Transcript WHAT’S UP AT EMC?

Welcome to
English
Mania Camp
WHAT’S UP AT EMC?
Elementary, Cycle Two
Prototype Evaluation Situation
MELS 2009
Goal of the Evaluation Situation

To allow students to demonstrate their
competency in each of the three English as a
Second Language competencies

To allow teachers to complete collecting the
data needed to determine their students’ level
of competency at the end of Cycle Two
Timeline

Takes approximately six periods

All three competencies are evaluated:
Competency 1 (C1) = five tasks
Competency 2 (C2) = three tasks
Competency 3 (C3) = one task
Class 1
Warm-Up
Activity
Not
evaluated
60 min.

“Everywhere We Go” Camp Chant

Camper’s Welcome Letter

Meeting Cabin Team Members

EMC Guide (to be used throughout the
evaluation situation)
Camper’s Welcome Letter

If you want your students to work well together, it would be best to determine the team
members yourself. No random groupings.
Class 2
Task 1
C1
40 min.
Who Am I? Game
Clues are cut into strips, arranged in order and placed in an envelope. Each team
receives a different set of clues.
Teams use the clues and the EMC Guide to
discover who their team monitor is.

Teams read each of their clues and compare
them to the EMC monitor descriptions.

Clue by clue, and using p. 3 of the SB, teams find
out who their cabin monitor is by eliminating the
monitors that do not match their clues.
Class 2
Task 2
C1
20 min.
Where Am I? Game
All teams have the same cards.




Teams become familiar with different locations
on the campsite.
Teams read the questions on p. 4 of the SB and the
possible answers on the game cards.
They place each game card on the answer grid,
aligning their chosen answer with the stars on the
grid.
When they have finished, they turn the game cards
over to see if they chose the right answers. The
answer key appears on the back of the cards.
Students complete p. 4 of the SB.
Class 3
Task 3
C1
15 min.
What Am I? Game
All teams have the same clues.
Teams use clues to identify an activity.

Using the clues and the Activities box on p. 5 of
the SB, teams try to identify the activities that
are being described.

Clue by clue, teams eliminate activities that do
not match their clues to identify the activity
being described.

The EMC Guide is a resource.
Class 3 Activity
Not evaluated
15 min.
Camp Activity Card

Individually, students complete their Camp
Activity Card on p. 6 of the SB.

Using the EMC Guide, they enter their personal
information and their favourite morning,
afternoon and free activities.

Filling out the card is an important step because
students will use this card to help them write
their Camper’s Comments.
Class 3
Task 4
C1
15 min.
Free Activity Reservation Sheet

Teammates discuss which free activity each of
them will do and fill in the reservation sheet on
p. 7 of the SB.
Note: Only one team member per free activity is permitted. Some of the least
popular activities, e.g. yoga, turn out to be the most fun.
Class 3 Activity
Not evaluated
15 min.
Free Activities

Students form new groups to do their free
activity.
Note: The free activities can be carried out or continued at the end of the situation.
Science
Experiments
Arts &
Crafts
Yoga
Free
Activities
Magic
Tricks
Water
Sports
Class 4
Task 5
C2
35 min.
Information about Campers
Susan and Max

Students view a DVD or listen to a CD about two
campers and, individually, complete the graphic
organizers.
Note: Go over the layout of the graphic organizers and the Camper’s Wordpack, and
present what is expected of students in the instructions before presenting the DVD
or CD.
Class 4
Task 6
C1
25 min.
Campers Susan and Max’s
Information Rally
One sheet per team.

Teams read the questions on the information
rally sheet and answer them together.

Teams do not use the Student Booklet for this
task; they cooperate to recall the answers.

The winners of the rally receive a Rally Winner
Badge (optional).
Class 5
Task 7
Evaluate when
finished
(C2 & C3)
60 min.
Camper’s Comments

The teacher reads the Camper’s Comments in
the EMC Guide and goes over the Camper’s
Comments Checklist, p. 10 of the SB, with
students.

Individually, students reread the comments and
begin the reinvestment task. They write a draft
copy of their own Camper’s Comments.

Students must use the information on their
Camp Activity Card to write their comments.
Class 6
Task 7
(cont.)
C2-C3
Time needed
to finish
Camper’s Comments (cont.)

Students reread the Camper’s Comments in the
EMC Guide.

They revise their draft copy and write their final
copy.

Students who make two or more revisions to
their draft copy receive a Champion Reviser
Badge (optional).
Extra
Activity
This PowerPoint™ presentation was prepared by Bonny
Ann Cameron of the Commission scolaire de la Capitale,
in collaboration with the Ministère de l’Éducation, du Loisir
et du Sport.
It is a training tool intended for ESL teachers who plan to
use the Ministère’s Elementary, Cycle Two 2009 prototype
evaluation situation entitled What’s Up at EMC?