AlgonquinCollege

1385 Woodroffe Ave

Ottawa, Ontario

K2G-1V8

(613)727-4723 ext.5138

Locally Developed English(ENG1L – Grade 9)

Provided by RenfrewCountyCatholicSchool Board

Last updated: June 29, 2007

All pictures, maps and graphics associated with lesson plans are the property of AlgonquinCollege, unless otherwise noted or linked. Statistical data and background information has been collected from the CIA World Factbook, public domain reference materials, and (where identified) external resources.

Curriculum and Lesson Plans have been created by partner School Boards [as identified]. These lesson plans and associated resources (photo, video, audio, etc.) are free for use to all teachers within the partner Boards in the delivery of the Ontario K-12 Curriculum. While every effort has been made to maintain the accuracy of the information provided, AlgonquinCollege is not responsible for unintentional data entry errors or omissions.

If you would like to report any errors or corrections for lesson plans, or use copyrighted materials for purposes other than the Ontario Curriculum please contact:

Expedition Africa at (613)727-4723 ext. 5138 or email

Table of Contents

Summary of Lesson Plan

Locally Developed Compulsory Credits

Catholic Graduate Expectations

Program Planning Considerations

Assessment and Evaluation

LESSON 1, ENG1L, A LETTER HOME

Country of Interest

Trip/Media Timeline

Description

Expectations

Teacher Preparation

Resources Included

Lesson

Possible Extension Activities

Lesson 1 - Worksheets

Cool Site One

Cool Site Two

Cool Site Three

Description

LESSON TWO, ENG1L, LANDMARK TREASURE HUNT

Countries of Interest

Trip/Media Timeline

Description

Expectations

Teacher Preparation

Resources Included

Lesson

Possible Extension Activities

Lesson Two - Worksheets

LESSON THREE, ENG1L, AFRICAN ANIMALS IN DANGER: TRACKING DOWN A SOURCE

Countries of Interest

Trip/Media Timeline

Description

Expectations

Teacher Preparation

Resources Included

Lesson

Possible Extension Activities

Lesson Three - Worksheets

LESSON FOUR, ENG1L, RIGHT TO PLAY

Countries of Interest

Trip/Media Timeline

Description

Expectations

Teacher Preparation

Resources Included

Lesson

Possible Extension Activities

Lesson Four - Worksheets

LESSON FIVE, ENG1L, A NATION’S PRIDE

Countries of Interest

Trip/Media Timeline

Description

Expectations

Teacher Preparation

Resources Included

Lesson

Possible Extension Activities

Lesson Five – Worksheets

LESSON SIX, ENG1L, GRANDMOTHERS TO GRANDMOTHERS

Country of Interest

Trip/Media Timeline

Description

Expectations

Teacher Preparation

Resources Included

Lesson

Possible Extension Activities

Lesson Six – Worksheets

Feedback Page

Summary of Lesson Plan

The aim of these curricular materials is to encourage and empower students to make meaningful connections between what they know about their own lives in Canada and what they can learn about the lives of peoples in the Continent of Africa. Students will be encouraged to expand critical thinking skills, literacy skills and Mathematical reasoning skills by engaging in meaningful dialogue about their world.

Small World Big Picture, Expedition Africa 2006

This lesson plan may identify specific resources to support certain activities. While the expedition team will attempt to gather all the required resources, we cannot guarantee that all photo, audio, video will be captured as listed.

Locally Developed Compulsory Credits

Locally Developed Compulsory Credit courses were developed by the LDCC Project coordinated by the Council of Ontario Directors of Education (CODE) in liaison with the Institute for Catholic Education (ICE), through a Consortium led by the Peel District School Board.

LDCC courses are intended to meet the education and career preparation needs of students that cannot be me by the courses authorized by the provincial curriculum policy documents. Funding for the development of these courses was provided by the Ministry of Education.

For further information see: Guide to Locally Developed Courses, Grades 9-12, Development and Approval Procedures, 2004

Catholic Graduate Expectations

These curricular materials support the following Catholic Graduate Expectations:

A Discerning Believer Formed in the Catholic Faith Community

-respects faith traditions, world religions and the life journey of all people of good will

-recognizes that “sin and human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption.

An Effective Communicator

-listens actively and critically to understand and learn in light of gospel values

-reads, understands and uses written materials effectively

-presents information and ideas clearly and honestly and with sensitivity to others

A Reflective and Creative Thinker

-recognizes that there is more grace in our world than sin and that hope is essential in facing all challenges

-creates, adapts, evaluates new ideas in light of the common good.

-Adopts a holistic approach to life by integrating learning from various subject areas and experience

A Self-directed, Responsible, Life Long Learner

-sets appropriate goals and priorities in school, work and personal life

-applies effective communication, decision-making, problem solving, time and resource management skills

A Collaborative Contributor

-works effectively as an interdependent team member

-respects the rights, responsibilities and contributions of self and others

A Caring Family Member

-values and honours the important role of the family in society

A Responsible Citizen

-respects and affirms the diversity and interdependence of the world’s peoples and cultures.

