Detailed Sample Task: Stage II
CLB 6 - Writing Getting Things Done
Creativity, Innovation and Adaptability
Real-World Task
Create a flowchart (or other formatted text) of recommendations to implement a plan.
Planning Context
Helpful Knowledge:
- Some process-related vocabulary.
- Some knowledge of the purpose and layout of a flowchart.
- Some knowledge of how to relate words/ ideas and images.
Context:
- Visuals such as graphics, charts or images can sometimes convey messages more successfully than text. A simple flowchart can be very helpful in sharing information in a clear and concise manner.
- A flowchart is a visual representation of a process or workflow. It usually illustrates the sequence of steps or actions needed to achieve a goal. Flowcharts use different symbols and shapes to show elements, and arrows connect these elements to show the flow from one step to another.
Vocabulary and Grammar
Sample Vocabulary:
- flowchart
- process
- system
- project
- deliver
- develop
- implement
- put into practice
- map out
- visualize/ illustrate
- step / stage / phase
Sample Grammar:
- Use future tenses and conditional structures to describe possible steps in a project, for example, “If this happens, then we will…”
- Use process-related vocabulary to describe the development and delivery of a project.
- Use recommendation phrases, for example, “We recommend implementing…” or “We suggest developing…”
- Adverbs to indicate sequence such as first, second, following, subsequently, finally and so on.
Knowledge and Strategies
Textual and Functional Knowledge:
- Use paragraph structure to organize recommendations and steps for implementing a plan.
- Use proofreading strategies to ensure accurate spelling, capitalization and punctuation.
- Use discourse markers for cause and effect to describe how to implement the plan, such as “as a result”, “consequently”, “because” and so on.
Sociolinguistic Knowledge:
- Recognize some common jargon to describe processes and understand how to use it.
- Recognize the effect of formal or informal language for persuasion.
Activities and Tasks
Sample Skill-Building Activities:
- Elicit when and where flowcharts are used, and who has created them before. Discuss when a flowchart or other graphic conveys information more effectively than text.
- Review different examples of flowcharts and identify the persuasive language and connections between words/ ideas and images.
- Read examples of sentences, phrases and or paragraphs to describe a process.
- Practice interpreting flow charts and other types of graphics.
- Practice writing a short paragraph to accompany a flow chart for a product or service.
- Look at different examples of processes, products or services and think of suitable adjectives/ descriptive phrases to describe them effectively.
- Map out a process with classmates; create a flowchart together.
- Practice using software such as Word or Excel or online tools such as Visio, Canva, Visme or Lucidchart to create flowcharts.
Sample Skill-Using Tasks:
- Write a paragraph to accompany a flowchart for implementing a plan.
- Write a short implementation plan and create a flowchart to accompany it.
Sample Assessment Tasks:
- Create a flowchart (or other formatted text) of recommendations to implement a plan.
Teaching Considerations
Cultural Considerations:
- Graphics such as flowcharts are a common way to communicate information in Canada. Elicit ideas from learners about examples where they have seen graphics or read information with graphics.
- Have learners reflect and discuss the differences and similarities in communicating processes and ideas in Canada and other cultures/ countries to develop intercultural awareness.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline knowledge and digital skills.
Learners may need to:
- Scan online resources to find information.
- Evaluate online research results.
- Interpret information from online sources such as statistics, graphs or charts.
- Use software such as Word or Excel to create flowcharts.
- Use online tools such as Visio, Canva, Visme or Lucidchart to create flowcharts.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
- Introduce how to make a flowchart from Word or Excel.
- Introduce online tools such as Visio, Canva, Visme or Lucidchart to create flowcharts.
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.
- Include examples of products and services that address accessibility issues.
- Include examples of products and services from women, BIPOC or Indigenous led or owned organizations.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Discussions of money, income and selling may be triggering for learners who have experienced financial-related trauma or abuse.
Strategies:
- Giving learners the knowledge, skills and language to access resources can be empowering.
- Learners who have experienced trauma benefit from having choice.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Invite local managers, business owners and or entrepreneurs as guest speakers to describe how they implement plans.
- Review authentic resources to find examples of flowcharts and other formatted text; share with classmates and discuss effectiveness of visual representations.
- Practice other ways to use flowcharts or formatted texts, to show statistics or other processes.
Realia:
- Websites, flyers and brochures with authentic flowcharts and other formatted text that describe implementing plans
- Real plans and products that learners can create descriptions and flowcharts for
Units and Modules:
(Adapt for the CLB level you teach)
- Avenue Course Builder: Select the theme Reading Skills and CLB 5, 6, 7 and 8 for units related to reading strategies and tables, charts and graphs (adapt for the CLB level you teach).
- CLB 5+ Getting Information From Tables, Charts and Graphs
- CLB 5+ Taking Notes While Reading
- Tutela: Norquest College: LINCWorks CLB 5: Lesson 1: Graphs and Charts
Lessons and Activities:
(Adapt for the CLB level you teach)
Instructor Resources and References:
- Adaptability – Centre for Canadian Language Benchmarks
- Skill components and proficiency levels – Canada.ca
- UP Skills for Work Get Started: Adaptability
- Creativity and Innovation – Centre for Canadian Language Benchmarks
- Skill components and proficiency levels – Canada.ca
- UP Skills for Work Get Started: Creativity and Innovation
- Free Employee Training Resources l UP Skills for Work
- Canadian Workplace Culture: 5 Key Characteristics (Newcomer success) (newcanadians.tv)
- Skilled Worker
- Careers & Education | Canadian Immigrant
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.
