Teacher's Resource - Nelson Education

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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
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Teacher's Resource - Nelson Education

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