“Who Am I?” Unit: ENG3U and ESLDO
Source: http://www.mindwerx.com/mex/mind-map/hand-drawn/110/who-am-i
Jennifer Lee
CONT 539: English as a Second Language
Thursday, August 14, 2014
TABLE OF CONTENTS
Critical Reflection ……………………………………………………………………… 3
Letter Home to Parents ……………………………………………………………………… 4
ELL Profiles ……………………………………………………………………… 5
Curriculum
Expectations ……………………………………………………………………… 6
Unit Overview ……………………………………………………………………… 11
Lesson 3 ……………………………………………………………………… 15
Lesson 4 ……………………………………………………………………… 18
Assessments ……………………………………………………………………… 21
Appendices ……………………………………………………………………… 22
Critical Reflection
At the core of my teaching philosophy is the concept of inclusive education. This informs my teaching
practice, as it encourages me to explore the concepts of understanding and inclusion while also helping
to form learning activities that include all learners. While designing lessons, I always strive to include
activities that allow individuals to share their knowledge and develop understanding using their strengths
and modalities.
Another key to my philosophy and personality is developing compassion and empathy for others. As a
professional teacher, we are asked to be caring and respectful of our students. Through designing a unit
on identity it is my hope to encourage students to develop these traits of acceptance and empathy for
their classmates. Adolescence can be a difficult time for students as they strive to make meaning from
the world around them, and to find where they fit. They often push boundaries in an effort to discover
their identity.
Through my activities, I hope to also provide an opportunity for students to break down stereotypes and
share with their classmates more about their experiences. The students in my mock classroom come
from a variety of backgrounds, and a unit on identity would offer them the chance to share their
experiences.
I hope that you enjoy reading through my unit, and welcome your feedback.
Thursday, August 14, 2014
Dear Family,
Next week in our Grade 11 English class we will be starting a unit on identity. We will be listening to
music, reading some poetry and a short story, and watching advertisements that deal with our theme of
how identity is formed and viewed. The students will be participating in various activities that
explore our theme, and help them to construct an understanding of their own identity. Our unit will
culminate in the completion of a personal portfolio which they will share with their classmates on the
final day of our unit.
In this unit, your child will learn and develop critical thinking skills. Through exploring how identity
is formed and represented in various forms, students will be asked to think about the positive and
negative implications. It is important to develop these skills as your child grows and develops an
understanding about their place in the world and community. The skills that they will obtain and
foster through these lessons will help them analyze and evaluate some of the information that they
encounter in their everyday life. In addition, these skills will help them to make informed decisions
about their future as they prepare for post-secondary studies.
Over the next two weeks, I will be sending some coursework home with your child to complete. It
would be beneficial to ask your child about their assignments. Also, if you would like to suggest
literature for us to view in the classroom, please do not hesitate to contact me with your
recommendation. It is my intent to provide a varied assortment of reading material and media sources
to students that demonstrate their own identity, and that of others.
We also welcome you to join our class for the presentation of our interviews on [add date]. If you would
like to visit our classroom, or discuss the unit and your child’s progress, please feel free to call me at (555)
555-5555 ext. 555.
Sincerely,
Jennifer Lee
English Language Learner Profiles
Student: Hannah Mueller
Age: 16
Level: ESLDO
Background information: Hannah is an exchange student from Germany. She is living with the family
of her exchange partner, a local family with three children. Hannah has studied English in school
since Grade 4; for about 6 years. She completed some diagnostic testing at the beginning of the
school year, and was placed in the ESLDO level.
Hannah is very outgoing, and is not afraid to tackle new challenges. She has participated actively in
class discussions since the beginning of the school year. While there are some gaps in her use and
understanding of some of the academic vocabulary, Hannah has been able to keep up with most of the
course content.
Accommodations: There are no other students in the class who speak German. Hannah will be given
the use of a standard English language dictionary and a literary devices dictionary to help with more
specific terms that we will use in the course. During the poetry lesson, Hannah will be assigned a
poem that is clear with language that is suitable for her language comprehension.
Student: Maris Zhang
Age: 17
Level: ESLDO
Background information: Maris is an international student from Hong Kong. She is living with a local
homestay family and has a local guardian. Maris speaks Mandarin and Cantonese, and has been
studying English in Hong Kong since Grade 5. Maris has been living in Canada for over a year now,
and has completed ESLBO and ESLCO levels of the English as a Second Language program.
Maris is a sweet and shy student, who is able to complete most of her written tasks with little
difficulty. However, she is hesitant to contribute to class discussions as she has a heavy accent. This
causes her some embarrassment.
Accommodations: Maris will be partnered with Jennie Cho, a student in the course who also speaks
Cantonese. During group work, Maris will be partnered with Jennie to help her check for
understanding. For the poetry class, Maris will be given a poem that is clear with language that she is
able to understand.
