Teacher's Resource - Nelson Education

NelsonTeacher’s ResourceUnit 1: Global CitizensSeries AuthorsKaren HumeBrad LedgerwoodSeries ConsultantsJennette MacKenzie, Senior ConsultantDamian Cooper, AssessmentJames Coulter, Assessment and InstructionGayle Gregory, Differentiated InstructionRuth McQuirter Scott, Word StudyTeacher’s Resource Writing TeamMichael Stubitsch, Instructional WriterJanet Lee Stinson, Instructional WriterJames Coulter, AssessmentMaureen Innes, ELL/ESLLiz Powell, InstructionSue Quennell, Word StudySubject and Specialist ReviewersMary Baratto, The ArtsRachel Cooke, MetacognitionPhil Davison, Media LiteracyGraham Draper, GeographyIan Esquivel, Media LiteracyMartin Gabber, Science and TechnologyCathy Hall, MathematicsJan Haskings-Winner, HistoryDan Koenig, HealthKathy Lazarovits, ELL/ESLJanet Lee Stinson, Media Literacy

Each lesson provides multiple opportunities for students to speak,listen, read, write, and develop media literacy. DifferentiatedInstruction suggestions are offered throughout the lesson toaccommodate student readiness (support or challenge), learningstyle, or interest. Each lesson engages students in meaningful group, partner, andindependent work, often supported by blackline masters (found atthe back of this Teacher’s Resource). Assessment materials on the closing page of each lesson includesuggestions for checking progress and next steps, accompanied by arubric for formative assessment.STEP 3 Conclude the Unit with the “Transfer Your Learning” lesson(Teacher’s Resource page 108). This lesson helps students reflect on and apply all the strategiesdeveloped in the unit to the types of text they will meet in othersubject areas such as Geography, History, Science and Technology,Mathematics, Health, and the Arts.STEP 4 Refer to the Unit Assessment section (Teacher’s Resourcepage 115). This section provides an integrated language unit Performance Taskfor summative assessment. The task is supported by rubrics availableon blackline masters. Also featured in this section is a Reading Assessment Taskthat provides an opportunity for students to demonstrate theirunderstanding of the strategies developed in the unit.OTHER NELSON RESOURCESOTHER RESOURCESBoldprint 6: Extinct andEndangeredBoldprint 8: Art SceneLiteracy Power D, E, FPower Magazine 6: Kick andSpikePower Zone Magazine 7:Stand By MeWrite Traits 6, 7, 8D’Adamo, Francesco. Iqbal. New York: Atheneum Books for Young Readers,2003.Ellis, Deborah. I Am a Taxi. Toronto: Groundwood Books, 2006.Ellis, Deborah. Three Wishes: Palestinian and Israeli Children Speak. Toronto:Douglas & McIntyre, 2004.Hughes, Susan. Raise Your Voice, Lend a Hand, Change the World. Toronto:Scholastic Canada, 2006.Mead, Alice. Year of No Rain. New York: Farrar Straus Giroux, 2003.Nault, Jennifer. Save the Children. Mankato, MN: Weigl, 2002.Parker, Janice. Humanitarians. Calgary, AB: Weigl Educational, 2000.Senker, Cath. The Arab-Israeli Conflict. North Mankato, MN: Smart AppleMedia, 2005.Shoveller, Herb. Ryan and Jimmy and the Well in Africa That Brought ThemTogether. Toronto: Kids Can Press, 2006.Walters, Eric. Shattered. Toronto: Puffin Canada, 2006.NEL Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens 5

ASSESSMENT IN NELSON LITERACY 8Throughout the unit, there are multiple opportunities to observe asstudents learn, practise, and demonstrate target strategies.Assessment for LearningAssessment for learning data (also called formative assessment data),which is generated by discussion opportunities, Key AssessmentQuestions, and Demonstration Tasks, can be recorded on specificassessment tools. By analyzing the data, you can guide studentsthrough subsequent lessons with the correct level of support. The datacan help you plan for instruction, differentiate instruction, and beginto make judgments about students’ progress for reporting purposes.The following assessment for learning tools are provided:Oral Language Tracking Sheet (BLM 2): You can use thistracking sheet when observing students during the unit launch andperiodically throughout the unit. Taking multiple opportunities tofocus on a small number of students at a time allows you to observeevery student over the course of the unit. Observation Tracking Sheet (BLM 3): This tool can be used tomonitor and make notes on students as they work individually orin small groups in all the strands: oral, reading, writing, and medialiteracy. Strategy Rubrics (BLMs 5, 8, 11, 12, 14): These help facilitaterecording and updating student achievement data over the course ofthe unit. Each rubric focuses on one strategy, and has multiple checkboxes so you can reuse this tool every time students are requiredto demonstrate the target strategy. Use the rubrics to determine thecorrect level of support for students in subsequent lessons and toplot students’ progress over the course of the unit.Assessment of LearningThe Performance Task (BLM 18) provides valuable assessment oflearning data (also called summative assessment data) that can be usedfor reporting and for communicating with parents, caregivers, andadministrators.A Reading Response passage (BLM 16) is also available to provideassessment of learning.Students are invited to assess their own learning throughout the unit.They can use their self-assessment data to set personal goals for futurelearning.6 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

The following assessment of learning tools are provided: Performance Task Rubric and Reading Response Rubric(BLMs 19 and 17): Intended for use at the end of the unit, theserubrics are for recording assessments of student achievement inreading, oral language, and writing skills and behaviours. Thedata can be used as a summative measure of students’ ability todemonstrate the strategies and skills taught in the unit as a whole.These rubrics facilitate reporting. Self-Assessment Checklist and Goal Setting (BLM 4):Throughout the unit, students are invited to assess their own abilityto use the strategies taught in the unit. They also have opportunitiesto set goals for future learning.Assessment as LearningThe ability to think about and reflect on one’s own thinking andlearning processes is a key skill for successful learners. Metacognitionis a crucial step in the self-assessment process. Every unit in NelsonLiteracy 8 engages students in metacognitive activities by means ofthe Reflecting questions in the Student Book, recurring self-assessmentopportunities within each lesson, and the self-assessment checklistincluded in the Performance Task.NELNelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens7

