TEACHER’S RESOURCE BOOKLET - …ca.educationmonteregie.qc.ca/.../birthorderteachersbooklet.pdf · learning and evaluation situation secondary cycle one esl core program does birth

LEARNING AND EVALUATION SITUATION SECONDARY CYCLE ONE ESL CORE PROGRAM

DOES BIRTH ORDER INFLUENCE PERSONALITY?

TEACHER’S RESOURCE BOOKLET

This resource booklet contains: pictures reading texts student sheets answer keys evaluation tools

This document is also available in a format that can be edited so you can make modifications according to your students’ needs. Simply click on this icon to retrieve the file.

The image editing in this booklet was done by Alain Graillon.

Table of Contents Task Material Title Page

Number

Task 1 Picture Smith Family 5

Enabling Activity Reading Text Will Smith, Actor 6

Task 5 Student Sheet It’s Not That Simple! 7

Task 7 Student Sheet Going for Deeper Understanding 8

Task 7 Answer Key Going for Deeper Understanding – Answer Key 9

Task 8 Student Sheet Can You Guess Their Birth Orders? 10

Answer Key Can You Guess Their Birth Orders? – Answer Key 11

Task 9 Student Sheet Beyond Myself 12

Student Sheet Project Planner 13

Tasks 5, 7, 8 Sample Evaluation Tool Anecdotal Record Using a Seating Plan 14

Sample Evaluation Tool Evaluation Grid 15

Sample Evaluation Tool Rubric 16

Task 10 Sample Evaluation Tool Evaluation Grid 17

Sample Evaluation Tool Rubric 18

Tasks 5, 7, 8 Evaluation Tool Anecdotal Record Using a Seating Plan 19

Evaluation Tool Evaluation Grid 20

Evaluation Tool Rubric 22

Task 10 Evaluation Tool Evaluation Grid 24

Evaluation Tool Rubric 26

_________________________________________________________________________________________________________ Does Birth Order Influence Personality ? Ministère de l’Éducation, du Loisir et du Sport

Teacher’s Resource Booklet 3



[context]

[similar in French]

Enabling Activity

Will Smith, Actor Will Smith is a famous and successful American

actor. He has played in many, many movies: Men

in Black, Ali, Independence Day, Wild Wild West,

Hitch, etc.

Will Smith's success is no surprise. He is

hardworking and determined. He was only 16 years

old when he started his career as a rapper. He is

also very smart: he was accepted at MIT, a very

prestigious American university.

Will Smith also has a wonderful personality: he is

warm, funny and outgoing. He is famous but

humble: success has not changed him. Of course,

another reason to explain his popularity is his

looks: tall, slim and handsome.

Will Smith's fans hope that their favourite actor continues

acting for a long time to come.

[root]

[punctuation]

[punctuation]



Do think your personality fits the birth order theory? If not, maybe you are in one of the following four situations. Look at the pictures on p. 1 of the Student Booklet to help you understand.

Situation 1 – You are an oldest child and you have the personality of an only child. Why? The oldest child and the only child share similar characteristics. When you think about it, the oldest child was the only child for the first part of his or her life.

Situation 2 – You are a middle child and you don’t fit the description in the texts. Why? The middle child is a person of contradictions! This is the birth order that is the most difficult to define. The middle child is often the opposite of his or her older sibling.

Let’s take the example of the Smith family to illustrate the last two situations. There are four children in the family: Gary is 19, David is 15, Amy is 13 and Catherine is 1.

Situation 3 – You are a middle child or a youngest child and you don’t fit the description of your birth order. Why? Maybe you are the first boy or the first girl in the family. For example, Amy Smith is a middle child, but she has the personality of an oldest child because she is the first girl of the family. Situation 4 – You are a middle child or a youngest child but you have the personality of an oldest child. Why? If you are much younger (at least 5 years) than your brother or sister, it’s possible that you have the characteristics of a first-born. For example, Catherine Smith is the youngest but she also has the personality of an oldest child because of the age difference.

Extension Task Task 5 Name: _____________________________________

It's Not That Simple!

