template: contextualized learning activities...

Differentiated Instruction Teaching/Learning Examples 2009 – Appendix Template 2009 Differentiated Instruction Summer Program HANDOUT 4a 1. Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch

TEMPLATE: Contextualized Learning Activities (CLAs)

For the ―other required credits‖ in the bundle of credits, students in a Specialist High Skills Major program

must complete learning activities that are contextualized to the knowledge and skills relevant to the

economic sector of the SHSM. Contextualized learning activities (CLAs) address curriculum expectations

in these courses.

This template must be used to describe the CLAs. The completed form must be submitted to the Ministry

of Education. CLAs will be posted on the SHSM e-Community website at

http://comunity.elearningontario.ca (a password protected site for educators).

Submit all material in Microsoft Word. When developing CLAs, be sure to observe all current copyright regulations (see Access Copyright -

the Canadian Copyright Licensing Agency at www.accesscopyright.ca).

Note to CLA Developers: Please remove any instructions and coloured/highlighted text from the boxes

before completing the template for submission. (The coloured/highlighted text is there to assist you in

your planning.)

Contact Information

Board Dufferin Peel CDSB

Development date January 2010

Contact person Nora Kiss

Position Teacher- St. Joseph Secondary School

Phone 905-812-1376 ext. 74304

Fax

E-mai [email protected]

Specialist High

Skills Major

Hospitality and Tourism

Course code

and course title

Eng 4E

Grade 12 Workplace Preparation English

http://comunity.elearningontario.ca/

mailto:[email protected]


Name of

contextualized

learning

activity/activities

Media Literacy: Support Local Organic Farmers

Brief description

of

contextualized

learning

activity/activities

Students will create advertisements for a local farm to promote organic and

sustainable farming practices.

Duration Approximately 10 Hours of classroom activities are provided.

Overall

expectations

Oral Communication

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

Reading and Literature Studies

1. Reading for Meaning: read and demonstrate an understanding of a variety

of literary, informational and graphic texts, using a range of strategies to construct meaning;

2. Reading with Fluency: use knowledge of words and cueing systems to read fluently

Media Studies

1. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques

Writing

1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

2. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

Specific

expectations

English

Oral Communication

1. Listening to Understand 1.4 Demonstrating Understanding of Content

Reading and Literature Studies


1. Reading for Meaning 1.3 Demonstrating Understanding of Content 1.5 Extending Understanding of Text

2. Reading with Fluency 3.2 Reading Unfamiliar Words

Writing

1. Developing and Organizing Content 1.1 Identifying Topic, Purpose and Audience

3. Applying Knowledge of Conventions

3.2 Vocabulary

Media Studies

Creating Media Texts

3.3 Producing Media Texts3.2 select a media form to suit the topic, purpose and audience for a media text they plan to create, and explain why it is

an appropriate choice

3.4 identify the conventions and/or techniques appropriate to media form they plan to use, and explain how these twill help them communicate specific aspects of their intended meaning produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques

Catholic

Graduate

Expectations (if

applicable)

CGE1d Develops attitudes and values founded on Catholic Social Teaching and acts

to promote social responsibility, human solidarity and the common good.

CGE7i Respects the environment and uses resources wisely.

CGE7j Contributes to the common good


Essential Skills

and work habits

Check off the Essential Skills and work habits that are addressed in this CLA.

Essential Skills

Reading Text

Writing

Document Use

Oral Communication Thinking Skills

Job Task Planning and Organizing

Decision Making

Problem Solving .

Finding Information

Work habits

Teamwork

Reliability

Organization

Working Independently

Initiative

Self-advocacy

http://skills.edu.gov.on.ca/OSPWeb/jsp/en/SkillLevels.jsp#10









Instructional/Assessment Strategies

Teacher’s notes

See teacher notes at the end of each lesson for more specific instructions. Lessons are written using

the Differentiated Instruction format of Minds on, Action and Consolidate and Debrief activities. High-

yield instructional strategies which target metacognition, literacy, independent and group learning have

all been included throughout the lessons. Assess for learning, and Assessment as learning are

achieved through diagnostic and formative forms: Assessment of learning focuses on the summative

and evaluative task.

Each activity is constructed with the idea that the student will be building on knowledge learnt in the

previous activity. It is essential to complete one activity before continuing with the next. Suggested

resources, specifically advertising samples and graphic organizers, can be changed to accommodate

different classroom dynamics and interests. Substitutions should still reflect the consistency of the

activities and objectives of the lesson.

Context

All students in the class can complete this Media unit. The students who are enrolled in the Specialist

High Skills Major must use the Hospitality focus when completing this unit.

Strategies

Day 1/ Activity 1: What is Organic Food?

Students will complete a KWL chart on Organic Food. Students will then Think-Pair-Share using their KWL charts, and discuss with a pair what they know about Organic Food, using the focus questions: “What are the responsibilities of manufacturers in the production and manufacturing of food?” and “What are the responsibilities of consumers in the purchasing and consumption of food?”

.Regroup as a class. Teacher and students will categorize Organic Food together based on information on KWL chart.

Students will be given the dictionary definition of Organic, and a Word Wall will be created as a visible reference to identify unfamiliar vocabulary on environmental terminology.

Teacher will distribute Statistic Canada article on Organic Foods, and read aloud with class, highlighting key terms. There will be a discussion about the statistics provided in the attached table. Students will summarize the information in the article.

A journal question will focus students on the role of the Catholic Community in supporting local sustainable farming.

Students can be assessed via exit tickets and evaluated with a quiz on the new terminology.

Day 2 & 3 /Activity 2: Interview a Farmer

Students will be given samples of celebrity Question and answer Interview. Resource suggestions are provided for use for SHSM students.

Students will then be asked to review telephone etiquette, interview protocol and personal presentation and role-play to practice such.

For the Culminating Activity, using the Tiering format, students will publish an interview with a local farmer and create advertisements to promote that farmer. There is an option for allowing other students in the class to interview a person in another career, of the student’s


interest. Assess students using the rubric provided.

Day 4, 5 & 6/ Activity 3: Create an Advertisement

Using a Think Aloud method, teacher deconstructs a sample advertisement for the class, using Critical Literacy questions provided. The sample ad could be specific to the SHSM students.

Students are given a handout about marketing techniques to apply to the deconsruction of several more sample advertisements from different mediums. This can be done in pairs.

For the Culminating Activity, students create an advertisement for the farm and farmer that they have interviewed. Using a Choice Board, students can choose to do a print advertisement like a web ad or a leaflet; a radio commercial; a storyboard for a television commercial; or dramatic presentation of a television commercial. This can be assessed using the rubric provided.

Assessment and Evaluation of Student Achievement

Strategies/Tasks

(add rows as required)

Purpose

Assessment for Learning (diagnostic, formative)

Assessment of Learning (summative, evaluation)

1. Organic Food- KWL Chart Formative Assessment

2. Word Wall, Note-taking Diagnostic

3. Journal Response Formative Assessment

4. Exit Ticket Formative Assessment

5. Interview Role Play Diagnostic

6. Interview a Farmer – summative task Summative Assessment

7. Create an Advertisement Organizer Formative Assessment

8. Farm Advertisement – summative task Summative Assessment

Assessment tools

Checklists

Graphic Organizers

Worksheets

Question sheets

Student conferences

Rubrics

KWL chart


Additional Notes/Comments/Explanations

It has been suggested that the unit be completed as a whole. This unit can easily be integrated as the

media component of the ENG4E1 course.

Copyright restrictions may influence the advertisements to be viewed during the advertisement analysis

and deconstruction. Media resources can be adapted to suit the dynamic of the classroom. Gender,

cultural differences etc, may influence what the teacher chooses to focus on.

Whenever possible it is recommended to give students an opportunity to self and peer assess.

Resources

Authentic workplace materials

Human resources

Print

Video

Software

Websites

www.yeeeeee.com/2009/12/08/cosmetic-advertisement-collection

www.media-awareness.ca

www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html

www.applewoodfarmwinery.com www.statcan.gc.ca/pub/96-328-m/2004018/4193992-eng.pdf

www.gremolata.com/Articles/394-Jamie-Oliver-Interview.aspx


Accommodations

For students who require accommodations or have an Individual Education Plan, it is recommended that

the teacher administering the contextualized unit refer to the student’s IEP.

Basic accommodations may include:

Extra time to complete assignments

Access to word processing equipment to help with spelling and legibility

Use of Academic Resource Room

Due date flexibility

Students may also be given additional options for how to present their summative task or in the analysis

they do for various activities. Teachers should also ensure that these students are kept on task and

motivated, perhaps by checking on progress more frequently and providing further differentiated

instruction suited to the needs of the particular students, and allowing access to the academic resource

room.

List of Attachments

Activity 1- What is Organic Food?