Unit at a GlanceLESSON INSTRUCTIONALFOCUSINSTRUCTIONALAPPROACHES/RESOURCES LANGUAGE EXPECTATIONS ASSESSMENT TOOLSLaunching the UnitSB page 1Read-Aloud “Six Billion of Us”Modelling R Extend understanding by connecting texts to self/texts/world BLM 2: Oral Language Tracking SheetBLM 4: Self-Assessment Checklist and Goal SettingBLM 18: \ TaskFocus on Reading:Make Connections SB page 2Transparency 1:Now Playing …EverywhereR Extend understanding by connecting texts to self/texts/worldR Identify helpful strategies for before, during, and after readingBLM 2: Oral Language Tracking SheetBLM 3: Observation Tracking SheetUnderstanding Reading Strategies:Making Connections“A Global Citizen Is …” SB pages 3–7Modelling and SharedReadingO Communicate orally in a clear, coherent manner for purpose/subject/audienceR Extend understanding by connecting texts to self/text/worldR Explain helpful strategies for before, during, and after readingW Identify/order main ideas and supporting details for a writing pieceKey Assessment QuestionsBLM 2, BLM 3BLM 5: Rubric: Making ConnectionsApplying Reading Strategies:Making Connections“Love the Planet”SB pages 8–11Guided Reading andIndependent ReadingO Communicate orally in a clear, coherent, appropriate mannerR Extend understanding by connecting texts to self/text/worldR Explain helpful strategies for before, during, and after readingW Identify/order main ideas and supporting details for a writing pieceM Produce appropriate media texts for specific purposes and audiencesKey Assessment QuestionBLM 2, BLM 3BLM 4: Self-Assessment Checklist and Goal SettingBLM 5: Rubric: Making ConnectionsBLM 6: Demonstration Task: Making ConnectionsApplying Reading Strategies:Making Connections“Two Islands”SB pages 12–20Guided Reading andIndependent ReadingO Communicate orally in a clear, coherent, appropriate mannerR Extend understanding by connecting texts to self/text/worldR Explain helpful strategies for before, during, and after readingW Identify/order main ideas and supporting details for a writing pieceM Produce appropriate media texts for specific purposes and audiencesKey Assessment QuestionBLM 2, BLM 3BLM 4: Self-Assessment Checklist and Goal SettingBLM 5: Rubric: Making ConnectionsBLM 6: Demonstration Task: Making ConnectionsApplying Reading Strategies:Making Connections“It Takes a Village”SB pages 21–23Guided Reading andIndependent ReadingO Communicate orally in a clear, coherent, appropriate mannerR Extend understanding by connecting texts to self/text/worldR Explain helpful strategies for before, during, and after readingW Identify/order main ideas and supporting details for a writing pieceM Produce appropriate media texts for specific purposes and audiencesKey Assessment QuestionBLM 2, BLM 3BLM 4: Self-Assessment Checklist and Goal SettingBLM 5: Rubric: Making ConnectionsBLM 6: Demonstration Task: Making ConnectionsFocus on Writing:Develop IdeasSB page 24Transparency 2:Developing IdeasO Identify and use a variety of comprehension strategiesW Generate appropriate ideas about a topicW Identify/order main ideas and supporting details for a writing pieceW Identify helpful strategies to improve as writersKey Assessment QuestionBLM 2: Oral Language Tracking SheetBLM 3: Observation Tracking SheetBLM 7: Demonstration Task: Developing IdeasBLM 8: Rubric: Developing IdeasBLM 9: Writing Process Assessment ChecklistUnderstanding Writing Strategies:Developing Ideas“Kids Encouraged to Build Peace”SB pages 25–26Modelling andShared ReadingO Communicate orally in a clear, coherent, appropriate mannerW Generate appropriate ideas about a topicW Identify/order main ideas and supporting details for a writing pieceM Produce appropriate media texts for specific purposes and audiencesKey Assessment QuestionsBLM 2, BLM 3BLM 7: Demonstration Task: Developing IdeasBLM 8: Rubric: Developing IdeasApplying Writing Strategies:Developing Ideas“What Is Child Labour?”SB pages 27–39Guided Reading andIndependent ReadingO Communicate orally in a clear, coherent, appropriate mannerR Use a variety of strategies to understand textsW Generate appropriate ideas about a topicW Identify/order main ideas and supporting details for a writing pieceW Determine whether information gathered is relevant, appropriate, andsufficiently specificKey Assessment QuestionsBLM 2, BLM 3BLM 4: Self-Assessment Checklist and Goal SettingBLM 7: Demonstration Task: Developing IdeasBLM 8: Rubric: Developing IdeasLegend: SB = Student Book; BLM= Blackline Master8 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

FOCUS ONREADINGHow toMake ConnectionsSTUDENT BOOK, Page 2MATERIALS Student Book page 2 Transparency 1 BLMs 2, 3About this PageThis page provides an opportunity to review the reading strategyMaking Connections, modelled using Transparency 1: Now Playing… Everywhere. This same page can also be used as a reference bystudents, throughout the unit and across the curriculum.Curriculum ExpectationsO: Oral R: Reading W: Writing M: Media LiteracyRRExtend understanding by connecting texts to self/texts/worldIdentify helpful strategies for before, during, and after readingWHAT THE RESEARCH SAYS“Readers pay more attention whenthey relate to the text. Readersnaturally bring their priorknowledge and experience toreading but comprehend betterwhen they think about theconnections they make betweenthe text, their lives, and the largerworld.”—Stephanie Harvey andAnne GoudvisModelling the Strategy/Shared ReadingASKING QUESTIONSUse Transparency 1 and its accompanying Teacher Notes in theTransparencies for Modelling and Shared Reading binder to model thereading strategy Making Connections.Focus on ReadingMAKING CONNECTIONSHave students refer to Focus on Reading, SB (Student Book) page 2.Read the text about the three basic types of connections and the waysthat making connections can help students understand and respond totexts. Refer to the examples in the chart to illustrate the key points.Have partners read the Transfer Your Learning box. Have partner Arespond to the Writing prompt, and then invite partner B to respondwith a different example. Have partner B respond to the Geographyprompt, and then invite partner A to agree or disagree with theresponse. Students can share and compare their responses.Encourage students to refer to this Focus page throughout the unit andwhen applying this strategy in other subjects.Assessment for LearningONGOING OBSERVATIONASSESSMENTStudents who understand will: explain how making connections helps the readerunderstand what is read Use BLM 2: Oral Language Tracking Sheet to recordobservations as students discuss the content andstrategy. Use BLM 3: Observation Tracking Sheet to monitorand make notes on students as they work.12 Nelson Literacy 8 Teacher’s Resource Unit 1: Global CitizensNEL

UNDERSTANDINGREADINGSTRATEGIESMaking ConnectionsMATERIALS Student Book pages 3–7 BLMs 2, 3, 5, 20 Audio CDACCESSIBILITYA Global Citizen Is ...About the Selection Form: Nonfiction articleSTUDENT BOOK, Pages 3–7 Summary: The article explains global citizenship and how tobecome a global citizen. About the Authors: Susan Watson has written several books onthe environment. Iris Teichmann writes educational books for youngpeople.EASY AVERAGE CHALLENGINGText is in brief, accessible sections,with subheadings. Most vocabularyis accessible.VOCABULARYarchaeologistscommitmentsimposedsustainablesweatshoptariffsCurriculum ExpectationsO: Oral R: Reading W: Writing M: Media LiteracyORRWCommunicate orally in a clear, coherent manner for purpose/subject/audienceExtend understanding by connecting texts to self/texts/worldIdentify helpful strategies for before, during, and after readingIdentify/order main ideas and supporting details for a writingpieceAssessment for Learning: OverviewONGOING OBSERVATION DIFFERENTIATED INSTRUCTION ASSESSMENTStudents whounderstand will: make connections ofvarious types: text toself, text to text, textto world use connections tomake inferences,form opinions,visualize, predict,infer, evaluate explain how makingconnections helps thereader understandwhat is readIf students do notunderstand the strategy, useDifferentiated Instruction (DI)Readiness, page 16.Key Assessment Questions Describe the connections you made whilereading “A Global Citizen Is …” What other thinking skills did yourconnections help you to use? Describe asmany as you can. How does making connections help thereader understand what is read?Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Observation Tracking SheetBLM 5: Rubric: Making ConnectionsNEL A Global Citizen Is … 13

