"I Have a Dream" by Martin Luther King, Jr.
"I Have a Dream" by Martin Luther King, Jr.
The Learner must download and read the text of a speech, listen to the speech, answer content questions, locate related material on the internet, and write a brief speech.
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computer with internet access
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dictionary, if desired
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pen and paper, if desired
Skill building activities - the learner needs to understand the content of a speech in order to write one themselves
A1. Read continuous text
Competency A: Find and Use Information
Task Group A1: Read continuous text
Level: 3
At this level, learners: Read longer texts to connect, evaluate, and integrate ideas and information
Performance Descriptors
The learner:
- Integrates several pieces of information from texts
- Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
- Identifies the purpose and relevance of texts
- Skims to get the gist of longer texts
- Begins to recognize bias and points of view in texts
- Infers meaning which is not explicit in texts
- Compares or contrasts information between two or more texts
- Uses organizational features, such as headings, to locate information
- Follows the main events of descriptive, narrative, informational, and persuasive texts
- Obtains information from detailed reading
- Makes meaning of short, creative texts (e.g. poems, short stories)
- Identifies sources, evaluates and integrates information
Task Descriptors
- Scope of task may not be clearly defined
- May involve more than one text
- Is typically longer than one paragraph
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- May contain specialized vocabulary
Text types:
instructional, descriptive, narrative, informational, and persuasive texts
Examples:
• Newspaper articles
• Textbook entries
• Newsletter articles
• Short creative texts
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario - A1.3
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 3
At this level, learners: Write longer texts to present information, ideas, and opinions
Performance Descriptors
The learner:
- Writes texts to present information, summarize, express opinions, present arguments, convey ideas, or persuade
- Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
- Selects and uses vocabulary, tone, and structure appropriate to the task
- Organizes and sequences writing to communicate effectively
- Uses a variety of vocabulary, structures, and approaches to convey main ideas with supporting details
Task Descriptors
- Scope of task may not be clearly defined
- Content of writing may be non-routine
- Addresses a familiar and unfamiliar audience
- Uses conventions of formality, such as tone, appropriate to the occasion, intent, and content
- Is up to a few pages long
- Requires organization to support the message (e.g. paragraphs, headings, sub-headings)
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- May contain specialized vocabulary
Text types:
instructional, descriptive, narrative, informational, and persuasive texts
Examples:
- Letters
- Reports
- Essays
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.3
Competency D: Use Digital Technology
Level: 2
At this level, learners: Perform well-defined, multi-step digital tasks
Performance Descriptors
The learner:
- Selects and follows appropriate steps to complete tasks
- Locates and recognizes functions and commands
- Makes low-level inferences to interpret icons and text
- Begins to identify sources and evaluate information
- Performs simple searches using keywords (e.g. Internet, software help menu)
Task Descriptors
- Scope of task is clearly defined
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Requires multiple steps to complete
- Requires the use of a limited range of features and options
- May be completed in more than one way; each way has a set procedure
- Uses a simple format
- Contains text, icons, or both
- Text and icons required to complete tasks are easy to interpret
- May contain distracting information
- Interface offers a variety of options through menus
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – D.2