WHAT’S UP AT EMC?WHAT’S UP AT EMC?Elementary, Cycle Two

Prototype Evaluation SituationMELS 2009

Welcome to English

Mania Camp

Welcome to English

Mania Camp

To allow students to demonstrate their competency in each of the three English as a Second Language competencies

To allow teachers to complete collecting the data needed to determine their students’ level of competency at the end of Cycle Two

Goal of the Evaluation SituationGoal of the Evaluation Situation

Takes approximately six periods

All three competencies are evaluated:

Competency 1 (C1) = five tasksCompetency 2 (C2) = three tasks

Competency 3 (C3) = one task

TimelineTimeline

“Everywhere We Go” Camp Chant

Camper’s Welcome Letter

Meeting Cabin Team Members

EMC Guide (to be used throughout the evaluation situation)

Class 1Class 1 Warm-UpWarm-UpActivityActivity

NotNot evaluatedevaluated 60 min.60 min.

If you want your students to work well together, it would be best to determine the team members yourself. No random groupings.

Camper’s Welcome Letter

Who Am I? GameClues are cut into strips, arranged in order and placed in an envelope. Each team receives a different set of clues.

Teams use the clues and the EMC Guide to discover who their team monitor is.

Teams read each of their clues and compare them to the EMC monitor descriptions.

Clue by clue, and using p. 3 of the SB, teams find out who their cabin monitor is by eliminating the monitors that do not match their clues.

Class 2Class 2 Task 1Task 1 C1C1 40 min.40 min.

Where Am I? GameWhere Am I? GameAll teams have the same cards.

Teams become familiar with different locations on the campsite.

Teams read the questions on p. 4 of the SB and the possible answers on the game cards.

They place each game card on the answer grid, aligning their chosen answer with the stars on the grid.

When they have finished, they turn the game cards over to see if they chose the right answers. The answer key appears on the back of the cards.

Students complete p. 4 of the SB.

Class 2Class 2 Task 2Task 2 C1C1 20 min.20 min.

What Am I? GameWhat Am I? Game All teams have the same clues.

Teams use clues to identify an activity.

Using the clues and the Activities box on p. 5 of the SB, teams try to identify the activities that are being described.

Clue by clue, teams eliminate activities that do not match their clues to identify the activity being described.

The EMC Guide is a resource.

Class 3Class 3 Task 3Task 3 C1C1 15 min.15 min.

Camp Activity Card Camp Activity Card Individually, students complete their Camp

Activity Card on p. 6 of the SB. Using the EMC Guide, they enter their personal

information and their favourite morning, afternoon and free activities.

Filling out the card is an important step because students will use this card to help them write their Camper’s Comments.

Class 3Class 3 ActivityActivity Not evaluatedNot evaluated 15 min.15 min.

Free Activity Reservation Sheet Free Activity Reservation Sheet Teammates discuss which free activity each of

them will do and fill in the reservation sheet on p. 7 of the SB.Note: Only one team member per free activity is permitted. Some of the least popular activities, e.g. yoga, turn out to be the most fun.

Free ActivitiesFree Activities

Students form new groups to do their free activity. Note: The free activities can be carried out or continued at the end of the situation.

Class 3Class 3 Task 4Task 4 C1C1 15 min.15 min.

Class 3Class 3 ActivityActivity Not evaluatedNot evaluated 15 min.15 min.

Yoga

Arts & Crafts

Science Experiments

Water Sports

Magic Tricks

F r e e A c t i v i t i e s

Information about CampersInformation about CampersSusan and MaxSusan and Max

Students view a DVD or listen to a CD about two campers and, individually, complete the graphic organizers.Note: Go over the layout of the graphic organizers and the Camper’s Wordpack, and present what is expected of students in the instructions before presenting the DVD or CD.

Class 4Class 4 Task 5Task 5 C2C2 35 min.35 min.

Campers Susan and Max’s Campers Susan and Max’s Information RallyInformation Rally One sheet per team.

Teams read the questions on the information rally sheet and answer them together.

Teams do not use the Student Booklet for this task; they cooperate to recall the answers.

The winners of the rally receive a Rally Winner Badge (optional).

Class 4Class 4 Task 6Task 6 C1C1 25 min.25 min.

Camper’s CommentsCamper’s CommentsThe teacher reads the Camper’s Comments in the EMC

Guide and goes over the Camper’s Comments Checklist, p. 10 of the SB, with students.

Individually, students reread the comments and begin the reinvestment task. They write a draft copy of their own Camper’s Comments.

Students must use the information on their Camp Activity Card to write their comments.

Class 5Class 5 Task 7Task 7Evaluate when Evaluate when

finishedfinished(C2 & C3)(C2 & C3)

60 min.60 min.

Camper’s CommentsCamper’s Comments (cont.)(cont.)Students reread the Camper’s Comments in the

EMC Guide.They revise their draft copy and write their final

copy.Students who make two or more revisions to

their draft copy receive a Champion Reviser Badge (optional).

Class 6Class 6 Task 7Task 7(cont.)(cont.)

C2-C3C2-C3 Time needed Time needed to finishto finish

ExtraExtraActivityActivity

This PowerPoint™ presentation was prepared by Bonny This PowerPoint™ presentation was prepared by Bonny Ann Cameron of the Commission scolaire de la Capitale, Ann Cameron of the Commission scolaire de la Capitale, in collaboration with the Ministère de l’Éducation, du Loisir in collaboration with the Ministère de l’Éducation, du Loisir et du Sport.et du Sport.

It is a training tool intended for ESL teachers who plan to It is a training tool intended for ESL teachers who plan to use the Ministère’s Elementary, Cycle Two 2009 prototype use the Ministère’s Elementary, Cycle Two 2009 prototype evaluation situation entitled evaluation situation entitled What’s Up at EMC?What’s Up at EMC?