Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 1. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
TEMPLATE: Contextualized Learning Activities (CLAs)
For the ―other required credits‖ in the bundle of credits, students in a Specialist High Skills Major program
must complete learning activities that are contextualized to the knowledge and skills relevant to the
economic sector of the SHSM. Contextualized learning activities (CLAs) address curriculum expectations
in these courses.
This template must be used to describe the CLAs. The completed form must be submitted to the Ministry
of Education. CLAs will be posted on the SHSM e-Community website at
http://comunity.elearningontario.ca (a password protected site for educators).
Submit all material in Microsoft Word. When developing CLAs, be sure to observe all current copyright regulations (see Access Copyright -
the Canadian Copyright Licensing Agency at www.accesscopyright.ca).
Note to CLA Developers: Please remove any instructions and coloured/highlighted text from the boxes
before completing the template for submission. (The coloured/highlighted text is there to assist you in
your planning.)
Contact Information
Board Dufferin Peel CDSB
Development date January 2010
Contact person Nora Kiss
Position Teacher- St. Joseph Secondary School
Phone 905-812-1376 ext. 74304
Fax
E-mai [email protected]
Specialist High
Skills Major
Hospitality and Tourism
Course code
and course title
Eng 4E
Grade 12 Workplace Preparation English
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 2. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Name of
contextualized
learning
activity/activities
Media Literacy: Support Local Organic Farmers
Brief description
of
contextualized
learning
activity/activities
Students will create advertisements for a local farm to promote organic and
sustainable farming practices.
Duration Approximately 10 Hours of classroom activities are provided.
Overall
expectations
Oral Communication
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Reading and Literature Studies
1. Reading for Meaning: read and demonstrate an understanding of a variety
of literary, informational and graphic texts, using a range of strategies to construct meaning;
2. Reading with Fluency: use knowledge of words and cueing systems to read fluently
Media Studies
1. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques
Writing
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Specific
expectations
English
Oral Communication
1. Listening to Understand 1.4 Demonstrating Understanding of Content
Reading and Literature Studies
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 3. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
1. Reading for Meaning 1.3 Demonstrating Understanding of Content 1.5 Extending Understanding of Text
2. Reading with Fluency 3.2 Reading Unfamiliar Words
Writing
1. Developing and Organizing Content 1.1 Identifying Topic, Purpose and Audience
3. Applying Knowledge of Conventions
3.2 Vocabulary
Media Studies
Creating Media Texts
3.3 Producing Media Texts3.2 select a media form to suit the topic, purpose and audience for a media text they plan to create, and explain why it is
an appropriate choice
3.4 identify the conventions and/or techniques appropriate to media form they plan to use, and explain how these twill help them communicate specific aspects of their intended meaning produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques
Catholic
Graduate
Expectations (if
applicable)
CGE1d Develops attitudes and values founded on Catholic Social Teaching and acts
to promote social responsibility, human solidarity and the common good.
CGE7i Respects the environment and uses resources wisely.
CGE7j Contributes to the common good
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 4. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Essential Skills
and work habits
Check off the Essential Skills and work habits that are addressed in this CLA.
Essential Skills
Reading Text
Writing
Document Use
Oral Communication Thinking Skills
Job Task Planning and Organizing
Decision Making
Problem Solving .
Finding Information
Work habits
Teamwork
Reliability
Organization
Working Independently
Initiative
Self-advocacy
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 5. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Instructional/Assessment Strategies
Teacher’s notes
See teacher notes at the end of each lesson for more specific instructions. Lessons are written using
the Differentiated Instruction format of Minds on, Action and Consolidate and Debrief activities. High-
yield instructional strategies which target metacognition, literacy, independent and group learning have
all been included throughout the lessons. Assess for learning, and Assessment as learning are
achieved through diagnostic and formative forms: Assessment of learning focuses on the summative
and evaluative task.
Each activity is constructed with the idea that the student will be building on knowledge learnt in the
previous activity. It is essential to complete one activity before continuing with the next. Suggested
resources, specifically advertising samples and graphic organizers, can be changed to accommodate
different classroom dynamics and interests. Substitutions should still reflect the consistency of the
activities and objectives of the lesson.
Context
All students in the class can complete this Media unit. The students who are enrolled in the Specialist
High Skills Major must use the Hospitality focus when completing this unit.
Strategies
Day 1/ Activity 1: What is Organic Food?
Students will complete a KWL chart on Organic Food. Students will then Think-Pair-Share using their KWL charts, and discuss with a pair what they know about Organic Food, using the focus questions: “What are the responsibilities of manufacturers in the production and manufacturing of food?” and “What are the responsibilities of consumers in the purchasing and consumption of food?”
.Regroup as a class. Teacher and students will categorize Organic Food together based on information on KWL chart.
