Detailed Sample Task: Stage I
CLB 2 - Writing
Reproducing Information
Health and Wellness
Real-World Task
Copy a list of activities that you can join each week from a list of options at the community centre to help practice healthy living.
Planning Context
Helpful Knowledge:
- Basic concepts of health and actions that promote health.
- Words to describe feelings.
Context:
- Moving and adapting to a new country and culture is stressful and can impact newcomers’ overall health and well-being. Practicing self-care is important for wellness. Some individuals may have a negative perception of self-care. They may not understand the purpose or benefits of practicing self-care as a way to achieve wellness. In this task, learners will gain an understanding of self-care and its benefits for overall wellness by making a list of activities they can do for better mental health from a longer list of suggestions.
Vocabulary and Grammar
Sample Vocabulary:
Words and phrases to discuss mental health:
- mental health
- self-care
- wellness
- stress
- anxiety
Words and phrases to describe self-care activities:
- read
- physically active
- socialize
- sleep well
- listen to music
- support
- relax
Words and phrases to describe feeling:
- relaxed
- calm
- happy
- stressed
- tired
- lonely
Sample Grammar:
- Capitalization and punctuation rules.
- Recognition of basic words and phrases connected to self-care and wellness.
Knowledge and Strategies
Textual and Functional Knowledge:
- Use graphics and pictures to help interpret meaning.
- Identify simple textual features such as a title.
Sociolinguistic Knowledge:
- Using lists or journals for self organization and wellness.
Activities and Tasks
Sample Skill-Building Activities:
- Define and provide a pictorial example of “wellness” and/ or “self-care.” Elicit other self-care/ wellness actions from learners.
- Match vocabulary for self-care activities with pictures. Copy the vocabulary onto a template, sequencing them in order from most to least enjoyable.
- Elicit and discuss the benefits of practicing activities that promote wellness using pictures, gestures and other realia as needed.
- Circle 4-5 activities to try to practice self-care. Copy the activities into a list, using a template. Compare and share their lists with classmates.
- Use a checklist to assess writing. (For example: caps, punctuation, spelling, format)
- Create a short, simple instructor-made story on the topic, and have learners listen as the instructor reads, following with their finger. Have learners repeat after the instructor to match intonation and fluency. Finally, have learners read the story as a group, and then individually. These activities practice vocabulary in context, show relevancy of the language and improve fluency.
Sample Skill-Using Tasks:
- Copy 10-12 self-care activities into a list. Use a checklist to peer review a classmate’s list.
Sample Assessment Tasks:
- Write a list of activities that you can do each week from a list of suggestions on how to practice self-care and wellness.
Teaching Considerations
Cultural Considerations:
- Newcomers can face additional barriers when accessing programs and services related to mental health and wellness. Some of these barriers may include language, financial stress and lack of understanding how health care systems work.
- There may be cultural differences or stigmas related to mental health and wellness which can make it difficult for some newcomers to access or look for supports.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have keyboarding and typing skills.
- Navigate and use online learning management systems (LMS) such as Avenue.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Refer learners to programs to improve their digital skills.
Equity, Diversity, Inclusion and Indigenization Strategies:
Instructors can:
- Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- When discussing self-care and wellness activities, include actions and behaviours that are common in diverse cultural groups. Invite learners to share self-care activities they enjoy.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Newcomers may have experienced trauma in their lives before coming to Canada due to war, violence, or persecution or other causes. This may lead to symptoms of post-traumatic stress disorder (PTSD) or other mental health conditions.
- Newcomers may face additional challenges that may lead to feelings of loneliness, isolation, anxiety and/ or depressions. These challenges can include:
- Separation from family and support networks
- Employment and financial stress
- Discrimination and racism
- Language
Strategies:
- Recognize that poor mental health or chronic conditions may be a result of adverse experiences rather than individual choices. A trauma-informed approach to wellness should avoid stigmatizing or blaming. It should also promote a holistic view of well-being.
- Help learners become aware of accessible mental health resources that are available in multiple languages.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Invite a guest speaker from a newcomers serving organization or local public health clinic to discuss self-care and wellness with the class.
- Participate in a class self-care challenge. Set a group challenge goals and monitor progress throughout the months.
- Have learners survey students from other classes about their self-care or wellness habits.
- Plan a wellness fair and invite other classes to come and learn about wellness and self-care habits.
Realia:
- Authentic websites or other promotional materials that list healthy habits including self-care and wellness activities
Units and Modules:
- Avenue Coursebuilder – NLOC Unit Talking about your Mental Health CLB 3
- Tutela: Mental Health For Everyone: Thriving Through Transitions – PBLA Based Curriculum CLB 3-8 (adapt for the CLB level you teach).
Lessons and Activities:
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