Curriculum Expectations for “Who Am I?” Unit
Ms. Lee
ENG3U
Strand Overall Expectations Specific Expectation Learning Activities
Level 1 Level 2 Level 3
Oral
Communication
1. Listening to
Understand:
listen in order to
understand and respond
appropriately in a
variety
of situations for a
variety of purposes;
2. Speaking to
Communicate:
use speaking skills and
strategies appropriately
to communicate
with different audiences
for a variety of
purposes;
1.1 purpose
2.1 purpose
2.2 interpersonal
speaking strategies
2.3 clarity and
coherence
Class discussion:
sharing personal
information
Jigsaw group work:
poetry
Partner work: concept
map on short story
Jigsaw presentation
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. Understanding Form
and Style:
1.1 Variety of Texts
1.2 Using Reading
Comprehension
Strategies
1.3 Demonstrating
Understanding of
Context
1.4 Making Inferences
1.6 analysing texts
1.8 critical literacy
2.1 text forms
T-chart on identity
(in music)
Reading or viewing
poems/songs/short
stories and
advertisements
Jigsaw group work:
poetry
Partner work: concept
map on short story
Advertisement
Acrostic poem
recognize a variety of
text forms, text
features, and stylistic
elements
and demonstrate
understanding of how
they help communicate
meaning;
3. Reading With
Fluency:
use knowledge of
words and cueing
systems to read
fluently;
2.3 elements of style
3.1 reading familiar
words
3.2 reading unfamiliar
words
3.3 developing
vocabulary
Writing 1. Developing and
Organizing Content:
generate, gather, and
organize ideas and
information to
write for an intended
purpose and audience;
2. Using Knowledge of
Form and Style:
draft and revise their
writing, using a variety
of literary,
informational, and
graphic forms and
stylistic elements
appropriate for the
purpose and audience
3. Applying Knowledge
of Conventions:
use editing,
proofreading, and
1.2 generating ideas
1.4 organizing ideas
2.5 critical literacy
2.7 producing drafts
3.6 publishing
3.7 producing finished
works
What’s in my
backpack
T-chart comparison
of songs
Personal playlist
Acrostic poem
Portfolio Assignment
publishing skills and
strategies,
and knowledge of
language conventions,
to correct errors, refine
expression, and present
their work
effectively;
Media Studies Understanding Media
Texts:
demonstrate an
understanding of a
variety of media texts;
1.2 interpreting
messages
1.3 evaluating texts
1.5 critical literacy
T-chart comparison
of musical sources
Advertisement Portfolio Assignment
ESLDO
Strand Overall Expectations Specific Expectation Learning Activities
Level 1 Level 2 Level 3
Listening and
Speaking
1. demonstrate the
ability to understand,
interpret, and evaluate
spoken English for a
variety of
purposes;
2. use speaking skills
and strategies to
communicate in English
for a variety of
classroom and social
purposes;
3. use correctly the
language structures
appropriate for this
1.1 listening for specific
information
1.2 listening to interact
2.1 speaking to interact
2.2 using
conversational
strategies
2.3 speaking for
academic purposes
3.1 grammatical
structures
3.3 communication
strategies
Class discussions Jigsaw: poetry group
work
Partner work: short
story concept map
Poetry: jigsaw
presentation
level to communicate
orally in English
Reading 1. read and demonstrate
understanding of a
variety of texts for
different purposes;
2. use a variety of
reading strategies
throughout the reading
process to extract
meaning from texts;
3. use a variety of
strategies to build
vocabulary;
4. locate and extract
relevant information
from written and
graphic texts for a
variety of purposes
1.1 reading a variety of
texts
1.2 demonstrating
understanding
1.3 responding to and
evaluating texts
1.4 text forms
2.1 reading strategies
3.1 vocabulary building
strategies
3.2 word recognition
strategies
Reading poetry,
short stories, media
texts
T-chart comparison of
songs
Jigsaw: poetry groups
Partner work: short
stories
Jigsaw: poetry
presentation
Writing 1. write in a variety of
forms for different
purposes and audiences;
2. organize ideas
coherently in writing
4. using the stages of
the writing process
1.2 personal purposes
4.3 revising and editing
4.4 publishing
Biopoem Acrostic poem
Portfolio
Socio-Cultural
Competence and
Media Literacy
1. use English and non-
verbal communication
strategies appropriately
1.1 register
1.2 non-verbal
communication
Classroom
discussion
Advertisement Portfolio
in a variety of social
contexts;
2. use English and non-
verbal communication
strategies appropriately
in a variety of social
contexts;
3. demonstrate
knowledge of and
adaptation to the
Ontario education
system;
4. demonstrate an
understanding of,
interpret, and create a
variety of media texts.
2.1 knowledge about
Canada
2.3 Canadian diversity
3.3 strategies for the
cooperative classroom
4.1 understanding
media texts
4.2 interpreting media
texts
Gallery walk:
Canadian identity
Outline of Unit: “Who Am I?”
Ms. Lee ENG3U
Lesson Essential
Questions
Daily Objective(s) Activities Curriculum
Expectations
ELL Considerations Resources Homework
1
Day 1
How is my
identity
constructed?
What are some
ways that I show
my identity to the
world?
By the end of
today’s lesson,
students will be
able to:
demonstrate an
understanding of
identity
Class discussion:
sharing a little
about myself
Lesson on how
identity is
constructed
What’s in my
backpack/locker:
create a list or draw
items that you find
important (e.g.,
family pictures,
baseball, flag)
ENG3U
Oral Communication
1.1, 2.1, 2.2, 2.3
Writing
1.2, 1.4
ESLDO
Listening and
Speaking
1.1, 1.2, 2.1, 2.2, 3.1,
3.3
Writing
1.1, 1.2, 2.1, 2.2
Socio-Cultural
Competence and
Media Literacy
1.1, 1.2, 3.3
Hannah Mueller will be given a copy
of the key terms for the unit prior to
lesson 1. As she has difficulty with
some of the more complex academic
language, she will be invited to use a
literary devices dictionary.
Mavis may have difficulty sharing in
front of the class as she is very shy
due to her heavy accent. She will be
seated next to Jennie in the
classroom circle to help her with
understanding the task.
SmartBoard
Ball/object to pass
around for class
discussion
Handouts:
“What’s in my
backpack/locker”
Complete the
handout “What’s in
my backpack/locker”
2
Day 2
How do we use
music to define
who we are?
By the end of
today’s lesson,
students will be
able to: identify
some elements of
identity
Create a list of
songs that you
would have on
your iPod/mp3
device
Gallery walk:
Canadian Identity
Music
ENG3U
Writing
1.2, 1.4, 2.5
Media Studies
1.2, 1.3, 1.5
ESLDO
Listening and
Speaking
1.1, 1.2, 2.1, 2.2, 3.1,
3.3
Mavis and Hannah will receive a
written copy of the lyrics in case they
are unable to understand song. If
available, we can use closed captions
or a lyric video to help with
understanding.
The ELL students will be asked to
predict what some of the difficult
words mean in the lesson.
Mavis will sit next to Jennie to help
with understanding.
Chart Paper and
markers
T-chart example
SmartBoard with
music and music
videos
T-chart comparison
of two songs
Listen to “In
Canada” by the
Hadfield Brothers
Produce a T-chart
comparing the
identity of two
individuals from
songs
Reading
1.1, 1.2, 1.3, 1.4, 3.1,
3.2
Socio-Cultural
Competence and
Media Literacy
1.1, 1.2, 2.1, 2.3, 3.3,
4.1, 4.2
During the gallery walk, Mavis and
Hannah may not be aware of many
of some things to put on the posters.
If they cannot contribute, they may
be asked to write something about
themselves down on the posters (as
honorary or temporary Canadians).
Hannah and Mavis may use a song
from their first language to analyze.
3
Day 3
and 4
How do poets use
their writing to
explore identity?