BEFOREOral LanguageTALK ABOUT ITHave students brainstorm a list of global issues, such as globalwarming, child poverty, war and peace, human rights, and religious/cultural differences. Have small groups discuss the Talk About Itquestion (SB page 3), “How can one person make a positive differencein the world?” in relation to two of these global issues. Have thegroups share and compare the key points of their discussions with theclass. Compile a master list of their ideas on the board or on chartpaper.Previewing the TextMAKE AN OUTLINEReview with students the process of outlining that writers use as theyplan a piece of writing. Point out that readers can apply the sameprocess to see how a text has been organized. Have students scanSB page 3 and write “Global Citizens,” the first heading. Have themscan SB page 4 and note that the heading “Global Issues for GlobalCitizens” is in bold and the same font size as the previous heading.Have students compare the next heading with the previous ones torecognize that it is a subheading. Have students scan the next sixheadings and establish that they are a lower level of subheading,related to “What Is a Global Issue?” Then have students write all theheadings and subheadings (including those from the sidebar text) on asheet of paper, indicating the level of each heading in a manner of theirchoice. Point out that this knowledge of how the selection is organizedcan help them better understand and keep track of the selection asthey read it.DURINGReading “A Global Citizen Is …”MAKING CONNECTIONSRefer to the chart on SB page 2. Encourage students to make one likeit to help them make connections and respond to the text as they readthis selection.Ensure that students understand that the bulleted text they are aboutto read indicates a list, and that the purpose of the list is introducedby the stem, “A global citizen is a person who.” Read aloud the firstprompt on SB page 3, followed by the list. Ask:• Do you think you are a good global citizen? Why? (yes, because Ibelieve 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’treally know what my role in the world is yet)Continue by reading aloud the paragraph, followed by the secondprompt and the bulleted list on SB page 3. Ask:• What personal connection do you make to this list? (I sing in acommunity choir and help on Community Clean-up Day; I like toresearch what’s new in technology that can help the environment)14 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

WHAT THE RESEARCH SAYS“When children understand howto connect the texts they read totheir lives, they begin to makeconnections between what theyread and the larger world. Thisnudges them into thinking aboutbigger, more expansive issuesbeyond their universe of home,school, and neighbourhood.”—Stephanie Harvey and AnneGoudvis• How do your connections help you visualize a good global citizen?(I can picture how everyone works together at community eventsand how we all talk with one another; I visualize myself in thefuture, demonstrating how to use a piece of technology that willhelp the environment)Have students read the first two paragraphs on SB page 4independently. Then have them read the first prompt on SB page 4and view the photo Ask:• What text-to-text connections can you make with the photo? (I sawa photo of a bird covered in black, gooey oil; this photo reminds meof a book I read about oceans and what’s threatening marine life)• What prediction about this text do you make based on thatconnection? (humans pollute the environment; humans upset thebalance 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 youknow about how some people around the world struggle for basichuman rights? (I know that it isn’t true in some countries, because Iknow that in some countries in Africa children are taken from theirhomes and made to fight as soldiers; I saw a documentary aboutwomen not having the same rights as men in some countries)• How does that connection help you evaluate this author’s point ofview? (I think the author wants the audience to learn more abouthuman rights so they can help defend them)Have students read the last paragraph on SB page 4 and all ofSB page 5. Ask:• What text-to-self, text-to-text, or text-to-world connections did youmake with this page? (I’ve been to a World Heritage Site near whereI live; the photo of the shelter made me think of a documentary Isaw about poverty; I sometimes think about why some countrieshave so much wealth and others have so little)Read the prompt on SB page 5 aloud. Review with students whatinferences are, and then refer students to the highlighted text and ask:• What connections can you make to help you understand the typeof everyday practices implied in this section? (I can infer that thissection is about the environment because of the photo, and theheading “Sustainable Living”; “everyday living practices” makes meinfer that the author means things like changing our light bulbs tothe low energy kind, or not wasting water or electricity)Have students read the first two paragraphs on SB page 6independently. Ask:• What are the key points of these sections? (globalization meansthinking about the world as one place; technology has connectedcountries more; some people are worried about the effects ofcountries trading goods back and forth)• What kinds of connections do you make when reading thesesections? (I’ve read a bit about free trade; I know that people seemto be more aware about where products were made; we’ve talkedabout importing and exporting in Social Studies classes)NELA Global Citizen Is …15

AFTERReflecting (SB page 7)MAKING CONNECTIONSWhat issue (for example, human rights, sustainable living, global trade,or fair trade) in this selection did you make the strongest connectionto? Why?(human rights because I’m worried about my cousin in Myanmar;global trade because my uncle imports basmati rice and other foodsfrom India)METACOGNITIONDifferent readers rely more heavily on some types of connections tohelp them understand a specific text. Which type of connections weremost helpful to you while reading this article?(text-to-text because I saw a documentary on TV about the pros andcons of global trade; text-to-self because some of the issues in thisarticle are similar to those my family has experienced)MEDIA LITERACYOf all of the issues in this selection, which one have you heardabout most often in the news? What sort of viewpoint is most oftenconnected with that issue?(global environments: the media has had a real focus on globalwarming in the last few years; cultural differences: the media inCanada often say Canadians are good at treating all people equally)DI INTERESTMedia literacy: Students who are interested in media literacy mightselect a global issue and follow the coverage it gets from differentmedia sources for an extended period of time. They can keep amedia-watch log to note and compare how the issue is treated bythe different media sources. They can use their findings to make anoral presentation to the class. Is each media source consistent in itscoverage of the issue? Can students detect bias in the coverage of amedia source?Oral LanguageDISCUSSING THE SELECTION1. How can one person make a positive difference in the world? Havesmall groups of students revisit their own and the class responses tothe Talk About It question on SB page 3. Ask:• Have your opinions changed after reading this selection? Howand 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 whichwould you like to develop? (Analysis)3. Tell students that active global citizens think metacognitively; thatis, they think deeply about issues and the choices they make. Askstudents to recall the list of what defines a global citizen onSB page 3. Ask:NELA Global Citizen Is …17

• Should metacognition be added to the list of characteristics of anactive global citizen? (Application)Oral LanguagePLANNING A DEBATEHave small groups of students plan a debate on the pros and cons ofglobalization. Have one half of each group plan the pro side of thedebate and the other half plan the con side. Have groups review thekey points made in the article and the connections and responses theymade to the selection that they could use to support their positions.Have each group make a list of points they anticipate the opposingside might make and prepare points they could use to counter them.Have each pro group share their plans with another pro group, andeach con group share their plans with another con group, notingsimilarities and differences. Have each group adjust their plans basedon the feedback they receive. You can then hold the debate, or leave itat the planning stage.WritingGLOBAL CITIZEN BLOGHave partners plan a blog entry describing their actions as globalcitizens. Remind them that a blog (web log) is like an electronic diarythat people post on the Internet and then invite readers to commenton. Have partners review the connections and responses they madeto the selection. Have partners use their connections to determinetheir actions as global citizens that they might describe in the blog.(recruited friends to clean up neighbourhood on Earth Day; gave anoral presentation to class about what students can do to slow downglobal warming; participated in the UNICEF Our Stories globalproject) Have partners formulate a conclusion for their blog entrythat 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 ideasdo you have for acting as good global citizens?) Have partners sharetheir draft blog entries with another group, noting similarities anddifferences. Have each group revise their blog entry based on thefeedback they receive. Post the blogs in the classroom.DI READINESSTo challenge: Invite students to write responses to some of theposted blog entries over a period of a week. Students also maywrite responses to the responses. The interaction may be conductedelectronically or with large sticky notes or other note paper. At the endof the week, have the original authors review the responses from theirclassmates and assess the effectiveness of an interactive blog as a toolfor increasing global citizenship.Word StudyWORDS OFTEN CONFUSED1. Have students skim the selection to find examples of how affectand effect are used. Write the sentences on the board and circle thewords affect and effect(s):18 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