1. Do you fit one of the four situations described above? Yes No If you answered yes, look back at the characteristics of the different birth orders. Which one represents your personality? _______________________________________________ 2. Do any of these situations apply to people you know? Explain. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________



Extension Task Task 7

Name: _____________________________________

Going for Deeper Understanding Who is it and why? • Read the statements below. • Determine who the person is. Is it Susan, Jack, Liz, Tara, Terry, Tracy or Peter? • Find the answers in the Text Booklet. • Write one reason to justify your answer.

This person: Who? Why?

1 is the clown of the family

2 often says, "It's not my fault . . . "

3 loves to play sports just for the fun of it

4 would say, “I can’t go out tonight because I have to study for my chemistry exam. I want an A.”

5 probably arrives late for meetings

6 likes to be the boss

7 has a very helpful nature

8 will not worry if his child comes home late

9 can be very competitive

10 cannot find her mittens

11 keeps secrets from her family

12 can arrive at your house without calling first




Going for Deeper Understanding – Answer Key

Who is it and why? • Read the statements below. • Determine who the person is. Is it Susan, Jack, Liz, Tara, Terry, Tracy or Peter? • Find the answers in the Text Booklet. • Write one reason to justify your answer.

This person: Who? Why?

1 is the clown of the family John He loves to tell jokes, likes to be the centre of attention and always has a funny story to tell.

2 often says, "It's not my fault . . . " John He blames others for his problems.

3 loves to play sports just for the fun of it Liz She is a good sport; winning isn't important.

4 would say, “I can’t go out tonight because I have to study for my chemistry exam. I want an A.”

Jack Peter

They are never happy with their results. Jack is a perfectionist. Peter wants to do his best.

5 probably arrives late for meetings John Liz

John is not punctual. Liz is often late.

6 likes to be the boss Jack Tara

Jack is often the leader in teams. Tara loves to be in charge.

7 has a very helpful nature Susan Tracy

Susan loves to help people. Tracy likes to please people.

8 will not worry if his child comes home late John He doesn't worry about things.

9 can be very competitive Tara She can be ambitious and competitive.

10 cannot find her mittens Terry She loses her things.

11 keeps secrets from her family Tara She is secretive.

12 can arrive at your house without calling first Liz She can show up at your house unexpectedly.



Extension Task Task 8 Name: __________________________________

Can You Guess Their Birth Orders?

• Guess the birth order of each celebrity. • Give an example to explain your prediction.

Celebrity Claim to Fame Our Prediction Real Birth Ord

Matt Damon actor

Ben Affleck actor

Albert Einstein famous scientist

Gregory Charles entertainer

Lance Armstrong champion cyclist

George Bush American president

Sarah Michelle Gellar actress (Buffy)

Avril Lavigne singer

Alyssa Milano actress (Charmed)

Jacques Villeneuve race car driver

Britney Spears singer

Cameron Diaz actress

Wayne Gretzky hockey legend

Will Smith actor

Céline Dion singer

Roy Dupuis actor

Julie Payette astronaut

_______________________________________________________________________________________________________ Does Birth Order Influence Personality ? Ministère de l’Éducation, du Loisir et du Spo

Teacher’s Resource Booklet

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Can You Guess Their Birth Orders? Answer Key

Celebrity Claim to Fame Birth Order Siblings Matt Damon actor youngest older brother (Kyle)

Ben Affleck actor youngest older brother (Casey)

Albert Einstein famous scientist oldest younger sister (Maja)

Gregory Charles entertainer only child --

Lance Armstrong champion cyclist only child --

George Bush American president oldest three younger siblings

Sarah Michelle Gellar actress (Buffy) only child --

Avril Lavigne singer middle older brother (Matthew), younger sister (Michelle)

Alyssa Milano actress (Charmed) oldest younger brother (Corey)

Jacques Villeneuve race car driver oldest younger sister (Mélanie)

Britney Spears singer middle older brother (Brian), younger sister (Jamie Lynn)

Cameron Diaz actress youngest older sister (Chimene)

Wayne Gretzky hockey legend oldest three younger brothers (Keith, Glen, Brent) and one younger

sister (Kim) Will Smith actor

middle older sister (Pam), younger

brother and sister (Harry and Helen)

Céline Dion singer youngest has 13 brothers and sisters

Roy Dupuis actor middle older sister (Roxanne), younger brother (Rodrick)

Julie Payette astronaut middle older brother (Simon), younger sister (Maude)



Beyond Myself Task 9

Name: _______________________________________

It is now time to test if the birth order theory holds true for other people. Write the names of five people you know. For each person:

• write the birth order • decide if the person’s personality fits the characteristics of the birth order theory

or not (write Yes or No) • write at least two reasons to justify your opinion

Person Birth Order Fits with the

birth order theory?

