Teacher's Resource - Nelson Education

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