A study of global citizenship will help you understand how peopleaffect the quality of global environments and the well-being ofothers.Global citizens develop everyday living practices that help limit theeffect that people have on Earth.Many people are concerned about globalization—in particular theeffects of international trade.2. Ask students how the circled words are alike (similar spellings andpronunciations). Have students note their differences by identifyingthe part of speech and meaning of each word in the sentences (affectis 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 effectconfused.3. Write “Words Often Confused” as a heading on the board. List thefollowing word pairs: affect/effect; accept/except; lose/loose; global/globule; emigrate/immigrate; advice/advise; formally/formerly. Havestudents use dictionaries to find the parts of speech and meanings ofeach set of words. Ask:• Why are these word pairs not considered homophones? (theydon’t sound exactly the same)• Why do writers need to know parts of speech? (to use wordscorrectly)Refer to BLM 20: Words Often Confused for additional practice.Assessment for LearningCRITERIA CHECKING PROGRESS NEXT STEPS make connectionsof various types:text to self, text totext, text to world use connections tomake inferences,form opinions,visualize, predict,infer, evaluate explain howmakingconnectionshelps the readerunderstand whatis readRecord individualprogress on BLM 5:Rubric: MakingConnections.Key Assessment QuestionsStudents may respond to the KeyAssessment Questions in writing, or orallyin a conference. Describe the connections you madewhile reading “A Global Citizen Is …” What other thinking skills did yourconnections help you to use? Describeas many as you can. How does making connections help thereader understand what is read? If students do not understandthe strategy, use DifferentiatedInstruction (DI) Readiness, page 16. If students need more support inmaking connections, use one ormore of the following selections forguided reading:“Love the Planet,” easy,(tips)“Two Islands,” easy-average,(picture book) If students understand makingconnections, use one or more ofthe above selections as practice inindependent reading.Choose one or more of theseselections, based on reading level,text form, or student interest.NELA Global Citizen Is …19

APPLYINGREADINGSTRATEGIESMaking ConnectionsMATERIALS Student Book pages 8–11 BLMs 2, 3, 4, 5, 6 Audio CDLove the PlanetAbout the Selection Form: Sayings and proverbsSTUDENT BOOK, Pages 8–11 Summary: The selection provides tips for becoming a better globalcitizen.ACCESSIBILITYEASY AVERAGE CHALLENGINGTopic is engaging. Text is in briefsections and supported by visuals.Vocabulary is accessible to moststudents.VOCABULARYchordforesightCurriculum ExpectationsO: Oral R: Reading W: Writing M: Media LiteracyORRWMCommunicate orally in a clear, coherent manner for purpose/subject/audienceExtend understanding by connecting texts to self/texts/worldIdentify helpful strategies for before, during, and after readingIdentify/order main ideas and supporting details for a writingpieceProduce appropriate media texts for specific purposes andaudiencesAssessment for Learning: OverviewONGOING OBSERVATION DIFFERENTIATED INSTRUCTION ASSESSMENTStudents whounderstand will: make connections ofvarious types: text toself, text to text, textto world use connections tomake inferences,form opinions,visualize, predict,infer, evaluate explain how makingconnections helps thereader understandwhat is readIf students need more supportin applying the strategy, usethe guided reading lesson (seeDI Guided Reading page 21).If students do not understandthe strategy, use DI Readiness,page 23.Demonstration Task, page 25Key Assessment Question How did making connections help youunderstand “Love the Planet”?Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Observation Tracking SheetBLM 4: Self-Assessment Checklist and GoalSettingBLM 5: Rubric: Making ConnectionsBLM 6: Demonstration Task: Making Connections20Nelson Literacy 8 Teacher’s Resource Unit 1: Global CitizensNEL

BEFOREOral LanguageTALK ABOUT ITSurvey the class to find out what big actions they might like to take tochange the world for the better. Have small groups of students discusspossible answers to the Talk About It question on SB page 8, “Whatsmall action could you take that would change the world?” Havegroups share their suggestions and record them on the board or onchart paper for students to refer to later.Building Prior KnowledgeBELIEVE IT OR NOTWrite this question on the board or chart paper: “Would you believethat when you _____ the world becomes a better place?” Below thequestion, write the following points for students to fill in the blankspace:• smile at people• watch more TV• pick up litter off the street• use one side of a piece of paper• think deeply about issues• volunteer your time in your communityHave small groups of students discuss their responses to the possibleactions. Survey the class to determine which actions they believe canmake the world a better place, and why.DURINGReading “Love the Planet”MAKING CONNECTIONSHave students review the information on SB page 2. You canprovide students with sticky notes to mark places where they make aconnection or respond to the text in the ways described on SB page 2.OR For those students who need more support, use a guidedreading approach.GUIDED READINGTeachers work with small groupsto provide individual and smallgroupinstruction. Texts used forguided reading are at students’instructional level.DI GUIDED READING1. 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 bylinemakes me think of a website I visited when I did a project onthe environment)• How will these connections help you understand the text? (theyhelp me make predictions about it; I predict it will be aboutways we can save the planet; the word “Tips” makes me thinkit’ll be about what I can do, so now I know what to expectfrom the selection)NELLove the Planet21

WHAT THE RESEARCH SAYS“World knowledge is anessential component of readingcomprehension, because everytext takes for granted the readers’familiarity with a whole rangeof unspoken and unwritten factsabout the cultural and naturalworlds.”—E.D. Hirsch2. Read aloud the African proverb on SB page 8. Ask:• What text-to-self connection did you make? (I rememberhaving a mosquito in my tent once and I couldn’t believe thatsomething so small could keep me awake for so long)• Why is the proverb appropriate for this selection? (it’s abouthow anybody, even with small actions, can change the world)3. Have students read the section on laundry on SB page 8independently. Ask:• What connections did you make? (when we go camping, wehang our wet clothes and towels out to dry; I read an articleabout living in a condo, and how there’s no place to hangclothes outside)With students, identify the type of connections they make (text-toself,text-to-text, text-to-world) and, in each case, discuss how theconnection helps them understand and respond to the text (see theFocus On page, SB page 2).4. Have students read SB page 9 independently. Ask:• What connections can you make with this section? (I sometimesthrow litter on the ground if I can’t find a bin; I’ve seen groupsof volunteers cleaning up litter from the side of the road)• What judgments or conclusions do your connections help leadyou to? (I don’t think I could pick up old litter with my barehand; I shouldn’t expect people to pick up my litter when Idon’t)5. Have students read the “Decline Plastic Bags” section onSB page 10 independently. Ask:• What connections can you make with this section? (at home, weuse the plastic bags for garbage; I’ve seen supermarket ads thatpromote the reusable bags)• How does your connection help you respond to the text? (wehave lots of old plastic bags at home, so that helps me picturewhat 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 LutherKing’s “I Have a Dream” speech on YouTube; Take Action isthe name of a book I read about global citizenship)• When you read this section, how do you use the connectionsyou made to respond to it? (help me visual myself taking actionin my community; make me want to research more in-depthinformation; make me infer that the author definitely wants usto be global citizens)22 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

