Detailed Sample Task: Stage I

CLB 4 - Speaking
Sharing Information

Global Citizenship

Real-World Task

Describe information about a fundraising event for Newcomer seniors in your community.

Planning Context

Helpful Knowledge:

Vocabulary related to community events and seniors.
Knowledge of the idea of raising money for a community cause and how fundraising events work. Also, examples of common fundraising activities in Canada (e.g., bake sales, walkathons, silent auctions).
Knowledge of who the Newcomer seniors in your community are, as well as some of the challenges they might face including social isolation, language barriers, and transportation.

Context:

In Canada, many people value and see the importance of helping others in the community.
Fundraising events not only provide funds for various activities to take place but they also bring people together and support a wide number of community members.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Future with “will” or “going to”
Modals for suggestions
Wh- questions

Knowledge and Strategies

Textual and Functional Knowledge:

Connective words and phrases to
indicate chronology and examples.
Use typical set formats in sequencing information (such as openings,
pre-closings and closings).

Sociolinguistic Knowledge:

Culturally appropriate non-verbal communication strategies.
Cultural references or information.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What are your experiences with volunteering or community fundraising in Canada and in other countries?. Compare the frequency, scope and impact of such events.
Discuss the challenges faced by Newcomer seniors, how they might feel isolated and how a community event might improve their lives.
Match picture flashcards showing different community-related vocabulary words with images. Then add an additional set of flashcards with simple definitions for each term and match these to the images and vocabulary terms.
Look at images of a community fundraising event and label the most important items on the images using the vocabulary flashcards.
Review the grammar rules for how to talk about the future using will and going to. Complete practice sentences by filling in the missing verb form to talk about a future class event.
Listen to a short audio text describing a future class event. In pairs, follow along with the audio using a transcript and correct the written verb form mistakes, based on what you hear.
In pairs, create a list of questions about a possible future event. Pairs form groups of four to practice asking and answering the questions.
Create a list of ten suggestions for what the organization fundraiser event could include. Use modal verbs to suggest different options. Compare your list with a partner and refine your individual suggestions to create a list of ten suggestions between you. Pairs form groups of four to further refine and pare down the suggestions into
a final list of suggestions.
Groups brainstorm ideas for community fundraisers and create posters.
Groups prepare an online presentation
on a fundraising event.

Sample Skill-Using Tasks:

In small groups, each person has two minutes to give an elevator-pitch style presentation of their best idea for a fundraising event for a particular group in the community. Each group is focusing on
a different community group. One elevator pitch is chosen from each group and presented to the whole class. Class votes anonymously for the best idea from the class.

Sample Assessment Tasks:

Describe a fundraising event for Newcomer seniors in your community having prepared the details in note form prior to the presentation. Provide a brief description
of the event, which is between 5-7 sentences in length and is a coherent narrative.

Teaching Considerations

Cultural Considerations:

Cultural views about seniors may differ from those in Canada. In some cultures, seniors are highly revered, and in others, they may not be as visible in community life, particularly if they live in separate homes or institutional care. In Canada, there is an emphasis on senior independence, community engagement, and access to resources. However, some learners might not be familiar with the concept of seniors living independently or participating in community activities.
Different attitudes toward volunteering may exist among learners. Some cultures may have strong traditions of community service, while others may not be as familiar with the concept of volunteerism. In Canadian culture, community events like fundraising are very common.

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.
Read information from a screen.
Navigate camera and microphone
Adjust volume on device
Use videoconferencing technology for online meetings.

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.
Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

Fundraising can have different meanings or practices depending on where people come from. In some cultures, charitable donations or fundraising may be done through religious organizations or informal community groups, not necessarily public events or charitable organizations.
Socio-economic disparities can shape a learner’s view of money, wealth, and charity. Some cultures may view giving to a cause as an obligation, while others may see it as a more voluntary act.
Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent. Consider this diversity as you choose names for characters in stories you create as well.

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.
Recognize that not everyone will feel comfortable with the idea of meeting strangers; adapt tasks to meet “safer” people such as classmates or other teachers as needed.
Some learners might come from communities or countries where there’s a great deal of economic hardship. Talking about money and asking for donations might feel uncomfortable or inappropriate for them.

Strategies:

Be mindful of language choices when discussing money, donations, and charity. Reinforce that volunteering time or skills is just as valuable as financial contributions, which can make the idea of giving feel more inclusive.
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 the local community centre to hear about ways to volunteer in the community.
Take a field trip to a local community fundraising event, as available.
Invite a guest speaker from a local seniors centre to explain what kinds of support local seniors need.
Groups plan out a community event for different groups in the community such as seniors, youth, people with dogs, and so on.
Create posters to show your community event plan and share with another LINC class.

Realia:

Posters on volunteering in the community.
Websites describing various community volunteering and fundraising activities and events in the area.

Units and Modules:

Tutela: CCLB: CLB 4/5 Module Socializing about Food and Community Events

Lessons and Activities:

Multimedia: