DI) Readiness, page 16.

● If students need more support in making connections, use one or more of the following selections for guided reading:

“Love the Planet,” easy,

(tips)

“Two Islands,” easy-average, (picture book)

● If students understand making connections, use one or more of the above selections as practice in independent reading.

Choose one or more of these selections, based on reading level, text form, or student interest.



APPLYING

STRATEGIES

▼ Making Connections

Topic is engaging. Text is in brief sections and supported by visuals. Vocabulary is accessible to most students.


ACCESSIBILITY

STUDENT BOOK, Pages 8–11

About the Selection● Form: Sayings and proverbs● Summary: The selection provides tips for becoming a better global

citizen.MATERIALS

● Student Book pages 8–11● BLMs 2, 3, 4, 5, 6● Audio CD

VOCABULARY

chord

foresight






M Produce appropriate media texts for specific purposes and audiences






If students need more support in applying the strategy, use the guided reading lesson (see DI Guided Reading page 21).

If students do not understand the strategy, use DI Readiness, page 23.

Demonstration Task, page 25

Key Assessment Question● How did making connections help you

understand “Love the Planet”?

Assessment Tools



BLM 4: Self-Assessment Checklist and Goal Setting


BLM 6: Demonstration Task: Making Connections


NELNelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens20


Survey the class to find out what big actions they might like to take to change the world for the better. Have small groups of students discuss possible answers to the Talk About It question on SB page 8, “What small action could you take that would change the world?” Have groups share their suggestions and record them on the board or on chart paper for students to refer to later.

Building Prior KnowledgeBELIEVE IT OR NOT

Write this question on the board or chart paper: “Would you believe that when you _____ the world becomes a better place?” Below the question, write the following points for students to fill in the blank space:

Have small groups of students discuss their responses to the possible actions. Survey the class to determine which actions they believe can make the world a better place, and why.

Reading “Love the Planet”MAKING CONNECTIONS

Have students review the information on SB page 2. You can provide students with sticky notes to mark places where they make a connection or respond to the text in the ways described on SB page 2.

OR For those students who need more support, use a guided reading approach.

DI GUIDED READING

1. Read the title and byline on SB page 8 aloud. Ask:

What connections did you make to just this part of the text? (the title reminds me of a TV show about science; the byline makes me think of a website I visited when I did a project on the environment)

How will these connections help you understand the text? (they help me make predictions about it; I predict it will be about ways we can save the planet; the word “Tips” makes me think it’ll be about what I can do, so now I know what to expect from the selection)

BEFORE

DURING

GUIDED READING

Teachers work with small groups to provide individual and small-group instruction. Texts used for guided reading are at students’ instructional level.

21Love the PlanetNEL

2. Read aloud the African proverb on SB page 8. Ask:

What text-to-self connection did you make? (I remember having a mosquito in my tent once and I couldn’t believe that something so small could keep me awake for so long)

Why is the proverb appropriate for this selection? (it’s about how anybody, even with small actions, can change the world)

3. Have students read the section on laundry on SB page 8 independently. Ask:

What connections did you make? (when we go camping, we hang our wet clothes and towels out to dry; I read an article about living in a condo, and how there’s no place to hang clothes outside)

With students, identify the type of connections they make (text-to-self, text-to-text, text-to-world) and, in each case, discuss how the connection helps them understand and respond to the text (see the Focus On page, SB page 2).

4. Have students read SB page 9 independently. Ask:

What connections can you make with this section? (I sometimes throw litter on the ground if I can’t find a bin; I’ve seen groups of volunteers cleaning up litter from the side of the road)

What judgments or conclusions do your connections help lead you to? (I don’t think I could pick up old litter with my bare hand; I shouldn’t expect people to pick up my litter when I don’t)

5. Have students read the “Decline Plastic Bags” section on SB page 10 independently. Ask:

What connections can you make with this section? (at home, we use the plastic bags for garbage; I’ve seen supermarket ads that promote the reusable bags)

How does your connection help you respond to the text? (we have lots of old plastic bags at home, so that helps me picture what 8 billion bags would look like )