AFTERDI READINESSTo support: For students who are struggling with making connectionsand using them to understand text, use prompts to guide theirthinking. Select a topic that students are familiar with, such as acompact fluorescent light bulb, a blue bin, a small green bin, etc.Select one item and model how you make a simple connection: Ihave a green bin, too. Tell students that this kind of connection is toosimple to really be helpful to us. Then demonstrate how to extend thatconnection by saying: I remember when we first got a green bin. It wasso hard to remember to sort the food waste. Then we had one morething to put out at the curb for garbage day. Model for students howyou can use that connection to draw a conclusion about recycling bysaying: It is extra work to recycle, but it is worth it to help us save ourenvironment.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 theprompts as a guideline. Then ask them to extend their connections togive an opinion or to come to a conclusion.Reflecting (SB page 11)MAKING CONNECTIONSWhat text-to-world connections did you make as you read thisselection? What conclusions can you draw based on these connections?(connections: I know a bit about threats to the environment; Iconclude that it’s up to every one of us to do something about theseissues, even if it’s just picking up litter)DI LEARNING STYLEVisual learners: Students with a preference for visual learning mightbenefit from opportunities to develop visual representations of howthe tips in the selection changed their thinking about saving the planet.They can share their visual representations with the class and benefitfrom the feedback for revision.CRITICAL LITERACYA process of looking beyond theliteral meaning of texts, in orderto analyze the meaning and theauthor’s intent. Critical literacyfocuses on issues related tofairness, equity, and social justice.CRITICAL LITERACYThis 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; peoplewho think that other global issues, such as poverty, are moreimportant)NELLove the Planet23

Oral LanguageDISCUSSING THE SELECTION1. After students have read the selection, have them review their initialresponses to the Talk About It activity on SB page 8, “What smallaction could you take that would change the world?” Have smallgroups discuss the following question:To what extent has reading this selection added to your ways ofmaking a difference? (Evaluation)2. How would you describe the tone and the structure of thisselection? Do you think the tone and the structure are effective?(Comprehension)3. These tips challenge us to be reflective about our thinking andactions. What effect could thinking about our thinking have on ourplanet? (Synthesis)Oral LanguageMARTIN LUTHER KING’S SPEECH ON GLOBAL CITIZENSHIPUse the Internet to find audio and text versions of speeches made byMartin Luther King to present to the class. Ask students to commenton his delivery, choice of words, tone, and ability to reach people.Have partners share the connections and responses they made to theselection as the basis for a speech that Martin Luther King might givetoday about being a global citizen. What specific details might theyinclude to help listeners visualize how they might make small changesto make the world a better place? What details might they give to helplisteners form an opinion, make judgments, and draw and supportconclusions about why it is important for them to take action? Havepartners draft the speech for an audience of young people who areopen to becoming better global citizens. Have partners share theirdraft speeches with another group, noting similarities and differences.Have each group revise their draft based on the feedback they receive.WritingTIPSReview with students that the selection is a set of tips, withillustrations, for changing the world for the better. Have partnersbrainstorm similar tips related to global citizenship that they mightcommunicate to an audience of their peers. (use a canoe or rowboatat the cottage, not a power boat; plant a vegetable garden; use energyefficientlight bulbs) Have partners select the subject for their tip andthen think of illustrations or photos they might use to support it. Havepartners write and illustrate their tip, using recipe cards or paper of asimilar size. Display the cards in the classroom.DI INTERESTAudio-visual: Some students may wish to use the tips cards from theWriting activity to create a multimedia presentation that could bepresented to other classes, or played continuously for a day in theauditorium or library.24 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

Media LiteracyDESIGNING A PUBLIC SERVICE ANNOUNCEMENTInform students that a public service announcement (PSA) is an ad onTV or radio to raise awareness among the public about an importantissue. Have partners share the connections and responses they made tothe selection as the basis for designing a PSA about global citizenship.The first purpose of the PSA is to inform the public about the keypoints of an important issue. The second purpose is to inspire thepublic to act. The PSA should have a definite stance, have a catchyopening, and be clear about what action is required from the public.Have partners draft their PSAs and share their draft with anothergroup, noting similarities and differences and using feedback to makerevisions.Student Self-AssessmentEncourage students to think back to their learning with “A GlobalCitizen Is …” and “Love the Planet” and reflect on their abilityto make connections as a reading strategy. Ask them to describe,while conferencing with you or a peer, how they might haveused this strategy when reading in other subjects. Have them useBLM 4: Self-Assessment Checklist and Goal Setting.Assessment for LearningCRITERIA CHECKING PROGRESS NEXT STEPS make connectionsof various types:text to self, text totext, text to world use connections tomake inferences,form opinions,visualize, predict,infer, evaluate explain howmakingconnectionshelps the readerunderstand whatis readRecord individualprogress on BLM 5:Rubric: MakingConnections.Demonstration TaskHave students use BLM 6: DemonstrationTask: Making Connections to record theconnections made while reading “Lovethe Planet.” Have students compare theirconnections with those of their peersto see how their varied backgroundknowledge and experiences can affect theconnections that are made and the waywe understand a text.Key Assessment QuestionStudents may respond to the KeyAssessment Question either in writing, ororally in a conference. How did making connections help youunderstand “Love the Planet”?Use the following resources to givestudents further opportunities topractise their reading skills in smallgroups, independently, or in literaturecircles.Nelson LiteracyMagazines for Independent andGuided Practice: Volume 1, Issues 1,2, 3, 4Other Nelson ResourcesBoldprint 6: Extinct and EndangeredLiteracy Power E: pp 111, 140, 152;F: pp 37, 61, 135Power Magazine 6: Kick and SpikePowerZone Magazine 7: Stand ByMeNELLove the Planet25

APPLYINGREADINGSTRATEGIESMaking ConnectionsMATERIALS Student Book pages 12–20 BLMs 2, 3, 4, 5, 6 Audio CDAbout the Selection Form: ParableTwo IslandsSTUDENT BOOK, Pages 12–20 Summary: The story is a parable about the consequences of greedand too much ambition and industrialization. About the Author: Ivan Gantschev is a children’s author andillustrator. He writes picture books to show children how to solveproblems peacefully.ACCESSIBILITYEASY AVERAGE CHALLENGINGCurriculum ExpectationsO: Oral R: Reading W: Writing M: Media LiteracyEngaging narrative. Some sentencesare long, but the vocabulary isaccessible.VOCABULARYannouncedbumpkinscargoclatterygripedrallyrefineriesskyscraperstraitorsORRWMCommunicate orally in a clear, coherent manner for purpose/subject/audienceExtend understanding by connecting texts to self/texts/worldIdentify helpful strategies for before, during, and after readingIdentify/order main ideas and supporting details for a writingpieceProduce appropriate media texts for specific purposes andaudiencesAssessment for Learning: OverviewONGOING OBSERVATION DIFFERENTIATED INSTRUCTION ASSESSMENTStudents whounderstand will: make connections ofvarious types: text toself, text to text, textto world use connections tomake inferences,form opinions,visualize, predict,infer, evaluate explain how makingconnections helps thereader understandwhat is readIf students need more supportin applying the strategy, usethe guided reading lesson (seeDI Guided Reading page 28).If students do not understandthe strategy, use DI Readiness,page 29.Demonstration Task, page 31Key Assessment Question How did making connections help youunderstand “Two Islands”?Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Observation Tracking SheetBLM 4: Self-Assessment Checklist and GoalSettingBLM 5: Rubric: Making ConnectionsBLM 6: Demonstration Task: Making Connections26Nelson Literacy 8 Teacher’s Resource Unit 1: Global CitizensNEL