By the end of
today’s lesson,
students will be
able to:
- demonstrate an
understanding of
the theme of
identity in poetry
- share with the
class how the
theme of poetry is
conveyed in
selected poems
Poetry
Jigsaw groups
Acrostic Poem
ENG3U
Oral Communication
1.1, 2.1, 2.2, 2.3
Reading and
Literature Studies
1.1, 1.2, 1.3, 1.4, 1.6,
1.8, 2.1, 2.3, 3.1, 3.2,
3.3
Writing
1.2
ESLDO
Listening and
Speaking
1.1, 1.2, 2.1, 2.2, 2.3,
3.1, 3.3
Reading
1.1, 1.2, 1.3, 1.4, 2.1,
3.1, 3.2
Hannah will be given a list of key
terms before the lesson so that she
can review them before class.
During the Jigsaw activity, Hannah
and Mavis will be given a clear and
simple poem to analyze with their
group.
Class set of printed
handouts:
Poems (4-5 of each
for 4-5 groups)
Presentation
checklist
SmartBoard
Complete an acrostic
poem about yourself
4
Day 5
and 6
How do we
perceive the
identity of
others?
By the end of
today’s lesson,
students will be
able to:
Paper Bag
Personalities
Short Story: On the
Sidewalk Bleeding
ENG3U
Oral Communication
1.1, 2.1, 2.2, 2.3
Hannah will be asked to look at some
of the more difficult language during
today’s lesson and predict meaning
based on context and words that she
Class set of printed
handouts:
Cloze passage
“On the Sidewalk
Bleeding” story
n/a
How does this
affect how we
treat one another?
evaluate
perceptions of
identity
understand what
labels are
Partner work:
With a partner,
come up with a list
of objects or items
that define “Andy”
Create a word
cloud or concept
map exploring
Andy’s identity
Create a personal
concept map
Reading and
Literature Studies
1.1, 1.2, 1.3, 1.4, 1.6,
1.8, 2.1, 2.3, 3.1, 3.2,
3.3
ESLDO
Listening and
Speaking
1.1, 1.2, 2.1, 2.2, 2.3,
3.1, 3.3
Reading
1.1, 1.2, 1.3, 1.4, 2.1,
3.1, 3.2
already knows. She may also use a
dictionary if she needs it.
Mavis will be welcome to work with
Jennie on the concept map if she
feels comfortable, or choose another
partner. She will be welcome to ask
questions while creating her personal
concept map.
Mavis and Hannah can use words
from their first language to help
develop their first language literacy
and to demonstrate facets of their
personality.
Chart paper and
markers for
partners
5
Day 7
Does the media
affect how we
shape our
identity?
Are there aspects
of my identity
that are shown in
the media? Are
they positive
representations?
How do we relate
to figures in the
media?
By the end of
today’s lesson,
students will be
able to:
Create an
advertisement for a
particular audience
Media:
Magazines
Advertisements
Independent work:
Create an
advertisement
ENG3U
Reading and
Literature Studies
1.1, 1.2, 1.3, 1.4, 1.6,
1.8, 2.1, 2.3, 3.1, 3.2,
3.3
Writing
1.1, 2.1
Media Studies
1.2, 1.3, 1.5
ESLDO
Reading
1.1, 1.2, 1.3, 1.4, 2.1,
3.1, 3.2
Writing
2.1, 2.2
SmartBoard
Advertisement
videos
Magazines from a
variety of
backgrounds
Complete
Advertisement
Socio-Cultural
Competence and
Media Literacy
1.1, 1.2, 2.1, 2.3, 3.3,
4.1, 4.2
Day 8 and 9 are work periods for the portfolio assignment.
Day 10 is the portfolio presentations.
Who Am I? Unit (ENG3U and ESLDO)
Identity through Poetry Lesson 2 class periods
Expectations Covered:
ENG3U
Oral Communication
1.1 identify the purpose of a range of listening tasks and set goals for
specific tasks
1.2 select and use the most appropriate active listening strategies when
participating in a range of situations
2.1 communicate orally for a range of purposes, using language
appropriate for the intended audience
2.2 demonstrate an understanding of a variety of
interpersonal speaking strategies and adapt them to suit the purpose,
situation, and audience, exhibiting sensitivity to cultural differences
2.3 communicate in a clear, coherent manner, using a structure and style
effective for the purpose, subject matter, and intended audience
Reading and Literature Studies
1.1 read a variety of student- and teacher-selected texts from diverse
cultures and historical periods, identifying specific purposes for reading
1.2 select and use the most appropriate reading comprehension strategies to
understand texts, including increasingly complex or difficult texts
1.3 identify the most important ideas and supporting details in texts,
including increasingly complex or difficult texts
1.4 make and explain inferences of increasing subtlety about texts,
including increasingly complex or difficult texts, supporting their
explanations with well-chosen stated and implied ideas from the texts
1.6 analyse texts in terms of the information, ideas, issues, or themes they
explore, examining how various aspects of the texts contribute to the
presentation or development of these elements
1.8 identify and analyse the perspectives and/or biases evident in texts,
including increasingly complex or difficult texts, commenting with
growing understanding on any questions they may raise about beliefs,
values, identity, and power
2.1 identify a variety of characteristics of literary, informational, and
graphic text forms and explain how they help communicate meaning
2.3 identify a variety of elements of style in texts and explain how they
help communicate meaning and enhance the effectiveness of the texts
3.1 automatically understand most words in a variety of reading contexts
3.2 use decoding strategies effectively to read and understand unfamiliar
words, including words of increasing difficulty
3.3 use a variety of strategies, with increasing regularity, to explore and
expand vocabulary, focusing on the precision with which words are used in
the texts they are reading
Writing
Assessment:
For Learning:
Students will practice using
poetry and analyzing poems as
a class, and in their jigsaw
group.
As Learning:
During the jigsaw activity, the
teacher will circulate and make
anecdotal notes about students
and their understanding. The
teacher will ask questions of
students, and conference if
necessary.
Of Learning:
Students will present to the
class on the concept of identity
in their poems.