Students will be given the dictionary definition of Organic, and a Word Wall will be created as a visible reference to identify unfamiliar vocabulary on environmental terminology.
Teacher will distribute Statistic Canada article on Organic Foods, and read aloud with class, highlighting key terms. There will be a discussion about the statistics provided in the attached table. Students will summarize the information in the article.
A journal question will focus students on the role of the Catholic Community in supporting local sustainable farming.
Students can be assessed via exit tickets and evaluated with a quiz on the new terminology.
Day 2 & 3 /Activity 2: Interview a Farmer
Students will be given samples of celebrity Question and answer Interview. Resource suggestions are provided for use for SHSM students.
Students will then be asked to review telephone etiquette, interview protocol and personal presentation and role-play to practice such.
For the Culminating Activity, using the Tiering format, students will publish an interview with a local farmer and create advertisements to promote that farmer. There is an option for allowing other students in the class to interview a person in another career, of the student’s
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 6. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
interest. Assess students using the rubric provided.
Day 4, 5 & 6/ Activity 3: Create an Advertisement
Using a Think Aloud method, teacher deconstructs a sample advertisement for the class, using Critical Literacy questions provided. The sample ad could be specific to the SHSM students.
Students are given a handout about marketing techniques to apply to the deconsruction of several more sample advertisements from different mediums. This can be done in pairs.
For the Culminating Activity, students create an advertisement for the farm and farmer that they have interviewed. Using a Choice Board, students can choose to do a print advertisement like a web ad or a leaflet; a radio commercial; a storyboard for a television commercial; or dramatic presentation of a television commercial. This can be assessed using the rubric provided.
Assessment and Evaluation of Student Achievement
Strategies/Tasks
(add rows as required)
Purpose
Assessment for Learning (diagnostic, formative)
Assessment of Learning (summative, evaluation)
1. Organic Food- KWL Chart Formative Assessment
2. Word Wall, Note-taking Diagnostic
3. Journal Response Formative Assessment
4. Exit Ticket Formative Assessment
5. Interview Role Play Diagnostic
6. Interview a Farmer – summative task Summative Assessment
7. Create an Advertisement Organizer Formative Assessment
8. Farm Advertisement – summative task Summative Assessment
Assessment tools
Checklists
Graphic Organizers
Worksheets
Question sheets
Student conferences
Rubrics
KWL chart
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 7. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Additional Notes/Comments/Explanations
It has been suggested that the unit be completed as a whole. This unit can easily be integrated as the
media component of the ENG4E1 course.
Copyright restrictions may influence the advertisements to be viewed during the advertisement analysis
and deconstruction. Media resources can be adapted to suit the dynamic of the classroom. Gender,
cultural differences etc, may influence what the teacher chooses to focus on.
Whenever possible it is recommended to give students an opportunity to self and peer assess.
Resources
Authentic workplace materials
Human resources
Video
Software
Websites
www.yeeeeee.com/2009/12/08/cosmetic-advertisement-collection
www.media-awareness.ca
www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html
www.applewoodfarmwinery.com www.statcan.gc.ca/pub/96-328-m/2004018/4193992-eng.pdf
www.gremolata.com/Articles/394-Jamie-Oliver-Interview.aspx
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 8. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Accommodations
For students who require accommodations or have an Individual Education Plan, it is recommended that
the teacher administering the contextualized unit refer to the student’s IEP.
Basic accommodations may include:
Extra time to complete assignments
Access to word processing equipment to help with spelling and legibility
Use of Academic Resource Room
Due date flexibility
Students may also be given additional options for how to present their summative task or in the analysis
they do for various activities. Teachers should also ensure that these students are kept on task and
motivated, perhaps by checking on progress more frequently and providing further differentiated
instruction suited to the needs of the particular students, and allowing access to the academic resource
room.
List of Attachments
Activity 1- What is Organic Food?
KWL Chart
Article Excerpt
Checklist
Exit Ticket Activity 2- Interview a Farmer
Graphic Organizer for Interview Questions
Interview Template
Interview Rubric Activity 3- Create an Advertisement
Sample Advertisement
Marketing Techniques and Strategies Handout
Organizing Ideas
Sample Rubric and Checklist
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 9. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Differentiated Instruction Teaching/Learning Examples
Grade 12 English, Workplace (ENG4E): What is Organic Food? Duration: One 75 minute period and 15 minutes of next class
1 KWL Chart
2 Think-Pair-Share (Co-operative Learning)*
3 Word Wall
4 Summarizing and Note-taking*
Differentiated Instruction Details
Knowledge of Students Differentiation based on student: Readiness
Need to Know
Readiness – survey to learn about students’ prior knowledge of environmental responsibility and knowledge of key terms related to the environment.