(Yes or No)

Reasons



Name: _____________________________ Task 9

Project Planner

This project is due on: ______________________ (date) What information do I need? Where will I find my information? What will I do with the information I find? How will I present it?

Poster Overhead transparencies PowerPoint Skit Question/Answer discussion Other

What materials will I need to present my information? This is a description of what my presentation will look like:



Example 1: Competency 1, Interacts orally in English Anecdotal Record Using a Seating Plan Go to page 19 for the template of this tool. This tool is intended to regulate learning in this LES. Why use this tool: • to record a series of observations, which will allow you to:

o assess students’ oral interaction o provide students with meaningful feedback o support your judgment with regard to student progress o plan future tasks in order to meet the needs of your students

How to use this type of tool: • Indicate the task and select which evaluation criteria from the PFEQ you will evaluate. • You may want to predetermine which students to observe. • Write a brief description of your observations, trying not to make judgments at this time. For

example, write “not on task” instead of “not motivated.” • Provide feedback as soon as possible. • Use a different colour pen for each task. This way you can use the same sheet for all three

oral interaction tasks. Group 21 Competency 1: Interacts orally in English Date: Oct. 4 Task: No. 5, My Birth Order Criteria: Participation and articulation Date: Oct. 6 Task: No. 7 Exploring . . . Criteria: Participation and articulation Date: Oct. 10 Task: No. 8, Making Predictions Criteria: Participation and articulation

Bruno Cathy Uses L1 when

stuck Better

Cynthia Monika

Prompts teammates

Cameron

Ghislain

Mostly L1 Uses L2 more

Nick Reacts non-

verbally only No change

Nathalie Louise

Not on task

Frédérique

Samantha

Good "th" Told her

Tania

Ariane

Diff. making sentences

Josh Catherine

Tries to

self-correct

Maude Speaks if prompted

Asked for help in

L2

Noémie

Hesitations interfere with

message

Michel Antoine

Uses gestures to complete message

Alexandre

L1 = mother tongue L2 = English



Example 2: Competency 1, Interacts orally in English Evaluation Grid Go to pages 20 and 21 for the template of this tool. This tool is intended to regulate learning in this LES. Why use this tool: • to focus on your expectations with regard to the evaluation criteria for the task • to rate student performance according to the predetermined criteria • to assess students' oral interaction • to record observations in order to give students meaningful feedback How to use this type of tool: • Select which evaluation criteria from the PFEQ you will evaluate. • Break down the evaluation criteria into concrete expectations for the task at hand, e.g. what

will students have to do to show "Participation in oral interaction"? • Create a legend that describes the possible levels of performance you expect. • Determine what this performance looks like at each level. • Inform students of the evaluation criteria selected and the specific expectations. • You may want to predetermine which students to observe. • As you observe students, rate their oral interaction according to the evaluation criteria. • Use the comments section to write down strengths, weaknesses or stumbling blocks you

observe. • Provide feedback as soon as possible. Legend:

Participation in oral interaction

Articulation of the

message

Evaluation criteriafrom the PFEQ

Expectations

Exp

ress

ing

opin

ions

Exp

lain

ing

opin

ions

(e

xam

ples

)

Use

of

func

tiona

l la

ngua

ge

Comments Task No. 5 7 8 5 7 8 5 7 8

DateNames

1 Catherine Brisson B A Builds on partner’s ideas

2 Sébastien Gingras D C D D D C

No. 5: Doesn’t speak at all No. 7: Expressed basic opinion

3 Nadia Chomsky

4 Martine Peters A A A Speaks a lot, highly engaged

5 Tom Nguyen C D C

No. 5: Expressed basic opinion No. 8: Off task – told him

A Above and Beyond B Very Good C Acceptable D Below Expectations



Example 3: Competency 1, Interacts orally in English Rubric Go to pages 22 and 23 for the template of this tool. This tool is intended to regulate learning in this LES. Why use a rubric: • to inform your students about your expectations • to show students what they have to do to reach a given level of performance • to rate student performance according to the predetermined criteria • to provide students with meaningful feedback How to use this type of tool: • Go over the rubric with students before starting the evaluation process. • As you listen to students, determine their level for each criterion and record it on the grid. • Provide feedback as soon as possible. Note: Rubrics need to be adapted to fit the requirements of the tasks, your students’ abilities and your expectations. If you create or adapt a rubric: • select which evaluation criteria from the PFEQ you will evaluate • break down the evaluation criteria into concrete expectations for the task at hand, e.g. what will

