english grade 7 - webs › 44 › 86 › 59128644... · research – ‐ using information skimming...

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ECART: The Process Teacher’s Notes

This document is meant to be an initial guide for those who are new to ECART.

During this work, YOUR ROLE as the TEACHER is to:

(1) Guide the students through the process e.g. use whole class and group discussions of the questions before the students attempt the tasks on their own

(2) Provide the students with the ECART process checklist and discuss each section

(3) Plan time into your lessons to allow students to complete the work

(4) Plan time into your lessons for students to organize their work as it is completed (do not leave it until the end of the Process)

(5) Give a time limit for each task. Tasks can extend over more than one lesson.

(6) Check the students are completing the assigned task (no longer than a week after the task is completed)

(7) The sections in this document do not follow a specific sequence. Strategies, Reflection and Review should be implemented throughout the teaching and learning process.

During this work, the STUDENT’S ROLE is to:

• Be responsible for completing the task in the assigned time

• Organize their folders

• Research the topic

• Follow the ECART Process checklist to ensure they have completed all sections

• Engage in learning English through the process of Inquiry (ECART )

A range of research items have been included in this pack. These are the items to use with students to support them in their inquiry around the focus statement and key questions. This in turn will lead them to developing a product.


ECART the Product Grade 7

Focus Statement:

• What we do and eat affects us.

Focus questions for inquiry:

1.What is a healthy diet? 2.What is healthy exercise? 3. What is a healthy lifestyle? 4.Why do we need to make healthy choices?

Final Product:

A Fortnight’s Healthy Lifestyle Planner

Integrated Strand Task:

Compare and Contrast

A model to identify ideas/issues Brainstorm

THEME

What is the most important idea in your opinion from the above bubble map?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Create three to five big questions from your idea that you want to find more information about. This will lead to your focus statement.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


RESEARCH – AWARENESS OF PLAGIARISM

STUDENT NAME:

What is plagiarism?

Plagiarism is taking another persons’ written material and presenting it as yours.

What must I do so that I do not plagiarise?

You must always say who the original writer was. Not doing so is considered stealing.

I must use my own words in my work

I hereby pledge that everything in this folder is either my work, or has come from another source. The original writer has been noted in my folder.

Signed by: ________________________________________

السرقة (االنتحال عن توعية –بحث علمي )Plagiarism -األدبية

:اسم الطالب

ما ھي السرقة األدبية ؟

السرقة األدبية ھي أخد كتابات شخص آخر وتقديمھا على .أساس أنھا كتابتك الشخصية

لتجنب السرقة األدبية ؟ما الذي علي فعله

حيث أن عدم فعل ذلك المؤلف،يجب عليك دائماً ذكر اسم .سرقةيعتبر

.يجب علي استخدام كلماتي الخاصة في عملي

أتعھد بأن كل محتويات الملف من عملي الخاص أو من .وقد تم ذكر اسم المؤلف في ملفي مصدر آخر،


RESEARCH – ‐ USING INFORMATION

Skimming and Scanning

You skim to scan

1. Skim glancing quickly to get an overall impression a. determine what is to be read b. review text organization

pictures, headings, paragraphs, diagrams, charts c. activate prior knowledge

2. Scan to locate specific details or content

Skills

• scanning for information (key words)

• main ideas

• evaluating for relevance (does this information relate to the focus statement?).


Key Question:

What do these resources tell me about what I need to know?

Text

Title

Key words Key ideas Relevance –does this text relate to your focus statement?


RESEARCH – EVALUATION OF RESEARCH ITEMS

Text 1: Does this text give you information about your focus statement? HOW?



RESEARCH – SUMMARISING

Summarising

• Identifying the main idea in the text and telling it in your own words.

Refer to the skimming and scanning section you have completed to help you

Text 1 Summary of the main idea – in your own words:



RESEARCH – FOCUS STATEMENT AND REFERENCED SOURCES.

My Research Plan: Name:

Focus Statement

Key Questions

Title and Author Type of text (text type) Source: ‐ where did it come from?


RESEARCH STEPS:

DECIDING

IS…

Thinking about what you know and what you want to find out

FINDING

IS…

Thinking about what information you want and where you can find it

USING

IS…

Looking at information and finding out if you can use it, by using skills such scanning, skimming and summarizing.

EVALUATING IS

Deciding if this information is useful and gives you the information you need to answer your questions.