How to Find Out
KWL chart Differentiated Instruction Response Learning materials (content)
Curriculum Connections
Overall Expectation(s): Oral Communication 1. Listening to understand: listen in order to understand and respond appropriately in a variety of situations
for a variety of purposes Reading and Literature Studies
1. Read and demonstrate an understanding of a variety of informational, graphic, and literary texts, using a range of strategies to construct meaning
Writing 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively
Specific Expectation(s): Oral Communication: 1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways Reading 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts 1.5 extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights Writing 1.1 identify topic, purpose and audience for a variety of writing tasks ; build vocabulary for writing by confirming word meanings and reviewing and refining word choice, using a
Grade 12 English, Workplace (ENG4E):
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 10. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
variety of resources and strategies as appropriate for the purpose
Catholic Graduate Expectations CGE1d Develops attitudes and values founded on Catholic Social Teaching and acts to promote social responsibility, human solidarity and the common good. CGE7i Respects the environment and uses resources wisely. CGE7j Contributes to the common good
Learning Goal(s):
Understand new terms and interpret information and data from information and graphic text
Assessment and Evaluation
Assessment/Success Criteria Knowledge
demonstrates a knowledge of terms: green, eco-friendly, organic, non-organic, pesticides, free range.
Communication
expresses and organizes ideas in the form of a journal Application
makes connections between various contexts
Assessment Tools:
checklist
Anecdotal Comments
Quiz or Exit Ticket
Prior Learning
Prior to this lesson, students will have:
Previous knowledge reading a variety of media texts, specifically print and/or electronic magazines
Experience expressing and listening to different viewpoints
Materials and Resources
Materials: Appendix A: KWL Chart Appendix B: Article Excerpt Appendix C: Checklist Appendix D: Exit Ticket
Internet Resources: Applewood Farm Winery. Advertisement. http://www.applewoodfarmwinery.com Statistics Canada, Catalogue no. 96-325-XPB. http://www.statcan.gc.ca/pub/96-328-m/2004018/4193992-eng.pdf Ministry of Education (2004). Think Literacy, Cross Curricular Approaches, Grades 7-12 (Getting Ready to Read: Extending Vocabulary - Creating a Word Wall, pp.30-31). See Think Literacy Library at www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html
Resources: Hume, Karen. Start Where They Are: Differentiating for Success with the Young Adolescent. Toronto: Pearson Education Canada, 2008. Print. Marzano, Robert J., Pickering, Debra, & Pollock, Jane E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. Ministry of Education (2007). The Ontario Curriculum, Grades 11 and 12, English.
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 11. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
English / ENG4E / Hospitality CLA / Lesson 1
Minds On (30 minutes) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning
Connections L: Literacy AfL, AoL: Assessment for/of Learning
Individual KWL Chart Distribute KWL Chart to students to fill in for the topic of organic food (See Appendix A).
Pairs Think-Pair-Share Activity Post the focus questions:
“What are the responsibilities of manufacturers in the production and manufacturing of food?”
“What are the responsibilities of consumers in the purchasing and consumption of food?”
Students take turns to interview their partner to elicit opinions on the two questions. Pairs will share observations and responses with the class. Use specific examples related to non-organic and organic methods of farming.
Whole Class Review Key Terms Create a Word Wall to identify unfamiliar vocabulary and create a visible reference in the classroom for the following environmental terminology (and any others that are relevant and applicable): organic produce, non-organic produce, free range, locally produced, green, environmentally friendly, eco-friendly. Allow students to copy the words the format of their choosing (glossary, chart, point form).
DI L: Accountable Talk L: Word Wall
Action (40 minutes) Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent)
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 12. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Whole Class Discussion Distribute Statistics Canada excerpt from Canadian Agriculture at a Glance and read aloud to/with class (Appendix B). Students should highlight the key environmental terms from the Word Wall in the article. Clarify any that are still confusing.
Discuss and interpret the information in Table 1. Guide the discussion with questions focused on the percentages given in the table (e.g. how many people out of 100 bought organic regularly in 2000? Almost one-third of people tried organic once or twice in the same year – how many did not try it at all?) Do you think that this is a growing trend? Why or why not? Where is it indicated in the article that organic foods are growing in popularity?
Individual Summarizing and Note-taking Students should take notes on the five reasons that consumers are willing to pay more for certified organic foods, and any additional reasons given in the article by answering the questions at the end of the article.
Individual Journal Response Students respond to the following question for homework: Focus Question – As a Catholic community, why should we support organic and/or local farmers? Be prepared to share answers with class the next day (see Appendix C for Checklist).