1.2 write longer and more complex texts to express ideas and feelings on
personal topics using a variety of forms
ESLDO
Listening and Speaking
1.1 demonstrate comprehension of specific information in more complex
direction, instructions, and classroom presentations
1.2 demonstrate understanding of more complex spoken English on a
variety of topic in interactive situations
2.1 engage in more complex spoken interactions on a variety of topics
2.2 use a variety of conversational expressions to negotiate spoken
interactions
2.3 present ideas and information orally for academic purposes in a variety
of situations
3.1 use correctly the grammatical structures of spoken English appropriate
for this level
3.3 use a variety of circumlocution, clarification, repair, and monitoring
strategies to bridge gaps in spoken communication
Reading
1.1 read a wide variety of more complex, authentic texts
1.2 demonstrate an understanding of more complex authentic texts in a
variety of ways
1.3 respond to more complex authentic texts in a variety of ways
1.4 identify a variety of organizational patterns used in informational texts
1.5 identify literary elements and devices in texts and explain how they
help convey the author’s meaning
2.1 use a wide variety of reading comprehension strategies before, during,
and after reading to understand texts
3.1 use a variety of vocabulary acquisition strategies to enrich vocabulary
3.2 use knowledge of a variety of patterns of word structure and derivation
to determine the meaning of unfamiliar words
Learning Goals:
By the end of today’s class, students will be able to
- demonstrate an understanding of the theme of identity in poetry
- share with the class how the theme of poetry is conveyed in
selected poems
Background Knowledge:
This lesson will build on the ideas of identity that were introduced in
lesson 1 and 2 of the unit. Students will be able to demonstrate what they
know and their personal knowledge through creating a simple poem about
themselves.
Introductory Activity – Motivational Hook:
In the warm-up activity, students will create a poem about themselves
called a biopoem. They will share these with the class. In the introductory
activity, we will read a poem about identity.
Time:
15 min.
20 min.
30 min.
40 min.
45 min.
Activity Description:
1) Warm-up: biopoem about the individual (see
Appendix A).
2) Introductory Activity: Read a poem to the class.
This poem will focus on the theme of identity. The
teacher will model taking breaks and making notes
from the text about the identity of the individual(s)
in the poem.
3) Input: Demonstrate some examples of the theme of
identity and labeling people in poems. Discuss
what the author is intending to say about the subject
matter.
4) Practice: Jigsaw - in groups of 3 or 4 people,
students will be assigned a poem to read. They will
be asked to complete a checklist of items that they
will share with the class (see Appendix A for
examples and the checklist).
5) Consolidation: in the jigsaw groups, students will
read their poem and present the items on their
checklist to the class.
Resources:
Class set of printed handouts:
Poems (4-5 of each for 4-5
groups)
Presentation checklist
SmartBoard
Accommodations for ELLs:
Hannah will be given a list of
key terms before the lesson so
that she can review them
before class.
During the Jigsaw activity,
Hannah and Mavis will be
given a clear and simple poem
to analyze with their group.
KEY TERMS
Labels
Cultural Identity
Social Identity
Reflection:
What worked? What didn’t work? Was the lesson engaging? Who
struggled? Was there a student who seemed bored?
Who Am I? Unit (ENG3U and ESLDO)
Identity through Short Story Lesson 2 class periods
Expectations Covered:
ENG3U
Oral Communication
1.1 identify the purpose of a range of listening tasks and set goals for
specific tasks
1.2 select and use the most appropriate active listening strategies when
participating in a range of situations
2.1 communicate orally for a range of purposes, using language
appropriate for the intended audience
2.2 demonstrate an understanding of a variety of
interpersonal speaking strategies and adapt them to suit the purpose,
situation, and audience, exhibiting sensitivity to cultural differences
2.3 communicate in a clear, coherent manner, using a structure and style
effective for the purpose, subject matter, and intended audience
Reading and Literature Studies
1.1 read a variety of student- and teacher-selected texts from diverse
cultures and historical periods, identifying specific purposes for reading
1.2 select and use the most appropriate reading comprehension strategies to
understand texts, including increasingly complex or difficult texts
1.3 identify the most important ideas and supporting details in texts,
including increasingly complex or difficult texts
1.4 make and explain inferences of increasing subtlety about texts,
including increasingly complex or difficult texts, supporting their
explanations with well-chosen stated and implied ideas from the texts
1.6 analyse texts in terms of the information, ideas, issues, or themes they
explore, examining how various aspects of the texts contribute to the
presentation or development of these elements
1.8 identify and analyse the perspectives and/or biases evident in texts,
including increasingly complex or difficult texts, commenting with
growing understanding on any questions they may raise about beliefs,
values, identity, and power
2.1 identify a variety of characteristics of literary, informational, and
graphic text forms and explain how they help communicate meaning
2.3 identify a variety of elements of style in texts and explain how they
help communicate meaning and enhance the effectiveness of the texts
3.1 automatically understand most words in a variety of reading contexts
3.2 use decoding strategies effectively to read and understand unfamiliar
words, including words of increasing difficulty
3.3 use a variety of strategies, with increasing regularity, to explore and
expand vocabulary, focusing on the precision with which words are used in
the texts they are reading
ESLDO
Listening and Speaking
1.1 demonstrate comprehension of specific information in more complex
direction, instructions, and classroom presentations
Assessment:
For Learning:
Students will work on
completing a concept map.
The teacher will circulate to
check for understanding and
direct conversations if
necessary.
As Learning:
As students complete their
partner work and develop their
concept maps, the teacher will
circulate and ask questions to
encourage them to reflect on
their understanding.
Of Learning:
Students will complete a
concept map on Andy from the
short story, “On the Sidewalk
Bleeding.” They will then
begin to work on a personal
concept map for their portfolio.
1.2 demonstrate understanding of more complex spoken English on a
variety of topic in interactive situations
2.1 engage in more complex spoken interactions on a variety of topics
2.2 use a variety of conversational expressions to negotiate spoken
interactions
2.3 present ideas and information orally for academic purposes in a variety
of situations
3.1 use correctly the grammatical structures of spoken English appropriate
for this level
3.3 use a variety of circumlocution, clarification, repair, and monitoring
strategies to bridge gaps in spoken communication
Reading
1.1 read a wide variety of more complex, authentic texts
1.2 demonstrate an understanding of more complex authentic texts in a
variety of ways
1.3 respond to more complex authentic texts in a variety of ways
1.4 identify a variety of organizational patterns used in informational texts
1.5 identify literary elements and devices in texts and explain how they
help convey the author’s meaning
2.1 use a wide variety of reading comprehension strategies before, during,
and after reading to understand texts
3.1 use a variety of vocabulary acquisition strategies to enrich vocabulary
3.2 use knowledge of a variety of patterns of word structure and derivation
to determine the meaning of unfamiliar words
Learning Goals:
By the end of today’s class, students will be able to-
- evaluate perceptions of identity
- understand what labels are analyze them
Background Knowledge:
We will draw on the skills used to infer character identity from the lesson
on poetry to analyze a short story. Students will also be asked to draw on
their understanding of labelling to construct and break down stereotypes.