6. Have students read SB page 11 and view the photograph. Ask:

What connections can you make? (I’ve seen Martin Luther King Jr.’s “I Have a Dream” speech on YouTube; Take Action is the name of a book I read about global citizenship)

When you read this section, how do you use the connections you made to respond to it? (help me visual myself taking action in my community; make me want to research more in-depth information; make me infer that the author definitely wants us to be global citizens)


“World knowledge is an essential component of reading comprehension, because every text takes for granted the readers’ familiarity with a whole range of unspoken and unwritten facts about the cultural and natural worlds.”—E.D. Hirsch


DI READINESS

To support: For students who are struggling with making connections and using them to understand text, use prompts to guide their thinking. Select a topic that students are familiar with, such as a compact fluorescent light bulb, a blue bin, a small green bin, etc. Select one item and model how you make a simple connection: I have a green bin, too. Tell students that this kind of connection is too simple to really be helpful to us. Then demonstrate how to extend that connection by saying: I remember when we first got a green bin. It was so hard to remember to sort the food waste. Then we had one more thing to put out at the curb for garbage day. Model for students how you can use that connection to draw a conclusion about recycling by saying: It is extra work to recycle, but it is worth it to help us save our environment.

Post a series of prompts, such as: This reminds me of ... It made me think about ... I read somewhere that ...

Have students make connections to the remaining objects, using the prompts as a guideline. Then ask them to extend their connections to give an opinion or to come to a conclusion.


MAKING CONNECTIONS

What text-to-world connections did you make as you read this selection? What conclusions can you draw based on these connections?(connections: I know a bit about threats to the environment; I conclude that it’s up to every one of us to do something about these issues, even if it’s just picking up litter)

DI LEARNING STYLE

Visual learners: Students with a preference for visual learning might benefit from opportunities to develop visual representations of how the tips in the selection changed their thinking about saving the planet. They can share their visual representations with the class and benefit from the feedback for revision.

CRITICAL LITERACY

This selection has a very strong bias in favour of environmentalism. Who might object to the content of this selection? Why?(companies that make and sell clothes dryers or plastic bags; people who think that other global issues, such as poverty, are more important)

AFTER

CRITICAL LITERACY

A process of looking beyond the literal meaning of texts, in order to analyze the meaning and the author’s intent. Critical literacy focuses on issues related to fairness, equity, and social justice.



1. After students have read the selection, have them review their initial responses to the Talk About It activity on SB page 8, “What small action could you take that would change the world?” Have small groups discuss the following question:

To what extent has reading this selection added to your ways of making a difference? (Evaluation)

2. How would you describe the tone and the structure of this selection? Do you think the tone and the structure are effective? (Comprehension)

3. These tips challenge us to be reflective about our thinking and actions. What effect could thinking about our thinking have on our planet? (Synthesis)

Oral LanguageMARTIN LUTHER KING JR.’S SPEECH ON GLOBAL CITIZENSHIP

Use the Internet to find audio and text versions of speeches made by Martin Luther King Jr. to present to the class. Ask students to comment on his delivery, choice of words, tone, and ability to reach people. Have partners share the connections and responses they made to the selection as the basis for a speech that Martin Luther King Jr. might give today about being a global citizen. What specific details might they include to help listeners visualize how they might make small changes to make the world a better place? What details might they give to help listeners form an opinion, make judgments, and draw and support conclusions about why it is important for them to take action? Have partners draft the speech for an audience of young people who are open to becoming better global citizens. Have partners share their draft speeches with another group, noting similarities and differences. Have each group revise their draft based on the feedback they receive.

WritingTIPS

Review with students that the selection is a set of tips, with illustrations, for changing the world for the better. Have partners brainstorm similar tips related to global citizenship that they might communicate to an audience of their peers. (use a canoe or rowboat at the cottage, not a power boat; plant a vegetable garden; use energy-efficient light bulbs) Have partners select the subject for their tip and then think of illustrations or photos they might use to support it. Have partners write and illustrate their tip, using recipe cards or paper of a similar size. Display the cards in the classroom.

