ISSUES WITHOUT BORDERS - Stephen Lewis Foundation R… · Issues Without Borders INTRODUCTION A...

ISSUES WITHOUT BORDERS

HIV/AIDS Awareness

A Unit of Study for Junior Students

2007

PRO 372 .83 ISS

Bill Hogarth Director of Education

Bill Crothers Chair of the Board

INT 026

COPYRIGHT STATEMENT All rights reserved. No part of this publication may be reproduced in any form without permission from the YORK REGION DISTRICT SCHOOL BOARD. For any inserted materials, copyright has been extended to the York Region District School Board only. Individual boards must seek direct copyright approval for all indicated items requiring such permission. The images used herein were obtained fro IMSI’s MasterClips Collection, 1895 Francisco Blvd. East San Rafael, CA 94901-5506, U.S.A.

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Issues Without Borders

INTRODUCTION

A Hands on Teaching Resource Package In Support of AIDS Awareness and the

Stephen Lewis Foundation

Stephen Lewis Foundation Project – The Work Continues At the Board Meeting on August 30, trustees approved the staff recommendations that the focus on the Stephen Lewis Foundation project continue for the 2005/06 school year in the context of our System Plan for Continuous Improvement. The recommendations called for the following objectives:

to continue to build awareness, understanding, commitment and action regarding the HIV/AIDS pandemic globally;

to ensure staff have the appropriate resources and professional development to assist the instruction of HIV/AIDS across the curriculum;

to support and coordinate student and staff initiated fundraising activities across our system that will benefit children impacted by this pandemic.

The full staff report can be viewed in the Resources section of the Stephen Lewis Foundation pages of our Board website. Trustees were impressed with the level of involvement, learning and activity throughout our system and school communities. The project’s Curriculum Committee will continue to identify appropriate resources for teachers’ use in classrooms. Schools and workplaces will be encouraged to continue to identify appropriate fundraising activities that respond to local and global issues. Our Stephen Lewis Speakers’ Bureau will respond to all requests to share the challenging stories of HIV/AIDS in Africa. Stephen Lewis has acknowledged that the efforts made throughout the York Region District School Board are unparalleled anywhere in Canada. We should be proud of our growing commitment to this global issue and the efforts we have made to relieve suffering among AIDS-affected people in Africa. From the desk of BILL HOGARTH, Director of Education Leading Edge September 9, 2005

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The following teaching unit supports the York Region District School

Board’s mission statement: We unite in our purpose to inspire and prepare learners for life in our

changing world community.

Three curriculum resource packages have been created for use in the Primary, Junior and Intermediate divisions for the York Region District School Board. These packages include lesson plans, resource lists, curriculum connections, and assessment and evaluation tools. An integrated approach is incorporated throughout the lessons with a focus on instructional intelligence, the arts, character education, multiple intelligences and information literacy. The vision for implementation includes a kick-off assembly to create an awareness of the Stephen Lewis Foundation and the AIDS pandemic in Africa. Guest speakers, performers, videos, and/or power point presentations will have an effective dramatic impact on staff and students to promote a commitment to the cause. A list of suggested resources can be found in the bibliography. Suggestions to promote the philosophy of the red YRDSB wristbands – Know Care Act are threaded throughout the detailed lesson plans provided. Some lessons may require more than one period, with extension activities provided in the notes to teachers. A detailed appendix includes the following: explanations of teaching techniques, blackline masters, assessments and evaluation tools. The bibliography details all media and print resources specified in the lessons, as well as extension websites, fiction and non-fiction books, guest speakers, performers, music, and film videos. A culminating school-wide assembly is encouraged to highlight the awareness, understanding, and commitment to this international issue. Fund-raising activities lead students from empathy to action as responsible global citizens. Despite the enormity of this pandemic, students are led to feel empowered, as they make a difference through donations to the Stephen Lewis Foundation. Suggestions for assembly presentations are made throughout the unit. Included in this package is a detailed school-wide program A Coin for Every Country, which was created to be used as a fund-raising/interactive learning day to support this endeavour. Also included is Baythorn Public School Stephen Lewis Foundation fund-raising project, as a supplemental option.

Inspired by the children of Africa and the Stephen Lewis Foundation

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ACKNOWLEDGEMENTS

Project Leader

Sandra Haliburton, Curriculum Consultant, York Region District School Board

Writing Team

Rochelle Bowmile, Teacher, Baythorn Public School Deborah Kitchener, Teacher, Bayview Secondary School

Cathy Stanley, Teacher, William Berczy Public School Heather Vallee, Teacher, William Berczy Public School

Editors

Sandra Haliburton, Curriculum Consultant, York Region District School Board Barbara Heffler, Curriculum Coordinator, York Region District School Board

Cathy Costello, Curriculum Coordinator (retired), York Region District School Board

Layout and Format

Donnalee McGill, Curriculum and Instructional Services, York Region District School Board

A Special Thank You to the Following Partners… The Stephen Lewis Foundation

The Stephen Lewis Foundation of York Region The AIDS Committee of York Region

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TABLE OF CONTENTS

Junior Students: Introduction ............................................................................................................... iv Acknowledgements ................................................................................................... vi

Subtask 1: Global Awareness ................................................................................... 1 Subtask 2: Life in Africa............................................................................................. 4 Subtask 3: AIDS in Africa .......................................................................................... 7 Subtask 4: Mask Making in Africa ............................................................................. 9 Subtask 5: Communicable Diseases......................................................................... 11 Subtask 6: Empowerment and Positive Change ....................................................... 14 Subtask 7: HIV/AIDS and Character ......................................................................... 17 Subtask 8: Rights of the Child ................................................................................... 20 Subtask 9: Stephen Lewis Foundation...................................................................... 23

Subtask 10: Stephen Lewis....................................................................................... 25 Subtask 11: Culminating Activity ............................................................................... 27

Bibliography .............................................................................................................. 29 Websites ................................................................................................................... 30

Teacher Resources................................................................................................... 31 Appendix 1: Letter from Africa……………………………………………………………. 33 Appendix 2: Africa Puzzle Pieces………………………………………………………... 34 Appendix 3: Africa Outline………………………………………………………………… 35 Appendix 4A: Oral Language Skills Checklist (Individual)…………………………….. 36

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TABLE OF CONTENTS (cont’d)

Appendix 4B: Oral Language Skills Checklist (Group)……………………….............. 37 Appendix 5: Venn Diagram……………………………………………………… ............ 38 Appendix 6: Drama Activity – Corridor of Voices…………………………….. ............ 39 Appendix 7: Role Playing Skills…………………………………………………............. 40 Appendix 8: Mask Making Background…………………………………………............ 41 Appendix 9: Mask Making Techniques………………………………………................ 42 Appendix 10: Mask Making Rubric……………………………………………… ........... 43 Appendix 11: Assessment Rubric: Dance/Movement…………………………............ 44 Appendix 12: Music of the World Rubric……………………………………….............. 45 Appendix 13: Music of the World Singing Checklist………………………….. ............ 46 Appendix 14: DeBono’s Six Thinking Hats…………………………………….............. 47 Appendix 15: Academic Controversy Recording Sheet……………………… ............ 48 Appendix 16: Fishbone Organizer……………………………………………… ............ 49 Appendix 17: Rights of the Child………………………………………………............... 50 Appendix 18: Rights of the Child Poster Checklist……………………………............. 63 Appendix 19: Learning Skills Checklist………………………………………................ 54 Appendix 20: Assessing My Effort Reflection Sheet………………………….............. 55 Appendix 21: Mind Mapping Skills……………………………………………................ 56 Appendix 22: Two Stars and a Wish…………………………………………................ 57 Appendix 23: Culminating Activity Rubric…………………………………….. ............. 58

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Junior Grades Issues Without Borders __________________________________________________________________________________________________________________

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Division: JUNIOR Subtask #1: Global Awareness Resources: ● Chart paper ● Coloured markers ● Appendix 1 – Letter from Africa ● Appendix 2– Africa Puzzle Pieces ● Appendix 3– Africa Outline ● Appendix 4– Oral Language Skills Checklist Description: Students will be introduced to global awareness and similarities across cultures. Learning Expectations:

Subject: SOCIAL STUDIES Strand: CANADA AND WORLD CONNECTIONS

Expectations: explain the relevance to Canada of current global issues and influences;

use and construct a variety of graphic organizers and graphs to sort, classify, connect, and interpret information;

describe Canada’s participation in international efforts to address current global issues.