RECORDING IS…

Taking notes, making diagrams etc and organizing your ideas.

PRESENTING

IS…

Sharing your research with others.


Strategies

Reading helps us to learn new things. The purpose of reading is to share our understanding of what we have learned. It helps us to develop informed opinions through discussion with others and writing about our thoughts and ideas.

Sustained Reading

Students must be encouraged and supported to make journal entries about their reading.

Make a set time each week to engage students in reading.

Use the classroom or take the students to the library or a combination

Expose students to a range of texts – picture books, information texts, web texts, instruction leaflets, brochures, .food packaging labels, newspapers, magazines, comics.

Encourage students to read different kinds of texts.

Encourage students to bring their own texts from home.

Once you have modeled reading strategies to the students they can be applied to any text.

Reading at home can be a strategy to reinforce reading skills

Refer to other reading strategies in the research section.


Teachers will model and guide Students will engage in learning activities

Predicting

Purpose:

Helps readers to use their prior knowledge about the topic so that they can combine prior knowledge with new knowledge.

• Choose a narrative that can be used for shared reading. Prompt students to predict from the cover. What/who do you think….

• During reading stop to ask whole‐class questions predicting what will happen or how an idea or situation connects to them. Have you ever experienced … Do you know someone like this?

Making Connections

Purpose

Efficient readers understand texts by making connections between what they know and new information.

• Prepare leveled texts to small groups and sentence starters to make connections to self, the UAE and the Wider World.

• This reminds me of a time when…… • The character reminds me of because……… • This is important for the UAE because…………. • How could the idea of……………..help others • What new ideas do I have about………………….

• Students respond verbally to teacher questions • Students individual activity –

Journal activity write an alternative ending to the narrative

• Students respond to the sentence starters • Students work in pairs –taking turns at presenting a connection they have

made • Students discuss the two ideas and perhaps come up with a new aspect or

new information • Individually the students write the connections they have made in their

journals


Vocabulary activity

This activity integrates ICT if available. Use Wordle as a tool for identifying vocabulary and skimming

• Wordle use ICT www.wordle.net • Model how to use Wordle. • Copy the thematic text students into Wordle. • Model the process and then discuss as a class the top 10

vocabulary that emerges. • In small groups ask the students to discuss the meaning of the

words that are highlighted. • Extension activity– depending on the text studied‐ask the

students to verbally make connections between the main words and themselves and the UAE

Use the Wordle product produced to come up with some key questions.

• Support students to develop appropriate questions that enable them to relate the words to themselves, the UAE (as a whole and/or the community), and humanity (global perspective)

• In small groups students discuss the meaning of the words that are highlighted.

• Students use the 3 column table to ensure the meaning is understood ‐ English, Arabic and Use the word in a sentence. This activity could be done in pairs.

• In small groups students make connections between the Big words and themselves.

• Students record findings in their journals.

Through discussion students identify the connection between the identified vocabulary and the key questions to research

ALTERNATIVE to ICT activity Give students the texts in small groups and ask them to

colour code the most common nouns used in the text and then proceed as per above suggested activity.


http://www.wordle.net/


Key vocabulary relating to the theme and research ENGLISH WORD ARABIC WORD SENTENCE SHOWING I UNDERSTAND THE MEANING

Weekly Reflection

Date/Time/Place

MY ECART

Reflection & Review

By…………………………….

Week ending 1 ………..

What have I understood about the texts I have read?

What opinions do I have about an idea I have read about?

How have I organized my information?

What research did I do? Did it help me or do I need to look further?

What reading strategy did I learn/use this week?

Have I conferenced with my teacher?

What am I going to do next week?

Week ending 2 ………





Have I conferenced with my teacher?



Weekly Reflection



Week ending 3 ……..







Week ending 4 ……..








Final Reflection & Conference with my

Teacher

Date/Time/Place

MY ECART

Reflection & Review

By …………………………….

FINAL REFLECTION

How have I organized each section of my ECART Folder? Why? Is there anything I would like to change?

What have I learned about myself and how I learn?

What new things have I learned about this topic?

What are some of the interesting words that I have learned?

Final

Reflection

Conference with my teacher Teacher’s Notes


Working with others Peer Reflection

Response to Feedback Date/Time/Place

MY ECART

Reflection & Review

By…………………………….