students have to do to show "Participation in oral interaction"? • determine the number of levels you want and describe student performance for each level

Does Birth Order Influence Personality? A B C D


Actively participates in the discussion by expressing opinions and giving examples.

Participates in the discussion by expressing opinions. Sometimes gives examples.

Participation is minimal. Responds to questions when prompted. Sometimes expresses an opinion.

No contribution to the discussion in English.

Articulation of the message

Message is understandable. Mistakes and hesitations do not hinder understanding. Functional language is used effectively.

Overall message is understandable. Mistakes can sometimes hinder comprehension. Functional language is incorporated in speech.

Message requires interpretation. Mistakes and/or hesitations hinder comprehension.

Message is mostly given in first language.

Task 5 Task 7 Task 8

Names P1 A2 P A P A Comments

Julie Comtois B B A B No. 5 didn’t give examples No. 8 much better

Peter Ng B C Very involved, told him to slow down and check vocabulary resources

Ian Turcotte C C Needed prompting Needs help to complete sentences

1 Participation in oral interaction 2 Articulation of the message



Example 4: Competency 3, Writes and produces texts Evaluation Grid Go to pages 24 and 25 for the template of this tool. This tool is intended to regulate learning in this LES. Why use this tool: • to focus on your expectations with regard to the evaluation criteria for the task • to assess students' use of resources throughout the writing process • to assess students’ final writing product • to rate student performance according to the predetermined criteria • to record observations in order to give students meaningful feedback How to use this type of tool: • Select which evaluation criteria from the PFEQ you will evaluate. • Determine concrete expectations for each of the evaluation criteria for the task at hand. • Create a legend that describes the possible levels of performance you expect. • Determine what this performance looks like at each level. • Inform students of the evaluation criteria selected and the specific expectations. • Evaluate students’ abilities to use resources during the writing process and in the final

product. Evaluate the pertinence and formulation of their message as you correct students’ final writing pieces.

• Use the comments section to write down strengths, weaknesses or stumbling blocks observed.

• Provide feedback as soon as possible. Legend:

Note: In this task, use of dictionary is observed during the process and spelling is evaluated as

evidence of resourcing.

Pertinence of the

message

Formulation of the message

Use of resources

Evaluation criteria

Expectations

Opi

nion

is

expr

esse

d an

d su

ppor

ted

Cle

ar

mes

sage

Use

of

func

tiona

l la

ngua

ge

Spe

lling

(D

ictio

nary

us

e)

Comments Date

Names

1 Kevin Duguay B B B B Ideas are good

2 Marie St-Pierre B C C D Poor sentence structure Lots of words in first language

3 Tony Da Silva A B B C

A Above and Beyond B Very Good C Acceptable D Below Expectations



Example 5: Competency 3, Writes and produces texts Rubric Go to pages 26, 27, and 28 for the template of this tool. This tool is intended to regulate learning in this LES. Why use a rubric: • to inform your students about your expectations • to show students what they have to do to reach a given level of performance • to rate student performance according to the pre-determined criteria • to provide students with meaningful feedback How to use this type of tool: • Go over the rubric with students before starting the evaluation process. • Evaluate students’ abilities to use resources during the writing process and in the final product. • As you correct students’ final writing pieces, determine their level for each criterion and record it on

the rubric or on the grid. • Provide feedback as soon as possible. Note: Rubrics need to be adapted to fit the requirements of the tasks, your students’ abilities and your expectations. If you create or adapt a rubric: • select which evaluation criteria from the PFEQ you will evaluate. • break down the evaluation criteria into concrete expectations for the task at hand, e.g. what you

expect of students regarding the formulation of their message (organization of ideas, basic punctuation, etc.)