L: reading graphic and informational text ML: Interpolating and extrapolating data AfL: Anecdotal Comments
AfL: Journal Response Checklist
Consolidation and Connection (15 minutes) Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection
Option 1: Individual Quiz Do a quiz next day to ensure understanding of key terms and concepts
Option2: Individual Exit Ticket Examine Exit Tickets to ensure student understanding of environmental terms and concepts, and ensure connection to Catholic concept of stewardship. (appendix D)
AoL: Quiz AfL: Exit Ticket
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 13. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix A KWL Chart Grade 12 English Workplace,
(ENG4E)
KWL CHART Topic: Organic Food
Know Wonder Learned Does not use pesticides
Costs more
How can a crop be certified
as organic?
Appendix B Article Excerpt Grade 12 English Workplace, (ENG4E)
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 14. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Why do some
people choose
organically
produced food
over
conventionally
produced food?
Organic farmers do not give their
animals feed additives. Vaccines
and veterinary drugs are only
permitted in certain circumstances.
On their cropland, organic farmers avoid synthetic pesticides and fertilizers. As a
result, they tend to incur higher costs and reap lower yields. This causes most
organic foods to be more expensive than their conventionally grown counterparts.
But some consumers are willing to pay premium prices — in fact, the demand for
organic foods is growing. According to industry sources, retail organic food sales
totalled $700 million in 1997. This is expected to hit $3.1 billion by 2005, for an
average annual growth rate of 20%. About 22 million Canadians, or 71% of the
population, bought organic foods at least once in 2000 (Table 1). So why would
consumers be willing to pay more for certified organic foods? For many, the
motivation is assurance that:
organic foods are not irradiated or genetically modified organic foods are grown without synthetic pesticides or chemical
fertilizers organic production occurs in an environmentally friendly way extra emphasis is placed on animal welfare drugs are never used to boost production on organic farms.
Although not definitively proven by scientific data, consumer studies indicate
many people also feel that organic foods are safer, healthier, taste better and
provide more nutrition than conventionally produced foods.
Another reason for organic foods’ growing popularity may be their availability.
Once found only in health food stores, food co-ops, farmers’ markets or local
roadside stands, organic foods have gone mainstream. They are now found in
large chain grocery stores — often in sections dedicated solely to organic
products — as well as numerous independent fruit, vegetable and specialty meat
stores across the country. Just how popular organic foods are was underscored in
2001, when one of Canada’s largest grocery store chains launched 80 branded
organic products, with plans to increase that number to nearly 200 by the end of
2003.
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 15. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix C Checklist Grade 12 English Workplace (ENG4E)
Journal Response Sample Checklist
Category/Criteria Yes No Comments Communication The student:
Demonstrates understanding of Key Terms
Can clearly identify why local and/or organic farmers should be supported
Cites specific examples of how, as a Catholic community, we can support local and/or organic farmers
Answer the following questions in your notebook:
1. List the five reasons that consumers are willing to pay more for certified organic foods.
2. What are some additional reasons that consumers may be willing to pay more for organic foods?
3. Would you be willing to pay slightly more for organic foods for the reasons listed above? Why or why
not?
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 16. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix D Exit Ticket Grade 12 English, Workplace (ENG4E)
Today’s topic __________________________________________
Name _______________________________________
3 things I learned
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2 things I’ll try
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
1 connection I can make
_______________________________________________________________________
_______________________________________________________________________
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 17. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Grade 12 English, Workplace (ENG4E):
Differentiated Instruction Teaching/Learning Examples
Grade 12 English, Workplace (ENG4E): Interview a Farmer Duration: Two 75 minute periods and time outside of classroom
1 Role playing (Co-operative Learning)*
2 Tiering**
Differentiated Instruction Details
Knowledge of Students Differentiation based on student: Readiness Interests Preferences: Other (e.g., environment, gender, culture) Need to Know
Interests – informally survey career interests of students
How to Find Out
conference with students about the industry that they are interested in, or the job they intend to pursue upon graduation.
