Multidimensional Unit by Jennifer Greenslaw

Grade level 7-9

Language level: English Intermediate-advanced

Field of experience: Discover Saint John

Topics to be developed: My favourite place in Saint John

Tourism in Saint John

History of Saint John

Experiential goal: The students will make and present a brochure on their favourite tourist site in Saint John

 

 

Steps to follow achieve the goal:

1. The students will explore the internet and tourist brochures so that they will discover some of the tourist attractions.

2. The students will watch a video about Saint John and then talk about their favourite places in Saint John.

3. The students will interview to a person in charge of tourism for Saint John. They will then ask questions they made up

4. The students will discuss what information would be useful for a person who is coming to Saint John

5. The students will then research about the site they have chosen to visit. They will accomplish this by looking on-line and visiting the library

6. Students will be given a set of questions and instructed to go out visit and learn about the site

7. The students will then share the information they learned about the attraction

8. The student will then examine tourist brochures in class and discuss what makes good brochure.

9. Based on their research the students will make a brochure on their site.

10. The students will then present their brochure to the class.

11. Reflection on the unit. Peer and self-evaluation

 

Objectives

A the end of this unit the students will be able to:

Communicative/Experiential

1. Ask questions to the tourist agent and to people at the tourist site.

2. Find out about what tourist sites are in Saint John

3. Conduct research abut using the internet, tourist pamphlets and the library.

4. Analyse what makes a good brochure.

5. Make a brochure about their site

Cultural

1. Research and visit tourist sites in Saint John, in order to discover information about the history and culture of Saint John.

Language

1. Review past tense by writing about the history of Saint John.

2. Create questions that will be useful to get information about their site

3. Listen and watch a video about tourist sites in Saint John in order to develop the vocabulary necessary to ask questions.

4. Use the vocabulary words they learned in their project

- Loyalists -Loyalist Burial Grounds -The Three Sisters

-The Great Fire -Fort Howe -Reversing Falls

-Reversing Falls -Partridge Island

-tourism -quarantine

General language syllabus

1. Learn to summarize information.

2. Use dictionary, Internet and library resources.

3. To discuss and reflect on what they learned

4. How they learn best

5. Use and reflect on authentic documents (brochures) as models for their projects

Evaluation (See evaluations sheets and handout at the end of the unit)

1. In class observation

2. Production of the brochure

3. Presentation of the brochure

Resources

à Making it Happen by Patricia Richard-Armato

à www.city.saint-john.nb.ca- A good site it has a lot of information about Saint John.

à www.new-brunswick.net/Saint_John/ -Another good site about Saint John

à Travel brochures from the local tourist bureau

à Information from local sites

à Video "Sketches of our Town"

à Bring people from local travel agency or local tourist board

 

 

Lesson 1 (step one)

Field of Experience: Travel Saint John Class time 80 minutes

Topic to be developed: Tourist Saint John

Materials

- computers for the class -pen and paper to record what the - tourist pamphlets learned about sites in Saint John - tourist pamphlets

-map

-straight pins

-small sheets of paper to act as flags

-dictionary for difficult words

-dictionary

-markers

-bristol board

Activity: The students will look at different tourist attractions by exploring them on the Internet and looking a travel brochure for Saint John. The purpose of this activity is to get them familiarised with the tourist attractions they will see on the video next week in class. The students will look at map of Saint John and find the streets mentioned on the Internet and travel brochures and place them on a map.

Step to follow

(pre-class) -look at brochures and Internet sites. (20 minutes)

-put sites on little pieces of paper -Make up questions that they would

-research project (20 minutes) like to answer for brochure their project

-distribute the pamphlets on the table (15 minutes)

(during class) -place the sites on a map (15 minutes)

-divide class between the pamphlets

and the computer. (5 minutes

-switch the groups around so that all the

students will get to use the computer.

(2 minutes)

Questions the students would be encouraged to make up questions that they will need to complete their research ie.

1. What would I go see there?

2. Where is the tourist attraction located?

3. How much does it cost to get in?

4. What are hours of operation for the tourist attraction?

5. How much time would I need to visit the tourist attraction?

Note: These questions would not be answered this class. They would be discussed as what they would like to learn about their site. A dictionary will be provided during the research period in case any student needs help understanding a word. The words will be put up at the end of class by the teacher as vocabulary for the lesson. Vocabulary words will be added the lesson continues.

 

Lesson 2 (Step three)

Field of experience Travel Saint John Class time 80 minutes

Subject to be developed: Tourism in Saint John

Materials

- person from the tourist burrow -clipboard

in Saint John

- map of tourist sites - paper and pens

- prepared questions

-lists of sites in Saint John

Activity: The students will ask questions to the person from tourism Saint John.

-model questions

à How long is the tourist season in Saint John?

à How many people come to Saint John in a year?

à What is the most popular attraction in Saint John?

à Why do you think people come and visit Saint John?

-students will review the questions andmake up their own questions.

ie. " there anything else you would like to ask?" (15 minutes)

-Introduce the guest speaker and introduce topic

-The guest speaker will begin their speech (30 minutes)

-Tell them to begin to think about their research project

they will start next week

-Question and answer period

(25 minutes)

Lesson 3 (Step five)

Field of Experience: Discover Saint John Class time (80 minutes)

Topic to be developed: History of Saint John

Materiels

-computers -paper

-printers -pencil

-library

-dictionary

-Bristol board

-Markers

Activity: The students will research the tourist attraction they were chose during the previous class. They will be instructed to research the site and find out any points of interest. The information they gain from this activity is designed to help them when they visit the site in the next lesson.