DI INTEREST

Audio-visual: Some students may wish to use the tips cards from the Writing activity to create a multimedia presentation that could be presented to other classes, or played continuously for a day in the auditorium or library.


Media LiteracyDESIGNING A PUBLIC SERVICE ANNOUNCEMENT

Inform students that a public service announcement (PSA) is an ad on

issue. Have partners share the connections and responses they made to the selection as the basis for designing a PSA about global citizenship. The first purpose of the PSA is to inform the public about the key points of an important issue. The second purpose is to inspire the public to act. The PSA should have a definite stance, have a catchy opening, and be clear about what action is required from the public. Have partners draft their PSAs and share their draft with another group, noting similarities and differences and using feedback to make revisions.

Student Self-AssessmentEncourage students to think back to their learning with “A Global Citizen Is …” and “Love the Planet” and reflect on their ability to make connections as a reading strategy. Ask them to describe, while conferencing with you or a peer, how they might have used this strategy when reading in other subjects. Have them use BLM 4: Self-Assessment Checklist and Goal Setting.






Demonstration Task

Have students use BLM 6: Demonstration Task: Making Connections to record the connections made while reading “Love the Planet.” Have students compare their connections with those of their peers to see how their varied background knowledge and experiences can affect the connections that are made and the way we understand a text.

Key Assessment Question

Students may respond to the Key Assessment Question either in writing, or orally in a conference.● How did making connections help you

understand “Love the Planet”?

Use the following resources to give students further opportunities to practise their reading skills in small groups, independently, or in literature circles.

Nelson Literacy

Magazines for Independent and Guided Practice: Volume 1, Issues 1, 2, 3, 4

Other Nelson Resources

Boldprint 6: Extinct and Endangered

Literacy Power E: pp 111, 140, 152; F: pp 37, 61, 135

Power Magazine 6: Kick and Spike

PowerZone Magazine 7: Stand By Me



APPLYING

STRATEGIES

▼ Making ConnectionsSTUDENT BOOK, Pages 12–20

About the Selection● Form: Parable● Summary: The story is a parable about the consequences of greed

and too much ambition and industrialization.● About the Author: Ivan Gantschev is a children’s author and

illustrator. He writes picture books to show children how to solve problems peacefully.

MATERIALS


Engaging narrative. Some sentences are long, but the vocabulary is accessible.


ACCESSIBILITY

VOCABULARY

announced rally

bumpkins refineries

cargo skyscrapers

clattery traitors

griped
















understand “Two Islands”?

Assessment Tools









Survey the class to find out what having money, lots of money, might mean to them. Have small groups of students discuss their answers to the Talk About It prompt on SB page 12, “Why do people say, ‘Money can’t buy happiness’? What’s your opinion?” Ask students if they think that having money is a worthwhile life pursuit. Note key points on the board or on chart paper for students to refer to later.

Prior KnowledgeMAKING PREDICTIONS

Ask partners to tell what they like about stories told in pictures that they used to read or that they remember someone reading to them. Have them explain why these pictures books are memorable—great art work, engaging characters, funny, engaging plot. Based on their prior knowledge of picture books, the Talk About It question on SB page 12, the title of the selection, and the illustrations on SB pages 12 and 13, have partners brainstorm predictions about what this picture book might be about and what they expect to see as they read it. Have small groups of students share and compare their predictions.

ELL

Organizers and webs can be used to introduce key concepts and vocabulary prior to reading any lengthy or difficult passage. They also support English language learners in the before, during, and after reading activities. This passage is lengthy. To make the task more manageable for ELLs, give them the big picture by providing an overview of the key components. Graphic organizers chunk the story based on the main ideas that will be presented.

Island Greenel Graynel

Leader President Gordon D. Warden (boss)

Description (what the island looked like)

Problem

Solution

Result

Use the organizer to explain what is about to unfold in the passage. Have students share what they know about islands. Print the names of the leaders. Ask questions to determine their understanding of leadership types. Explain that the writer gives a description of the islands in the beginning of the passage and that he goes on to describe a change that happens on Graynel. Explain that the boss comes up with an idea or solution for the problem and that something happens as a result because of his idea. Invite them to find out what happened as they participate in the guided reading of the passage with the rest of the class.