• determine the number of levels you want and describe student performance for each level.

Pertinence (content & audience) Formulation

Resources * In this task, use of dictionary is observed during the process and

spelling is evaluated as evidence of resourcing.

A I supported my opinion with relevant facts and examples throughout my text.

My text is easy to understand. I made very few spelling mistakes.

B I supported my opinion with some relevant facts and examples in my text.

My entire text is understandable but some sentences may need interpretation.

I made some spelling mistakes.

C My text supports my opinion very little.

Parts of my text are not understandable. I made many spelling mistakes.

D I didn't answer the question or I am off topic.

Most of my text is not understandable.

Student Names Pertinence Formulation Resources Comments

1. Jocelyn Couture B B C Not always relevant examples

2. Marie-Ève Poitras C C C Important information missing

3. Sylvie Schmidt A B A Lots of good ideas



Anecdotal Record for Group ______ Competency ____ Date: _____________ Task: ________________________ Criteria: _________________________ Date: _____________ Task: ________________________ Criteria: _________________________ Date: _____________ Task: ________________________ Criteria: _________________________



Evaluation Grid for Competency 1, Interacts orally in English

Legend: A B C D


Articulation of message

Evaluation criteria from the PFEQ

Expectations

Exp

ress

ing

opin

ions

Exp

lain

ing

opin

ions

(e

xam

ples

)

Use

of

func

tiona

l la

ngua

ge


Date Names

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.



Legend: A _____________ B ______________ C _____________ D ____________


Articulation of message

Evaluation criteria from the PFEQ

Expectations

Exp

ress

ing

opin

ions

Exp

lain

ing

opin

ions

(e

xam

ples

)

Use

of

func

tiona

l la

ngua

ge


Date Names

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.



Rubric for Competency 1, Interacts orally in English













Names P A P A P A

Comments

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.



Rubric for Competency 1, Interacts orally in English













Names P A P A P A

Comments

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.



Evaluation Grid for Competency 3, Writes and produces texts Legend: A _____________ B _____________ C _____________ D _____________ Note: In this task, use of dictionary is observed during the process and spelling is evaluated as evidence of

resourcing.

Pertinence of the

message


Use of resources

Evaluation criteria

Expectations

Opi

nion

is

expr

esse

d an

d su

ppor

ted

Cle

ar

mes

sage

Use

of

func

tiona

l la

ngua

ge

Spe

lling

(d

ictio

nary

us

e)

Comments Date

Names

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.



Evaluation Grid for Competency 3, Writes and produces texts

Legend: A _____________ B _____________ C _____________ D_____________ Note: In this task, use of dictionary is observed during the process and spelling is evaluated as

evidence of resourcing.

Pertinence of the

message


Use of resources

Evaluation criteria

Expectations

Opi

nion

is

expr

esse

d an

d su

ppor

ted

Cle

ar

mes

sage

Use

of

func

tiona

l la

ngua

ge

Spe

lling

(d

ictio

nary

us

e)

Comments

Date Names

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.



Rubric for assessing Competency 3, Writes and produces texts

Name: _________________________________

Does Birth Order Influence Personality? Pertinence Formulation Resources



B I supported my opinion

with some relevant facts and examples in my text.



C

My text supports my opinion very little.

Parts of my text are not understandable.

I made many spelling mistakes.

D

I didn't answer the question or I am off topic.


-------------------------------------- ---------------------------------------------- -------------------------- Name: _________________________________

Does Birth Order Influence Personality? Pertinence Formulation Resources



B I supported my opinion

with some relevant facts and examples in my text.



C

My text supports my opinion very little.

Parts of my text are not understandable.

I made many spelling mistakes.

D

I didn't answer the question or I am off topic.




Record sheet: Rubric for assessing Competency 3, Writes and produces texts Group: ________

Does Birth Order Influence Personality?

Names Pertinence Formulation Resources Comments

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.



Record Sheet: Rubric for assessing Competency 3, Writes and produces texts Group: ________

Does Birth Order Influence Personality?

Names Pertinence Formulation Resources Comments 19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.



Documents

TEACHER’S RESOURCE BOOKLET - …ca.educationmonteregie.qc.ca/.../birthorderteachersbooklet.pdf · learning and evaluation situation secondary cycle one esl core program does birth