BEFOREOral LanguageTALK ABOUT ITSurvey the class to find out what having money, lots of money, mightmean to them. Have small groups of students discuss their answers tothe Talk About It prompt on SB page 12, “Why do people say, ‘Moneycan’t buy happiness’? What’s your opinion?” Ask students if they thinkthat having money is a worthwhile life pursuit. Note key points on theboard or on chart paper for students to refer to later.Prior KnowledgeMAKING PREDICTIONSAsk partners to tell what they like about stories told in pictures thatthey used to read or that they remember someone reading to them.Have them explain why these pictures books are memorable—great artwork, engaging characters, funny, engaging plot. Based on their priorknowledge 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 bookmight be about and what they expect to see as they read it. Have smallgroups of students share and compare their predictions.ELLOrganizers and webs can be used to introduce key concepts andvocabulary prior to reading any lengthy or difficult passage. Theyalso support English language learners in the before, during, andafter reading activities. This passage is lengthy. To make the taskmore manageable for ELLs, give them the big picture by providing anoverview of the key components. Graphic organizers chunk the storybased on the main ideas that will be presented.Island Greenel GraynelLeader President Gordon D. Warden (boss)Description (whatthe island lookedlike)ProblemSolutionResultUse the organizer to explain what is about to unfold in the passage.Have students share what they know about islands. Print the namesof the leaders. Ask questions to determine their understanding ofleadership types. Explain that the writer gives a description of theislands in the beginning of the passage and that he goes on to describea change that happens on Graynel. Explain that the boss comes upwith an idea or solution for the problem and that something happensas a result because of his idea. Invite them to find out what happenedas they participate in the guided reading of the passage with the rest ofthe class.NELTwo Islands27

DURINGReading “Two Islands”MAKING CONNECTIONSHave students review the information on SB page 2. You canprovide students with sticky notes to mark places where they make aconnection or respond to the text in the ways described on SB page 2.OR For those students who need more support, use a guidedreading approach.WHAT THE RESEARCH SAYS“By making connections with whatthey already know, students arebetter able to understand newideas and information presented ina text.”—Miriam TrehearneDI GUIDED READING1. Read SB pages 12–13 aloud. Ask:• What connections did you make? (it reminds me of the fable ofthe town mouse and the country mouse; it makes me think ofmy older brother who likes to have all the latest things and myyounger brother who’s happy with what he already has)• What new predictions do these connections help you makeabout the text? (because the two islands have different values, Ipredict there will be conflict between them; because Graynel is asmall island, I predict it can only build so many factories beforeit uses up all its available land)• Which island would you like to live on, from what you know ofthem so far?2. Have students read the first three paragraphs on SB page 14independently. Ask:• What connections did you make? (the way the story’s writtenreminds me of fairy tales and fables; the name “Warden”reminds me of prisons and “Graynel” makes me think of thecolour grey; the promises Warden makes sound like politicianswhen they’re campaigning)• In your opinion, is Gordon D. Warden a good leader? (yes: hekept his promises and he made Graynel very prosperous)3. Have students read the rest of SB page 14 and view theillustration. Ask:• What connections did you make? (reminded me of a sciencefiction movie in which people in the future lived in anovercrowded, polluted city; the illustration reminds me ofdowntown Toronto or New York City)• What inferences, conclusions, or judgments about progress onGraynel can you make? (people are getting rich but their qualityof life is going down; the environment on Graynel is becomingso polluted people won’t be able to live there much longer)• How do your connections help you respond to the text? (theconnections aren’t very positive, so I’m inferring that the authoris 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 goodplan for the people of Graynel because they can escape toGreenel but still keep their prosperity; it’s not a good plan28 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

for the people of Greenel because it would make Greenel likeGraynel)5. Have students read the first three paragraphs on SB pages 18–19independently. Ask:• What connections can you make? (the way people want to useGreenel as a vacation spot makes me wonder about our owntrips to sunny countries; I saw a clip of a protest on the newsrecently)• Has your opinion about Gordon as a leader changed? Whatconclusion about Gordon as a leader can you draw? (at firstGordon seemed like a good leader because he kept his promises,but now he doesn’t listen to the people of Graynel; he hasbecome a dictator who wants to get his own way by fightingwith 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 theConfederation bridge to Prince Edward Island; the sinking ofthe island reminds me of the sinking of the ship in the movieTitanic; the story reminds me of children’s tales about meankings getting what they deserve and castles crumbling down)• How do these connections help you understand the text? (I canvisualize the vastness of the bridge and the picture of concreteand steel as a symbol of industrialization and growth; I evaluatethe author’s message about greed versus need)• How believable or satisfying is this part of the narrative? (it’ssatisfying because Gordon is a bad guy who gets what hedeserves; an island would never tip like that so you’re remindedthat it’s a bit like a fairy tale, and then you think more aboutwhat the message is)7. Have students read SB page 20 and view the illustrationindependently. Ask:• What do you think of the ending? Was it how you predicted itwould end?• What connections can you make? (I’ve seen signs markingdangerous rocks; I read a story about the lost city of Atlantisthat’s supposed to be underwater; I’ve read other stories thatdon’t tell you everything in the end)• What can you infer about why the sign was left blank? (it wasleft 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 andwants are totally different things; it’s ok to live with just enough;growth isn’t always good)DI READINESSTo support: For students who are struggling with making connections,use a visual such as a magazine ad. Ask students to study the visualand ask them how it reminds them of something in their own life.Create a web to show the connections they suggest. Ask if the visualreminds them of another text, such as a TV show. Ask if they canmake any connections between the visual and something they knowNELTwo Islands29

AFTERabout that has happened in the world. Add these connections to theweb. Then ask questions that will help students think about how theseconnections make them respond to and understand the visual. Toconclude, review the Focus On page.Reflecting (SB page 20)MAKING CONNECTIONSWhat text-to-text connections did you make as you read the title andlooked at the images? What predictions did you make based on thoseconnections?(connections: my grandparents showed me a brochure for a cruise theyplanned to take in the Caribbean; predictions: I predicted the islandwould be a tropical paradise)METACOGNITIONHow did making text-to-text connections help you to understand thispicture book? What other connections helped you understand thepicture book?(because it sounded like a fable, I knew to think about what themoral of the story might be; I’ve seen a lot of science fiction moviesthat show a leader who tries to take over the world, so I inferred thatWarden would have a downfall)CRITICAL THINKINGGiven the message of this story, what do you think should appear onthe sign? Why do you think the author left the sign blank?(“Warning: Greed Below”; the author left it blank so the reader couldcome up a good moral for the story)Oral LanguageDISCUSSING THE SELECTION1. After students have read the selection, have them review their initialresponses to the Talk About It activity on SB page 12, “Why dopeople say, ‘Money can’t buy happiness’? What’s your opinion?” Ask:• To what extent has reading the picture book changed youropinion about the pursuit of money as a life goal? (Evaluation)2. Since this is a picture book, some of the connections throughvisualization have been done for the reader. What visuals would youadd or delete? How would adding or deleting visuals help you asyou read the story? (Application/Comprehension)DI LEARNING STYLEVisual learning: Students with a preference for visual learning mightbenefit from opportunities to transform their visualizations intosketches or illustrations of the key moments in the selection.3. The names of the islands are symbolic, but pretty obvious. Suggestanother set of names that show the contrast between the values ofthe people on Greenel and Graynel. (Synthesis)30 Nelson Literacy 8 Teacher’s Resource Unit 1: Global CitizensNEL