KWL Chart

Article Excerpt

Checklist

Exit Ticket Activity 2- Interview a Farmer

Graphic Organizer for Interview Questions

Interview Template

Interview Rubric Activity 3- Create an Advertisement

Sample Advertisement

Marketing Techniques and Strategies Handout

Organizing Ideas

Sample Rubric and Checklist


Differentiated Instruction Teaching/Learning Examples

Grade 12 English, Workplace (ENG4E): What is Organic Food? Duration: One 75 minute period and 15 minutes of next class

1 KWL Chart

2 Think-Pair-Share (Co-operative Learning)*

3 Word Wall

4 Summarizing and Note-taking*

Differentiated Instruction Details

Knowledge of Students Differentiation based on student: Readiness

Need to Know

Readiness – survey to learn about students’ prior knowledge of environmental responsibility and knowledge of key terms related to the environment.

How to Find Out

KWL chart Differentiated Instruction Response Learning materials (content)

Curriculum Connections

Overall Expectation(s): Oral Communication 1. Listening to understand: listen in order to understand and respond appropriately in a variety of situations

for a variety of purposes Reading and Literature Studies

1. Read and demonstrate an understanding of a variety of informational, graphic, and literary texts, using a range of strategies to construct meaning

Writing 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

Specific Expectation(s): Oral Communication: 1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways Reading 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts 1.5 extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights Writing 1.1 identify topic, purpose and audience for a variety of writing tasks ; build vocabulary for writing by confirming word meanings and reviewing and refining word choice, using a

Grade 12 English, Workplace (ENG4E):


variety of resources and strategies as appropriate for the purpose

Catholic Graduate Expectations CGE1d Develops attitudes and values founded on Catholic Social Teaching and acts to promote social responsibility, human solidarity and the common good. CGE7i Respects the environment and uses resources wisely. CGE7j Contributes to the common good

Learning Goal(s):

Understand new terms and interpret information and data from information and graphic text

Assessment and Evaluation

Assessment/Success Criteria Knowledge

demonstrates a knowledge of terms: green, eco-friendly, organic, non-organic, pesticides, free range.

Communication

expresses and organizes ideas in the form of a journal Application

makes connections between various contexts

Assessment Tools:

checklist

Anecdotal Comments

Quiz or Exit Ticket

Prior Learning

Prior to this lesson, students will have:

Previous knowledge reading a variety of media texts, specifically print and/or electronic magazines

Experience expressing and listening to different viewpoints

Materials and Resources

Materials: Appendix A: KWL Chart Appendix B: Article Excerpt Appendix C: Checklist Appendix D: Exit Ticket

Internet Resources: Applewood Farm Winery. Advertisement. http://www.applewoodfarmwinery.com Statistics Canada, Catalogue no. 96-325-XPB. http://www.statcan.gc.ca/pub/96-328-m/2004018/4193992-eng.pdf Ministry of Education (2004). Think Literacy, Cross Curricular Approaches, Grades 7-12 (Getting Ready to Read: Extending Vocabulary - Creating a Word Wall, pp.30-31). See Think Literacy Library at www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html

Resources: Hume, Karen. Start Where They Are: Differentiating for Success with the Young Adolescent. Toronto: Pearson Education Canada, 2008. Print. Marzano, Robert J., Pickering, Debra, & Pollock, Jane E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. Ministry of Education (2007). The Ontario Curriculum, Grades 11 and 12, English.

http://www.applewoodfarmwinery.com/

http://www.statcan.gc.ca/pub/96-328-m/2004018/4193992-eng.pdf

http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html


English / ENG4E / Hospitality CLA / Lesson 1

Minds On (30 minutes) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning

Connections L: Literacy AfL, AoL: Assessment for/of Learning

Individual KWL Chart Distribute KWL Chart to students to fill in for the topic of organic food (See Appendix A).

Pairs Think-Pair-Share Activity Post the focus questions:

“What are the responsibilities of manufacturers in the production and manufacturing of food?”

“What are the responsibilities of consumers in the purchasing and consumption of food?”

Students take turns to interview their partner to elicit opinions on the two questions. Pairs will share observations and responses with the class. Use specific examples related to non-organic and organic methods of farming.

Whole Class Review Key Terms Create a Word Wall to identify unfamiliar vocabulary and create a visible reference in the classroom for the following environmental terminology (and any others that are relevant and applicable): organic produce, non-organic produce, free range, locally produced, green, environmentally friendly, eco-friendly. Allow students to copy the words the format of their choosing (glossary, chart, point form).

DI L: Accountable Talk L: Word Wall

Action (40 minutes) Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent)


Whole Class Discussion Distribute Statistics Canada excerpt from Canadian Agriculture at a Glance and read aloud to/with class (Appendix B). Students should highlight the key environmental terms from the Word Wall in the article. Clarify any that are still confusing.