Subject: LANGUAGE Strand: ORAL COMMUNICATION

Expectations: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

Subject: LANGUAGE Strand: WRITING

Expectations: generate, gather, and organize ideas and information to write for an intended purpose and audience.


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Subject: THE ARTS Strand: DRAMA AND DANCE

Expectations: solve problems presented through drama and dance indifferent ways, and evaluate the effectiveness of each solution.

Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment: The teacher will formatively assess students’ oral language skills by using the “Oral Language Skills Checklist A (individual) or B (group)” (see Appendix 4). Teaching/Learning Strategies:

1. The teacher in role will present a “Letter from Africa” (see Appendix 1) to the class. The letter has been sent by an African child named Adisa. The letter is a cry for help explaining that a box will arrive the next day. The box will be filled with things that are precious to Adisa.

2. The teacher will lead a whole group discussion about the contents of the letter and the box to come. Discussion questions may include:

• Who do you think this child is? • Why does this child need our help? • What can we do? • What treasures might be sent? Why is the child sending them?

3. Using a “placemat” strategy, students will brainstorm the topic “what do we know about Africa?”

• Divide students into groups of four, using numbered heads. • The teacher will distribute chart paper sheets divided into four sections with a space

in the centre (see diagram below).

• Each student independently will brainstorms key words or phrases associated with “what do I know about Africa”. Students use a marker to write their ideas on the placemat in the section closest to where they are sitting, leaving the centre space blank.

• In their small groups, using the round robin tactic, students will share their thinking with each other.


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• Using “Africa Puzzle Pieces” (see Appendix 2), the teacher will give each group one puzzle piece to place in the centre of their placemat. Students select three important points from their placemat and transfer the information to their piece of the puzzle. Using the numbered heads strategy, students share the information with the class by placing their puzzle piece of the map on the “Africa Outline” (see Appendix 3).

NOTES TO TEACHERS: The puzzle piece activity can also be done using SmartNotebook and a SmartBoard. Students can drag puzzle pieces onto a map and notes can be made using the whiteboard technology.


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Division: JUNIOR Subtask #2: Life in Africa Resources: ● A Country Far Away, Nigel Gray & Philippe Dupasquier, Orchard Books

(1991), ISBN 0833550578 ● Parcel with Items (e.g., beads, tattered cloth, old pencil, empty water bottle) ● Appendix 5 – Adisa and My Life (Venn Diagram) Description: Students will become aware of and empathetic about the impact of AIDS/HIV on

the lives of children in Africa. The focus should be a sense of membership in a global village and the responsibilities implied.

Learning Expectations: Subject: SOCIAL STUDIES Strand: CANADA AND WORLD CONNECTIONS

Expectations: identify and describe Canada’s economic, political, social, and physical links with the United States and other regions of the world;

explain the relevance to Canada of current global issues and influences.



demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions. (2.2)


Expectations: generate, gather, and organize ideas and information to write for an intended purpose and audience;


Expectations: solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution.


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Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment: The teacher will formatively assess students’ oral language skills using the “Oral Language Skills Checklist A or B” (see Appendix 4). The teacher will formatively assess students working in groups and make anecdotal notes. Teaching/Learning Strategies:

1. The teacher in role will present a shoebox-sized parcel, wrapped in brown paper and tied with string. The teacher explains that the parcel was brought back from South Africa by a visiting teacher. It is from Adisa, whose letter arrived the previous day.

2. The teacher and students will examine the contents of the parcel which might include any, or all of the following: • some tattered African cloth, • a worn photograph of a family, • dried corn, • an empty unlabelled pill bottle, • beads, • a child’s toy, • an old worn pencil, • plastic bags rolled into a ball form with tape, • a broken comb, • an empty water bottle, • a tattered book. Teachers can add appropriate artifacts.

3. The teacher will invite the students to speculate about Adisa and what the contents of the parcel might tell us about this child. Discussion questions may include: • Why did he choose to include these particular items? • Why does he need our help? • Why would Adisa treasure these items? • What can we do to help this child?

4. The teacher will read aloud the book, A Country Far Away to the whole class. Following the reading, the students are divided into partners. Each pair receives the handout “Adisa and My Life” (see Appendix 5) to use as they compare their lives to Adisa’s life. Modification: Teachers with access to a SmartBoard and SmartNotebook could create a whole group Venn Diagram or utilize the SmartNotebook technology on the Elementary School image in a lab situation.


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NOTES TO TEACHERS: A possible extension would be letter writing to children at The Cotlands Orphanage in South Africa (suggest including the web site www.cotlands.org for contact information here). The book, A Country Far Away by Nigel Gray & Philippe Dupasquier can ideally be presented using overheads or scanned images projected on a screen or television using Averkey technology.

http://www.cotlands.org/


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Division: JUNIOR

Subtask #3: AIDS in Africa Resources: ● Stephen Lewis Commerical ( www.stephenlewis.ca ) ● TV/DVD/VCR ● Chart Paper or Overhead Projector ● Just Me and My Brother, Glynis Clacherty. ISBN 0435912427. ● Appendix 7 – Assessing Role-Playing Skills Checklist Description: Students will be introduced to the impact of AIDS on families and on the continent

of Africa. Students will also be introduced to Stephen Lewis and the Stephen Lewis Foundation.

Learning Expectations:



use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;


Strand: MEDIA

identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.


Expectations: solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution.

http://www.stephenlewis.ca/


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Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment: The teacher will formatively assess students as they perform in a drama role using the “Assessing Role-Playing Checklist” (see Appendix 7). Teaching/Learning Strategies:

1. Without introduction, the teacher will show the 30 second Stephen Lewis Foundation Public Service Announcement titled, Disappearing (available through the Stephen Lewis Foundation Website, www.stephenlewisfoundation.org).

2. Students will turn to their elbow partner and brainstorm what they think the message is in the commercial. The teacher may post the following questions as prompts on chart paper/overhead;

Who are these people? Where do they live? Where might they be going? What is happening to the family? What will happen next? Is this happening now?

3. The teacher will lead a whole group discussion to allow students to share their ideas about the commercial.

4. The teacher will ask students to think/pair/share about what the word “orphan” means. The teacher will do a read aloud from the book, Just Me and My Brother. Follow up discussion questions may include:

Do you know any children who live without adults in the home? What are some of the problems that children face when they live without adults? What help do children need when they live without adults?

5. Students will participate in a drama activity in which each student assumes the role of a member of a village. They will express the possible feelings of losing someone dying from AIDS. Teachers must refer to the handout, “Corridor of Voices” (see Appendix 6) for further details of this activity.

NOTES TO TEACHERS: Preview books prior to sharing with students to ensure that they are prepared to deal with sensitive issues within the classroom. Teachers must be familiar with the Policy S190, which deals with discussion of sensitive issues in the classroom and Policy S68 which deals with teaching sexuality in the classroom.


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Division: JUNIOR Subtask #4: Mask Making in Africa Resources: ● Art Materials for Mask Making (e.g., paper bags/plates, construction paper,

scissors, glue, yarn, string, crayons, marker, feathers) ● Exemplars/Photographs of masks ● Appendix 8 – Masks ● Appendix 9 – Mask Making Techniques ● Appendix 9 – Mask Making Rubric Description: Students will learn about the variety and components of masks used by some

cultures in Africa. Learning Expectations: Subject: THE ARTS Strand: VISUAL ARTS

Expectations: explain their interpretation of a variety of art works, supporting it with examples of how the elements and some of the principles of design are used in the work;

produce two or three dimensional works of art that communicate a range of ideas for specific purposes and to specific audiences, using a variety of familiar art tools, materials, and techniques.

