Detailed Sample Task: Stage I
CLB 4 - Reading
Getting Things Done
Getting Around and Transportation
Real-World Task
Compare information about 2 local events taking place for National Indigenous Peoples Day to decide which one to attend.
Planning Context
Helpful Knowledge:
- Some familiarity with national and local holidays and festivals.
- Some familiarity with National Truth and Reconciliation Day.
- Some vocabulary related to Indigenous peoples in Canada.
- A basic history of Indigenous peoples in Canada and understanding of colonization.
Context:
- Most communities and other local organizations host events to recognize, honour and celebrate national holidays, including National Truth and Reconciliation Day. In this task, learners will compare information about 2 events to decide which one to visit.
Vocabulary and Grammar
Sample Vocabulary:
- remember
- honour
- commemorate
- residential school
- survivor
- ceremony
- participate
- reconciliation
- performance
- vendor
- craft
- traditional
Sample Grammar:
- Basic words related to National Truth and Reconciliation Day.
- Basic words related to public community events.
- Words and expressions for inviting the public to and promoting an event.
- Simple future tense.
- Imperatives.
Knowledge and Strategies
Textual and Functional Knowledge:
- Format of a poster / webpage / social media post.
- Textual features such as headings, subheadings, details, pictures, graphics and so on.
- Skimming to determine purpose.
- Scanning to find specific information and infer meaning from context.
- Background knowledge for comprehension
Sociolinguistic Knowledge:
- References to significant events in history such as residential schools and so on.
- Identifying words and/ or phrases that convey tone and mood.
- Semi-formal and formal language.
Activities and Tasks
Sample Skill-Building Activities:
- As National Truth and Reconciliation Day approaches, identify the day as a national holiday. Fill out part of a graphic organizer such as a KWL Chart to identify prior knowledge and questions about the topic.
- Introduce key vocabulary. Use flashcards to practice vocabulary with a partner.
- Use a cooperative learning approach such as the jigsaw method to divide an information text about National Truth and Reconciliation Day into smaller chunks that learners can work in groups to understand and explain it to classmates in home groups. Have groups work together to demonstrate understanding of the whole text by completing comprehension activities together. Complete the graphic organizer to record what was learned.
- Review an event poster / webpage / social media post as a group. Identify key features of the text. Use skimming and scanning strategies to determine the purpose and find information.
- Discuss strategies for deciding to attend an event or not.
- Compare information from 2 events and discuss strategies for making a choice. Review 2 events and tell a classmate why you would prefer to attend one over the other.
Sample Skill-Using Tasks:
- Compare 2 events for another national holiday (Canada Day, Remembrance Day) and decide which one to attend. Provide a reason based on the information from the texts.
- Review 2 events and tell a classmate why you would prefer to attend one over the other.
Sample Assessment Tasks:
- Read and compare 2 event listings for Truth and Reconciliation Day and decide which one to attend. Provide a reason.
Teaching Considerations
Cultural Considerations:
- National Truth and Reconciliation Day occurs on September 30 every year. It is a day to honour residential school Survivors and those who never returned from residential schools.
- Many people wear an orange shirt to honour the Survivors of residential schools. The slogan, “Every Child Matters’ is associated with the Orange Shirt campaign.
- National Truth and Reconciliation Day is a direct response to the 94 calls to action from the National Truth and Reconciliation Commission.
- Have learners compare the impact colonialism had on Indigenous peoples from other countries they are familiar with to develop intercultural competency.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Locate, navigate and use websites.
- Use familiar apps and web pages.
- Scan online resources to find information.
- Use videoconferencing technology for online meetings.
- Navigate and use online learning management systems (LMS) such as Avenue.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
Equity, Diversity, Inclusion and Indigenization Strategies:
Instructors can:
- Use diverse representations of people in all your learning resources and images, including people who are Indigenous.
- Ensure that the images and cultural representations of Indigenous peoples are free from stereotypes and biases.
- Raise learner awareness of the need for using appropriate language when discussing and addressing Indigenous peoples.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Newcomers who come from Indigenous groups in their home countries may be triggered by considerations of the experiences of Indigenous peoples in Canada.
- Teaching an Indigenization theme will result in some difficult conversations and may revisit past trauma, oppression and discrimination your learners have experienced.
Strategies:
- Make space for learners to feel safe and recover from the experience of sharing their experiences.
- Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
- Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Plan or join a school event to honour Truth and Reconciliation Day.
- Attend public events on National Truth and Reconciliation Day.
- Invite learners to wear orange shirts on September 30 to commemorate Truth and Reconciliation Day.
- Read an adapted, simplified version of Phyllis Webstad’s story about why she started Orange Shirt Day.
- Visit local Indigenous cultural sites or museums.
- Have learners find local events and share details with classmates. Compare information using a large class chart.
Realia:
- an orange shirt
- authentic event listing, posters, social media posts, webpages, etc.
Units and Modules:
- Tutela Collection: First Peoples: Indigenous Education Modules + Elder Speak Videos
- Tutela Collections: First Peoples: Indigenous History, Culture and Issues
- Avenue Coursebuilder: Introduction to Indigenous Peoples CLB 3
- Avenue Coursebuilder: Colonialism in Canada CLB 3
- ISSofBC: Reconciliation Awareness LINC Lessons (RALL)
Lessons and Activities:
Multimedia:
Instructor Resources and References:
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.
