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A Difference of Opinion
Competency 1: Uses language/talk to communicate and to learn. In cycle 2 of the program, new challenges are set that demand new ways of using spoken language to communicate and various learning contexts are designed specifically so that students may develop the necessary strategies to carry out these new demands. For example, there is a movement from the familiar, informal context (in the classroom with peers) to a more formal one (school debate with students and teachers as audience). (taken from the Minister of Education program)
In this project, you are going to learn about Discussions, Debates, Persuasion. You will be asked to take active part in a debate (C1) and to write a persuasive essay too (C3).
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CLASS
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TASK
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COMPETENCY(ies)
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1-2
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A-Introduction to discussing and debating. (Pulp Friction activity)
- Discussing vs Debating
- How to have a discussion
- How to have a debate
- Persuasion
B- Reading:
- http://www.hrea.org/pubs/tips-discussion.html
- http://www.yourdebate.net/tips.asp
C- Developing critical mind.
- http://ezinearticles.com/?How-To-Develop-Your-Critical-Thinking-Skills&id=1004309
- http://www.instructorweb.com/doc/criticalthink.asp
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C1
C2
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3
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D- Studying how to debate at:
While reading, take some notes (how to debate, parts, roles, specific procedures, etc)
Debating skills: IMPORTANT
http://www.actdu.org.au/archives/actein_site/basicskills.html#selector
E- Suggesting topics.
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C1
C2
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4
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F- Class debate, getting some practice.
Review debating skills: http://www.bbc.co.uk/schools/studentlife/revisionandskills/skills/debating_skills.shtml
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C1
C2
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5
6
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G- Choosing a topic, getting info, preparing a debate.
Teams of 4 (affirmative 2 , negative 2).
Topic list (Topics from personal, social, cultural and political worlds).
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C1
C2
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7
8
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H- Debate presentations.
Evaluation
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C1
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9
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I - Persuasive writing notions.
J- Choosing a topic, getting started.
K- Writing persuasively step by step and using the writing process.
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C2
C3
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10-11-12
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L-Writing periods.
(writing process, peer editing)
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C3
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13
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M- Submit persuasive essay.
Due date group 31:_______
Due date group 32: _______
Due date group 33:_______
Evaluation
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project by Valerie Leclerc
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C1: Uses language/talk to communicate and to learn.
C2: Reads and listens to written, spoken and media texts.
C3: Produces texts for personal and social purposes. |
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While reading, here are a few tips that will sure help you work efficiently on texts:
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Pre-reading
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Before you read, scan the text (for specific information, for illustrations, for headings, etc)
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Look at the introduction, the headings, the title and subtitles, these will give you information on the subject, on the targeted audience (readers) and on the structure of the text
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Identify the type of text and its purpose
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Make predictions
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Know why you are reading this text, (reading with a purpose and/or for pleasure?)
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Identify what you need to know, what you need to learn
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Skim the text to get an overview of the subject
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While reading:
Active reading
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Highlight, underline, annotate
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Highlight important details and the information you need
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Visualize what you read
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Look up unfamiliar words in a dictionary
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Organize the information, make a chart, a mind map
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Look for key words, synonyms, time sequence
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Make a time line of events
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Compile a glossary of difficult words and refer to it as you work on the text
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Summarize information, summarize each paragraph and/or page and/or chapter
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Paraphrase; retell in your own words
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Organize your notes, your annotations
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Reread
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Ask yourself questions about what you just read
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| code |
explanation |
examples (first draft) WRONG
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final versions CORRECT
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| vt |
verb tense
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I will tell you tomorrow. |
| vf |
verb form
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I teached him how to play.
I was go to Montreal last week.
I have say the truth
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I taught him how to play.
I went to Montreal last week.
I said the truth./ I have said
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| st |
sentence structure
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Did I can go to the washroom?
Which chocolate bar prefer you?
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Can I go to the washroom?
Which chocolate bar do you prefer?
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| pt |
punctuation
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When he was young he wasn't tall |
When he was young , he wasn't tall. |
| wc |
word choice
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I take the bus for go to school.
It sometimes arrives to me too.
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I take the bus to go to school.
It sometimes happens to me too.
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| wf |
word form
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We can tell our parents when we are scary.
I choice the yellow box. (choice is a noun)
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We can tell our parents when we are scared.
I chose the yellow box. (choose is the verb, chose in the past)
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| sp |
spelling
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Wath is your name?
I saw Suzan whit Julia.
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What is your name?
I saw Suzan with Julia.
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| fe |
fatal error!
KIND OF MISTAKE YOU SHOULDN'T DO ANYMORE!
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He speak four languages.
He has two flowers in the vase.
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He speakS four languages.
There are two flowers in the vase.
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| /\ |
a word is missing
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I saw /\ elephant at the zoo.
He plays /\ piano.
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I saw an elephant at the zoo.
He plays the piano.
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| awk |
awkward
The sentence is not clear, we don't understand the meaning of the sentence.
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. |
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checkmark
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correct
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.
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X ,circled or underlined part
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wrong
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English Language Arts