Assessment Opportunities/Suggestions for Assessing Expectations: Summative Assessment: The teacher will summatively evaluate the student’s mask using the Mask Making Rubric (see Appendix 10). Teaching/Learning Strategies:

1. The teacher will display photographs, samples if possible, of a variety of masks from the continent of Africa. Refer to the book, Adventures in Art (Discover Art Series) by Laura Chapman for possible pictures.

2. The teacher will ask students to brainstorm reasons why people might wear masks - for fun, disguises, protections (e.g., firefighters hospital masks, etc.).

3. The teacher will introduce masks as an art form created for different purposes in various cultures, including Africa. Students may share how masks are used in their cultural rituals and celebrations. For background information on masks, refer to the handout, “Masks” (see Appendix 8).


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4. The teacher will show pictures or samples of masks and discuss how the elements and principles of design are used in the masks. Further discuss how the masks are made and the purposes of the masks (e.g., African masks are based on animals). The students will discuss reasons for stories and performances in which animals are symbols or may speak/behave like humans. For example, lions are associated with strength or power and dogs with loyalty.

5. Students will create their own mask incorporating aspects from the examples shown. For suggested mask making methods, refer to “Mask Making” (see Appendix 9).

NOTES TO TEACHERS: Ask students in advance of this lesson for any appropriate materials that could be brought from home to use in mask making. You may wish to send home with students a letter of request for simple household items that could be used in mask making. This activity may require more than one period of class time.


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Division: JUNIOR Subtask #5: Communicable disease Resources: ● Large space (e.g., gym or multi-purpose room) ● CD Player ● CD’s of African Music (See “Notes to Teachers” below.) ● Gym Mats ● Appendix 11 – Assessment Rubric: Dance/Movement Description: Using a kinesthetic approach to learning, students will develop an awareness of the

urgency of communicable diseases. Activities should encourage students to experience feelings of community, inclusion and exclusion.

Learning Expectations: Subject: LANGUAGE Strand: WRITING



Expectations: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions. (2.2)

Subject: THE ARTS Strand: DRAMA/DANCE

Expectations: solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution;

create dance pieces, using a variety of techniques.

Subject: THE ARTS Strand: MUSIC

Expectations: communicate their response to music in ways appropriate for this grade.


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Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment: Teacher will formatively assess students as they perform improvisation and movement activities using the “Assessment Rubric: Dance Movement” (see Appendix 11). Teaching/Learning Strategies:

1. Students will participate in an improvisation activity, Life Raft. • The purpose of this game is to save as many people as possible. First, place a

number of sheets of newspaper on the floor. These are the life rafts, and the floor is the water. Now choose someone to be the lookout. The lookout can yell “virus” at anytime. The game begins as everyone moves (e.g., skipping, walking, jogging) and keeps moving continually. When the lookout yells “virus”, everyone must get on a life raft and help others on before the lookout counts aloud to five. If anyone has any part of his or her body touching the floor, that person has been attacked by the virus. After each virus attack, some of the life rafts are removed. Those who have been attacked can help judge if any others are touching the floor after the count of five. It is important to highlight safety while doing this activity.

• Repeat the above game using a piece of music that your class has selected. Choose one person who will stop and start the music. When the music is on, move about the room. When the music stops, everyone must land on a newspaper. Again, your objective is to save as many people as possible. Your final task is to try to get as many people as possible on a single sheet of newspaper!

Follow up discussion would include feelings of safety, inclusion, exclusion and fear of contagion.

2. Students will participate in a dance movement activity, Perpetual Motion Line.

• Divide class into three groups and line students up one behind the other into three lines. The theme is to run against time. With African drum music playing, have the student at the back of the line run to the front of the line and freeze in position. The next student repeats the process as soon as the student has frozen.

• Teachers should emphasize that students use the elements of dance including space, shape, time and energy.

• After all the groups run through the activity two to three times, groups can share their performances with the whole class. The students will use the masks created in the previous lesson as part of the activity as a prop to enhance their interpretation.

• Teacher can lead a follow up discussion by asking students to relate the activities to HIV/AIDS in Africa.


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3. Students will participate in a dance movement activity, The Wave. • Divide class into a group of 7 to 9 students. While one group works, the other

group observes. • Students walk in unison, shoulder to shoulder and spontaneously drop out of the

line to create statues or shapes that reflect the themes of loss of family or community as a result of HIV/AIDS. (One person must remain walking).

• Statues stay frozen until The Wave returns and envelops them back into the line. • While the working group performs, the audiences’ task is to observe and reflect

upon the experience.

4. At the conclusion of the Life Raft activity, students will write a written reflection in their drama journal.

NOTES TO TEACHERS: Teachers can play African music for the movement activities. Suggested music resources are:

− Music Play Curriculum, Grade 4, 5, 6 − Women of Africa − Puntamayo − Thunderdrums: Scott Fitzgerald African Drumming − Drums of Passion, Michael Olotunji (African Drumming)

Teachers may wish to take their students on field trips to support their curriculum program, including Prologue to the Performing Arts, Canscaip Performers and Ontario Arts Council Artist in Residence Program.


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Division: JUNIOR Subtask #6: Empowerment and Positive Change Resources: ● Percussion instruments such as thumb pianos, gourds, gyro, drums, rain sticks ● Found instruments (See “Notes to Teachers” below.) ● Jamari’s Drum, Eboni Bynum & Roland Jackson – ISBN 0888995318 ● We Can Make a Difference song (from Musicplay 2 Curriculum) ● Chart Paper (with song lyrics) ● Like a Child song, Glenn Marais ● Like a Child video, Glenn Marais ● Who Will Cuddle Them When They Sleep, Essence Pub. – ISBN 1553067908 ● Appendix 12 – Music of the World: Rubric ● Appendix 13 – Music of the World: Observation/Singing Checklist Description: Students will learn a song by rote with the theme of empowerment and positive

change. Students will also explore percussion instruments and create and perform a short group composition.

Learning Expectations: Subject: LANGUAGE Strand: ORAL COMMUNICATION



Subject: The ARTS Strand: MUSIC

Expectations: sing and play instruments with expression and proper technique;

read and perform from musical notation;

identify and perform music from various cultures and historical periods.


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Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment: Teacher will formatively assess students as they perform music compositions using the “Music of the World” Rubric (Appendix 12), or Teacher will formatively assess students’ singing through the “Observation/Singing Checklist” (see Appendix 13). Teacher will formatively assess students working in groups and make anecdotal notes. Teaching/Learning Strategies: Activity A:

1. Using think/pair/share, students will respond to the following question: How have you helped someone in your community in order to make a difference?

2. The teacher will show the music video, Like a Child. Discussion questions may include: How did you see people helping others? What feelings did you have while watching the video? How can we help the children of Africa?

3. Students will listen to the entire recording of the song, We Can Make a Difference, or Like a Child while following the lyrics on chart paper, or individual copies.

4. The teacher will distribute sheet music and discusses time signature, rhythm, harmony, key signature, and musical notation.

5. The teacher will work through a piece using a rote learning method, line-by-line or phrase-by-phrase. Refer to the “Musicplay4” or “Musicplay5” for additional information.

6. The teacher will work with the students with the goal of learning the entire song. Practice activities could include singing as a whole group, or dividing the class into sections and assigning specific sections of the song to each group.

7. The teacher will brainstorm with students about how students can make a difference in the world and why it is important to try to make a difference.

8. The teacher will read aloud the story, Jamari’s Drum, or Who Will Cuddle Them When They Sleep. Using think/pair/share, students will share how the characters in the story make a difference in the world.