BEFORE

27Two IslandsNEL

Reading “Two Islands”MAKING CONNECTIONS



DI GUIDED READING

1. Read SB pages 12–13 aloud. Ask:

What connections did you make? (it reminds me of the fable of the town mouse and the country mouse; it makes me think of my older brother who likes to have all the latest things and my younger brother who’s happy with what he already has)

What new predictions do these connections help you make about the text? (because the two islands have different values, I predict there will be conflict between them; because Graynel is a small island, I predict it can only build so many factories before it uses up all its available land)

Which island would you like to live on, from what you know of them so far?

2. Have students read the first three paragraphs on SB page 14 independently. Ask:

What connections did you make? (the way the story’s written reminds me of fairy tales and fables; the name “Warden” reminds me of prisons and “Graynel” makes me think of the colour grey; the promises Warden makes sound like politicians when they’re campaigning)

In your opinion, is Gordon D. Warden a good leader? (yes: he kept his promises and he made Graynel very prosperous)

3. Have students read the rest of SB page 14 and view the illustration. Ask:

What connections did you make? (reminded me of a science fiction movie in which people in the future lived in an overcrowded, polluted city; the illustration reminds me of downtown Toronto or New York City)

What inferences, conclusions, or judgments about progress on Graynel can you make? (people are getting rich but their quality of life is going down; the environment on Graynel is becoming so polluted people won’t be able to live there much longer)

How do your connections help you respond to the text? (the connections aren’t very positive, so I’m inferring that the author is pointing out the negatives of industrialization and wealth)

4. Have students read SB pages 16–17 independently. Ask:

In your judgment, is Gordon’s plan a good one? (it’s a good plan for the people of Graynel because they can escape to Greenel but still keep their prosperity; it’s not a good plan

DURING


“By making connections with what they already know, students are better able to understand new ideas and information presented in a text.”—Miriam Trehearne


for the people of Greenel because it would make Greenel like Graynel)

5. Have students read the first three paragraphs on SB pages 18–19 independently. Ask:

What connections can you make? (the way people want to use Greenel as a vacation spot makes me wonder about our own trips to sunny countries; I saw a clip of a protest on the news recently)

Has your opinion about Gordon as a leader changed? What conclusion about Gordon as a leader can you draw? (at first Gordon seemed like a good leader because he kept his promises, but now he doesn’t listen to the people of Graynel; he has become a dictator who wants to get his own way by fighting with his own people and Greenel)

6. Have students read the rest of SB page 19 independently. Ask:

What connections can you make? (my family drove across the Confederation bridge to Prince Edward Island; the sinking of the island reminds me of the sinking of the ship in the movie Titanic; the story reminds me of children’s tales about mean kings getting what they deserve and castles crumbling down)

How do these connections help you understand the text? (I can visualize the vastness of the bridge and the picture of concrete and steel as a symbol of industrialization and growth; I evaluate the author’s message about greed versus need)

How believable or satisfying is this part of the narrative? (it’s satisfying because Gordon is a bad guy who gets what he deserves; an island would never tip like that so you’re reminded that it’s a bit like a fairy tale, and then you think more about what the message is)

7. Have students read SB page 20 and view the illustration independently. Ask:

What do you think of the ending? Was it how you predicted it would end?What connections can you make? (I’ve seen signs marking dangerous rocks; I read a story about the lost city of Atlantis that’s supposed to be underwater; I’ve read other stories that don’t tell you everything in the end)

What can you infer about why the sign was left blank? (it was left blank so the reader can fill in the moral of the story)

How would you summarize the theme or lesson of this story? (greed and ambition can harm the environment; needs and wants are totally different things; it’s ok to live with just enough; growth isn’t always good)

DI READINESS

To support: For students who are struggling with making connections, use a visual such as a magazine ad. Ask students to study the visual and ask them how it reminds them of something in their own life. Create a web to show the connections they suggest. Ask if the visual

make any connections between the visual and something they know

29Two IslandsNEL

about that has happened in the world. Add these connections to the web. Then ask questions that will help students think about how these connections make them respond to and understand the visual. To conclude, review the Focus On page.