Working with Others:

Who did I work with and what was the task? Why is it important to listen to other people? Do I always listen to others in my group? How do I show respect to others’ points of view? What did I learn from someone else today?

Peer Reflection/feedback:

Who did I give feedback to?

What was the feedback about?

Who did I receive feedback from?

What was the feedback about?

Who was the adult who reviewed my work and when?

Together Each Achieves More

What was their opinion/ suggestion?

Response to feedback:

Have I used the suggestions given to me?

How?

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Pagge 23

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PRODUCT : A FORTNIGHT ‘S HEALTHY LIFESTYLE PLANNER

DUE DATE:

Task: Design a weekly planner for yourself that demonstrates deep understanding of a healthy lifestyle.

The plan should include activities that reflect your identified goals:

• food

• exercise

• family and friends

• home duties

• school responsibilities

• personal interests

The plan should address the focus statement.

The plan should use new vocabulary that you have learned during this inquiry.

PRESENTATION:

Present your product in a clear manner. Your presentation should include:

• 3 minute delivery

• Appropriate public speaking conventions

• Link your weekly planner to the focus statement.

• Explain how your Healthy Lifestyle Planner could make a contribution to the UAE

• Explain how your Healthy Lifestyle Planner could benefit the greater humanity

ASSESSMENT: Assessment will be against the set Product and Presentation criteria. A mark will be awarded a mark on how well the Healthy Lifestyle Planner and presentation address the set criteria



Research Items

Text 1

Yas Marina Circuit gets ready for the national diabetes event in Abu Dhabi, WALK UAE 2009 ICLDC‟s third annual walkathon expects 10,000 participants to walk against diabetes

WALK UAE 2009‘START WALKING. LIVE HEALTHILY’ Starts at 3 pm on Friday November 20th , 2009 YAS Marina Circuit, Yas Island Abu Dhabi, UAE (For more information visit www.Diabetesuae.ae)



Text 2

Healthy Kids With good food habits and daily physical activity you will be well on your way to a healthy life. Easy to

say, but sometimes not so easy to do!

Our busy lifestyles can be hard on our family’s health. Rushing to and from school and work can make it

hard to find time to be physically active.

We can also slip into the habit of choosing unhealthy snacks and take-away foods or spending our free

time watching TV or in front of the computer.

However, these choices can be dangerous for our health and our children’s health – both now and in the

long-term.

That’s why it’s so important to stop, take stock and make a conscious decision to follow a healthy lifestyle.

What can I do? There are five simple ways for your family to lead a healthy lifestyle and get back on track:

1. Get active each day • Regular physical activity is important for the healthy growth, development and well-being of

children and young people

• They should get at least 60 minutes of physical activity every day, including vigorous activities

that make them ‘huff and puff’

• Parents should be good role models and have a positive attitude to being active

2. Choose water as a drink • Water is the best way to quench your thirst – and it doesn’t come with the added sugar found in

fruit juices, soft drinks and other sweetened drinks

• Reduced fat milk for children over two is a nutritious drink and a great source of calcium

• Give kids whole fruit to eat, rather than offering fruit juices that have a lot of sugar

3. Eat more fruit and vegetables • Eating fruit and vegetables every day helps children grow and develop, boosts their vitality and

can reduce the risk of many chronic diseases

• Aim to eat two serves of fruit and five serves of vegetables every day.

• Have fresh fruit available as a convenient snack and try to include fruit and vegies in every meal

4. Switch off the screen and get active • ‘Still’ time spent watching TV, surfing online or playing computer games is linked to kids

becoming overweight or obese

• Children and young people should spend no more than two hours a day on ‘small screen’

entertainment

• Plan a range of active indoor and outdoor games or activities for your children, as alternatives to

watching TV or playing on the computer


5. Eat fewer snacks and select healthier alternatives • Healthy snacks help children and young people meet their daily nutritional needs.

• Snacks based on fruit and vegetables, reduced fat dairy products and whole grains are the

healthiest choices

• Avoid snacks that are high in sugar or saturated fats – such as chips, cakes and chocolate –

which can cause children to put on excess weight http://www.healthykids.nsw.gov.au

http://www.healthykids.nsw.gov.au/

Text 3

This advertisement is from New York City. It sends a message that sugary drinks are not healthy.

In New York City, more than 40% of primary school children are overweight or obese. This is a serious problem. People can gain weight by consuming too much sugar. Too much sugar is linked to obesity, diabetes and heart disease.