PARABLESThe purpose of a parable is to tella story that represents a moraldilemma, or a decision that hasserious consequences. The parableis usually set in a fictitious place,but parallels problems we face inthe real world.WritingPARABLEInform students that “Two Islands” is a parable, and review thecharacteristics of a parable. Have partners brainstorm topics relatedto 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 mathand use computers; countries that need something might go to warwith countries that have what they need). Have partners brainstormsettings and characters, create a plan for their parable, and then writea draft. They can exchange their draft with another group, and use thefeedback to make revisions.Media LiteracyADVERTISEMENTAsk students to work in groups to design a television, print, or radioad that encourages people to settle in either Greenel or Graynel at thetime of their development. The purpose is to encourage people to moveto the island. The ads should focus on what the island has to offer andthe values the island upholds. Students should create an outline for thead and then create a draft. Have students either videotape their finalcommercials or present them live.Student Self-AssessmentEncourage students to think back to their learning with “A GlobalCitizen Is …” and “Two Islands” and reflect on their ability tomake connections as a reading strategy. Ask them to describe, whileconferencing with you or a peer, how they might have used thisstrategy when reading in other subjects. Have them use BLM 4: Self-Assessment Checklist and Goal Setting.Assessment for LearningCRITERIA CHECKING PROGRESS NEXT STEPS make connectionsof various types:text to self, text totext, text to world use connections tomake inferences,form opinions,visualize, predict,infer, evaluate explain howmaking connectionshelps the readerunderstand whatis readRecord individualprogress on BLM 5:Rubric: MakingConnections.Demonstration TaskHave students use BLM 6: DemonstrationTask: Making Connections to record theconnections made while reading “TwoIslands.” Have students compare theirconnections with those of their peersto see how their varied backgroundknowledge and experiences can affect theconnections that are made and the waywe understand a text.Key Assessment QuestionStudents may respond to the KeyAssessment Question either in writing, ororally in a conference. How did making connections help youunderstand “Two Islands”?Use the following resources to givestudents further opportunities topractise their reading skills in smallgroups, independently, or in literaturecircles.Nelson LiteracyMagazines for Independent andGuided Practice: Volume 1, Issues 1,2, 3, 4Other Nelson ResourcesLiteracy Power E: pp 111, 131–134,140, 152; F: pp 61, 135Power Magazine 6: Kick and SpikePowerZone Magazine 7: Stand ByMeNELTwo Islands 31

APPLYINGREADINGSTRATEGIESMaking ConnectionsMATERIALS Student Book pages 21–23 BLMs 2, 3, 4, 5, 6 Audio CDACCESSIBILITYIt Takes a VillageAbout the Selection Form: PoemsSTUDENT BOOK, Pages 21–23 Summary: This selection of poems and quotations provides foodfor thought about helping the world.Curriculum ExpectationsO: Oral R: Reading W: Writing M: Media LiteracyEASY AVERAGE CHALLENGINGEngaging themes and short,accessible poems and quotes.Vocabulary is accessible for moststudents.VOCABULARYbowlinesfibresfragileozonesympatheticORRWMCommunicate orally in a clear, coherent manner for purpose/subject/audienceExtend understanding by connecting texts to self/texts/worldIdentify helpful strategies for before, during, and after readingIdentify/order main ideas and supporting details for a writingpieceProduce appropriate media texts for specific purposes andaudiencesAssessment for Learning: OverviewONGOING OBSERVATION DIFFERENTIATED INSTRUCTION ASSESSMENTStudents whounderstand will: make connections ofvarious types: text toself, text to text, textto world use connections tomake inferences,form opinions,visualize, predict,infer, evaluate explain how makingconnections helps thereader understandwhat is readIf students need more supportin applying the strategy, usethe guided reading lesson (seeDI Guided Reading page 33).If students do not understandthe strategy, use DI Readiness,page 34.Demonstration Task, page 37Key Assessment Question How did making connections help youunderstand “It Takes a Village”?Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Observation Tracking SheetBLM 4: Self-Assessment Checklist and GoalSettingBLM 5: Rubric: Making ConnectionsBLM 6: Demonstration Task: Making Connections32Nelson Literacy 8 Teacher’s Resource Unit 1: Global CitizensNEL

WHAT THE RESEARCH SAYS“Social interaction patterns canenhance the development ofstrategies for reading. Students’prior levels of knowledge andmotivation determine how muchlearning will occur, and thecontent of learning depends onthe quantity and quality of socialinteractions around learningtopics.”—Louise Wilkinson andElaine SillimanBEFOREOral LanguageTALK ABOUT ITInform the class that, in his inaugural address on January 21, 1960,while being sworn in as President of the United States, John F. Kennedysaid, “My fellow Americans, ask not what your country can do foryou—ask what you can do for your country.” Ask students to explainwhat they think Kennedy meant by this statement and why he mighthave issued this challenge. Then have small groups of students discussanswers to the Talk About It question on SB page 21, “Is the worldhere to help you, or are you here to help the world?”Prior KnowledgeMAKING PREDICTIONSHave students read the title of the selection and ask if it soundsfamiliar, and if anyone can give the part that is missing (to raise achild). Ask students to explain what this full quotation, usually citedas an African proverb, might mean. Have partners use the proverb topredict what the theme of the selection might be, and explain how itfits with the theme of this unit, global citizenship. Have small groupsof students explain and compare their predictions.DURINGReading “It Takes a Village”MAKING CONNECTIONSHave students review the information on SB page 2. You canprovide students with sticky notes to mark places where they make aconnection or respond to the text in the ways described on SB page 2.OR For those students who need more support, use a guidedreading approach.DI GUIDED READING1. Read aloud the first poem, “Who Made a Mess?” on SB page 21.Ask:• How would you answer the overall question in the poem—whois responsible for all these threats to the environment? (we allare, to some extent; it also suggests that probably nobody willadmit to it)• What image or line in the poem did you make the strongestconnection to, and why? (“who tossed that junk in the river,”because we live close to a river and people are always dumpinggarbage down the riverbank)• How does your connection help you respond to or understandthe poem? (helps me relate to the theme; helps me visualize howpollution really does cause a mess)• In your judgment, are the last four lines of the poemeffective? Why? (yes: he’s saying that somebody needs to takeresponsibility for ruining the environment; by asking questionshe is hinting that nobody will own up to these problems)NELIt Takes a Village33