MAKING CONNECTIONS

What text-to-text connections did you make as you read the title and looked at the images? What predictions did you make based on those connections?(connections: my grandparents showed me a brochure for a cruise they planned to take in the Caribbean; predictions: I predicted the island would be a tropical paradise)

METACOGNITION

How did making text-to-text connections help you to understand this picture book? What other connections helped you understand the picture book?(because it sounded like a fable, I knew to think about what the moral of the story might be; I’ve seen a lot of science fiction movies that show a leader who tries to take over the world, so I inferred that Warden would have a downfall)

CRITICAL THINKING

Given the message of this story, what do you think should appear on the sign? Why do you think the author left the sign blank?(“Warning: Greed Below”; the author left it blank so the reader could come up a good moral for the story)


1. After students have read the selection, have them review their initial responses to the Talk About It activity on SB page 12, “Why do people say, ‘Money can’t buy happiness’? What’s your opinion?” Ask:

To what extent has reading the picture book changed your opinion about the pursuit of money as a life goal? (Evaluation)

2. Since this is a picture book, some of the connections through visualization have been done for the reader. What visuals would you add or delete? How would adding or deleting visuals help you as you read the story? (Application/Comprehension)

DI LEARNING STYLE

Visual learning: Students with a preference for visual learning might benefit from opportunities to transform their visualizations into sketches or illustrations of the key moments in the selection.

3. The names of the islands are symbolic, but pretty obvious. Suggest another set of names that show the contrast between the values of the people on Greenel and Graynel. (Synthesis)

AFTER

30 NELNelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens

WritingPARABLE

Inform students that “Two Islands” is a parable, and review the characteristics of a parable. Have partners brainstorm topics related to global citizenship that they might use as the basis of a parable (child labourers don’t go to school to learn how to read and do math and use computers; countries that need something might go to war with countries that have what they need). Have partners brainstorm settings and characters, create a plan for their parable, and then write a draft. They can exchange their draft with another group, and use the feedback to make revisions.

Media LiteracyADVERTISEMENT

Ask students to work in groups to design a television, print, or radio ad that encourages people to settle in either Greenel or Graynel at the time of their development. The purpose is to encourage people to move to the island. The ads should focus on what the island has to offer and the values the island upholds. Students should create an outline for the ad and then create a draft. Have students either videotape their final commercials or present them live.

Student Self-AssessmentEncourage students to think back to their learning with “A Global Citizen Is …” and “Two Islands” and reflect on their ability to make connections as a reading strategy. Ask them to describe, while conferencing with you or a peer, how they might have used this strategy when reading in other subjects. Have them use BLM 4: Self- Assessment Checklist and Goal Setting.






Demonstration Task

Have students use BLM 6: Demonstration Task: Making Connections to record the connections made while reading “Two Islands.” Have students compare their connections with those of their peers to see how their varied background knowledge and experiences can affect the connections that are made and the way we understand a text.



understand “Two Islands”?


Nelson Literacy



Literacy Power E: pp 111, 131–134, 140, 152; F: pp 61, 135




PARABLES

The purpose of a parable is to tell a story that represents a moral dilemma, or a decision that has serious consequences. The parable is usually set in a fictitious place, but parallels problems we face in the real world.

Two Islands 31NEL

APPLYING

STRATEGIES

▼ Making ConnectionsSTUDENT BOOK, Pages 21–23

About the Selection● Form: Poems● Summary: This selection of poems and quotations provides food

for thought about helping the world.MATERIALS


Engaging themes and short, accessible poems and quotes. Vocabulary is accessible for most students.


ACCESSIBILITY

VOCABULARY

bowlines ozone

fibres sympathetic

fragile
















understand “It Takes a Village”?