Differentiated Instruction Response Ways of learning (process)
Curriculum Connections
Overall Expectation(s): Media Studies
Creating media texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques
Specific Expectation(s):
3.4 produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques
Catholic Graduate Expectations: CGE1d Develops attitudes and values founded on Catholic Social Teaching and acts to promote social responsibility, human solidarity and the common good. CGE7i Respects the environment and uses resources wisely. CGE7j Contributes to the common good
Learning Goal(s):
Create and conduct an interview for first hand data collection about local farmers; publish the interview in the form of a Q&A for a local magazine or newspaper
Assessment and Evaluation
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 18. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Assessment/Success Criteria Knowledge
demonstrates a knowledge of environmental terms
demonstrates knowledge of interview conventions Thinking
uses planning skills and critical thinking skills to create interview questions Communication
expresses and organizes ideas in published interview, and uses proper conventions of English
Application
applies knowledge and skills in a familiar context
Assessment Tools (i.e., checklist, rubric, checkbric, rating scale, anecdotal comments, marking scheme):
anecdotal comments
rubric
Prior Learning
Prior to this lesson, students will have:
Previous knowledge reading a variety of media texts, specifically print and/or electronic magazines
Experience expressing and listening to different viewpoints
Knowledge of environmental terminology related to farming and/or chosen occupation
Materials and Resources
Materials: Examples of magazine or newspaper interview/Q&A Appendix A: Graphic Organizer for Interview Questions Appendix B: Interview Template Appendix C: Interview Rubric
Resources:
Hume, Karen. Start Where They Are: Differentiating for Success with the Young Adolescent. Toronto: Pearson Education Canada, 2008. Print. Jolley,Malcom. Jamie Oliver Interview. http://www.gremolata.com/Articles/394-Jamie-Oliver-Interview.aspx Marzano, Robert J., Pickering, Debra, & Pollock, Jane E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. Ministry of Education (2007). The Ontario Curriculum, Grades 11 and 12, English.
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 19. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
English / ENG4E / Hospitality CLA / Lesson 2
Minds On (30 minutes) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning
Connections L: Literacy AfL, AoL: Assessment for/of Learning
Whole Class Read and Discuss Teacher brings sample of Q&A from a celebrity magazine or on-line (see resources for suggestions). Review conventions of Q&A – warm-up questions, asking for details, etc.
In Pairs Role Play Review telephone and interview protocol, telephone etiquette and the importance of personal presentation. Students role-play standard telephone inquiries and etiquette.
AfL: anecdotal comments
Action (120 minutes) Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent)
Individual Tiered Interview Students will publish an interview and create advertisements to promote a local farmer. Option: Students can interview a person working in any industry that they are interested in, for example a hairstylist, auto mechanic etc. The interview must focus on the environmentally friendly techniques and procedures that are used in that industry. (45 minutes) They will create interview questions (See Appendix A) and ask a local farmer about type of produce grown, methods of farming used, current advertising strategies, target market, and any other relevant information. (75 minutes) Students polish their list of questions for their interview (see Appendix B), and submit to the teacher for approval. They then conduct the interview In person or over the telephone, then polish and publish as a Q&A. Tier 1: Students who require support in their use of desktop publishing features and/or in developing, planning and writing questions for their interview. Provide this tier with guided instruction, a predetermined interview template, a Graphic organizer for generating the questions, and the opportunity to work with a partner when developing and planning the questions, as well as practice/role playing in the form of a mock interview. Tier 2: Students who write well, are able to use desktop publishing features and readily access the Help menu to problem solve. Provide this Tier with copies of the Organizer for generating questions for the interview as needed. Encourage peer collaboration and mock interviews.
L: Graphic Organizers DI: differentiation based on interest DI: differentiation based on readiness
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 20. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Tier 3: Students who are familiar with desktop publishing but struggle with developing, planning and writing content. Students in this tier may adapt the content of a sample interview of their choice, for their particular audience and purpose. Support students with a graphic organizer to brainstorm and develop questions for the interview. Encourage point form ideas in the planning stage as well as consultation with peers. Encourage practice via mock interviews.
Consolidation and Connection (80 minutes) Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection
Individual Published Interview Students type up and edit their interview in the format of a Q&A for a local magazine or paper (see Appendix C for rubric).
AoL: rubric for published Q&A
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 21. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix A Interview With a Local Farmer Grade 12 English Workplace, (ENG4E)
Graphic Organizer for Interview Questions
TIPS
Use open-ended questions that allow the person to elaborate or explain. These can be created by using “how” or “why”
questions. ex. Why did you choose ___________ as your occupation? How did you learn about _____________?
Begin with general questions, and then ask more specific ones.
General questions about
company/farm
Questions about environmentally
friendly farming techniques
Questions about marketing
1. How long have you been farming?
2. How many workers do you employ?
3.
4.
1. What is the difference between free-
range chickens and organic chickens?
2. How do you make sure your organic
berries stay fresh?
3.
4.
5.
1. What kind of advertising do you
currently use?
2.
3.
4.
5.
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 22. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Sample Interview Organizer
General questions about company Questions about environmentally
friendly techniques
Questions about marketing
1. How long have you owned a hair salon?
I started when I was 18, so…17 years.
2. How many workers do you employ?
I have 6 stylists that work for me.
3. What are your hours of operation?
We are open every day except Mondays and holidays. We usually open at 10 am although for special occasions like weddings, we can open earlier.
1. In your line of work, you use many
chemicals. How can you dispose of
these without harming the
environment?