2. Have students read the lines from Dr. Seuss on SB page 21. Ask:• What is this quote encouraging readers to do? (it encouragespeople to take action, and to be responsible for their own livesand decisions)• What connections did you make? (we had a guest speaker lastyear who used similar quotes to inspire us to succeed in schooland life; this quote reminds me of what a mentor like Gandalfor Yoda would say; I’ve sailed before, so I know what he meansby steering in any direction )• How do the connections help you respond to the text? (theyhelp me visualize open water and think about it as a symbol oflife; they help me infer that the selection is a collection of ideasabout 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 tothink of the whole human population as one big family; we areall equal; we are all connected)• What connections did you make to the poem? (it reminded meof another poem called “Universal Soldier;” I’ve read an articlethat used the term “global family”)4. Invite students to read the quotations on SB pages 22–23independently. Discuss how a collection of quotations like this canbe read in any order. Ask:• Which of the quotes did you connect with most, and why?• What connections did you make? (I recalled watchingsnowflakes fall one at a time and then groaning about the 10 cmof snow I had to shovel; I thought about an article I read by theKielburger brothers; I thought of the line, “we are all part ofone another”)• How do these quotations help you visualize the theme of globalcitizenship? (I see an image of using one candle to light all ofthe 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 23aloud. Ask:• How does the poet seem to feel about the world? (he soundsfrustrated; he really wants it to be a better place, with equalityfor all)• To use the poet’s metaphor, why and how would you like tosqueeze the world?DI READINESSTo support: For students who are struggling with making connectionsand then using them to respond to a text, have them make a threecolumnchart such as the one below. Select a topic that is familiar tostudents, such as helping to save the environment, or people goinghungry in our own community and the world. Model an example ofa connection and then demonstrate how the connection was used torespond to the situation.34 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

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 theprompts as a guideline. Then ask them to extend their connections togive an opinion or to come to a conclusion.ConnectionThinking aboutpeople goinghungry made methink about theshortage of ricein the world.Kind ofConnectionText totext: I readthis in thenewspaper.How it helped me respond(opinion/conclusion/inference)It made me think about howwe are finding ways to use foodproducts to fuel cars. I thinkwe should not use food to fuelmachines that pollute the earth,while people go hungry.AFTERReflecting (SB page 22)MAKING CONNECTIONSThink of the text-to-world connections you made while reading one ofthese poems or quotations. What conclusions did you draw?(connection: I saw a photograph of a beautiful sunset at a beach, buttourists who’d been on the beach all day had littered the sand withgarbage; conclusion: irresponsible people spoil the natural beauty ofthe environment)METACOGNITIONWhich of these poems or quotations did you connect most stronglyto? How did making a strong connection help you understand thatselection?CRITICAL THINKINGChoose two of the authors in this selection. What would they sayto each other about being a good global citizen? How would thoseauthors answer the Talk About It question on page 21?(Steve Turner might say the people who pollute Earth should takeresponsibility; he might say we have to help the world so the world canhelp us; Sarah McClendon might say that good health is the numberone priority for everyone; she might say that the issue goes bothways—if we’re not healthy we can’t help the environment, but we needto fix the environment so we can be healthier)DI LEARNING STYLEKinesthetic learning: Students with a preference for kinesthetic learningmight benefit from opportunities to role-play two authors from theselection having a conversation. A third student might play the role ofan interviewer and ask questions to focus students’ thinking as thoughthey were the authors.NELIt Takes a Village35

READER’S THEATREStudents read scripts or poemsorally. No scenery or costumesare required. There is no action.Readers convey mood, tone, andemotion, and suggest characterthrough the use of their voices,facial expressions, and gestures.Oral LanguageDISCUSSING THE SELECTION1. After students have read the selection, have them review their initialresponses to the Talk About It question on SB page 21, “Is theworld here to help you, or are you here to help the world?” Ask:• Has reading this selection changed your opinion about whichside of the question you support? Is there a way to support bothsides? Have them explain their reasons. (Evaluation)2. Imagine you are a parent. Which of the poems or quotations inthis selection would you think is most important for your child tounderstand, or follow? (Application)3. What relationships can you find between and among the selections?Have partners compare the selections and group them by commonthemes, concerns, and attitudes. They could also group theirconnections and responses to the selections. (Analysis)Oral LanguagePLANNING READER’S THEATREHave small groups plan a Reader’s Theatre version of the selection.They can work together to determine the best order for reading theitems (Which selection would grab the audience’s attention at thebeginning? Which selection would leave the most powerful impressionat the end? How will they fit in the quotations?). Have the groupsagree on the tones of voice to use, words or phrases to emphasize,what volume and pacing to use, and any other effects. Have thegroups rehearse and then present their readings. Each group couldpresent the reading to a different class in the school.DI READINESSTo challenge: Students could add sound effects and background musicto their readings, appropriate to the mood they are trying to create.WritingINSPIRATIONAL POEM AND QUOTATIONHave partners share the connections and responses they made to theselection and brainstorm topics related to global citizenship that theymight use as the basis of a poem and/or quotation (young peoplehelping the less fortunate; the pleasures of being a volunteer; showingleadership in an environmental clean-up). The purpose of the poemand quotation is to inspire a peer audience to become more involvedin global citizenship. Have partners write a draft of their poem andquotation, exchange their draft with another group, and use thefeedback to make revisions. Invite students to compile their writing ina book, bulletin board display, poster, or newsletter.Media LiteracyILLUSTRATING A POEM OR QUOTATIONHave students select one of the poems or quotations and share witha partner the connections and responses they made to it. Have themwrite out their choice and illustrate it with one or more illustrationsthat capture its main message and/or a strong connection they made toit. Students could decide on details such as layout, font type, size, and36 Nelson Literacy 8 Teacher’s Resource Unit 1: Global Citizens NEL

style to help viewers better understand the poem/quotation and theirconnections.Student Self-AssessmentEncourage students to think back to their learning with “A GlobalCitizen Is …” and “It Takes a Village” and reflect on their ability tomake connections as a reading strategy. Ask them to describe, whileconferencing with you or a peer, how they might have used thisstrategy when reading in other subjects. Have them use BLM 4: Self-Assessment Checklist and Goal Setting.Assessment for LearningCRITERIA CHECKING PROGRESS NEXT STEPS make connectionsof various types:text to self, text totext, text to world use connections tomake inferences,form opinions,visualize, predict,infer, evaluate explain howmakingconnectionshelps the readerunderstand whatis readRecord individualprogress on BLM 5:Rubric: MakingConnections.Demonstration TaskHave students use BLM 6: DemonstrationTask: Making Connections to record theconnections made while reading “It Takesa Village.” Have students compare theirconnections with those of their peersto see how their varied backgroundknowledge and experiences can affect theconnections that are made and the waywe understand a text.Key Assessment QuestionStudents may respond to the KeyAssessment Question either in writing, ororally in a conference. How did making connections help youunderstand “It Takes a Village”?Use the following resources to givestudents further opportunities topractise their reading skills in smallgroups, independently, or in literaturecircles.Nelson LiteracyMagazines for Independent andGuided Practice: Volume 1, Issues 1,2, 3, 4Other Nelson ResourcesLiteracy Power E: pp 111, 140, 152;F: pp 61, 135Power Magazine 6: Kick and SpikePowerZone Magazine 7: Stand ByMeNELIt Takes a Village37