Discuss and interpret the information in Table 1. Guide the discussion with questions focused on the percentages given in the table (e.g. how many people out of 100 bought organic regularly in 2000? Almost one-third of people tried organic once or twice in the same year – how many did not try it at all?) Do you think that this is a growing trend? Why or why not? Where is it indicated in the article that organic foods are growing in popularity?

Individual Summarizing and Note-taking Students should take notes on the five reasons that consumers are willing to pay more for certified organic foods, and any additional reasons given in the article by answering the questions at the end of the article.

Individual Journal Response Students respond to the following question for homework: Focus Question – As a Catholic community, why should we support organic and/or local farmers? Be prepared to share answers with class the next day (see Appendix C for Checklist).

L: reading graphic and informational text ML: Interpolating and extrapolating data AfL: Anecdotal Comments

AfL: Journal Response Checklist

Consolidation and Connection (15 minutes) Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection

Option 1: Individual Quiz Do a quiz next day to ensure understanding of key terms and concepts

Option2: Individual Exit Ticket Examine Exit Tickets to ensure student understanding of environmental terms and concepts, and ensure connection to Catholic concept of stewardship. (appendix D)

AoL: Quiz AfL: Exit Ticket


Appendix A KWL Chart Grade 12 English Workplace,

(ENG4E)

KWL CHART Topic: Organic Food

Know Wonder Learned Does not use pesticides

Costs more

How can a crop be certified

as organic?

Appendix B Article Excerpt Grade 12 English Workplace, (ENG4E)


Why do some

people choose

organically

produced food

over

conventionally

produced food?

Organic farmers do not give their

animals feed additives. Vaccines

and veterinary drugs are only

permitted in certain circumstances.

On their cropland, organic farmers avoid synthetic pesticides and fertilizers. As a

result, they tend to incur higher costs and reap lower yields. This causes most

organic foods to be more expensive than their conventionally grown counterparts.

But some consumers are willing to pay premium prices — in fact, the demand for

organic foods is growing. According to industry sources, retail organic food sales

totalled $700 million in 1997. This is expected to hit $3.1 billion by 2005, for an

average annual growth rate of 20%. About 22 million Canadians, or 71% of the

population, bought organic foods at least once in 2000 (Table 1). So why would

consumers be willing to pay more for certified organic foods? For many, the

motivation is assurance that:

organic foods are not irradiated or genetically modified organic foods are grown without synthetic pesticides or chemical

fertilizers organic production occurs in an environmentally friendly way extra emphasis is placed on animal welfare drugs are never used to boost production on organic farms.

Although not definitively proven by scientific data, consumer studies indicate

many people also feel that organic foods are safer, healthier, taste better and

provide more nutrition than conventionally produced foods.

Another reason for organic foods’ growing popularity may be their availability.

Once found only in health food stores, food co-ops, farmers’ markets or local

roadside stands, organic foods have gone mainstream. They are now found in

large chain grocery stores — often in sections dedicated solely to organic

products — as well as numerous independent fruit, vegetable and specialty meat

stores across the country. Just how popular organic foods are was underscored in

2001, when one of Canada’s largest grocery store chains launched 80 branded

organic products, with plans to increase that number to nearly 200 by the end of

2003.


Appendix C Checklist Grade 12 English Workplace (ENG4E)

Journal Response Sample Checklist

Category/Criteria Yes No Comments Communication The student:

Demonstrates understanding of Key Terms

Can clearly identify why local and/or organic farmers should be supported

Cites specific examples of how, as a Catholic community, we can support local and/or organic farmers

Answer the following questions in your notebook:

1. List the five reasons that consumers are willing to pay more for certified organic foods.

2. What are some additional reasons that consumers may be willing to pay more for organic foods?

3. Would you be willing to pay slightly more for organic foods for the reasons listed above? Why or why

not?


Appendix D Exit Ticket Grade 12 English, Workplace (ENG4E)

Today’s topic __________________________________________

Name _______________________________________

3 things I learned

_________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2 things I’ll try

_________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

1 connection I can make

_______________________________________________________________________

_______________________________________________________________________


Grade 12 English, Workplace (ENG4E):


Grade 12 English, Workplace (ENG4E): Interview a Farmer Duration: Two 75 minute periods and time outside of classroom

1 Role playing (Co-operative Learning)*

2 Tiering**


Knowledge of Students Differentiation based on student: Readiness Interests Preferences: Other (e.g., environment, gender, culture) Need to Know

Interests – informally survey career interests of students

How to Find Out

conference with students about the industry that they are interested in, or the job they intend to pursue upon graduation.