-respects and understands the history, cultural heritage and pluralism of today’s contemporary society

Program Planning Considerations

-Some students will require accommodation and modification of materials.

-As much as possible, focus should be put on building student confidence

-In order to engage in a number of the activities, students will need skill working in small groups.

-Whenever possible, connections should be made to the world of work.

-The learning activities should strengthen students’ abilities to recognize bias and discrimination in viewpoints

-Many of these activities can be adapted for use in Applied level classes at the grades 9 and 10 level and in classrooms grade 6-9.

Assessment and Evaluation

While any of these activities can be extended to act as assessment and evaluation vehicles for student progress, the intention is that they be used throughout the semester in conjunction with regular discussion about the continent of Africa and regular monitoring of Algonquin’s African Expedition (SWPB), through media outlets and web connections. Student should collect materials from the lessons they complete in a portfolio to be viewed throughout the course for reflection on their own personal and academic growth.

LESSON 1 (ENG1L) A LETTER HOME

Country of Interest

Egypt

Trip/Media Timeline

September 5-30

Description

Students will access the National Geographic virtual tour of the Egyptian Pyramids and other important historical sites in Egypt. The teacher will instruct students with regards to the components of a personal letter (Address, Date, Salutation etc). Students will take notes on the sites they have seen using an organizer and they will use the information to write a letter to their parents or person of their choice describing all of the wonderful sites they have seen on their “trip” to Egypt. Students will then address the letter and mail it to their person of choice.

Expectations

Overall Expectations:

DRVV.01 develop reading and viewing strategies to understand and make connections with texts that are part of their school, workplace and everyday life;

DRVV.02 read and recognize a variety of short, engaging, authentic and relevant print and non-print text forms, both teacher and student-selected;

DWSV.01 apply the writing process by generating and organizing ideas, writing a draft, revising and editing to produce a variety of short written texts;

DWSV.03 convey information and ideas clearly in a variety of short written forms.

Teacher Preparation

  • The teacher should visit the web sites listed below to insure that they are up to date and appropriate.
  • Teacher should collect resources on letter writing (see parts of a letter work sheet)
  • Teacher should photocopy the provided organizer and prepare student for its use.
  • Photocopy letter draft template
  • Teacher should collect available print resources describing the ancient ruins of Egypt including pictures, video, etc.
  • Get envelopes and stamps

Resources Included

  • Organizer for collection of information on Egypt
  • Parts of a letter work sheet
  • Letter draft template

Lesson

  • Activate prior knowledge about Egypt using collected video, pictures, etc.
  • Hand out organizer and have students visit the National Geographic virtual tour website:
  • Encourage students to take specific notes on the ancient artifacts that they find on their virtual tour. Encourage them to record how they feel about the art, what questions they have about it and what features and important enough to describe to another person.
  • Students may access the following websites for further information:
  • Once students have collected information, discuss the components of personal letter writing (use the template provided or other collected examples.
  • Once students understand the components of the letter, give them the letter template included and have them begin the draft of their letter.
  • Encourage students to include interesting information about at least three of the sites that they visited. They may include pictures or create interesting anecdotes about their trip.
  • When their templates are completed have them write their letter, insuring that they include all components of a letter as previously taught.
  • Have students locate addresses and properly address envelopes.
  • Be sure to mail the letters.

Possible Extension Activities

  • Have students email information about their trip to other students or to you as teacher. Discuss the differences between print letter writing and email communication. Discuss differences between email to an adult and email to a friend.
  • Have students text message information to a friend and discuss the pros and cons of electronic Communication.

Lesson 1 – Worksheets

My Egyptian Memories

Name: ______

Cool Site One

/

Cool Site Two

/

Cool Site Three

Name of Site:

Description

First Neat Fact!
Second Neat Fact!
Something that surprised me!

Parts of a Personal Letter

Heading:

This includes the address, line by line and the last line is the date on which the letter was written.

Greeting/ Salutation:

This is opening greeting. (e.g.Dear ………..) Be sure to end with a comma.

Body:

This will include the main text of your letter including the written message. The tone should be friendly, descriptive and explanatory.

Closing:

This is a short expression of closing that ends in a comma (e.g. Sincerely, )

Signature line:

This is where you would sign your name. You can sign it informally or you can type is and add you personal signature directly on top.

Postscript:

This is an additional though that came to you after you have written the formal letter. It goes as the end after the signature and begins with “P.S.”

Adapted in part from:

retrieved on August 06, 2006.

Personal Letter Draft Template

LESSON TWO (ENG1L) LANDMARK TREASURE HUNT

Countries of Interest

Any Eastern African country

Trip/Media Timeline

Anytime

Description

Students will be given a list of Geographical locations in Africa. They will be asked to briefly research these locations using print (encyclopedia) and Internet sources to determine the country in which they are located. Student will also be asked to record one interesting fact about each location. These facts will be shared in a whole group activity. This activity can lead to multiple extension activities, including a research project, a poster creation, and oral presentation etc.