We actually have been switching over to less
toxic products, that are safer for our clients,
and our staff. We have a new, natural line of
products that we use called NaturaSource,
that is mostly plant based. Any solutions or
dyes that are left after a job are sent to a
company that can dispose of these safely.
But most of our products can be safely
disposed of here.
1. What kind of advertising do you
currently use?
Right now, we have an ad in the Yellow Pages of the phone book, and we advertise occasionally in the local newspaper when we have specials or promotions going on.
2. Have you tried advertising specifically
about your environmentally-friendly
products?
We have been considering it, but have not implemented any marketing strategy like that yet.
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 23. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix B Interview With a Local Farmer Grade 12 English Workplace, (ENG4E)
Interview Template
Student Name: ________________________________________________________________________________
Name of Person to be Interviewed: ___________________________ Telephone
#:__________________________
Name of Organization:
____________________________________________________________________________
Date of Interview:
_______________________________________________________________
Questions and Answers
1. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 24. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
4. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6. _______________________________________________________________________
_______________________________________________________________________
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7. _______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
8. _______________________________________________________________________
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9. _______________________________________________________________________
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Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 25. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix C Interview Rubric Grade 12 English Workplace, (ENG4E)
Name:
Category Remedial Level 1 Level 2 Level 3 Level 4 Totals
K / U
Insufficient
information for
evaluation.
Incomplete.
The interview has no main
idea; does not follow
conventions of interview;
does not include key
environmental concepts.
The interview has a main
idea; somewhat follows
conventions of interview;
includes some key
environmental concepts.
The interview has no main
idea; follows conventions of
interview; includes
considerable key
environmental concepts.
The interview has no main
idea; thorough use of use
conventions of interview;
includes all key
environmental concepts
related to the field.
_____
10
T / I
Insufficient
information for
evaluation.
Incomplete.
Uses planning skills with
limited effectiveness; little
critical thinking skills used.
Uses planning skills with
some effectiveness; some
critical thinking skills used.
Uses planning skills with
considerable effectiveness;
considerable use of critical
thinking skills.
Uses planning skills with
high degree of
effectiveness; excellent use
of critical thinking skills.
_____
10
C Insufficient
information for
evaluation.
Incomplete.
Filled with punctuation,
spelling and grammar
errors; expresses ideas with
limited effectiveness.
Some punctuation, spelling
and grammar errors;
expresses ideas with some
effectiveness.
Few punctuation, spelling
and grammar errors,
expresses ideas with
considerable effectiveness
No punctuation, spelling and
grammar errors; expresses
ideas with a high degree of
effectiveness.
_____
10
A
Insufficient
information for
evaluation.
Incomplete.
Uses environmental
terminology with limited
effectiveness.
Uses environmental
terminology with some
effectiveness
Uses environmental
terminology with
considerable effectiveness.
Uses environmental
terminology with a high
degree of effectiveness
_____
10
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 26. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Differentiated Instruction Teaching/Learning Examples
Grade 12 English, Workplace (ENG4E): Creating an Advertisement Duration: Three 75 minute periods
1 Think Aloud/Modeling (Setting Objectives and Providing Feedback) *
2 Choice Board **
3 Rubrics and Checklists (Setting Objectives and Providing Feedback)*
*Marzano’s Categories of Instructional Strategies (See Resources below.) **Differentiated Instruction Structure
Differentiated Instruction Details
Knowledge of Students Differentiation based on student: Preferences: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know
Learning Styles – survey learning styles at beginning of course.
How to Find Out
Learning Styles Survey
Differentiated Instruction Response Ways of demonstrating learning (product)
Curriculum Connections
Overall Expectation(s): Creating Media Texts Create a Variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques
Specific Expectation(s): 3.2 select a media form to suit the topic, purpose and audience for a media text they plan to create, and explain why it is an appropriate choice
3.3 identify the conventions and/or techniques appropriate to media form they plan to use, and explain how these twill help them communicate specific aspects of their intended meaning
3.4 produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques
Catholic Graduate Expectations CGE1d Develops attitudes and values founded on Catholic Social Teaching and acts to promote social responsibility, human solidarity and the common good. CGE7i Respects the environment and uses resources wisely. CGE7j Contributes to the common good
Learning Goal(s):
Create an advertisement to promote the farm and farmer whom students have interviewed
Grade 12 English, Workplace (ENG4E): Create an Advertisement
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 27. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Assessment and Evaluation
Assessment/Success Criteria Knowledge
demonstrates a knowledge of terms: green, eco-friendly, organic, non-organic, pesticides, free range.