Introductory Activity – Motivational Hook:
Students will complete a cloze passage where they can determine identity
through adding words and descriptors about the character. They will then
complete an activity where they add descriptors to a labelled paper bag.
Time:
15 min.
20 min.
Activity Description:
1. Warm- up: Cloze passage of a story. Students will
be asked to individually come up with some words
that help to define the character in the story.
2. Introductory activity: Paper Bags. Students will be
asked to view some of the labels we use to describe
individuals. They will add descriptors, or
additional information for labels that they may
associate with themselves. Afterwards, as a class
Resources:
Class set of printed handouts:
Cloze passage
“On the Sidewalk Bleeding”
story
Chart paper and markers for
partners
Accommodations for ELLs:
20 min.
50 min.
45 min.
we will open the paper bags and read some of the
descriptors or additional information to the class.
This is in order to break down or analyze some of
the labels we use.
3. Input: What are some of the features of a short
story? This question will be explored, giving
examples of inferring information and themes from
a short story. The teacher will demonstrate/model
this using examples.
4. Practice: In pairs, students will be asked to read the
short story and complete a concept map on the
identity of “Andy” from the “On the Sidewalk
Bleeding” (see Appendix B for the story).
5. Consolidation: Post the concept maps on the
classroom bulletin board. Students will be asked to
go around and read the concept maps of their
classmate (see Appendix B for concept map
examples). They will then begin work on a
personal concept map to include in their portfolios.
Hannah will be asked to look at
some of the more difficult
language during today’s lesson
and predict meaning based on
context and words that she
already knows. She may also
use a dictionary if she needs it.
Mavis will be welcome to
work with Jennie on the
concept map if she feels
comfortable, or choose another
partner. She will be welcome
to ask questions while creating
her personal concept map.
Modifications for ELLs:
Mavis and Hannah can use
words from their first language
to help develop their first
language literacy and to
demonstrate facets of their
personality.
KEY TERMS
Symbols
Prejudice
Point of view
Reflection:
What worked? What didn’t work? Was the lesson engaging? Who
struggled? Was there a student who seemed bored?
Assessments
Diagnostic
Throughout the course, we will be using the assessment tool of “Red Light, Green Light.” Students will have
green and red index cards which they can use to indicate that they do or do not understand the information that
is being presented in class. In addition, if there are questions during individual, partner and group work, the
students may indicate the need for assistance through placing the red card on their desk.
Each class, I will use the introductory activities to gage the student’s understanding of character and identity
development.
Formative
Throughout the course, the use of the “Red Light, Green Light” assessment will be used to help further form
understanding and comprehension of the curriculum expectations. The development of T-charts, concept maps
and through presentations and classroom discussions I will be able to assess the understanding and
comprehension of the student.
Summative
Students will be asked to complete a portfolio assignment to consolidate their understanding of the reading and
media texts that we study throughout the unit. The portfolio will require students to incorporate the assignments
from throughout the unit and create an original piece to demonstrate their identity (see Appendix C for the
assessment marking scheme).
I have used a marking scheme rather than rubric for this class as it is more concrete and students will be able to
understand what is required to complete the assignment. I find, through experience, that many students have
difficulty understanding the language of some rubrics. It is for this reason that I use checklists and rubrics to
make expectations clear.
APPENDICES
APPENDIX A: Poetry Lesson
Biopoems
Biopoem template
(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship
(Line 4) Two or three things, people, or ideas that this person loves
(Line 5) Three feelings this person has experienced
(Line 6) Three fears this person has
(Line 7) Accomplishments
(Line 8) Two or three things this person wants to see happen or wants to experience
(Line 9) The residence of the person
(Line 10) Last name
Poem Samples
Weekend Glory by Maya Angelou
Some clichty folks
don't know the facts,
posin' and preenin'
and puttin' on acts,
stretchin' their backs.
They move into condos
up over the ranks,
pawn their souls
to the local banks.
Buying big cars
they can't afford,
ridin' around town
actin' bored.
If they want to learn how to live life right
they ought to study me on Saturday night.
My job at the plant
ain't the biggest bet,
but I pay my bills
and stay out of debt.
I get my hair done
for my own self's sake,
so I don't have to pick
and I don't have to rake.
Take the church money out
and head cross town
to my friend girl's house
where we plan our round.
We meet our men and go to a joint
where the music is blue
and to the point.
Folks write about me.
They just can't see
how I work all week
at the factory.
Then get spruced up
and laugh and dance
And turn away from worry
with sassy glance.
They accuse me of livin'
from day to day,
but who are they kiddin'?
So are they.
My life ain't heaven
but it sure ain't hell.
I'm not on top
but I call it swell
if I'm able to work
and get paid right
and have the luck to be Black
on a Saturday night.
September on Jessore Road by Allen Ginsberg
Millions of babies watching the skies
Bellies swollen, with big round eyes
On Jessore Road--long bamboo huts
Noplace to shit but sand channel ruts
Millions of fathers in rain
Millions of mothers in pain
Millions of brothers in woe
Millions of sisters nowhere to go
One Million aunts are dying for bread
One Million uncles lamenting the dead
Grandfather millions homeless and sad
Grandmother millions silently mad
Millions of daughters walk in the mud
Millions of children wash in the flood
A Million girls vomit & groan
Millions of families hopeless alone
Millions of souls nineteenseventyone
homeless on Jessore road under grey sun
A million are dead, the million who can
Walk toward Calcutta from East Pakistan
Taxi September along Jessore Road
Oxcart skeletons drag charcoal load
past watery fields thru rain flood ruts
Dung cakes on treetrunks, plastic-roof huts
Wet processions Families walk
Stunted boys big heads don't talk
Look bony skulls & silent round eyes
Starving black angels in human disguise
Mother squats weeping & points to her sons
Standing thin legged like elderly nuns
small bodied hands to their mouths in prayer
Five months small food since they settled there
on one floor mat with small empty pot
Father lifts up his hands at their lot
Tears come to their mother's eye
Pain makes mother Maya cry
Two children together in palmroof shade
Stare at me no word is said
Rice ration, lentils one time a week
Milk powder for warweary infants meek
No vegetable money or work for the man
Rice lasts four days eat while they can
Then children starve three days in a row
and vomit their next food unless they eat slow.
