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Writing & Peer Feedback Deadlines


 * **Date ** ||  **What **  ||
 * **Sunday, March 25 ** || Draft of first 3rd of unit posted in wiki ||
 * **Saturday, March 31 ** || Peer Feedback on first 3rd posted in grade folder on wiki ||
 * **Saturday, April 8 ** || * Draft of second 3rd posted
 * Polished version of first 3rd posted ||
 * **Saturday, April 15 ** || * Draft of third 3rd posted
 * Peer feedback on 2nd 3rd posted ||
 * **Friday, April 20th ** || Peer feedback on third 3rd posted ||
 * **Sunday, April 22nd ** || <span style="color: black; font-family: 'Arial','sans-serif';">Polished third 3rd posted
 * <span style="color: black; font-family: 'Arial','sans-serif';">ABSOLUTE DEADLINE – Monday, April 23rd ** ||

<span style="color: #ff1e00; font-family: 'Arial','sans-serif'; font-size: 21px;">Peer Feedback – Secondary <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 21px;">Please provide peer feedback as outlined below:


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">What ** ||||||||  **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19px;">Which writer reviews what?? **  ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">First 3rd Draft || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 12 reviews grade 11 || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 11 reviews grade 10  || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 10 reviews grade 9  || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 9 reviews grade 12  ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Second 3rd Draft || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 12 reviews grade 10 || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 11 reviews grade 9  || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 10 reviews grade 12  || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 9 reviews grade 11  ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Third 3rd Draft || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 12 reviews grade 9 || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 11 reviews grade 12  || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 10 reviews grade 11  || <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">Grade 9 reviews grade 10  ||

Title: The Depiction of Affluence and Poverty in Modern Fiction and Non-Fiction Texts (from Around the World ) Writing Project, Winter 2012

Project Description and Timelines Background In November 2010, the Ministry announced that Financial Literacy Education would be a part of every student’s learning in grades 4 to 12 beginning fall 2011. In support of the Financial Literacy Education initiative, Subject Division Associations are developing curriculum-linked resources, including lesson plans and learning activities. These resources will form one aspect of a comprehensive implementation plan and range of supports for teachers and students. Project Objective The curriculum-linked resources developed by ELAN will support teachers in implementing Financial Literacy Education in elementary and secondary classrooms. The resource will be accessible on the ELAN website and through workshops and the ELAN Spring Conference in May 2012. Scope of Project Through this collaborative project, **two** teams of writers will develop units of study which could be used in grades 5 to 12 to help students develop skills as critical readers of text. One team will work with grades 5 to 8 curriculum and one will work with grades 9 to 12 curriculum. Each writer will be responsible for developing a unit for a specific grade. Within these units, students will **read/ view at least three texts** representing a **variety of text** In the unit students will consider the depiction of money as a catalytic element in **fictional texts** (e.g. how it aligns to character development, figurative elements, location, and perspective etc.) and a central issue/ topic in **non-fiction texts** ( influencing writer’s use of elements such as structure, perspective and voice, figurative elements, text features, etc. ). ** The units developed will provide students with opportunities to: ** 1) scaffold their learning related to text form, purpose, and intended audience as well as the relationship between authors' use of text elements and the development of ideas and themes in a text;   2) develop effective before, during, and after reading/ viewing strategies which will help them to select and negotiate meaning in a variety of texts; 3) identify and clarify learning goals related to   a) making meaning of texts and critically analyzing texts and b) selecting and using reading strategies that will help them to become better readers allowing them to self assess their own skills in relation to the learning  target as they become owners of their own learning (metacognitive skills).   ** Related Overall Expectations **   __ Grades 5 to 8 __
 * forms ** which **provide a variety of perspectives** on the broad spectrum of what financial wealth and lack of financial wealth can look like, feel like, and cause to happen in individuals and society.

READING OVERALL EXPECTATIONS Students will: 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; 2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. __ Grades 9 to 12 __ READING AND LITERATURE STUDIES

OVERALL EXPECTATIONS

By the end of this course, students will:

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: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. ** Timelines ** The timelines for this project are very tight. All unit writing must be completed and submitted to the team leaders by Wednesday, March 21, 2012. The team leaders will then have one week to edit the units and to write a brief reflection on the process used in the collaborative writing project.

During this project, writing teams will collaborate through an online forum, such as Wikispaces or Google Docs at the beginning of the process, at a mid-point, and towards the end of the process.

Applications Due: February 13, 2012 Successful Applicants notified: February 18, 2012 Unit Completion: March 21, 2012

** Remuneration ** Successful candidates will work outside of school hours and be available for three online collaborative blocks. Writers will be paid upon the successful completion and submission of the unit of study.


 * Writers will be paid for 6 days of writing at a rate of $300 per day - $1800
 * Team leaders/ writers will be paid for 9 days of writing/ editing at a rate of $300 per day - $2700

** Ownership of Materials ** All materials will become the property of the Ontario Ministry of Education which will have a perpetual, irrevocable and royalty-free license to use the final Project materials for any purposes except commercial gain. Without limitation, the Ministry may update, revise, copy, translate or distribute the final Project materials.

** Application Requirements **

Successful Candidates should possess the following qualifications:


 * Qualified teacher in good standing with the Ontario College of Teachers
 * Current membership in ELAN
 * At the time of this application, applicant must have a minimum of 2 years English or Language Arts teaching experience at the grade level for which she/ he is requesting to develop a unit
 * Excellent time management and co-operative skills
 * Strong knowledge of Ontario English and/ or Language Arts Curriculum
 * Knowledge of Differentiated Learning Strategies

Please **complete the application form** and submit with a **one page cover letter** outlining why you would be a strong candidate via e-mail to the address and recipient named on the application form.