Communication
expresses and organizes ideas in the form of a journal Application
makes connections between various contexts
Assessment Tools:
checklist
Anecdotal Comments
Quiz or Exit Ticket
Prior Learning
Prior to this lesson, students will have:
Previous knowledge reading a variety of media texts, specifically print and/or electronic magazines
Experience expressing and listening to different viewpoints
Materials and Resources
Materials: Appendix A: Sample Advertisement Appendix B: Marketing Techniques and Strategies Appendix C: Organizing Ideas Appendix D: Sample Rubric and Checklist Internet Resources: http://www.yeeeeee.com/2009/12/08/cosmetic-advertisement-collection/ Media Awareness Network (2009). Marketing to Teens – Advertising Strategies http://www.media-awareness.ca Ministry of Education (2004). Think Literacy, Cross Curricular Approaches, Grades 7-12 (Getting Ready to Read: Extending Vocabulary - Creating a Word Wall, pp.30-31). See Think Literacy Library at www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html
Resources: Hume, Karen. Start Where They Are: Differentiating for Success with the Young Adolescent. Toronto: Pearson Education Canada, 2008. Print. Marzano, Robert J., Pickering, Debra, & Pollock, Jane E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.
Ministry of Education (2007). The Ontario Curriculum, Grades 11 and 12, English.
English / ENG4E / Hospitality CLA / Create an Advertisement
Minds On (40 minutes) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning
Connections L: Literacy AfL, AoL: Assessment for/of Learning
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 28. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Whole Class Advertisement Deconstruction Think Aloud Bring in an advertisement for students to deconstruct as a class. This can be an advertisement for a restaurant or a local apple farm. Demonstrate, using a Think Aloud, how the media text can be deconstructed (see Appendix A for sample ad.). Ask Critical Literacy questions like: Who is the target audience? How does the advertisement claim to “help” the customer? What marketing technique is used to sell the product? What elements make this advertisement so powerful?
Distribute Marketing Techniques and Strategies handout to students and clarify each technique (Appendix B). Apply relevant ones to the advertisement deconstructed above.
AfL: Think Aloud;
Anecdotal
Comments
Action (160 minutes) Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent)
Pairs Decoding Advertisements Teacher brings in different examples of advertisements from different mediums: radio, television, flyers, leaflets, web, magazine and newspaper. In pairs, students decode the advertisements based on AIDA.
Individual Choice Board Students make an advertisement for the farmer in a format of their choosing from those listed below.
A. Write: Create a leaflet, pamphlet, a newspaper ad, or web advertisement B. Sing/Say: Create a radio advertisement, including a jingle C. Draw: Create a storyboard for a television commercial D. Do/Say: Create and present a television commercial
Students can plan and organize their ideas using the Advertisement Planner – Appendix C. Observe work by conferencing with students, noting the process and content of projects, and provide oral feedback.
L: Media Literacy DI: Choice Board AfL: Conferencing / Anecdotal Comments
Consolidation and Connection (10 minutes) Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection
Individual Create Advertisement Evaluate projects using the Advertising Rubric – Appendix D. Students self-assess using checklist – Appendix D.
AoL: Rubric AfL: Checklist/Comments
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 29. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix A Sample Advertisement Grade 12 English Workplace, (ENG4E)
Farm Advertisement
Applewood Farm
Strawberry Picking
Applewood Farm offers Strawberry picking, during Strawberry season, which
usually begins in mid June.
Applewood Farm is home to the "Heaping Basket".
We offer a large variety of strawberries, at different times throughout
the picking season.
Wagon rides to and from the patch.
Picking runs mid June - mid July.
Fun for the whole family.
Come on in and try a glass of our famous Applewood Farm Winery
Strawberry Cider.
Help us celebrate the season with fresh picked Strawberries and warm sunshine for all.
© A p p l e w o o d F a r m W i n e r y
Strawberry Picking Tips
Grasp the stem just above the
berry between the forefinger and
the thumbnail and pull with a slight
twisting motion.
With the stem broken about one-
half inch from the berry, allow it to
roll into the palm of your hand.
Repeat these operations using
both hands until each holds 3 or 4
berries.
Carefully place - don't throw - the
fruit into your containers. Repeat
the picking process with both
hands.
Don't overfill your containers or try
to pack the berries down.
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 30. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix B Marketing Techniques and Strategies Grade 12 English Workplace, (ENG4E)
Selling Techniques An advertiser’s goal is to change your WANT for a product into a NEED through
manipulation.
A Attract Your target audience must be attracted by headlines, product
name, colours, clipart, and advertising copy.
I Interest You should then build interest through attention to product
benefits – how your product will help the customer. Be clear
to the customer: what’s in it for them?
D Desire You will convince people that they desire your product, that it
is indispensable and that they should buy it from you.
A Action Make your customers take action now! You might guarantee a
special offer, suggest that there is limited stock on hand, or a
time limit on their response time.
