Teacher's Resource - Nelson Education

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• 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 <strong>Nelson</strong> Literacy 8 Teacher’s <strong>Resource</strong> 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
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Teacher's Resource - Nelson Education

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