Teacher's Resource - Nelson Education

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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
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Teacher's Resource - Nelson Education

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