Expectations

Overall Expectations:

DRVV.01 develop reading and viewing strategies to understand and make connections with texts that are part of their school, workplace and everyday life;

DRVV.02 read and recognize a variety of short, engaging, authentic and relevant print and non-print text forms, both teacher and student-selected;

ELTV.02 use talk to develop thinking skills in small and large group interactions;

ELTV.04 contribute ideas and converse while participating in classroom activities

Teacher Preparation

  • Teacher should collect a number of print resources including Atlases, Encyclopedias etc. and ensure that students have access to the Internet.
  • Teacher may wish to visit relevant sites to provide direction to students when they are searching the Internet. All safety precautions must be put in place for Internet use.
  • Teacher should photocopy assignment sheet.
  • Teacher should have a map handy to allow students to visually picture the locations of each landmark.

Resources Included

  • Treasure hunt assignment sheet

Lesson

  • Activate prior knowledge by showing student a map of Africa. Explain that it is a dynamic continent that includes vast deserts, savannahs and high mountains.
  • Hand out treasure hunt sheet. Ensure that students understand that they are being asked to a) locate the landmarks and b) record one interesting fact about each
  • This activity may be done individually, in small groups or as a class. If it is done in small groups you may wish to offer a prize (treasure) to the group that locates all the landmarks first.
  • Share information as a class. Compile lists of interesting facts.
  • Have students reflect on learning in a journal activity.

Possible Extension Activities

  • Have students find pictures or draw picture of each landmark and pin them to their appropriate location on a map of Africa.
  • Students would use the compiled lists of interesting facts as springboards for expository writing.
  • Have students complete a research project on the landmark of their choice and complete a written report, a poster piece or an oral presentation.

Lesson Two - Worksheets

Landmark Treasure Hunt

Research the following African Landmarks. Locate the country in which they can be found and record one interesting fact for each. Don’t forget to record your source:

Landmark

/

Location and Source

/

Interesting Fact

Serengeti

KakamengaRain Forest

Virunga Volcanoes

Mt.Kilamanjaro

LastaMountains

Hogsback

LESSON THREE (ENG1L) - AFRICAN ANIMALS IN DANGER: TRACKING DOWN A SOURCE

Countries of Interest

Kenya, Tanzania

Trip/Media Timeline

November 2-27

Description

Students will pretend they are reporters looking for valid, current information on two endangered species in Western Africa (the African Elephant and the Black Rhino) to prepare for a short media piece on television or radio. They will search a number of websites (many provided) for specific information about each species. At the same time they are compiling information, they are evaluating their sources using a checklist with anecdotal comments. Students must decide which web site was the best source of information and which web site was the worst. They will meet with the teacher to defend their choices, after practicing with a peer.

Expectations

Overall Expectations:

DRVV.01 develop reading and viewing strategies to understand and make connections with texts that are part of their school, workplace and everyday life;

DRVV.02 read and recognize a variety of short, engaging, authentic and relevant print and non-print text forms, both teacher and student-selected;

ELTV.02 use talk to develop thinking skills in small and large group interactions;

ELTV.04 contribute ideas and converse while participating in classroom activities

Teacher Preparation

  • Teacher should review the websites listed below to ensure they are current, valid and safe for students. Teacher may collect other valid web sites for the activity.
  • Teacher could collect pictures and print resources related to the African Elephant and the Black Rhino
  • Teacher should photocopy Black Rhino and African question sheets and Web site evaluation checklist for use in the lesson
  • Teacher should ensure access to the Internet for students
  • Tips for evaluating web sites found at the following web addresses:
  • Templates for Internet evaluation can be found at the following website:

Resources Included

  • Black Rhino and African Elephant information sheet
  • Website evaluation checklist

Lesson

  • Activate prior knowledge about endangered species using brainstorming techniques, mind mapping, KWL charts etc.
  • Give students a brief outline of the plight of the African Elephant and the Black Rhino. Information available at the following web address (due to the nature of this activity, some of the following sources are more complete than others):

Black Rhino:

African Elephant:

  • Teachers should go over the lesson handout (included) and make sure students understand what is being asked of them. They are to complete two activities. One: Students must collect information on the African Elephant or the Black Rhino and Two: Students must visit at least three websites and evaluated each using the checklist (included) – this may be done alone or in pairs.
  • Teachers may assign animals to students or encourage them to choose either the Elephant of the Rhino.
  • Students are encouraged to share information found and discuss website evaluations with their peers as they complete the assignment.
  • In a large, teacher-led group, students will share the information they collected on the Elephant and the Rhino.
  • Students will then choose the web site they though was the best source of information and the one they thought was the worst. They will prepare for a one on one interview with the teacher to defend their choices by practicing with a peer.
  • Teachers will conduct a one on one interview with each student.
  • Students should be encouraged to reflect on what went well in their interview and what they could do to improve.

Possible Extension Activities