Differentiated Instruction Response Ways of learning (process)


Overall Expectation(s): Media Studies

Creating media texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques

Specific Expectation(s):

3.4 produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques

Catholic Graduate Expectations: CGE1d Develops attitudes and values founded on Catholic Social Teaching and acts to promote social responsibility, human solidarity and the common good. CGE7i Respects the environment and uses resources wisely. CGE7j Contributes to the common good

Learning Goal(s):

Create and conduct an interview for first hand data collection about local farmers; publish the interview in the form of a Q&A for a local magazine or newspaper




demonstrates a knowledge of environmental terms

demonstrates knowledge of interview conventions Thinking

uses planning skills and critical thinking skills to create interview questions Communication

expresses and organizes ideas in published interview, and uses proper conventions of English

Application

applies knowledge and skills in a familiar context

Assessment Tools (i.e., checklist, rubric, checkbric, rating scale, anecdotal comments, marking scheme):

anecdotal comments

rubric

Prior Learning




Knowledge of environmental terminology related to farming and/or chosen occupation


Materials: Examples of magazine or newspaper interview/Q&A Appendix A: Graphic Organizer for Interview Questions Appendix B: Interview Template Appendix C: Interview Rubric

Resources:

Hume, Karen. Start Where They Are: Differentiating for Success with the Young Adolescent. Toronto: Pearson Education Canada, 2008. Print. Jolley,Malcom. Jamie Oliver Interview. http://www.gremolata.com/Articles/394-Jamie-Oliver-Interview.aspx Marzano, Robert J., Pickering, Debra, & Pollock, Jane E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. Ministry of Education (2007). The Ontario Curriculum, Grades 11 and 12, English.


English / ENG4E / Hospitality CLA / Lesson 2



Whole Class Read and Discuss Teacher brings sample of Q&A from a celebrity magazine or on-line (see resources for suggestions). Review conventions of Q&A – warm-up questions, asking for details, etc.

In Pairs Role Play Review telephone and interview protocol, telephone etiquette and the importance of personal presentation. Students role-play standard telephone inquiries and etiquette.

AfL: anecdotal comments


Individual Tiered Interview Students will publish an interview and create advertisements to promote a local farmer. Option: Students can interview a person working in any industry that they are interested in, for example a hairstylist, auto mechanic etc. The interview must focus on the environmentally friendly techniques and procedures that are used in that industry. (45 minutes) They will create interview questions (See Appendix A) and ask a local farmer about type of produce grown, methods of farming used, current advertising strategies, target market, and any other relevant information. (75 minutes) Students polish their list of questions for their interview (see Appendix B), and submit to the teacher for approval. They then conduct the interview In person or over the telephone, then polish and publish as a Q&A. Tier 1: Students who require support in their use of desktop publishing features and/or in developing, planning and writing questions for their interview. Provide this tier with guided instruction, a predetermined interview template, a Graphic organizer for generating the questions, and the opportunity to work with a partner when developing and planning the questions, as well as practice/role playing in the form of a mock interview. Tier 2: Students who write well, are able to use desktop publishing features and readily access the Help menu to problem solve. Provide this Tier with copies of the Organizer for generating questions for the interview as needed. Encourage peer collaboration and mock interviews.

L: Graphic Organizers DI: differentiation based on interest DI: differentiation based on readiness


Tier 3: Students who are familiar with desktop publishing but struggle with developing, planning and writing content. Students in this tier may adapt the content of a sample interview of their choice, for their particular audience and purpose. Support students with a graphic organizer to brainstorm and develop questions for the interview. Encourage point form ideas in the planning stage as well as consultation with peers. Encourage practice via mock interviews.


Individual Published Interview Students type up and edit their interview in the format of a Q&A for a local magazine or paper (see Appendix C for rubric).

AoL: rubric for published Q&A


Appendix A Interview With a Local Farmer Grade 12 English Workplace, (ENG4E)

Graphic Organizer for Interview Questions

TIPS

Use open-ended questions that allow the person to elaborate or explain. These can be created by using “how” or “why”

questions. ex. Why did you choose ___________ as your occupation? How did you learn about _____________?

Begin with general questions, and then ask more specific ones.

General questions about

company/farm

Questions about environmentally

friendly farming techniques

Questions about marketing

1. How long have you been farming?

2. How many workers do you employ?

3.

4.

1. What is the difference between free-

range chickens and organic chickens?

2. How do you make sure your organic

berries stay fresh?

3.

4.

5.

1. What kind of advertising do you

currently use?

2.

3.

4.

5.


