The following curriculum framework and pacing guide outlines Comprehensive
Skills I of Literacy Volunteers’ first six-week EL/Civics session,
which began in late May, 2002. This session is comprised of three
"stand alone" units, although the computer-based instruction begun
in Unit 1 remained an important component of both subsequent units. Each
unit features a short description, timeline and list of activities for this
class of intermediate level English learners. However, many of the materials
and activities are easily adapted to meet the needs of learners at other
levels of competency.
Detailed descriptions of the lessons used throughout this session may be found
by going to the
E/L Civics Complete Lesson Plan Index and clicking on the
appropriate subject. Tutors with questions about this session's activities,
their sequence or how to apply them to single- and paired–learner
environments may call the Literacy Volunteers ESOL coordinator at 265-9339,
Mondays through Fridays, or use
e-mail anytime.
Unit 1: Computer Literacy
Description
This unit introduces learners with few technical skills to basic computer
operations including mastery of key vocabulary and information acquisition
using the Internet. Unit objectives will be integrated into course content
throughout the six-week duration of the EL/Civics session, although the
first two weeks of class will focus on acquisition of basic skills. English
language skills acquisition will highlight the ability to give and receive
commands using technical terms typically found in the workplace, and written
instructions provided by software manufacturers and computer help menus.
Timeline
May 29:
Introduction
to Computers and Computer Vocabulary
June 03:
Introduction
to Computers and Computer-related Tasks
June 05: Introduction
to Computers and Understanding Commands
June 10:
Using
Computers to Find Information
June 12:
Using
Computers to Find Information
Unit Objectives
The learner will correctly identify, spell and pronounce unit vocabulary.
The learner will copy and paste text from an Internet site to a word processing file.
The learner will correctly give and respond to the following commands:
"point to" "right click on," "left click on," "double click on," "go to,"
"push," "find," "close," "copy," "paste," "highlight," "minimize,"
"maximize," "open," "shut down," and "press."
The learner will identify a noun, a verb, an article and a personal
pronoun in simple sentences.
The learner will conjugate the simple past
and present tenses of the verbs "point," "click," "go," "find," "have",
"be."
Unit 2: Civic and Community
Education/Participation: Government Structure
Description
Learners will receive a brief overview of local, state and federal
government structure, with descriptions of the services that each layer of
government provides. Additional emphasis will rest with local, regional and
national geography and how they affect imcome and job opportunities in
Virginia. The focus of English language skills will be on understanding and
giving directions, as well as vocabulary related to understanding basic
statistical information relative to understanding state and local job
markets. Integration of Internet search skills from Unit 1 will allow
students to access various consumer organizations and government sites to
collect and analyze pertinent information, and to evaluate each site for
usefulness of content.
Timeline
June 17:
Asking
and Answering Questions using Statistical Information
June 19:
Asking
and Answering Questions using the Balance of Powers
June 24:
A
WebQuest: Map Skills, Direction and Location
June 26:
A
WebQuest: Map Skills, Direction and Location
Unit Objectives
The learner will correctly spell and pronounce unit vocabulary.
The learner will will interpret information gathered from the Internet.
The learner will use cardinal and relative
location terms to describe locations of states and geographic features
of the United States and Virginia.
The learner will complete a simple
WebQuest
using recommended Internet sites.
The learner will restate sentences as "How
many?" and "Is there?/Are there?" questions.
The learner will provide a graphic representation of the United States government that
shows the responsibilities of each branch of government.
Unit 3: Consumer Health
Description
The Consumer Health unit will introduce basic health and healthcare
vocabulary and provide the essential skills necessary to
communicate essential health care needs to healthcare professionals. Instruction will
emphasize the development of questioning skills within the context of authentic situations
and encourage students to think about the importance of preventive
healthcare.
Timeline
July 01:
Asking
and Answering Questions using Basic Vocabulary
July 03:
Asking
and Answering Questions using Basic Vocabulary
July 08: Speaking
with Healthcare Professionals
Unit Objectives
The learner will correctly pronounce and spell unit vocabulary.
The learner will use "Who?", "Where?", "What?" and "Is there?/Are there?"
questioning formats to ask and answer questions related to health care.
The learner will write a dialogue for the doctor's office or over the phone
using health vocabulary and appropriate questioning formats.
