“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)