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Activity B:

1. The teacher will divide students into small groups and allow students some time for free exploration of the percussion instruments.

2. The teacher will review the elements of organized composition in music, e.g., beginning, middle and end.

3. Working in small groups, students will be given time to create and practise a piece of music to express the theme of commitment to helping others.

4. Student groups will perform for each other and the audience is asked to look for the components of composition.

NOTES TO TEACHERS: Students could create their own percussion instruments and the rote song can be used as a theme song for the entire project. Found musical instruments might include some of the following:

• brooms • broom or mop handles • plastic bins or lids • plastic water bottles filled ¼ to 1/3 with sand or dried beans • empty coffee cans (no sharp edges) • ballpoint pens that click

Group compositions could be part of the culminating activity.


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Division: JUNIOR Subtask #7: HIV/AIDS and Character Resources: ● Come Sit by Me, Margaret Merrifield. ISBN 0889611416 ● SmartBoard (optional) ● Appendix 14 - de Bono’s Six Thinking Hats ● Appendix 15 - Academic Controversy: Recording Sheet Description: Students will learn about contagious/non-contagious diseases and will develop

empathy and courage towards people living with HIV/AIDS. Learning Expectations: Subject: LANGUAGE Strand: ORAL COMMUNICATION





Expectations: generate, gather, and organize ideas and information to write for an intended purpose and audience.

Subject: PHYSICAL AND HEALTH EDUCATION

Strand: HEALTHY LIVING

Expectations: use basic prevention and treatment skills to help themselves and others;

explain how people’s actions can affect the feelings and reactions of others.

Subject: THE ARTS Strand: DRAMA/DANCE

Expectations: solve problems presented through drama and dance in different


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ways, and evaluate the effectiveness of each solution.

Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment: The teacher may formatively assess students’ oral language using the “Oral Language Skills Checklist A or B” (see Appendix 4). The teacher will formatively assess completion of the handout “Academic Controversy Recording Sheet” (see Appendix 15). Teaching/Learning Strategies:

1. The teacher will divide the class into groups of three or four students using “numbered heads” or some other grouping strategy.

2. Using concept attainment, the focus statement is: How are these health problems different? The teacher will present the data set of Yes and No examples pair by pair and student groups will make predictions about why items are grouped under Yes or No.

☺ YES NO cold cancer

influenza broken leg chicken pox sunburn

head lice nose bleed cough a lost tooth

pink eye bee sting

The teacher will present testers and students will decide if they are Yes or No examples. Possible testers include: stubbing your toe (N), scraped knee (N), warts (Y), multiple sclerosis (N), Fifth disease (Y), Peanut Allergy (N), stomachache (N), measles (Y). The concept is that Yes words indicate contagious conditions, and No words do not.

3. The teacher will read aloud Come Sit by Me. Stop reading prior to the point where the parents are concerned and they are having a parent meeting. “We need to have a meeting and talk about AIDS.”

4. The teacher will lead a matching activity provided electronically using SmartBoard or as a kit. Using the end pages of the book, Come Sit by Me, match illustrations to the caption “YOU CANNOT GET HIV OR AIDS BY”. (Examples include swimming in a pool, living with someone with AIDS, having your haircut, shaking hands.)

5. Using the strategies of Academic Controversy and deBono’s Six Thinking Hats, students will examine both sides of the issue surrounding Nicholas’ attendance at school for the upcoming parents’ meeting.


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It is necessary that students have done work previously with de Bono’s Six Thinking Hats. Refer to “deBono’s Six Thinking Hats” (see Appendix 14).

Students will place themselves along a value line (piece of tape) with students standing at one end believing Nicholas can attend school and those at the other end believing Nicholas cannot attend school. Students sign their name on the tape to indicate their current position, and discuss with their nearest peer why they chose that spot.

In their small groups, students will examine both sides of this issue using one of deBono’s Six Thinking Hats and record their ideas on the handout, “Academic Controversy Recording Sheet” (see Appendix 15).

The teacher will assume the role of the principal and lead the parents’ meeting to discuss the controversy surrounding Nicholas’ attendance at school. Students may assume the roles of teachers, parents, or classmates, but their contributions must reflect their position according to their hat colour.

Repeat the value line to “measure” their shift in thinking. 6. The teacher will finish reading the book, Come Sit by Me. The teacher will lead a follow up

discussion linking to Character Education, touching on the topics of empathy, respect, courage, honesty, fairness or optimism. Students will write a response in their journals linking their experience to Character Education.

NOTES TO TEACHERS: Teachers must be familiar with the YRDSB Policy S190 which deals with discussion of sensitive issues and Policy S68 which deals with teaching sexuality in the classroom. Teachers should focus on the fact that AIDS is a terrible disease and people can die from it. There is no discussion of sexual transmission of HIV prior to grade seven. Students should be directed to their family for further discussion. Teachers must preview books prior to sharing with students to ensure that they are prepared to deal with sensitive issues within the classroom. Extensions:

1. Students will write in the role of the character in the book, Nicholas, in which he receives an e-mail about being afraid to play with someone who has, or knows someone with AIDS. Students will write an e-mail letter response to Karen, or the parents, explaining why they should be able to play freely without fear.

2. Students may create individual word searches by going to www.wordsearch.com.

http://www.wordsearch.com/


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Division: JUNIOR Subtask #8: Rights of the Child Resources: ● For Every Child, Caroline Castle. Red Fox Publishing (2000) –

ISBN 0099408651 ● If You Could Wear My Sneakers, Sheree Fitch. Doubleday (1997) – ISBN

0395256779 ● Poster Paper ● Markers/crayons ● Labels for four corners ● Appendix 4 – Oral Language Skills Checklist ● Appendix 16 – Fishbone Organizer ● Appendix 17 - Rights of the Child ● Appendix 18 - Poster Rubric Description: Students will be aware of the United Nations Convention on the Rights of the

Child. Students will increase the awareness that as members of a global village, children have rights and with those rights come responsibilities.


Subject: LANGUAGE Strand: READING

Expectations: read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;








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Subject: THE ARTS Strand: VISUAL ARTS

Expectations: produce two and three dimensional works of art that communicate a range of ideas for specific purposes and audiences, using a variety of familiar art tools, materials and techniques.

Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment: The teacher will formatively assess students by using the “Learning Skills Checklist” (see Appendix 4). The teacher will assess students using the “Poster Rubric” (see Appendix 18). Teaching/Learning Strategies:

1. The teacher will use a Four Corners activity in which a question is posed and students move to the corner which best captures their viewpoint. The four corners are labeled: Always, Sometimes, Never, Don’t Know. After each statement, students share why they made that decision and should be prepared to share their response back to the whole group. Statements may include; parents have the right to punish children; you should be able to eat when you are hungry; all children should go to school; if you are sick, a doctor can help you get better; children should do chores at home (e.g., making their bed, putting out garbage); children should work to make money for their family.

2. The teacher will read aloud, For Every Child.

3. Teacher will put a “Fishbone Organizer” (see Appendix 16), on an overhead or computer using SmartIdeas. Character Education terms will be linked to the rights of the child which are explained in the text of the book. Character Education qualities are recorded on the top and the rights of the child on the bottom of the fishbone.

4. Teacher will prepare rights of the child slips from “Rights of the Child” (see Appendix 17) for students to pull out of a hat. Using numbered heads, pair up students and have one partner pull a “right” out of the hat.

5. Teacher will provide each pair with poster paper and have children create a poster to educate other students about the rights of a child.

6. When posters are completed, allow time for students to rehearse and present their posters using choral reading.


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NOTES TO TEACHERS: UNICEF boxes are no longer issued as of October 2006. Remove this reference. Teachers are encouraged to link learning to recent current events, e.g., SARS, Tsunami, Hurricane Katrina. Arrange with other teachers for a time when students could present their choral reading of their posters to other classes. The presentations could be done in individual classrooms, or at a school assembly.


