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Dominique Roy
EDTL 636
McGill University
October 2016
Name
School
Level and number of students
Description of students
Previous lessons
Next lesson(s)
Dominique Roy
cole Secondaire Edouard Montpetit
Secondary 1 Core ESL & SAPDE, 25 students (7 groups)
Students are attending a Francophone Secondary school in East
Mercier, Montreal. They come from various backgrounds and
their first languages vary, although most are Francophone.
Majority of the students have beginner level of English
proficiency.
Students have been exploring the topic of creepy crawlers
(insects and bugs), their properties and nutritional values. They
have been studying Simple Present grammar form and
vocabulary words seen throughout their two text books in
relation to themselves and to creepy creatures/crawlers
It might be difficult for the students to relate personally to this
topic since it is only through novels, movies, video games and
Halloween that will have encountered the idea of mythical
creatures/monsters. However, the hook video will help them to
see how these creatures have developed into their more magical
status they now have.
Students will start a unit on Creepy Creatures in theme with
Halloween. They will explore the mythical and folklore
creatures.
ESL competencies
targeted
Evaluation (self, peer
or teacher)
Related Content
(Culture, Functional
Language, Vocabulary,
Grammar, Strategies,
Processes, Texts) that
students need to carry
out activities in lesson
Materials and sources
Teacher will evaluate the final reinvestment of the knowledge from the
text using a C2 evaluation rubric. The targeted criteria will be: evidence
of the comprehension of text and sufficient amount of knowledge
reinvested from the text.
PREPARING TO LEARN
ACTIVITY
DESCRIPTION OF THE ACTIVITY
(role of Teacher and Students)
RATIONALE
EVALUATION
COMPETENCIES
1. Introducing the
lesson
Video
3 minutes
2. Mini discussion
T. leads a discussion on students
(How does
impressions of the video, their feelings
Halloween make you and their prior knowledge.
feel? What are your
favourite
creatures/costumes
found on Halloween?
What do you know
about these
creatures/monsters)
7 minute
4. Reading activity
45 minutes
5. Comparing
Activity
5 minutes
6. Share
7 minutes
REINVESTMENT
9. Reinvestment task
(Mythical Creature
Creation)
75 minutes
Annex 1
Annex 2
On a separate sheet of paper answer the following questions (write full sentences in part 1 and use
bullet point form in parts 2 and 3):
10
Annex 3
Name _______________________________________
Date ______________
Spider Map
Write main ideas on the slanted lines that connect to the circle.
Write details on the branches.
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Annex 4
Evaluation rubric
Task
Requiremen
ts/Points
Select relevant
information/ideas
from the text
The students
brochure is
confusing and
poorly informs the
audience
The brochure/text is
incomplete
OR
The text presents
little content related
to the provided text
OR
Most content is
patchwork and
copied
OR
Unable to
understand content
due to grammar and
vocabulary mistakes
And
Use the
information/ideas
and own words to
write a text that is
adapted to the
purpose of this
assignment
Total:
Content errors
and/or slips are rare
and have moderate
impact on the text.
Text includes all or
most of the following:
- Some missing
content: physical
description, eating
habits, living situation,
characteristics and a
helpful hint on how to
destroy it.
- A small amount of
content that is
patchwork and/or
copied
- Some grammar and
vocabulary mistakes
Content errors
and/or slips have a
major impact on
the text.
Text includes one
or more of the
following:
- Many
inaccuracies and
content missing
- Some content that
is patchwork and/or
copied
- Many grammar
and vocabulary
mistakes
/12 = ________%
Annex 5
12
Cognates
Cognates are words in two languages that share a similar meaning, spelling, and pronunciation.
Word Sort
In partners, you will pair an English cognate word with the French cognate word. For example:
English French
family famille
center centre
radio radio
class
classe
desert dessert
magic magie, magique
gorilla gorille
Once finished, together we will write the answers on the smart board.
Annex 6
13
14
origin
food
habitat
characteristics
how to destroy it
You need to
Annex 8
15
16
17
Text Difficulty/Facility
Due to the previous lesson themes and content, and vocabulary already having been studied,
there are aspects of this text that facilitated. Having already been taught and continuously revisited, the
grammar tense found in the text Simple Present should be understood. The entire text has been all in
the simple present which they have learnt (eg. They are powerful and travel faster than light). Found at
the end of paragraph 4. Furthermore, due to both the students prior knowledge on the subject and our
previous lessons discussing similar themes, the text demonstrates fairly concrete explanations without
inferencing (eg. How to Stop Them: Mummies: Unwrap the linens around a mummy and it turns into a
pile of dirt or sand). Found in paragraph 5. The grammar and lack of inferencing will facilitate the
understanding of the text.
There are a few factors that will make the text difficult for students. While new vocabulary has
already been taught and learned, there still remains multiple new words to be found in the text that are
not cognates - (eg. Folklore), found in paragraph 1. However, with the aid of word boxes and in-class
dictionaries, this should be overcome. An additional difficulty is the lack of extra textual support. While
there are a few pictures, for the group with whom I am aiming this Complex Task, they could benefit
from many pictures. The length of the text (number of words) and the size of the font could also prove to
be a difficulty factor. See text (Annex 1) for examples.
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