Assessment Tools









Inform the class that, in his inaugural address on January 21, 1960, while being sworn in as President of the United States, John F. Kennedy said, “My fellow Americans, ask not what your country can do for you—ask what you can do for your country.” Ask students to explain what they think Kennedy meant by this statement and why he might have issued this challenge. Then have small groups of students discuss answers to the Talk About It question on SB page 21, “Is the world here to help you, or are you here to help the world?”

Prior KnowledgeMAKING PREDICTIONS

Have students read the title of the selection and ask if it sounds familiar, and if anyone can give the part that is missing (to raise a child). Ask students to explain what this full quotation, usually cited as an African proverb, might mean. Have partners use the proverb to predict what the theme of the selection might be, and explain how it fits with the theme of this unit, global citizenship. Have small groups of students explain and compare their predictions.

Reading “It Takes a Village”MAKING CONNECTIONS



DI GUIDED READING

1. Read aloud the first poem, “Who Made a Mess?” on SB page 21. Ask:

How would you answer the overall question in the poem—who is responsible for all these threats to the environment? (we all are, to some extent; it also suggests that probably nobody will admit to it)

What image or line in the poem did you make the strongest connection to, and why? (“who tossed that junk in the river,” because we live close to a river and people are always dumping garbage down the riverbank)

How does your connection help you respond to or understand the poem? (helps me relate to the theme; helps me visualize how pollution really does cause a mess)

In your judgment, are the last four lines of the poem effective? Why? (yes: he’s saying that somebody needs to take responsibility for ruining the environment; by asking questions he is hinting that nobody will own up to these problems)

BEFORE

DURING


“Social interaction patterns can enhance the development of strategies for reading. Students’ prior levels of knowledge and motivation determine how much learning will occur, and the content of learning depends on the quantity and quality of social interactions around learning topics.”—Louise Wilkinson and Elaine Silliman

33NEL

2. Have students read the lines from Dr. Seuss on SB page 21. Ask:

What is this quote encouraging readers to do? (it encourages people to take action, and to be responsible for their own lives and decisions)

What connections did you make? (we had a guest speaker last year who used similar quotes to inspire us to succeed in school and life; this quote reminds me of what a mentor like Gandalf or Yoda would say; I’ve sailed before, so I know what he means by steering in any direction )

How do the connections help you respond to the text? (they help me visualize open water and think about it as a symbol of life; they help me infer that the selection is a collection of ideas about how to live your life)

3. Read “Family” on SB page 22 aloud. Ask:

What does this poem say to you? (the poet wants the reader to think of the whole human population as one big family; we are all equal; we are all connected)

What connections did you make to the poem? (it reminded me of another poem called “Universal Soldier;” I’ve read an article that used the term “global family”)

4. Invite students to read the quotations on SB pages 22–23 independently. Discuss how a collection of quotations like this can be read in any order. Ask:

Which of the quotes did you connect with most, and why?What connections did you make? (I recalled watching snowflakes fall one at a time and then groaning about the 10 cm of snow I had to shovel; I thought about an article I read by the Kielburger brothers; I thought of the line, “we are all part of one another”)

How do these quotations help you visualize the theme of global citizenship? (I see an image of using one candle to light all of the candles on a birthday cake, which can light up a dark room; I like the image of the invisible threads joining our lives)

5. End by reading the “I’d Like to Squeeze” poem on SB page 23 aloud. Ask:

How does the poet seem to feel about the world? (he sounds frustrated; he really wants it to be a better place, with equality for all)

To use the poet’s metaphor, why and how would you like to squeeze the world?

DI READINESS

To support: For students who are struggling with making connections and then using them to respond to a text, have them make a three-column chart such as the one below. Select a topic that is familiar to students, such as helping to save the environment, or people going hungry in our own community and the world. Model an example of a connection and then demonstrate how the connection was used to respond to the situation.


Post a series of prompts, such as:

This reminds me of ... It made me think about ... I read somewhere that ...

Have students make connections to the remaining objects, using the prompts as a guideline. Then ask them to extend their connections to give an opinion or to come to a conclusion.