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Division: JUNIOR Subtask #9: Stephen Lewis Foundation Resources: ● Chart Paper ● Markers ● Sticky Notes ● Appendix 19 – Learning Skills Checklist Description: Students will become aware of Stephen Lewis and the Stephen Lewis Foundation

through investigation and research using resources provided by the teacher librarian and classroom teacher.






demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions.

Subject: SOCIAL STUDIES Strand: RESEARCH AND INQUIRY

Expectations: formulate questions to develop research plans with a statement of purpose;

use and construct a variety of graphic organizers and graphs to sort, classify, connect, and interpret information.

Subject: INFORMATION STUDIES K-12

Strand: PREPARE FOR RESEARCH

Expectations: define information needs using a variety of strategies;

explore information using a variety of group activities.


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Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment:

Students will formatively self-assess their learning skills, including cooperation with others, conflict resolution and initiative while working in a group. Teacher will formatively assess students working in groups by making anecdotal notes. Teaching/Learning Strategies: 1. The teacher will divide the class into groups of three or four students using “numbered heads”

or some other grouping strategy. 2. Each group will receive one piece of chart paper, coloured markers and sticky notes. One

student will be the group’s recorder, (e.g., student with shortest last name, student with longest hair). Each group will brainstorm as many questions as possible about one of the following topics: Stephen Lewis, Stephen Lewis Foundation, Cotlands Orphanage.

3. Using the sticky notes, students will write down one idea per sticky about information they already know to answer any of the questions. Sticky notes can be placed beside the questions. The teacher will do a quick review of the responses.

4. Students will take the sticky notes and sort them into two or three themes. 5. The teacher will ask the students, “What do we need to learn?” Students will circle the

questions with a coloured marker or add any additional questions that will lead them towards key information.

NOTES TO TEACHERS: The teacher librarian in your school should be able to provide resources for students to locate information about the chosen topics. Resources should include books, encyclopedias, online encyclopedias, internet resources, online periodicals, videos and DVDs.


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Division: JUNIOR Subtask #10: Stephen Lewis Resources: ● Student’s questions on chart paper (from Subtask #9) ● Resources in Library ● Teacher Librarian ● Computers ● Notepaper ● Appendix 7 - Role-Playing Skills ● Appendix 20 - Research Checklist Description: Students will locate information about Stephen Lewis and the Stephen Lewis

Foundation. They will complete research by using resources provided by the teacher librarian and classroom teacher. Students will share their learning by presenting a dramatization of a press conference.






Expectations: solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution;

evaluate, orally and in writing, their own and others’ work in drama and dance.

Subject: INQUIRY & RESEARCH Strand: ACCESS RESOURCES

Expectations: gather information from resources using internal organizers and conventions of texts.

Subject INQUIRY & RESEARCH Strand: TRANSFER LEARNING

Expectations: present research findings in a variety of forms for a variety of audiences.


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Subject: SOCIAL STUDIES Strand: CANADA: A CHANGING SOCIETY

Expectations: use media works, oral presentations, written notes and descriptions, drawings, and tables to present information about processes or sequences of events.

Assessment Opportunities/Suggestions for Assessing Expectations: Formative Assessment:

Teacher will formatively assess completion of the research notes. Student will self and peer assess the drama activity using the Role-Playing handout (see Appendix 7). Teaching/Learning Strategies 1. The teacher will remind students to refer to the chart page of questions that they created in the

last lesson (Subtask #9). The teacher will assign two groups to prepare to be Stephen Lewis and the executive members of his Foundation, and the other groups will prepare to be reporters asking questions.

2. Using the library resources, students will locate information on their topic and take jot notes using a T-chart or a folded notepaper. Jot notes will be on one side of the chart and sources on the other side. (*Cut and paste is not allowed.) The Stephen Lewis Foundation executive members will anticipate questions that might be asked and research responses.

3. Students will use their research information to create a dramatization of a press conference interviewing Stephen Lewis and the executive of the Stephen Lewis Foundation. Journalists in the audience must identify themselves by name and their media affiliation before posing their questions. The two executive groups will take turns responding to the questions. The teacher should review the skills necessary for role-playing. Refer to the “Role-Playing Skills” handout (see Appendix 7).

NOTES TO TEACHERS: The teacher librarian in the school should be able to provide resources for students to locate information about the chosen topics. Resources should include books, encyclopedias, online encyclopedias, internet resources, online periodicals, videos and DVDs.


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Division: JUNIOR Subtask #11: Culminating Activity Resources: ● Appendix 21 – Mind Mapping ● Appendix 22 - Rubric for Mind Mapping Description: Students will work in groups of 3 or 4 to create a presentation. They may choose a

role play, commercial, poster, mind map, electronic representation, etc. in order to present a summary of their learning from the integrated unit Issues Without Borders.





Expectations: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

Subject SOCIAL STUDIES Strand: CANADA AND WORLD CONNECTIONS

Expectations: use and construct a variety of graphic organizers and graphs to sort, classify, connect, and interpret information.

Assessment Opportunities/Suggestions for Assessing Expectations: Summative Assessment:

Teacher will summatively assess students by using the “Culminating Activity Rubric for Issues Without Borders” (see Appendix 23). Formative Assessment:

Teacher will provide an opportunity to students to self/peer assess the culminating activity using the “Two Stars and a Wish” handout (see Appendix 22).


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Teaching/Learning Strategies: The teacher will:

1. review the major concepts from previous lessons with the class, e.g., the richness and diversity of Africa, AIDS and the impact of this disease on families and especially children in Africa, the theme of inclusion and exclusion, the work of Stephen Lewis and his Foundation;

2. review vocabulary from the Word Wall;

3. introduce the expectations and the rubric for the culminating activity (Appendix 23). For information on mind mapping refer to the handout “Mind Mapping Skills” (Appendix 21) or the reference book Beyond Monet;

4. review presentation skills. See below I “Notes to Teachers”.

5. divide the class into groups of 3 or 4 students using “numbered heads” or some other grouping strategy;

6. allot time for the students to plan their presentations, practise and present the final product in front of the class;

7. during the presentation time, further evaluate students’ knowledge about Issues Without Borders by asking specific questions to students about their presentations;

8. allow students an opportunity to self or peer assess their presentations using the handout “Two Stars and a Wish” (see Appendix 22).

NOTES TO TEACHERS: Mind maps could be posted in classroom, halls, library, and school web site as part of culminating activities.


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Junior Bibliography BOOKS Ayo, Yvonne. Eyewitness Books: Africa. Stoddart, Singapore, 1995. ISBN 0773728775 Bynum, Eboni and Jackson Roland. Jamari’s Drum. Groundwood, Toronto, 2004. ISBN 0888995318 Castle, Caroline. For Every Child: the UN Convention on the Rights of the Child in words and pictures. Random House, 2000. ISBN 0099408951 Clacherty, Glynis. Just Me and My Brother. Heinemann, 2004. ISBN 0435912127 www.aidsteching.com Ewing, Deborah. A Better World. Heinemann, 2004. www.aidsteaching.com ISBN 0435898817 Fitch, Sheree and Deborah Labrosse. If You Could Wear My Sneakers. Doubleday. Canada. C1997. ISBN 0385256779 Gray, Nigel. A Country Far Away. Orchard Books, New York. 1991. ISBN 0833550578 Greenstein, Lisa. Dr. Dumi.Heinemann,2004. www.aidsteaching.com. ISBN 0435898760 Knight, Margy Burns & Melnicove, Mark. Africa is Not a Country, The Millford Press, Brookfield, Connecticut, 2000. ISBN 0761316477