On Jessore road Mother wept at my knees
Bengali tongue cried mister Please
Identity card torn up on the floor
Husband still waits at the camp office door
Baby at play I was washing the flood
Now they won't give us any more food
The pieces are here in my celluloid purse
Innocent baby play our death curse
Two policemen surrounded by thousands of boys
Crowded waiting their daily bread joys
Carry big whistles & long bamboo sticks
to whack them in line They play hungry tricks
Breaking the line and jumping in front
Into the circle sneaks one skinny runt
Two brothers dance forward on the mud stage
Teh gaurds blow their whistles & chase them in rage
Why are these infants massed in this place
Laughing in play & pushing for space
Why do they wait here so cheerful & dread
Why this is the House where they give children bread
The man in the bread door Cries & comes out
Thousands of boys and girls Take up his shout
Is it joy? is it prayer? "No more bread today"
Thousands of Children at once scream "Hooray!"
Run home to tents where elders await
Messenger children with bread from the state
No bread more today! & and no place to squat
Painful baby, sick shit he has got.
Malnutrition skulls thousands for months
Dysentery drains bowels all at once
Nurse shows disease card Enterostrep
Suspension is wanting or else chlorostrep
Refugee camps in hospital shacks
Newborn lay naked on mother's thin laps
Monkeysized week old Rheumatic babe eye
Gastoenteritis Blood Poison thousands must die
September Jessore Road rickshaw
50,000 souls in one camp I saw
Rows of bamboo huts in the flood
Open drains, & wet families waiting for food
Border trucks flooded, food cant get past,
American Angel machine please come fast!
Where is Ambassador Bunker today?
Are his Helios machinegunning children at play?
Where are the helicopters of U.S. AID?
Smuggling dope in Bangkok's green shade.
Where is America's Air Force of Light?
Bombing North Laos all day and all night?
Where are the President's Armies of Gold?
Billionaire Navies merciful Bold?
Bringing us medicine food and relief?
Napalming North Viet Nam and causing more grief?
Where are our tears? Who weeps for the pain?
Where can these families go in the rain?
Jessore Road's children close their big eyes
Where will we sleep when Our Father dies?
Whom shall we pray to for rice and for care?
Who can bring bread to this shit flood foul'd lair?
Millions of children alone in the rain!
Millions of children weeping in pain!
Ring O ye tongues of the world for their woe
Ring out ye voices for Love we don't know
Ring out ye bells of electrical pain
Ring in the conscious of America brain
How many children are we who are lost
Whose are these daughters we see turn to ghost?
What are our souls that we have lost care?
Ring out ye musics and weep if you dare--
Cries in the mud by the thatch'd house sand drain
Sleeps in huge pipes in the wet shit-field rain
waits by the pump well, Woe to the world!
whose children still starve in their mother's arms curled.
Is this what I did to myself in the past?
What shall I do Sunil Poet I asked?
Move on and leave them without any coins?
What should I care for the love of my loins?
What should we care for our cities and cars?
What shall we buy with our Food Stamps on Mars?
How many millions sit down in New York
& sup this night's table on bone & roast pork?
How many millions of beer cans are tossed
in Oceans of Mother? How much does She cost?
Cigar gasolines and asphalt car dreams
Stinking the world and dimming star beams--
Finish the war in your breast with a sigh
Come tast the tears in your own Human eye
Pity us millions of phantoms you see
Starved in Samsara on planet TV
How many millions of children die more
before our Good Mothers perceive the Great Lord?
How many good fathers pay tax to rebuild
Armed forces that boast the children they've killed?
How many souls walk through Maya in pain
How many babes in illusory pain?
How many families hollow eyed lost?
How many grandmothers turning to ghost?
How many loves who never get bread?
How many Aunts with holes in their head?
How many sisters skulls on the ground?
How many grandfathers make no more sound?
How many fathers in woe
How many sons nowhere to go?
How many daughters nothing to eat?
How many uncles with swollen sick feet?
Millions of babies in pain
Millions of mothers in rain
Millions of brothers in woe
Millions of children nowhere to go
Poetry Checklist for Discussion
□ Read the poem to the class.
□ Identify the characters in the poem.
□ Tell us a little about the characters.
□ How does the author represent the characters?
□ Come up with at least two questions to ask the class.
APPENDIX B: Short Story Lesson
On the Sidewalk Bleeding
ON THE SIDEWALK BLEEDING by Evan Hunter
The boy lay on the sidewalk bleeding in the rain. He was sixteen years old, and he wore a bright purple
jacket, and the lettering across the back of the jacket read THE ROYALS. The boy's name was Andy and the
name was delicately scripted in black thread on the front of the jacket, just over the heart. ANDY..
He had been stabbed ten minutes ago. The knife entered just below his rib cage and had been drawn across
his body violently, tearing a wide gap in his flesh. He lay on the sidewalk with the March rain drilling his
jacket and drilling his body and washing away the blood that poured from his open wound. He had known
excruciating pain when the knife had torn across his body, and then sudden comparative relief when the blade
was pulled away. He had heard the voice saying, 'That's for you Royal! " and then the sound of footsteps
hurrying into the rain, and then he had fallen to the sidewalk, clutching his stomach, trying to stop the flow of
blood.
He tried to yell for help, but he had no voice. He did not know why his voice had deserted him, or why there
was an open hole in his body from which his life ran readily, steadily, or why the rain had become so
suddenly fierce. It was 11:13 p.m. but he did not know the time.
There was another thing he did not know.
He did not know he was dying. He lay on the sidewalk, bleeding, and he thought only: That was a fierce
rumble. They got me good that time, but he did not know he was dying. He would have been frightened had
he known. In his ignorance he lay bleeding and wishing he could cry out for help, but there was no voice in
his throat. There was only the bubbling of blood from between his lips whenever he opened his mouth to
speak. He lay in his pain, waiting, waiting for someone to find him.
He could hear the sound of automobile tires hushed on the rain swept streets, far away at the other end of the
long alley. He lay with his face pressed to the sidewalk, and he could see the splash of neon far away at the
other end of the alley, tinting the pavement red and green, slickly brilliant in the rain.