Soda, sports drinks and sweetened ice teas contain large amounts of sugar. It is unhealthy to drink them every day. Americans get most of their extra sugar from these drinks. It is healthier to consume drinks such as water and low-fat milk.

New York City is trying to encourage people, especially children, to drink fewer sugary drinks.


Text 4


The food you eat directly affects your health. Therefore, if you want to be healthy, you should eat healthy foods. Here are some tips to help you choose healthy food for your family.

Step 1: Read the labels on your food!

• Learn to read food labels.

• Choose foods that are low in fats, cholesterol, salt and sugar.

Step 2: Eat fresh fruit and vegetables!

• Eat raw vegetables as well as cooked vegetables. Raw vegetables are high in nutrients.

• Serve salads with meals.

• Enjoy fruits for dessert.

Step 3: Reduce the fat!

• Buy meat that has less fat.

• Eat white meat such as chicken and turkey. These meats have less fat and lots of protein.

Step 4: Get the right bread!

• Eat whole grain bread instead of white bread.

• Eat whole grain cereals.

• Serve brown rice with meals.

Follow these simple steps and live a healthier life!

Adapted from:

http://www.weightlossprogramforall.com/nutrition/simple‐steps‐to‐choose‐healthy‐foods‐for‐the‐family/

http://www.weightlossprogramforall.com/nutrition/simple-steps-to-choose-healthy-foods-for-the-family/



VISUALS



http://www.abudhabitourism.ae/en/news/adta.in.fifa.club.world.cup.sponsorship.aspx

http://www.bbc.co.uk/news

http://www.abudhabitourism.ae/en/news/adta.in.fifa.club.world.cup.sponsorship.aspx

http://www.bbc.co.uk/news/business-13578846


Integrated Strand

Task

Compare and Contrast

Trimester 1 Integrated Strand Task Compare and Contrast

Content points Talking and Listening TL 4 compare the content and form in different types of spoken text Reading R4 locate sources of information on a topic

It is expected that teaching will have occurred leading up to this task. TASK . Compare the two texts

1. Read the two texts Salem’s daily plan and Sara’s daily plan 2. Identify areas to be compared 3. Sort and classify the areas using the Venn Diagram 4. Explain how the ideas in Sara and Salem’s lives are similar and or different 5. Make a concluding statement about the importance of a healthy lifestyle using

evidence from the texts and your own information.


Salem’s daily plan Salem likes to wake early so that he can run before breakfast. After a short run he has a breakfast of omelette, tomato, cucumber and labneh. School is only one kilometer from Salem’s house. He likes to meet his friend Majid. They walk, talk and laugh together on their way to school.. They like to arrive early so that they can have a quick game of soccer before school starts. Recess is never long enough for Salem. He eats a snack of zaatar sandwich and fruit quickly so that he can have a game of soccer before lessons start again.

On his walk home after school, Salem makes a time to meet with Majid later. After they have finished their homework they meet for a game of basketball in the park.

Dinner is ready when he gets home. His mum prepares a delicious dinner of chicken biriyani, yoghurt and salad and um aali for desert.

After dinner all the family help to clear the dinner table before they all relax in the majilis.

Source: www.datenokuni.com/49-the-best-food-is-health and www.nevcoappt.org/srts.html


http://www.datenokuni.com/49-the-best-food-is-healthy-food.html

http://www.nevcoappt.org/srts.html

Sara’s daily plan Sara is 14 years old. Every day she wakes early to prepare for the day. She helps herself to a breakfast of chocolate croissants, a banana and chocolate milk. She packs her snack for school with crisps, some biscuits and a can of coke. She drinks the can of coke before she gets to the school gate because she is thirsty. Sara does not like school very much. During recess Sara sits in the shade and she and her friends share the food they have brought from home. When Sara gets home she has a snack of freshly baked cake and orange juice. After she has had a rest she watches her favourite television programs until it is time for the family to eat dinner. Her mum prepares a delicious dinner of chicken biriyani, yoghurt and salad and um aali for desert. Sara and her brothers like to drink seven up or pepsi with their dinner. There is always an argument after dinner because Sara and her brothers have to do their homework and they feel too tired. All they want to do is go to sleep. Source: sodahead.com and windycitizensports.wordpress


http://windycitizensports.wordpress.com/tag/how-much-tv-should-kids-watch/

Venn Diagram Similarities and Differences


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