http://www.aidsteching.com/

http://www.aidsteaching.com/

http://www.aidsteaching.com/


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WEBSITES www.acloserwalk.orgA Closer Walk - a film about AIDS in the world www.acyr.orgAids Committee of York Region www.cdnaids.caCanadian AIDS Society www.cotlandsorphanage.orgCotlands Orphanage www.hc-sc.gc.caaHealth Canada www.lyrics.comBLM lyrics www.nationalgeographic.com/xpeditionsNational Geographic www.pandemicfacingaids.orgEducational package including video, teacher and student workbook www.stephenlewisfoundation.caStephen Lewis Foundation for commercials and information www.unaids.orgUnited Nations AIDS www.worldvision.caWorld Vision - Teacher resource Breaking the Silence-HIV/AIDS www.york4stephenlewis.caYork Region Committee and Stephen Lewis Foundation www.yrdsb.edu.on.caYRDSB, go to Speaker’s Bureau or Stephen Lewis Foundation Project

http://www.acloserwalk.org/

http://www.acyr.org/

http://www.cdnaids.ca/

http://www.cotlandsorphanage.org/

http://www.hc-sc.gc.caa/

http://www.lyrics.com/

http://www.nationalgeographic.com/xpeditions

http://www.pandemicfacingaids.org/

http://www.stephenlewisfoundation.ca/

http://www.unaids.org/

http://www.worldvision.ca/

http://www.york4stephenlewis.ca/

http://www.yrdsb.edu.on.ca/


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TEACHER RESOURCES Baker, Donna. Grades 4 – 6 Novel Ideas. S & S Learning Materials, 1550353985 Bennett, Barrie & Rolheiser, Carol. Beyond Monet: The Artful Science of Instructional Integration. Bookation Inc., Toronto, 2001 ISBN 0969538839 Booth, David & Lundy, Charles. Improvisation: Learning Through Drama. Harcourt Brace Jovanovich, Canada, 1985. ISBN 0774712112 Chapman, Laura H. Adventures in Art.- Discover Art Program . Davis Publications Inc., Worcester, Massachusetts, 1994. ISBN ????? ORANGE AND YELLOW Teacher’s Edition Overend Prior, Jennifer. Thematic Unit: Appreciating Differences. Teacher Created Materials, Inc., USA, 2000. ISBN 1576903699 Toronto District School Board. The Treasure Chest: Story, Drama and Dance/Movement in The Classroom, Second Edition. TDSB, 1999. Trehearne, Miriam. Language Arts: Grades 1 – 2 Teacher’s Resource Book. Thomson – Nelson, Toronto, 2004 ISBN 0176201904 Weathering the Storm: The Arts: An Integrated Unit for Grade 4/5. YRDSB March 2002 Whaley-Wesley, Julie. Art & Activities for Kids: Craft Fun! North Light Books, Cincinnati, 1997. ISBN 0891348344

Junior Grades


APPENDICES

32

33

Appendix 1 Letter from Africa

Dear Students, My name is Adisa and I live in Africa. I met a lady, Mrs. H., from your

schools when she was traveling in my country. I asked if she would do me a big

favour. I have some very valuable treasures that belong to my family. They are

not safe here.

Mrs. H. told me that Canada is a safe country where most people are

healthy. Please take care of my treasures. I hope my treasure box is not

damaged on its journey to you.

Please be my friend.

From

Adisa

Appendix 4A Oral Language Skills Checklist

36

Student Name: _________________________________________________________ Grade: ________________ The following language skills can generally be observed during a variety of classroom activities throughout the school day.

Most of the Time

Some of the Time

Not Yet

Speaking and Listening Behaviours

1. Participates in whole group language activities (e.g., discussion, shared reading, read-aloud)

2. Contributes to small group discussions 3. Shares personal experiences and feelings 4. Relates what is read or heard to personal experiences 5. Speaks clearly and fluently 6. Knows when and how to take a turn in a conversation 7. Begins to use language that is sensitive to others’ feelings 8. Is learning to interrupt appropriately 9. Understands and uses appropriate body language

▪ in conversations ▪ in oral presentations

10. Understands classroom language and follows classroom routines 11. Ignores distractions and focuses on listening task 12. Recognizes when he/she is not understanding 13. Begins to ask for clarification or help when necessary 14. Asks appropriate questions in response to what was heard 15. Shows flexibility with communication (e.g., matching language style and language used

to the audience, topic, or situation)

Knowledge of Language Meaning

16. Understands how to categorize items

17. Uses descriptive language (e.g., size, shape, colour, number, function, part/whole, action)

18. Uses language to compare and contrast items and ideas (e.g., same, different)

19. Gives clear directions using spatial concepts (e.g., right/left, up/down)

20. Follows two- and three- step directions

21. Retells story information including characters and key story events

22. Shares news using “who, what, where, when, why, and how” format

23. Uses language to make predictions

24. Begins to make inferences from what is read

25. Begins to reflect on own learning

Knowledge of Language Structure

26. Uses complete sentences when speaking

27. Uses compound sentences (e.g., joining ideas with and, or and but)

28. Uses complex sentences (e.g., joining ideas with because, if, when, after, before and although)

Knowledge of Language Sounds

29. Uses all sounds correctly in oral language

30. Demonstrates phonological awareness skills

37

Appendix 4B Junior: Oral Language Skills Checklist Teacher: __________________________ Class: ____________ Date: ______________ The following language skills can be observed during a variety of the Issues Without Borders unit activities including whole class discussions and small group work. Use the following code: M = most of the time S = some of the time NY = not yet

Students’ Names

Participates in whole class discussions

Contributes to small group discussions

Listens to others and takes turn speaking

Uses language that is sensitive to others’ feelings

Speaks clearly and fluently

Follows two and three-step directions

Makes connections to own experiences and what others say

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Appendix 5 Adisa and My Life

Venn Diagram

Title: _____________ Title: _____________

38

39

Appendix 6 Drama Activity CORRIDOR OF VOICES Drama Activity Ask students, working in groups, to brainstorm on chart paper who might live in an African village. What types of jobs would people have? - baker, midwife, shaman, chief, scribe, hunter, mechanic, teacher, doctor, nurse, banker, storyteller, etc. Ask students to consider the types of family members who might live there - grandparents, parents, children, aunts, uncles, cousins, etc. Ask them to consider the relationships the villagers may have to each other and the type of activities they might do together - walks through countryside, share songs, dances, help each other when they are sick, cook for each other if food is scarce, conversations in stores, playing together at school, celebrate birthdays together, go to weddings, funerals, etc. Then the teacher will ask each student to assume a role in the village. The teacher says: “Close your eyes. You live far, far away in a very hot country in Africa. Who are you? Who’s in your family? Do you have a job? How do you spend your day? Who are your friends? How do you have outdoor fun? Imagine what you look like? Can you feel the hot sun on your beautiful skin? What are you wearing today? Do you think you’re healthy? Have any of your friends or family been sick or even died from being sick? When I tell you to open your eyes, you are the person in the village that you have imagined. “Without talking or sharing who you are, form two straight lines facing each other, leaving a corridor/aisle of approximately 1 metre between the two lines. “I will now touch one of your shoulders and you will come to the top of the line and tell us about your character. There is a reason you will have to leave the village.” One student is selected to be the village/family member who is leaving the community/dying because of having the AIDS infection. This student will very slowly walk down the corridor, listening to all the goodbye wishes, shared memories, spoken concerns, feelings of grief and loss, and final greetings given by each village/family member as he moves past them down the aisle. The voices should be loud enough for the whole village to hear, spoken one at a time. Repeat several times with different characters traveling the corridor. Out of role, discuss as a class, the feelings/emotions created by this activity.

Appendix 7 Role-Playing Skills

Role-Playing Skills

Name of Student: ____________________________________ Date: __________________ Topic: ________________________________________________________________________ Assessed by: Teacher _____ Peer _____ Self _____ Levels of Performance

1 Limited 2 Adequate 3 Proficient 4 Outstanding

create characters and communicate their thoughts and feelings through speech (vocabulary, volume) and movement (gestures, facial expression, pace)

maintain concentration while in role

demonstrate an understanding of a character’s point of view through speaking and writing in role (using the first person’s point of view)

solve problems in various situations through role-playing

understand the meaning of symbols or objects in drama, and use props and costumes appropriately and effectively

respond to questioning I role

Comments and Next Steps: __________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

40

41

Appendix 8 Mask Making

Mask Making Background

Masks have been used from the earliest times for many different social events and

rituals. Some masks are very old and are considered to be very important links to ancestors. Some cultures create masks to keep reminding new generations of traditions.