Marketing Strategies
Ideal Kids (or families) - always seem perfect. The kids are
really hip looking, with the hottest fashions and haircuts, and
toys. Ideal families are all attractive and pleasant looking - and
everyone seems to get along! Ideal kids and families represent
the types of people that kids watching the ad would like
themselves or their families to be.
Family Fun - a product is shown as something that brings
families together, or helps them have fun together; all it takes is for mum or dad to bring home the "right" food, and a ho-hum dinner turns into a family party.
Excitement - who could ever have imagined that food could be
so much fun? One bite of a snack food and you're surfing in California, or soaring on your skateboard!
Star Power - your favorite sports star or celebrity is telling you
that their product is the best! Kids listen, not realizing that the star is being paid to promote the product.
Bandwagon - join the crowd! Don't be left out! Everyone is buying the latest snack food: aren't you?
Scale - is when advertisers make a product look bigger or smaller than it actually is.
Put Downs - are when you put down your competition's product to make your own product seem better.
Facts and Figures - are when you use facts and statistics to enhance your product's credibility.
Repetition - advertisers hope that if you see a product, or hear
it's name over and over again, you will be more likely to buy it. Sometimes the same commercial will be repeated over and over again.
Heart Strings - are ads that draw you into a story and make
you feel good, like the McDonalds commercial where the dad
and his son are shoveling their driveway and the son treats his
poor old dad to lunch at McDonalds when they are done.
Sounds Good - music and other sound effects add to the
excitement of commercials, especially commercials aimed at kids. Those little jingles that you just can't get out of your head are another type of music used to make you think of a product. Have you ever noticed that the volume of commercials is higher than the sound for the program that follows?
Cartoon Characters- Tony the Tiger sells cereal and the
Nestlés Quick Bunny sells chocolate milk. Cartoons like these make kids identify with products.
Weasel Words - by law, advertisers have to tell the truth, but
sometimes, they use words that can mislead viewers. Look for words in commercials like: "Part of..." "The taste of real..." "Natural..." "New, better tasting....." "Because we care..." There are hundreds of these deceptive sayings - how many more can you think of?
Omission - is where advertisers don't give you the full story
about their product. For example, when a Pop Tart claims to be "part" of a healthy breakfast, it doesn't mention that the breakfast might still be healthy whether this product is there or not.
Are You Cool Enough? - this is when advertisers try to
convince you that if you don't use their products, you are a nerd. Usually advertisers do this by showing people that look uncool trying a product and then suddenly becoming hip looking and doing cool things.
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 31. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix C Organizing Ideas Grade 12 English Workplace, (ENG4E)
Advertisement Planner
Use the chart below to begin planning your advertisement for the farmer you interviewed.
What is the name of the farm?
What media format am I using?
Att
rac
t
Who is my target audience?
Inte
res
t
What are the benefits of
buying produce from this
farmer?
Desir
e
What marketing strategy will I
use to convince people to buy
from this farmer?
Acti
on
What will make my customers
take action now?
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 32. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Appendix D Sample Rubric and Checklist Grade 12 English Workplace, (ENG4E)
Advertisement Rubric Student:____________________________________
Categories R Level 1 Level 2 Level 3 Level 4 Evaluation
Knowledge and
Understanding
Clear understanding of
advertising strategies
No understanding of advertising strategies; incomplete
Little understanding of advertising strategies
Some understanding of advertising strategies
Considerable understanding of advertising strategies
Thorough understanding of advertising strategies
20
Thinking and
Inquiry
Uses creativity and
originality in ad
Ad is copied or incomplete
Ad uses little creativity and originality
Ad uses some creativity and originality
Ad uses considerable creativity and originality
Ad uses high degree of creativity and originality
20
Communication
Oral or written campaign
is clear, expressed
logically with sense of
audience and purpose
Oral or written campaign is unclear, expressed illogically with no sense of audience and purpose, or incomplete
Oral or written campaign is expressed with little clarity or logic, little sense of audience and purpose
Oral or written campaign is expressed with some clarity or logic, some sense of audience and purpose
Oral or written campaign is expressed clearly and logically, considerable sense of audience and purpose
Oral or written campaign is expressed with high degree of clarity and logic, thorough sense of audience and purpose
20
Application
Use of technology
Application of writing
process
No application of writing process
No use of technology
Little application of writing process
Little use of technology
Some application of writing process
Some use of technology
Considerable application of writing process
Considerable use of technology
Thorough application of writing process
Excellent use of technology
20
Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 33. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Self Assessment Checklist
Criteria Yes No Comments
Did I try my best?
Did I ask for clarification when I needed it?
Did I follow instructions?
Did I encounter any problems? If so, how did I resolve them?
What grade do I expect for this project?
What can I do differently next time?