MAKING CONNECTIONS

Think of the text-to-world connections you made while reading one of these poems or quotations. What conclusions did you draw?(connection: I saw a photograph of a beautiful sunset at a beach, but tourists who’d been on the beach all day had littered the sand with garbage; conclusion: irresponsible people spoil the natural beauty of the environment)

METACOGNITION

Which of these poems or quotations did you connect most strongly to? How did making a strong connection help you understand that selection?

CRITICAL THINKING

Choose two of the authors in this selection. What would they say to each other about being a good global citizen? How would those authors answer the Talk About It question on page 21?(Steve Turner might say the people who pollute Earth should take responsibility; he might say we have to help the world so the world can help us; Sarah McClendon might say that good health is the number one priority for everyone; she might say that the issue goes both ways—if we’re not healthy we can’t help the environment, but we need to fix the environment so we can be healthier)

DI LEARNING STYLE

Kinesthetic learning: Students with a preference for kinesthetic learning might benefit from opportunities to role-play two authors from the selection having a conversation. A third student might play the role of an interviewer and ask questions to focus students’ thinking as though they were the authors.

AFTER

Connection

Kind of Connection

How it helped me respond (opinion/conclusion/inference)

Thinking about people going hungry made me think about the shortage of rice in the world.

Text to text: I read this in the newspaper.

It made me think about how we are finding ways to use food products to fuel cars. I think we should not use food to fuel machines that pollute the earth, while people go hungry.

35NEL


1. After students have read the selection, have them review their initial responses to the Talk About It question on SB page 21, “Is the world here to help you, or are you here to help the world?” Ask:

Has reading this selection changed your opinion about which side of the question you support? Is there a way to support both sides? Have them explain their reasons. (Evaluation)

2. Imagine you are a parent. Which of the poems or quotations in this selection would you think is most important for your child to understand, or follow? (Application)

3. What relationships can you find between and among the selections? Have partners compare the selections and group them by common themes, concerns, and attitudes. They could also group their connections and responses to the selections. (Analysis)

Oral LanguagePLANNING READER’S THEATRE

Have small groups plan a Reader’s Theatre version of the selection. They can work together to determine the best order for reading the items (Which selection would grab the audience’s attention at the beginning? Which selection would leave the most powerful impression at the end? How will they fit in the quotations?). Have the groups agree on the tones of voice to use, words or phrases to emphasize, what volume and pacing to use, and any other effects. Have the groups rehearse and then present their readings. Each group could present the reading to a different class in the school.

DI READINESS

To challenge: Students could add sound effects and background music to their readings, appropriate to the mood they are trying to create.

WritingINSPIRATIONAL POEM AND QUOTATION

Have partners share the connections and responses they made to the selection and brainstorm topics related to global citizenship that they might use as the basis of a poem and/or quotation (young people helping the less fortunate; the pleasures of being a volunteer; showing leadership in an environmental clean-up). The purpose of the poem and quotation is to inspire a peer audience to become more involved in global citizenship. Have partners write a draft of their poem and quotation, exchange their draft with another group, and use the feedback to make revisions. Invite students to compile their writing in a book, bulletin board display, poster, or newsletter.

Media LiteracyILLUSTRATING A POEM OR QUOTATION

Have students select one of the poems or quotations and share with a partner the connections and responses they made to it. Have them write out their choice and illustrate it with one or more illustrations that capture its main message and/or a strong connection they made to it. Students could decide on details such as layout, font type, size, and

READER’S THEATRE

Students read scripts or poems orally. No scenery or costumes are required. There is no action. Readers convey mood, tone, and emotion, and suggest character through the use of their voices, facial expressions, and gestures.


style to help viewers better understand the poem/quotation and their connections.

Student Self-AssessmentEncourage students to think back to their learning with “A Global

make connections as a reading strategy. Ask them to describe, while conferencing with you or a peer, how they might have used this strategy when reading in other subjects. Have them use BLM 4: Self- Assessment Checklist and Goal Setting.