Masks hide the identity of the wearer and are often worn with a costume.

The role of the mask is to discipline, educate, inform or use authority. The role is communicated through movement and dance. For example, an African mask might represent an animal spirit that helps farmers. The person who wears the mask dances and pretends to till the soil and pull up weeds. The dance is part of a good luck ceremony.

Sometimes masks are worn only for entertainment.

Masks are made from a variety of materials, including branches, bark, shells, woven raffia. Colours are made from vegetable dyes.

Many masks are worn over the face, but some are worn on top of the head. Other masks cover the head and face completely.

42

Appendix 9 Mask Making Techniques

Mask Making Techniques

Materials

coloured construction paper, 12 x18” (30 x 46 cm), 1 per student

large scraps of coloured paper scissors glue crayons or markers newspapers for desks damp paper towels removable cellophane tape, 12” (30 cm)

per student, to reinforce edge of masks string, 12” (30 cm) per student, so mask

can be worn decorative materials - ribbon, yarn,

string, feathers, paper cleaners, aluminum foil, cloth scraps

map of world or North America

Cleanup 1. Cleanup can be efficient if you first collect

the scissors, then the paste, then the scraps of paper. Have students check the floor and save usable scraps of paper.

2. Students will have an opportunity to wear masks during the evaluation.

Methods 1. Distribute the materials. Ask students

to help each other mark the eyes on their bag. Demonstrate how to snip and cut the opening safely. Assist as needed. For safe masks, make sure that every student has cut large eye openings.

2. Have the class begin. The bag is easier to decorate if it is flat. Pasted paper holds best if it is held in place for about 20 seconds (count to 20).

3. Encourage the students to make an original design. Remind them that they can cut symmetrical shapes by folding the paper and cutting it on the fold. Two (or four) identical shapes can also be cut by folding the paper first. Encourage students to decorate the top, sides and back of their masks.

Evaluate and Reflect 1. Provide time for students to see each

other wearing the masks. Have each student identify their animal character, the traits that led them to select it, and some of the features of the design.

2. If possible, arrange a short parade so students can show their masks in other classrooms, or to the cafeteria staff or principal.

Appendix 10 Mask Making Rubric Student Name: ____________________________________________________________ Date: ________________________________

CATEGORY/CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Understanding and Communication of Concepts − colour − line − texture − balance

− shows understanding of few of the concepts

− rarely gives explanations that show understanding of the concepts

− show understanding of some of the concepts

− sometimes gives complete explanations

− show understanding of most of the concepts

− usually gives complete or nearly complete explanations

− show understanding of all (or almost all) of the concepts

− consistently gives complete explanations

Critical Analysis and Appreciation − describes how elements

are used to create effects (e.g., rough texture to represent strength

− analyses and interprets art work only with assistance

− provides analysis that shows limited understanding, and does not give evidence to support opinions

− analyses and interprets art work with frequent assistance

− provides partial analysis, and gives some evidence to support opinions

− analyses and interprets art work only with only occasional assistance

− provides complete analysis, and gives sufficient evidence to support opinions

− analyses and interprets art work with little or no assistance

− provides complete analysis, and gives well-considered evidence to support opinions

Communication − compares different artists’

use of colour, line, texture, symbols, balance, to create an emotional response

− rarely communicates with clarity and precision

− rarely uses appropriate symbols and terminology

− communicates only in limited and incomplete ways

− sometimes communicates with clarity and precision

− sometimes uses appropriate symbols and terminology

− occasionally communicates in complete ways

− usually communicates with clarity and precision

− usually uses appropriate symbols and terminology

− usually communicates in complete ways

− consistently communicates with clarity and precision

− consistently uses appropriate symbols and terminology

− consistently communicates in well-developed ways

43

Appendix 11 Assessment Rubric: Dance/Movement

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Knowledge/ Understanding

demonstrates little evidence of understanding of the use of movement to convey the concepts, feelings, and ideas in a story drama

demonstrates a limited under-standing of the use of movement to convey the concepts, feelings, and ideas in a story drama

demonstrates an understanding of the use of movement to convey the concepts, feelings, and ideas in a story drama

demonstrates a thorough under-standing of the use of movement to convey the concepts, feelings, and ideas in a story drama

Thinking little evidence of interpretation and analysis of source material, and needs considerable assistance to translate the ideas into a movement sequence

interprets and analyses source material in a limited way and needs some assistance to translate the ideas into a movement sequence

accepts suggestions for modification of the movement sequence from other group members

interprets and analyses source material and translates the ideas into a movement sequence

modifies and refines the movement sequences, in cooperation with group members

interprets and analyses the source material insightfully, translating the ideas into a creative and original movement sequences

modifies and refines the movement sequences extensively to achieve desired effect, in cooperation with group members

Application little evidence of concentration or commitment

moves with limited control

little evidence of use of levels, facial expression, and body movements

little evidence of awareness of audience

participates with some concentration and commitment

moves with some control and demonstrates an emerging sense of intent

incorporates use of levels, facial expression, and body movements to some degree

demonstrates an emerging awareness of audience

participates with full concentration and commitment

moves with control and clear intent

incorporates use of levels, facial expression, and full-body movement to convey feelings and ideas

demonstrates an awareness of audience

participates with full concentration and commitment, and encourages the involvement of others

moves with control and clear intent in a highly original manner

incorporates use of levels, facial expression, full-body movement, and additional dance elements to convey a specific mood, feeling, or idea

demonstrates a strong awareness of audience and engages audience interest

Communication communicates, with limited clarity, the main theme, feeling, or idea through movement

little evidence of the ability to defend artistic choices

uses little dance vocabulary to plan and shape movement sequences

communicates, with some clarity, the main theme, feeling, or idea through movement

defends artistic choices in a limited way, describing the movement sequence in response to teacher prompts

uses some dance vocabulary to plan and shape movement sequences

communicates the main theme, feeling, or idea through movement

defends artistic choices, describing the use of specific elements for effect

uses dance vocabulary to plan and shape movement sequences

communicates confidently and effectively the main theme, feeling, or idea through movement

defends artistic choices, describing the use of symbol and metaphor to communicate meaning

uses extensive dance vocabulary to plan, shape, and reflect upon movement sequences

44

45

Appendix 12 Music of the World Rubric Student Name: ____________________________________________________________ Date: ________________________________

CATEGORY/CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Understanding and Communication of Concepts − melody, rhythm, dynamics − patterns − mood

− shows understanding of few of the concepts

− rarely gives explanations that show understanding of the concepts

− show understanding of some of the concepts

− sometimes gives complete explanations

− show understanding of most of the concepts

− usually gives complete or nearly complete explanations

− show understanding of all (or almost all) of the concepts

− consistently gives complete explanations

Performance Work − singing − rhythm and melody

patterns − accompanying − pitch-matching − dynamic control − movement

− applies few of the skills, concepts, and techniques taught

− performs only in limited and incomplete ways

− applies some of the skills, concepts, and techniques taught

− occasionally performs in complete ways

− applies most the skills, concepts, and techniques taught

− usually performs in complete ways

− applies all (or almost all) of the skills, concepts, and techniques taught

− consistently performs in well-developed ways

Creative Work − rhythm and melody

patterns − movement creation − sound effects − composition

− applies few of the skills, concepts, and techniques taught

− creates only in limited and incomplete ways

− uses materials only with assistance

− applies some of the skills, concepts, and techniques taught

− occasionally creates in complete ways

− uses materials with frequent assistance

− applies most of the skills, concepts, and techniques taught

− usually creates in complete ways − uses materials with occasional

assistance

− applies all (or almost all) of the skills, concepts, and techniques taught

− consistently creates in well-developed ways

− uses materials with little or on assistance

Critical Analysis and Communication − personal

response/preference − interpretation of mood

− analyses and interprets music only with assistance

− provides analysis that shows limited understanding, and does not give evidence to support opinions