He wondered if Laura would be angry. He had left the jump to get a package of cigarettes. He had told her he
would be back in a few minutes, and then he had gone downstairs and found the candy store closed. He knew
that Alfredo's on the next block would be open. He had started through the alley, and that was when he had
been ambushed.
He could hear the faint sound of music now, coming from a long, long way off. He wondered if Laura was
dancing, wondered if she had missed him yet. Maybe she thought he wasn't coming back. Maybe she thought
he'd cut out for good. Maybe she had already left the jump and gone home. He thought of her face, the brown
eyes and the jet-black hair, and thinking of her he forgot his pain a little, forgot that blood was rushing from
his body.
Someday he would marry Laura. Someday he would marry her, and they would have a lot of kids, and then
they would get out of the neighborhood. They would move to a clean project in the Bronx, or maybe they
would move to Staten Island. When they were married, when they had kids.
He heard footsteps at the other end of the alley, and he lifted his cheek from the sidewalk and looked into the
darkness and tried to cry out, but again there was only a soft hissing bubble of blood on his mouth.
The man came down the alley. He had not seen Andy yet. He walked, and then stopped to lean against the
brick of the building, and then walked again. He saw Andy then and came toward him, and he stood over him
for a long time, the minutes ticking, ticking, watching him and not speaking.
Then he said, "What's the matter, buddy'?"
Andy could not speak, and he could barely move. He lifted his face slightly and looked up at the man, and in
the rain swept alley he smelled the sickening odor of alcohol. The man was drunk.
The man was smiling.
"Did you fall down, buddy?" he asked. "You must be as drunk as I am." He squatted alongside Andy.
'You gonna catch cold there," he said. "What's the matter? You like layin' in the wet?"
Andy could not answer. The rain spattered around them.
You like a drink?"
Andy shook his head.
"I gotta bottle. Here," the man said. He pulled a pint bottle from his inside jacket pocket. Andy tried to move,
but pain wrenched him back flat against the sidewalk.
Take it," the man said. He kept watching Andy. "Take it." When Andy did not move, he said, "Nev' mind, I'll
have one m'self." He tilted the bottle to his lips, and then wiped the back of his hand across his mouth. "You
too young to be drinkin' anyway. Should be 'shamed of yourself, drunk and layin 'in a alley, all wet. Shame
on you. I gotta good mind to call a cop."
Andy nodded. Yes, he tried to say. Yes, call a cop. Please call one.
"Oh, you don' like that, huh?" the drunk said. "You don' wanna cop to fin' you all drunk an' wet in an alley,
huh: Okay, buddy. This time you get off easy." He got to his feet. "This time you get off easy," he said again.
He waved broadly at Andy, and then almost lost his footing. "S'long, buddy," he said.
Wait, Andy thought. Wait, please, I'm bleeding.
"S'long," the drunk said again, "I see you around," and the he staggered off up the alley.
Andy lay and thought: Laura, Laura. Are you dancing:?
The couple came into the alley suddenly. They ran into the alley together, running from the rain, the boy
holding the girl's elbow, the girl spreading a newspaper over her head to protect her hair. Andy watched them
run into the alley laughing, and then duck into the doorway not ten feet from him.
"Man, what rain!" the boy said. 'You could drown out there."
"I have to get home," the girl said. "It's late, Freddie. I have to get home."
"We got time," Freddie said. 'Your people won't raise a fuss if you're a little late. Not with this with kind of
weather."
"It's dark," the girl said, and she giggled.
'Yeah," the boy answered, his voice very low.
"Freddie . . . . ?
"Um?"
"You're ... standing very close to me."
"Um."
There was a long silence. Then the girl said, "Oh," only that single word, and Andy knew she had been kissed
, and he suddenly hungered for Laura's mouth. It was then that he wondered if he would ever kiss Laura
again. It was then that he wondered if he was dying.
No, he thought, I can't be dying, not from a little street rumble, not from just being cut. Guys get cut all the
time in rumbles. I can't be dying. No, that's stupid. That don't make any sense at all.
"You shouldn't," the girl said.
"Why not?"
"Do you like it?"
"Yes."
"So?"
"I don't know."
"I love you, Angela," the boy said.
"I love you, too, Freddie," the girl said, and Andy listened and thought: I love you, Laura. Laura, I think
maybe I'm dying. Laura, this is stupid but I think maybe I'm dying. Laura, I think I'm dying
He tried to speak. He tried to move. He tried to crawl toward the doorway. He tried to make a noise, a sound,
and a grunt came, a low animal grunt of pain.
"What was that?" the girl said, suddenly alarmed, breaking away from the boy.
"I don't know," he answered.
"Go look, Freddie."
"No. Wait."
Andy moved his lips again. Again the sound came from him.
Freddie!"
"What?"
"I'm scared."
"I'll go see," the boy said.
He stepped into the alley. He walked over to where Andy lay on the ground. He stood over him, watching
him.
"You all right?" he asked.
"What is it?" Angela said from the doorway.
"Somebody's hurt," Freddie said.
"Let's get out of here," Angela said.
"No. Wait a minute." He knelt down beside Andy. "You cut?" he asked.
Andy nodded. The boy kept looking at him. He saw the lettering on the jacket then. THE ROYALS. He
turned to Angela.
"He's a Royal," he said.
"Let's what. . . .what . . . do you want to do, Freddie?"
"I don't know. I don't know. I don't want to get mixed up in this. He's a Royal. We help him, and the
Guardians'll be down on our necks. I don't want to get mixed up in this, Angela."
"Is he . . . is he hurt bad?"
"Yeah, it looks that way."
"What shall we do?"
"I don't know."
"We can't leave him here in the rain," Angela hesitated. "Can we?"
"If we get a cop, the Guardians'll find out who," Freddie said. "I don't know, Angela. I don't know."
Angela hesitated a long time before answering. Then she said, "I want to go home, Freddie. My people will
begin to worry."
"Yeah," Freddie said. He looked at Andy again. "You all right?" he asked. Andy lifted his face from the
sidewalk, and his eyes said: Please, please help me, and maybe Freddie read what his eyes were saying, and
maybe he didn't.
Behind him, Angela said, "Freddie, let's get out of here! Please!" Freddie stood up. He looked at Andy again,
and then mumbled, "I'm sorry." He took Angela's arm and together they ran towards the neon splash at the
other end of the alley.
Why, they're afraid of the Guardians, Andy thought in amazement. By why should they be? I wasn't afraid of
the Guardians. I never turkeyed out of a rumble with the Guardians. I got heart. But I'm bleeding.