Sample Interview Organizer

General questions about company Questions about environmentally

friendly techniques

Questions about marketing

1. How long have you owned a hair salon?

I started when I was 18, so…17 years.

2. How many workers do you employ?

I have 6 stylists that work for me.

3. What are your hours of operation?

We are open every day except Mondays and holidays. We usually open at 10 am although for special occasions like weddings, we can open earlier.

1. In your line of work, you use many

chemicals. How can you dispose of

these without harming the

environment?

We actually have been switching over to less

toxic products, that are safer for our clients,

and our staff. We have a new, natural line of

products that we use called NaturaSource,

that is mostly plant based. Any solutions or

dyes that are left after a job are sent to a

company that can dispose of these safely.

But most of our products can be safely

disposed of here.

1. What kind of advertising do you

currently use?

Right now, we have an ad in the Yellow Pages of the phone book, and we advertise occasionally in the local newspaper when we have specials or promotions going on.

2. Have you tried advertising specifically

about your environmentally-friendly

products?

We have been considering it, but have not implemented any marketing strategy like that yet.


Appendix B Interview With a Local Farmer Grade 12 English Workplace, (ENG4E)

Interview Template

Student Name: ________________________________________________________________________________

Name of Person to be Interviewed: ___________________________ Telephone

#:__________________________

Name of Organization:

____________________________________________________________________________

Date of Interview:

_______________________________________________________________

Questions and Answers

1. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

3. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


4. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

5. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

6. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

7. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

8. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

9. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


Appendix C Interview Rubric Grade 12 English Workplace, (ENG4E)

Name:

Category Remedial Level 1 Level 2 Level 3 Level 4 Totals

K / U

Insufficient

information for

evaluation.

Incomplete.

The interview has no main

idea; does not follow

conventions of interview;

does not include key

environmental concepts.

The interview has a main

idea; somewhat follows


includes some key



idea; follows conventions of

interview; includes

considerable key



idea; thorough use of use


includes all key

environmental concepts

related to the field.

_____

10

T / I

Insufficient

information for

evaluation.

Incomplete.

Uses planning skills with

limited effectiveness; little

critical thinking skills used.


some effectiveness; some

critical thinking skills used.


considerable effectiveness;

considerable use of critical

thinking skills.


high degree of

effectiveness; excellent use

of critical thinking skills.

_____

10

C Insufficient

information for

evaluation.

Incomplete.

Filled with punctuation,

spelling and grammar

errors; expresses ideas with

limited effectiveness.

Some punctuation, spelling

and grammar errors;

expresses ideas with some

effectiveness.

Few punctuation, spelling

and grammar errors,

expresses ideas with

considerable effectiveness

No punctuation, spelling and

grammar errors; expresses

ideas with a high degree of

effectiveness.

_____

10

A

Insufficient

information for

evaluation.

Incomplete.

Uses environmental

terminology with limited

effectiveness.

Uses environmental

terminology with some

effectiveness

Uses environmental

terminology with

considerable effectiveness.

Uses environmental

terminology with a high

degree of effectiveness

_____

10



Grade 12 English, Workplace (ENG4E): Creating an Advertisement Duration: Three 75 minute periods

1 Think Aloud/Modeling (Setting Objectives and Providing Feedback) *

2 Choice Board **

3 Rubrics and Checklists (Setting Objectives and Providing Feedback)*

*Marzano’s Categories of Instructional Strategies (See Resources below.) **Differentiated Instruction Structure


Knowledge of Students Differentiation based on student: Preferences: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know

Learning Styles – survey learning styles at beginning of course.

How to Find Out

Learning Styles Survey

Differentiated Instruction Response Ways of demonstrating learning (product)


Overall Expectation(s): Creating Media Texts Create a Variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

Specific Expectation(s): 3.2 select a media form to suit the topic, purpose and audience for a media text they plan to create, and explain why it is an appropriate choice

3.3 identify the conventions and/or techniques appropriate to media form they plan to use, and explain how these twill help them communicate specific aspects of their intended meaning

3.4 produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques

Catholic Graduate Expectations CGE1d Develops attitudes and values founded on Catholic Social Teaching and acts to promote social responsibility, human solidarity and the common good. CGE7i Respects the environment and uses resources wisely. CGE7j Contributes to the common good

Learning Goal(s):

Create an advertisement to promote the farm and farmer whom students have interviewed

Grade 12 English, Workplace (ENG4E): Create an Advertisement




demonstrates a knowledge of terms: green, eco-friendly, organic, non-organic, pesticides, free range.

Communication

expresses and organizes ideas in the form of a journal Application

makes connections between various contexts

Assessment Tools:

checklist

Anecdotal Comments

Quiz or Exit Ticket

Prior Learning





Materials: Appendix A: Sample Advertisement Appendix B: Marketing Techniques and Strategies Appendix C: Organizing Ideas Appendix D: Sample Rubric and Checklist Internet Resources: http://www.yeeeeee.com/2009/12/08/cosmetic-advertisement-collection/ Media Awareness Network (2009). Marketing to Teens – Advertising Strategies http://www.media-awareness.ca Ministry of Education (2004). Think Literacy, Cross Curricular Approaches, Grades 7-12 (Getting Ready to Read: Extending Vocabulary - Creating a Word Wall, pp.30-31). See Think Literacy Library at www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html

Resources: Hume, Karen. Start Where They Are: Differentiating for Success with the Young Adolescent. Toronto: Pearson Education Canada, 2008. Print. Marzano, Robert J., Pickering, Debra, & Pollock, Jane E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.

Ministry of Education (2007). The Ontario Curriculum, Grades 11 and 12, English.

English / ENG4E / Hospitality CLA / Create an Advertisement



http://www.media-awareness.ca/

http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html


Whole Class Advertisement Deconstruction Think Aloud Bring in an advertisement for students to deconstruct as a class. This can be an advertisement for a restaurant or a local apple farm. Demonstrate, using a Think Aloud, how the media text can be deconstructed (see Appendix A for sample ad.). Ask Critical Literacy questions like: Who is the target audience? How does the advertisement claim to “help” the customer? What marketing technique is used to sell the product? What elements make this advertisement so powerful?

Distribute Marketing Techniques and Strategies handout to students and clarify each technique (Appendix B). Apply relevant ones to the advertisement deconstructed above.

AfL: Think Aloud;

Anecdotal

Comments


Pairs Decoding Advertisements Teacher brings in different examples of advertisements from different mediums: radio, television, flyers, leaflets, web, magazine and newspaper. In pairs, students decode the advertisements based on AIDA.

Individual Choice Board Students make an advertisement for the farmer in a format of their choosing from those listed below.

A. Write: Create a leaflet, pamphlet, a newspaper ad, or web advertisement B. Sing/Say: Create a radio advertisement, including a jingle C. Draw: Create a storyboard for a television commercial D. Do/Say: Create and present a television commercial

Students can plan and organize their ideas using the Advertisement Planner – Appendix C. Observe work by conferencing with students, noting the process and content of projects, and provide oral feedback.

L: Media Literacy DI: Choice Board AfL: Conferencing / Anecdotal Comments


Individual Create Advertisement Evaluate projects using the Advertising Rubric – Appendix D. Students self-assess using checklist – Appendix D.

AoL: Rubric AfL: Checklist/Comments


Appendix A Sample Advertisement Grade 12 English Workplace, (ENG4E)

Farm Advertisement

Applewood Farm

Strawberry Picking

Applewood Farm offers Strawberry picking, during Strawberry season, which

usually begins in mid June.

Applewood Farm is home to the "Heaping Basket".

We offer a large variety of strawberries, at different times throughout

the picking season.

Wagon rides to and from the patch.

Picking runs mid June - mid July.

Fun for the whole family.

Come on in and try a glass of our famous Applewood Farm Winery

Strawberry Cider.

Help us celebrate the season with fresh picked Strawberries and warm sunshine for all.

© A p p l e w o o d F a r m W i n e r y

Strawberry Picking Tips

Grasp the stem just above the

berry between the forefinger and

the thumbnail and pull with a slight

twisting motion.

With the stem broken about one-

half inch from the berry, allow it to

roll into the palm of your hand.

Repeat these operations using

both hands until each holds 3 or 4

berries.

Carefully place - don't throw - the

fruit into your containers. Repeat

the picking process with both

hands.

Don't overfill your containers or try

to pack the berries down.


Appendix B Marketing Techniques and Strategies Grade 12 English Workplace, (ENG4E)

Selling Techniques An advertiser’s goal is to change your WANT for a product into a NEED through

manipulation.

A Attract Your target audience must be attracted by headlines, product

name, colours, clipart, and advertising copy.

I Interest You should then build interest through attention to product

benefits – how your product will help the customer. Be clear

to the customer: what’s in it for them?

D Desire You will convince people that they desire your product, that it

is indispensable and that they should buy it from you.

A Action Make your customers take action now! You might guarantee a

special offer, suggest that there is limited stock on hand, or a

time limit on their response time.

Marketing Strategies

Ideal Kids (or families) - always seem perfect. The kids are

really hip looking, with the hottest fashions and haircuts, and

toys. Ideal families are all attractive and pleasant looking - and

everyone seems to get along! Ideal kids and families represent

the types of people that kids watching the ad would like

themselves or their families to be.

Family Fun - a product is shown as something that brings

families together, or helps them have fun together; all it takes is for mum or dad to bring home the "right" food, and a ho-hum dinner turns into a family party.

Excitement - who could ever have imagined that food could be

so much fun? One bite of a snack food and you're surfing in California, or soaring on your skateboard!

Star Power - your favorite sports star or celebrity is telling you

that their product is the best! Kids listen, not realizing that the star is being paid to promote the product.

Bandwagon - join the crowd! Don't be left out! Everyone is buying the latest snack food: aren't you?

Scale - is when advertisers make a product look bigger or smaller than it actually is.

Put Downs - are when you put down your competition's product to make your own product seem better.

Facts and Figures - are when you use facts and statistics to enhance your product's credibility.

Repetition - advertisers hope that if you see a product, or hear

it's name over and over again, you will be more likely to buy it. Sometimes the same commercial will be repeated over and over again.

Heart Strings - are ads that draw you into a story and make

you feel good, like the McDonalds commercial where the dad

and his son are shoveling their driveway and the son treats his

poor old dad to lunch at McDonalds when they are done.

Sounds Good - music and other sound effects add to the

excitement of commercials, especially commercials aimed at kids. Those little jingles that you just can't get out of your head are another type of music used to make you think of a product. Have you ever noticed that the volume of commercials is higher than the sound for the program that follows?

Cartoon Characters- Tony the Tiger sells cereal and the

Nestlés Quick Bunny sells chocolate milk. Cartoons like these make kids identify with products.

Weasel Words - by law, advertisers have to tell the truth, but

sometimes, they use words that can mislead viewers. Look for words in commercials like: "Part of..." "The taste of real..." "Natural..." "New, better tasting....." "Because we care..." There are hundreds of these deceptive sayings - how many more can you think of?

Omission - is where advertisers don't give you the full story

about their product. For example, when a Pop Tart claims to be "part" of a healthy breakfast, it doesn't mention that the breakfast might still be healthy whether this product is there or not.

Are You Cool Enough? - this is when advertisers try to

convince you that if you don't use their products, you are a nerd. Usually advertisers do this by showing people that look uncool trying a product and then suddenly becoming hip looking and doing cool things.


Appendix C Organizing Ideas Grade 12 English Workplace, (ENG4E)

Advertisement Planner

Use the chart below to begin planning your advertisement for the farmer you interviewed.

What is the name of the farm?

What media format am I using?

Att

rac

t

Who is my target audience?

Inte

res

t

What are the benefits of

buying produce from this

farmer?

Desir

e

What marketing strategy will I

use to convince people to buy

from this farmer?

Acti

on

What will make my customers

take action now?


Appendix D Sample Rubric and Checklist Grade 12 English Workplace, (ENG4E)

Advertisement Rubric Student:____________________________________

Categories R Level 1 Level 2 Level 3 Level 4 Evaluation

Knowledge and

Understanding

Clear understanding of

advertising strategies

No understanding of advertising strategies; incomplete

Little understanding of advertising strategies

Some understanding of advertising strategies

Considerable understanding of advertising strategies

Thorough understanding of advertising strategies

20

Thinking and

Inquiry

Uses creativity and

originality in ad

Ad is copied or incomplete

Ad uses little creativity and originality

Ad uses some creativity and originality

Ad uses considerable creativity and originality

Ad uses high degree of creativity and originality

20

Communication

Oral or written campaign

is clear, expressed

logically with sense of

audience and purpose

Oral or written campaign is unclear, expressed illogically with no sense of audience and purpose, or incomplete

Oral or written campaign is expressed with little clarity or logic, little sense of audience and purpose

Oral or written campaign is expressed with some clarity or logic, some sense of audience and purpose

Oral or written campaign is expressed clearly and logically, considerable sense of audience and purpose

Oral or written campaign is expressed with high degree of clarity and logic, thorough sense of audience and purpose

20

Application

Use of technology

Application of writing

process

No application of writing process

No use of technology

Little application of writing process

Little use of technology

Some application of writing process

Some use of technology

Considerable application of writing process

Considerable use of technology

Thorough application of writing process

Excellent use of technology

20


Self Assessment Checklist

Criteria Yes No Comments

Did I try my best?

Did I ask for clarification when I needed it?

Did I follow instructions?

Did I encounter any problems? If so, how did I resolve them?

What grade do I expect for this project?

What can I do differently next time?

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