− analyses and interprets music with frequent assistance

− provides partial analysis, and gives some evidence to support opinions

− analyses and interprets music with only occasional assistance

− provides complete analysis, and gives some evidence to support opinions

− analyses and interprets music with little or no assistance

− provides complete analysis, and gives well-considered evidence to support opinions

46

Appendix 13 Music of the World

Observations/Singing Checklist

Relaxed shoulders

Eye contact with teacher Standing straight or sitting tall

Breathes ‘into the belly” Opens mouth

Matches pitches Stays in rhythm

Follows movements Good vowel formation

Listens attentively Offers responses to questions

Uses correct terminology

48

Appendix 15 Academic Controversy Recording Sheet

Academic Controversy: Recording Sheet NAMES: ____________________________________________________________ CONTROVERSY: Be it resolved _____________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ PRO POINTS: 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________ 5. __________________________________________________________________ 6. __________________________________________________________________ 7. __________________________________________________________________ 8. __________________________________________________________________ CON POINTS: 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________ 5. __________________________________________________________________ 6. __________________________________________________________________ 7. __________________________________________________________________ 8. __________________________________________________________________ CONSENSUS: _________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

50

Appendix 17

RIGHTS OF THE CHILD

All children should be given what they need to be strong. All children should be protected from harm or danger.

All children should be allowed to live and to grow. All children should be able to make decisions about their

life. All children should have a home.

All children should feel safe in their country. All children have the right to have a family.

All children have the right to be loved. All children should have the care they need to be happy. All children who are sick should get comfort and care. All children have the right to learn to read and write. All children have the right to be the best they can be.

All children have the right to learn how to take care of the Earth.

All children should have time to play and rest. All children have the right to not fight in any wars.

All children have the right to practice their own religion. All children have the right to sing, dance and dress in the

ways of their own people.

THESE ARE THE RIGHTS OF EVERY CHILD

adapted from For Every Child.

51

Appendix 17 (cont’d.)

All children should be given what they need to be strong.

All children should be protected from harm or danger.

All children should be allowed to live and to grow.

All children should be able to make decisions about their life.

All children should have a home.

All children should feel safe in their country.

All children have the right to have a family.

All children have the right to be loved.

All children should have the care they need to be happy.

All children who are sick should get comfort and care.

All children have the right to learn to read and write.

52

Appendix 17 (cont’d.)

All children have the right to be the best they can be.

All children have the right to learn how to take care of the Earth.

All children should have time to play and rest.

All children have the right to not fight in any wars.

All children have the right to practice their own religion.

All children have the right to sing, dance and dress in the ways of their own people.

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Appendix 18

Rights of the Child Poster Checklist

Name: _________________________________________________________ Rights of the Child: ______________________________________________ Mark a under the ☺ if this is on your poster.

Mark a under the if this is not on your poster.

Criteria

1. The poster has a title that is easily read.

☺

2. There are pictures to show the “right of the child”.

☺

3. The use of colour on the poster makes it stand out.

☺

4. The poster is creative.

☺

5. The poster has an important message that people will see.

☺

6. The poster is neatly done. ☺

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Appendix 19 Learning Skills Checklist

STUDENT NAME: ___________________________________________________ LEARNING SKILLS CHECKLIST ISSUES WITHOUT BORDERS E – Excellent G – Good S – Satisfactory N – Needs Improvement SKILL 1 2 3 4 5 6 7 8 9

Independent Work

Initiative

Homework Completion

Use of Information

Cooperation with others

Conflict Resolution

Class participation

Problem solving

Goal setting to improve work

Appendix 20 Assessing My Effort

Name: ___________________________________________

Date: ___________________________________________

Project: ___________________________________________

Project Tasks What Was I Supposed to Do? How Did I Do?

Planning

Organizing

Managing My Time

Working With Others

Gathering Information

Testing My Ideas

Sharing My Project

Setting New Goals

Overall

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Appendix 21 Mind Mapping Skills

What is a Mind Map? It is a visual representation that illustrates how students will show their understanding of Issues Without Borders: The following process must be done to produce a mind map:

Students will be working in groups of 2-3 students and each group will need a sheet of paper and coloured markers or pencils.

The topic is Issues Without Borders. This will be placed in the centre of the paper. Students will think of a visual that represents this topic and use colours that will assist them in remembering the idea.

Groups will brainstorm all the ideas that come to each member related to “Issues Without Borders.” Pick out the most important ideas that will branch out first, or students can group those ideas into common categories, then give each category a label and those become the first layer of key ideas.

Draw a picture or symbol that represents each of the key ideas that were brainstormed. Position these visuals around the outside of the visual placed in the centre of the map. Put in the key word and then connect the key words to the centre topic with a line or bubble.

Flow with ideas radiating out from each of those key ideas. Again, visuals can be used to capture that idea. Then, place the word by the visual. Again connect with lines.

Students continue until they have used all the information related to their topic, space, time or patience.

Remember:

Ultimately, each person will be responsible for producing a mind map. On a “gallery tour,” the teacher will have an opportunity to talk with each

student about the journey he/she took to arrive at the key ideas related to the topic of “Issues Without Borders.”

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Appendix 22

TWO STARS AND A WISH

Write two things you did well in your presentation….STARS!!

_______________________________________________________________________________ ______________________________________________________________ _________________ _______________________________________________________________ ________________________________________________________________

Write one thing you would like to do better next time in your presentation…WISH!!

_____________________________________________________________ _____________________________________________________________

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L

Appendix 23 Culminating Activity for Issues Without Borders

Name: ______________________________________________________

CATEGORY EVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Knowledge and Understanding

− demonstrates limited understanding of content of Issues Without Borders

− demonstrates some understanding of content of Issues Without Borders



Communication − creates a presentation, role play, commercial, poster, mindmap or electronic representation with limited effectiveness

− expresses and organizes ideas

with limited effectiveness: • speaks clearly only with

teacher assistance ideas are not organ• ized limited usage of vocabul• ary and many spelling errors

− creates a presentation, role play, commercial, poster, mindmap or electronic representation with some effectiveness

− expresses and organizes ideas with

some effectiveness: • speaks with some clarity and

some precision ideas are orga• nized some of the time some e• ffectiveness of usage of vocabulary and some spelling errors

− creates a presentation, role play, commercial, poster, mindmap or electronic representation with considerable effectiveness


considerable effectiveness: • speaks clearly and precisely • ideas are organized most of the

time cons• iderable effectiveness of usage of vocabulary and few spelling errors

− creates a presentation, role play, commercial, poster, mindmap or electronic representation with a high degree of effectiveness


a high degree of effectiveness: • speaks clearly, precisely and

confidently ideas are • organized all of the time correc• t usage of vocabulary and no spelling errors

Thinking − uses creative process with limited effectiveness in creating a presentation, role play, commercial, poster, mindmap or electronic representation

− uses creative process with some effectiveness in creating a presentation, role play, commercial, poster, mindmap or electronic representation

− uses creative process with considerable effectiveness in creating a presentation, role play, commercial, poster, mindmap or electronic representation

− uses creative process with a high degree of effectiveness in creating a presentation, role play, commercial, poster, mindmap or electronic representation

Application − applies the rules for working in a group with limited effectiveness

− communicates messages and

follows/gives directions with limited effectiveness

− applies the rules for working in a group with some effectiveness


follows/gives directions with some effectiveness

− applies the rules for working in a group with considerable effectiveness


follows/gives directions with some effectiveness

− applies the rules for working in a group with a high degree of effectiveness


follows/gives directions with a high degree of effectiveness

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