Steps to follow

-Teacher will introduce the day’s - research their topic

lesson (5 minutes) (20 minutes)

-the teacher will discuss what ( See sample questions

information the students want at the end of the lesson)

to learn about their tourist site

-the class will be divided up - Discuss in class what they

between the library and the learned. They will also

computers. (2 minutes) share any new words

-switch students after the 20 minute that they learned during

period has elapsed (3 minutes) the course of their

-put any words and definitions research (15 minutes)

that the students had trouble

on, on bristol board and

put it on the vocabulary wall

(done during discussion period

-Give students their homework. They will be given the address of

their favourite attraction and told to interview an employee there. (5 minutes)

Research questions (to be done in class)

1) How old is the tourist site?

2) Who built the site? Was it built by Loyalists?

3) What was it used for in the past?

4) Was damaged or destroyed by the Great Fire?

Sample take home questions

à How much does it cost to visit this attraction?

à What are its hours of operation?

à What do tourists like most about this attraction?

à How long has this site been a tourist attraction?

à Why was it made into a tourist attraction?

Students will be encouraged to mention any other interesting points that they discovered during their research. There will be several dictionaries around the classroom for the students to look any words that they do not understand

 

 

Continuing on with the lesson. . .

Using the research that the students found they will take their questionnaires and interview an employer at the tourist attraction or find a person at the tourism bureau to interview. The question are designed to get useful information that a tourist would want to know about the site. The students will return to class and discuss what they learned from their interview. If the students report any problems in communication, they will be addressed in class.

The students in preparation for their project will examine other tourist brochures. They examine why they think the brochure was effective, what they liked best about it. What information they thought would be important for a tourist to know. In doing this, the student’s should get a good sense of what their own brochure should look like.

The students will make and present their brochure in front of the class. The students will do a peer evaluation and the presenter will do a self-evaluation. The teacher will also evaluate the students’ work. This part will be the wrap of the unit and the students will discuss what they liked best and least about the unit etc...

 

Unit Assessment

The evaluation is continuous during the unit. The teacher should examine that the students worked during the assigned period and completed any assigned homework. The teacher will also evaluate the brochure (see evaluation sheet at the end of the project)

Peers will also do an evaluation of the project. They will examine what they liked and what they would change etc. (See evaluation sheets)

Self evaluation will be done by the student after the presentation. The evaluations can be

done either orally or written depending on the student’s preference. These results will only be shared with the teacher

 

Teacher evaluation form

Brochure

1) Did the students answer all the assigned questions?

 

2) Could a person find the site based on their direction?

 

 

3) Was the brochure clear and concise?

 

 

4) Does it look like a travel brochure?

 

 

Presentation

1) Did the student communicate well with the class?

 

 

 

2) Was the project well presented? Did the student look prepared?

 

 

 

3) Did the student stay within the allotted time period (5 minutes)?

 

 

 

4) Could a tourist understand the brochure and get the necessary information about the site?

 

 

Participation

1) Did the student participate in the classes discussions

 

 

 

2) Did they complete the self and peer evaluations?

 

 

 

3) Were they attentive during the other students presentations and aks questions at the appropriate times ie. Did not interrupt the presenter?

 

Peer Evaluation

1) What did you like best about the project?

 

 

 

 

2) One thing I liked best about the project was . . .

 

 

 

3) One thing I would do differently would be . . .

 

 

 

4) One thing I learned from the presentation was. . .

 

Self- Evaluation

1) Which activities did you like the best about the project?

 

 

2) Which activities did you like the least about the project?

 

 

3) Which activities appealed to you most? (visual, research, or visiting the sites etc)

 

 

 

4) What did you learn from the project?

 

 

5) How could this project be improved for another class?

 

Discover Saint John!! (Class handout)

Discover Saint John, is the name of our new unit, its purpose is to give you the student a chance to explore your favourite site in Saint John. The unit will end with the presentation of the brochure that you will create during the presentation. When making your brochure keep the following things in mind

For your brochure

-Does it look like a brochure?

-Did it answer all the questions that were developed in class?

-Could a tourist use my brochure?

-Is the brochure presented in a clear and concise manner?

Presentation of your brochure

-Did I stay within the time limit set (5 minute presentation)

(You should practice your presentation first to make sure it is five minutes long)

-Did I prepare myself for the presentation? (Did I rehearse my presentation? Do I know what I want to say?)

-Did I present the information in a way that the class could understand

Participation

-Did I take part in the classes or did?

-Did I do all the required work for the class?

-Did I fill out the peer and self evaluation forms?

-Did I give appropriate feed back where appropriate in class? (Did I interrupt other students or presenters? Was my question on topic? etc...)

Remember to keep these points in mind while working on your presentation and brochure as I will be grading you on them. Feel free to be creative with your presentation and develop some of your own ideas. If you have any questions about your presentation please contact me anytime. I may be reached before or after class and by arranged appointments.

Due date 0ctober 9, 2001 (any date can be filled in here)

 

Sincerely,

Ms. Greenlaw

 

References

1) Richard-Armato, Patricia. Making it Happen: Interaction in the Second Language Classroom. New York: Addison-Wesley Publishing Group, 1996.

2) Brenda Greenlaw, grade three teacher Forest Hills Elementary

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