Detailed Sample Task: Stage I

CLB 4 - Writing
Reproducing Information

Global Citizenship

Real-World Task

Copy information about the rights of women in Canada and when these rights became law.

Planning Context

Helpful Knowledge:

Vocabulary related to human rights such as freedoms of speech, religion and so on.
Knowledge of the things you must do to follow the law and live safely in Canada, such as obeying the law, paying taxes, respecting other people’s rights, and following school and workplace rules.
Knowledge of Canada as a democratic country where the laws apply to everyone.

Context:

In Canada, human rights for men and women are protected by law at both
the federal and provincial levels.
These rights come primarily from:
the Canadian Charter of Rights and Freedoms, the Canadian Human Rights Act and provincial and territorial Human Rights Codes.
The Canadian Human Rights Act protects people from discrimination based on factors such as:
- race or ethnic origin
- colour
- religion
- age
- sex or gender identity
- sexual orientation
- marital or family status
- disability
Some core human rights in Canada include freedom of expression, freedom
of religion, freedom of association, democratic rights, mobility rights, legal rights, and language rights.
This task reflects the intention to include all people in Canada in the themes. The language skills in this task could be applied to other contexts.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Coordination and subordination of sentences
Simple present tense for factual information

Knowledge and Strategies

Textual and Functional Knowledge:

Vocabulary needed to write about everyday topics
Common cohesion links including pronoun references to connect sentences

Sociolinguistic Knowledge:

Strategies for effective note-taking
Resources such as spell-checking functions on the computer

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What are rights and responsibilities? What are the most important rights that women have in Canada? In your experience, do women and men have the same rights in Canada? Are women’s rights in Canada similar or different in other countries where you have lived? Why do you think equal rights for women are important in society? What challenges do women still face in Canada today? How can people support and respect women’s rights in everyday life? How do women’s rights affect daily life, such as at work, in healthcare, or in education. Use visuals to support your discussion.
Match the words from the vocabulary list to simple definitions. Complete a set of sentences with key words missing using the words from the list.
Create a class word bank for human rights vocabulary to use throughout the skill building activities and module. Copy the words into a vocabulary notebook or digital vocabulary journal.
Listen to the instructor read aloud a short description of how women got the vote in Canada. As you listen, circle all of the vocabulary words you hear and note down any dates you hear. Answer some simple multiple choice questions about the listening. Now practice reading the transcript aloud, taking turns with a partner. Practice frequently to improve pronunciation, intonation and fluency.
Review the simple present tense with various activities and worksheets.
Review how to break down and understand complex sentences. Talk about how complex sentences can be hard to understand but discuss strategies for breaking sentences down into smaller parts and look for the main idea. Discuss tips like looking for signal words such as because, when , while and so on. Finally, talk about when you are taking notes you can use simple sentences to record the ideas to save time.
Practice reading compound and complex sentences about human rights in Canada.
In pairs, learners decide the main idea of each sentence and note down that main idea. Debrief the activity with the whole class.
In pairs, correct the spelling, punctuation and capitalization errors in a paragraph about women’s rights. Copy the corrected paragraph into a notebook or digital document. Discuss the importance of accurate spelling when you take notes.
As a class, look at one example of the copied text and discuss the presence of red or blue underlining to indicate a spelling or grammar error. Share how to correct the error with help from the application.
Review your own documents and attempt to use the spellcheck function.

Sample Skill-Using Tasks:

Take jumbled sentences about the timeline of women’s rights in Canada and put the words in the correct order. Copy the sentences into a digital format. Learners independently use the spellcheck function to check their sentences.
Take notes on women’s rights in the workplace in Canada from a government website to list the main ideas.

Sample Assessment Tasks:

Copy information about the rights of women in Canada and when these rights became law.

Teaching Considerations

Cultural Considerations:

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.
Recognizing the importance of equity, diversity and inclusion is an important part of global citizenship. Themes of EDI can be woven into this module.
Some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders. Women in Canada have many rights not afforded in many other countries in the world.

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 discrimination in Canada, but that there are things that can be done if you have this experience.
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.
Some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.

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.

Strategies:

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.
Refugee learners may not have had a choice in leaving their countries and coming to Canada; recognize that some learners may have mixed feelings about being in Canada. Allow learners to have their own opinions and feelings about Canada.
Give learners advance warning of this topic and be aware that there may be learners who require support.
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 city hall or another local municipal building to learn more about how local government works and how citizens can get involved, through voting, volunteering and so on.
Invite a guest speaker from a settlement agency to present information about women’s rights at work, housing, and in the community in Canada.
Invite a Community Liaison Officer as a guest speaker to discuss women’s safety and how the police can help them.
Students work in pairs to create a poster showing 3 rights and 3 responsibilities in Canada.
Create a simple class charter with some ways the classroom is equal for all learners.

Realia:

The Canadian Charter of Rights and Freedoms (simplified version where available) with key sections highlighted
Government of Canada Women and Gender Equality Website printouts
Information related to provincial employment standards, from the Human Rights Commission, or multi-lingual brochures from multicultural centres.
Voting Materials: sample ballots, election pamphlets, or Elections Canada handouts explaining the voting process.

Units and Modules:

Tutela: Citizenship Resource: PDF Version and Audio Files

Lessons and Activities:

Tutela: What Do I Like About Canada?
Tutela: TCDSB Police Service – A Guide for Newcomers CLB 1-8
Tutela: Rights and Responsibilities of Canadian Citizenship CLB 3/4 H5P ( Not correct level but can be adapted.)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: