Detailed Sample Task: Stage I

CLB 4 - Writing
Reproducing Information

Community and Recreation

Real-World Task

Copy 4 to 6 phrases you can use to be an ally like “We don’t say that here”, “That’s not funny” or “I don’t agree”.

Planning Context

Helpful Knowledge:

Vocabulary related to the 2SLGBTQIA+ community and BIPOC Canadians, plus vocabulary specific to allyship.
Knowledge of the rights of the 2SLGBTQIA+ community and BIPOC people in Canada and ways in which we can support each other in the community.

Context:

In Canada, many people want to show support for members of the 2SLGBTQIA+ and BIPOC communities by being allies. An ally is someone who supports others, especially when they see unfair treatment or offensive language. Being an ally means speaking up in a respectful way when someone says something racist, sexist, homophobic, or hurtful to others.
Canadians often value direct but respectful communication. Silence can sometimes be seen as agreement, so speaking up is encouraged in unfair situations.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Common everyday English spelling and punctuation rules and conventions for simple sentences.

Knowledge and Strategies

Textual and Functional Knowledge:

Basic format and paragraph structure

Sociolinguistic Knowledge:

Common figures of speech, idioms and expressions specific to different situations.
Cultural references.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Was there ever a time when you, or you observed another person, being treated unfairly or unequally. How did that injustice / inequality make you / them feel? If you observed another being treated unfairly, did you say anything at the time? Why or why not?
Discuss as a class: What can you do to show support for someone who is being treated unfairly or being discriminated against? Make a poster for the class with a list of 10-15 actions.
Match picture flashcards showing different vocabulary items with images. Then, add an additional set of flashcards with simple definitions for each term and match these definition cards to the images and vocabulary terms.
In pairs, correct the spelling, punctuation and capitalization errors in a paragraph about a local Pride event.
Use the vocabulary word cards to complete a simplified paragraph about protected grounds in Canada which has a number
of missing words. Copy the completed paragraph into an online document or into
a notebook.
Listen to a short audio text describing an anti-racism event in the community and answer a set of true / false questions about the listening.
Review school or class policies on how people are treated in the classroom and what behaviour is expected. Create a list of class guidelines that support anti-racism and discrimination that complement being an ally.
Review the rules for punctuation, including some more complex punctuation such as apostrophes, speech marks, and semi-colons. Practice adding punctuation to a set of sentences about equality in Canada.
Take jumbled phrases which show you are an ally to someone who is being treated unfairly and put the words in the correct order. Copy the sentences into a notebook or digital format.
Have a sharing opportunity for learners to describe one specific phrase they plan to use to show support to a community member experiencing discrimination.

Sample Skill-Using Tasks:

Copy sentences which describe five general ways to show support for other members
of the community who are experiencing inequality, such as speaking up, including all people in community events, using kind words, listening to a wide range of viewpoints, sharing helpful information,
and so on.

Sample Assessment Tasks:

Copy 4 to 6 phrases you can use to be an ally like We don’t say that here, That’s not funny or I don’t agree. Assess the writing using a rubric which considers accuracy
of the text, standard conventions for capitalization and punctuation and copies the text legibly and with no major omissions.

Teaching Considerations

Cultural Considerations:

In Canadian culture, diversity, inclusion, and standing up for others are encouraged. Schools and workplaces often have policies promoting equity and respect.
In Canada, respectful disagreement and speaking up for others is often valued. It may help to provide safe, low-pressure opportunities to practice and observe ally language in action.
Some Newcomers may fear that speaking up could cause conflict or escalate a situation which could in turn jeopardize relationships, safety, or employment.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Send and receive text messages and messages on other texting apps.
Send and receive email messages
Complete formatted texts online, such as forms
Navigate and use online learning management systems (LMS) such as Avenue.
Use a search engine to find information

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task(s).
Support learners in finding, navigating and using websites.
Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

Teach learners that all people in Canada have the right to no discrimination.
Teach learners that many people still experience racism and discrimination in Canada, but that there are things that can be done if you have this experience.
Teach learners appropriate terms for people of different cultures, races, and ethnicities, including BIPOC, Black, and Indigenous.
Teach learners that regardless of religious or political beliefs, the rights of people who are 2SLGBTQIA+ are protected under the Charter of Rights and Freedoms.
There are laws against discrimination and behaviours such as hate speech.
Some learners may have different views on gender identity. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.

Trauma-informed Strategies:

Possible Trauma triggers:

When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.
Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
Learners who have experienced discrimination or persecution may find this topic triggering.
Learners who are 2SLGBTQIA+ may have experienced discrimination in other countries or in Canada and may not feel safe discussing Pride.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Never require learners to identify their gender or sexuality or to share their own stories or experiences if they do not want to.
Focus the discussion on the things that can be done to prevent, stop, or report discrimination. Focusing on what can be done about discrimination may help learners who have experienced trauma to not feel helpless.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Take a field trip to the library during an event related to the 2SLGBTQIA+ community and BIPOC Canadians, such as Pride,
Black History Month, and so. Look at the displays to mark these events in the library and look for books on these topics.
Write a thank you letter to an ally from your past. Imagine you can write to someone who once showed you support, thanking them and explaining how their support made you feel.
Create an ally phrase bulletin board display with each learner contributing a phrase to the display. Share the display with another LINC class.

Realia:

Pride posters
Information about Black History Month
Infographics about diversity in your town, city or province, and in Canada

Units and Modules:

Lessons and Activities:

Tutela: Anti-racism, Indigenous Cultures and Histories Resources for ESL Instructors developed by WoodGreen Community Services
Tutela: Sex, Gender and Sexuality Lesson CLB 5+ (Not correct level but can be adapted.)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: