Small Groups > Poster Creation //
Petits groupes > Créer des affiches
Now that the park is repaired, it's time to re-open it for the public! Explain to students that we need to create a poster to advertise the re-opening event. Take time to discuss.
Prompts:
- What information needs to be on the poster?
- CL Who will the audience be?
- How will we have to change our wording to reach/appeal to all members of the community?
Invitations :
- Quelles informations doivent figurer sur l'affiche ?
- CL Quel sera le public ?
- Comment devrons-nous modifier notre formulation pour atteindre/appeler tous les membres de la communauté ?
Share examples of local community posters, drawing student attention to elements that are effective. Emphasize the importance of strong, clear, bold message.
Ask each group to create a poster on the computer to advertise the event. Encourage the use of different fonts and clip art that will attract attention and be inclusive. Post the finished products around the room.
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Tips; Considerations
Kidpix is a program that can be used for poster development
Differentiation (DI)
Hand-drawn posters may also be made for those who are not as adept with using technology.
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Whole Group > Re-opening Event Planning //
Classe entière > Planification de l'événement de réouverture
As a class, make a list of things that need to happen on the day of the re-opening that you will present to the councillor when she comes to visit this week.
L'enseignant.e dit :
- Quelles sont les choses qui doivent se passer le jour de la réouverture ?
- Incluons des emplois pour les quatre secteurs d'aide à la communauté.
Try to round out the list so that it includes jobs for all four sectors of community helper roles that were discussed in the beginning of the unit:
- health - ambulance/nurses on hand in case of injury or emergency, washrooms clean and accessible, provide sunscreen and fresh water
- safety - security guards to monitor crowds, place for lost children, give advice about how to use park equipment safely, bicycle safety
- learning - teach people about keeping park environmentally friendly/ maintaining the garden
- social services/food services - youth counsellors to supervise soccer and basketball games, speakers to introduce event, refreshments provided (hot dogs and drinks)
Refer to the work you did in Lesson 1 & 2 related to Appendix 4 - Community Web // Annexe 4 - La toile de la communauté.
Small Group > Making Lists of Required Supplies //
Petits groupes > Faire des lists des matériaux réquis
Next, tell students that we need to make a list of supplies that each of the community helper groups will need to do their jobs. Divide students into their four groups of community experts and have them record on chart paper in pictures or words what supplies they will need. For example, the safety group will need police officers to have whistles to control the crowd, while the service people will need hot dog buns and veggie and meat hot dogs so that all religious groups can enjoy the food.
L'enseignant.e dit :
- Nous devons dresser une liste des matériaux dont chaque groupe d'aide communautaire aura besoin pour accomplir son travail.
- Dans vos groupes, écrivez ou dessinez les matériaux dont vous aurez besoin.
Small Group Sharing > Rehearsal for Councillor Visit //
Partage en petits groupes > Répétition pour la visite du conseiller municipal
Once groups are finished, each group presents their list to another group in preparation for their upcoming visit from the councillor. Encourage all students in a group to feel free to add to/make a comment about what is brought up by other group members rather than having a single spokesperson.
Teacher in Role > Councillor Visit //
L'enseignant.e en rôle > La visite du conseiller municipal
In role as councillor, with a prop such as a clipboard or a blazer or name tag to distinguish yourself as being an "official", take a seat at the front of the classroom and call upon the students to share with you their plans for the re-opening ceremony and the supplies that you'll need.
As the students are sharing, ask a few questions for clarification to keep the role play authentic. CL Be sure to bring up the subject of accessibility and honouring peoples' languages and religious food needs if the students do not address it themselves.
Once all groups have shared, thank the students for their contribution and tell them that the mayor is sure to be pleased and the community members will be very happy.
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Assessment for Learning (AfL)
Circulate as students work to support those groups who are having difficulty generating ideas.
Observe closely and take anecdotal notes, noting their progress in relation to identified expectations.
CL Encourage students to be mindful of being inclusive of MLL community members, religious practices that affect food choice, the elderly, the disabled, the impact of their work on the environment as they make their plans.
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Whole Class > Role Preparation //
Classe entière > Préparation des rôles
Give the students time to create props, name tags, and/or impromptu costumes out of found materials in the classroom (paper, markers, stickers, clothing from the drama centre) that will help the guests that come to the re-opening ceremony know who they are.
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