The rain was soothing somehow. It was a cold rain, but his body was hot all over, and the rain helped cool
him. He had always liked rain. He could remember sitting in Laura's house one time, the rain running down
the windows, and just looking out over the street, watching the people running from the rain. That was when
he'd first joined the Royals.
He could remember how happy he was when the Royals had taken him. The Royals and the Guardians, two
of the biggest. He was a Royal. There had been meaning to the title.
Now, in the alley, with the cold rain washing his hot body, he wondered about the meaning. If he died, he was
Andy. He was not a Royal. He was simply Andy, and he was dead. And he wondered suddenly if the
Guardians who had ambushed him and knifed him had ever once realized he was Andy? Had they known that
he was Andy or had they simply known that he was Royal wearing a purple silk jacket? Had they stabbed
him, Andy, or had they only stabbed the jacket and the title and what good was the title if you were dying?
I'm Andy, he screamed wordlessly, I'm Andy.
An old lady stopped at the other end of the alley. The garbage cans were stacked there, beating noisily in the
rain. The old lady carried an umbrella with broken ribs, carried it like a queen. She stepped into the mouth of
the alley, shopping bag over one arm. She lifted the lids of the garbage cans. She did not hear Andy grunt
because she was a little deaf and because the rain was beating on the cans. She collected her string and her
newspapers, and an old hat with a feather on it from one of the garbage cans, and a broken footstool from
another of the cans. And then she replaced the lids and lifted her umbrella high and walked out of the alley
mouth. She had worked quickly and soundlessly, and now she was gone.
The alley looked very long now. He could see people passing at the other end of it, and he wondered who the
people were, and he wondered if he would ever get to know them, wondered who it was of the Guardians
who had stabbed him, who had plunged the knife into his body.
"That's for you, Royal!" the voice had said. "That's for you, Royal!" Even in his pain, there had been some
sort of pride in knowing he was a Royal. Now there was no pride at all. With the rain beginning to chill him,
with the blood pouring steadily between his fingers, he knew only a sort of dizziness. He could only think: I
want to be Andy.
It was not very much to ask of the world.
He watched the world passing at the other end of the alley. The world didn't know he was Andy. The world
didn't know he was alive. He wanted to say, "Hey, I'm alive! Hey, look at me! I'm alive! Don't you know I'm
alive? Don't you know I exist?"
He felt weak and very tired. He felt alone, and wet and feverish and chilled. He knew he was going to die
now. That made him suddenly sad. He was filled with sadness that his life would be over at sixteen. He felt
all at once as if he had never done anything, never seen anything, never been anywhere. There were so many
things to do. He wondered why he'd never thought of them before, wondered why the rumbles and the jumps
and the purple jackets had always seemed so important to him before. Now they seemed like such small
things in a world he was missing, a world that was rushing past at the other end of the alley.
I don't want to die, he thought. I haven't lived yet. It seemed very important to him that he take off the purple
jacket. He was very close to dying, and when they found him, he did not want them to say, "Oh, it's a Royal."
With great effort, he rolled over onto his back. He felt the pain tearing at his stomach when he moved. If he
never did another thing, he wanted to take off the jacket. The jacket had only one meaning now, and that was
a very simple meaning.
If he had not been wearing the jacket, he wouldn't have been stabbed. The knife had not been plunged in
hatred of Andy. The knife hated only the purple jacket. The jacket was as stupid meaningless thing that was
robbing him of his life.
He lay struggling with the shiny wet jacket. His arms were heavy. Pain ripped fire across his body whenever
he moved. But he squirmed and fought and twisted until one arm was free and then the other. He rolled away
from the jacket and lay quite still, breathing heavily, listening to the sound of his breathing and the sounds of
the rain and thinking: Rain is sweet, I'm Andy.
She found him in the doorway a minute past midnight. She left the dance to look for him, and when she found
him, she knelt beside him and said, "Andy, it's me, Laura."
He did not answer her. She backed away from him, tears springing into her eyes, and then she ran from the
alley. She did not stop running until she found a cop.
And now, standing with the cop, she looked down at him. The cop rose and said, "He's dead." All the crying
was out of her now. She stood in the rain and said nothing, looking at the purple jacket that rested a foot away
from his body.
The cop picked up the jacket and turned it over in his hands.
"A Royal, huh?" he said.
She looked at the cop and, very quietly, she said, "His name is Andy."
The cop slung the jacket over his arm. He took out his black pad, and he flipped it open to a blank page.
"A Royal, " he said. Then he began writing.
The End
Concept Map Examples
Source: http://www.mvrhs.org/eel/caruthers/linkforallteachers/reviewlist.html
Source: http://www.riverhunt.org/an-exploration-of-identity-through-art/
APPENDIX C: Portfolio Assignment Handout
Portfolio: Who Am I?
Throughout the past two weeks, we have been exploring the
question of how identity is shaped and formed. We have
listened to music, read poetry and short stories, and viewed
some advertisements.
For this assignment, you are required to include the following:
1. Your T-chart comparing two songs
2. Your personal poem and acrostic poem
3. Your advertisement
4. A personal concept map
5. One original text:
For example, you may write a song, a poem, a short story, or create a video or advertisement that
relates to you.
You will be exhibiting your portfolio to class members in a portfolio conference at the end of the unit. You
are welcome to invite your family to share this day with us.
Marking scheme
This assignment is out of 35 total marks.
Do you have all the items from the above list?
1
(Not at all)
2
(Barely)
3
(Some)
4
(Mostly)
5
(Completely)
Does your T-chart list symbols and observations of identity?
1
(Not at all)
2
(Barely)
3
(Some)
4
(Mostly)
5
(Completely)
Do your poems include information about yourself?
1
(Not at all)
2
(Barely)
3
(Some)
4
(Mostly)
5
(Completely)
Is your advertisement coherent? Does it make sense?
1
(Not at all)
2
(Barely)
3
(Some)
4
(Mostly)
5
(Completely)
Are there grammatical errors in your writing? Does this distract from understanding?
1
(Not at all)
2
(Barely)
3
(Some)
4
(Mostly)
5
(Completely)
Does your concept map include several layers?
1
(Not at all)
2
(Barely)
3
(Some)
4
(Mostly)
5
(Completely)
Is your original text coherent?
1
(Not at all)
2
(Barely)
3
(Some)
4
(Mostly)
5
(Completely)