Demonstration Task

Have students use BLM 6: Demonstration Task: Making Connections to record the connections made while reading “It Takes a Village.” Have students compare their connections with those of their peers to see how their varied background knowledge and experiences can affect the connections that are made and the way we understand a text.



understand “It Takes a Village”?


Nelson Literacy



Literacy Power E: pp 111, 140, 152; F: pp 61, 135




37NEL

Observation Period: Beginning of unit Middle of unit End of unit

Observe and record students’ ability to access and discuss prior knowledge they may have about the topic listen effectively by making connections, asking questions, and visualizing communicate in a clear, coherent manner that is appropriate to the topic and audience

Student Name Observations Follow-up

Nelson Literacy 8 Unit 1: Global CitizensCopyright © 2008 by Nelson Education Ltd. BLM 2

Date: ________________________

FOCUS OF INSTRUCTION/OBSERVATION:

Student Name Observations Follow-up

Nelson Literacy 8 Unit 1: Global Citizens Copyright © 2008 Nelson Education Ltd.BLM 3

Name: _________________________________________________________________________ Unit: ________________________

In the boxes, write A for Always, S for Sometimes, or N for Not Yet.

Date 1: Date 2: Date 3:

Strategies ____________ ____________ ____________

1. I use the connections I make while I read to extend my understanding of the text.

2. I develop ideas in my writing to make them clear to my audience.

3. I use a variety of effective listening strategies to help me understand oral texts.

4. I identify the purpose and audience of media texts to help me make judgments about the effectiveness of the texts.

5. I use my knowledge of sequence text pattern to help me understand what I read.

Reflecting Back

The strategy that has helped me the most is _______________________________________because ______________________________________________________________________.

Looking Ahead

My new goal will be ____________________________________________________________ .

S M A R T GoalsSpecific: My goals are well defined and easily understood by everyone.Measurable: I can tell if I have achieved my goals. Action-oriented: My goals can be achieved through doing.Realistic: My goals will challenge me, but I can meet them.Timely: I have a time frame in which I will complete my goals.


Name: _________________________________________________________________________ Date: ________________________

EXPECTATIONS SUPPORTED

Extend understanding by connecting ideas in texts to self/texts/worldIdentify and explain helpful strategies for before, during, and after reading

CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Cross-Curricular Application

Task 1 – A Global Citizen Is …—Key Assessment Questions

Task 2 – Love the Planet/Two Islands/It Takes a Village—Demonstration Task and Key Assessment Question

Task 3 – Cross-Curricular Application—Cross-curricular opportunity to be determined by the teacher


Name: _________________________________________________________________________ Date: ________________________

What to Do

Idea or Event from the Text

Personal Connection

Check OneOther Thinking Connected to My Connections:inferences, opinions, visualizations, predictions, evaluation of information

Text to Self

Text to Text

Text to World


What to Do1.

similar meanings. Being able to identify the part of speech of words that sound alike helps with correct word usage in written work.

Use a dictionary to help you identify the part of speech for the word pairs in the following chart. The first word pair has been completed for you.

Word Part of Speech Word Part of Speech

affect verb effect noun

accept

loose lose

advise advice

2. Complete the following sentences by choosing the correct word.

1. The new school rules go into ____________________ next week. (affect, effect)

2. The sad movie seemed to ____________________ him deeply. (affect, effect)

3. Do not ____________________ your lunch money. (lose, loose)

4. The knot she tied on the boat has become ____________________. (lose, loose)

5. Please ____________________ the package that will arrive by courier. (accept, except)

6. Everyone got to school on time ____________________ Tonya. (accept, except)

7.outcome of the game? (affect, effect)

8. What ____________________ do you have for someone learning a new language? (advice, advise)

9. The lawyer will ____________________ him not to plead guilty. (advice, advise)

10. The farmers were severely ____________________ by the drought. (affected, effected)

Name: _________________________________________________________________________ Date: ________________________


Documents

UNIT 1: GLOBAL CITIZENS UNIT 1: Step Up - Nelson Literacy · STUDENT BOOK, Page 2 ... throughout the unit and across the curriculum. ... 14 Nelson Literacy 8 Teacher’s Resource