MODULE PLANNING FRAMEWORK - immigratemanitoba
MODULE PLANNING FRAMEWORK
|THEME: Family, Friends, Neighbours |
|Module: Parenting with Positive Discipline |
|Skills |Listening |Speaking |Reading |Writing |
| |CLB 4 |CLB 4 |CLB 4 |CLB 4 |
|Real World Task Goals |To understand the main ideas and some |To transfer the positive language and |To scan brochures, articles, pamphlets |To transfer relevant information from a |
| |details from a talk on corporal |communication skills learned when |for key points on positive disciplining |newsletter, schedule or calendars to a |
| |punishment. |disciplining children. | |monthly calendar, using colour coding for|
| | |eg: In English or the first language, it | |each family member |
| | |is important to speak slowly, use positive| |To use the information on the calendar to|
| | |words, and talk about what the child was | |write a short one paragraph text to |
| | |doing | |describe future plans, such as what the |
| | |Specific skills can be used with other | |learner would like to do and why |
| | |people’s children in English | | |
|Context Information Focus |Children have legal rights |English classes do not endorse speaking to|Free brochures and pamphlets about |Important reminders are kept on the |
| |Parents have a responsibility to be their|your own child in English |positive discipline are usually available|fridge with a magnet |
| |child’s advocate |Communication skills taught could be |in doctors’ offices, family centres, |Punctuality is valued |
| |Children have a right to an advocate |transferred into a first language |libraries, and community centres |Families are involved in many community |
| |One of the rights is to positive | | |activities where schedules are needed |
| |discipline | | | |
| | | | |A visible calendar near the phone in the |
| |Verbal and physical abuse is illegal |It is important to understand the | |kitchen is important |
| |Everyone in a child’s life is important |definition words |Support for positive disciplining is |Parents may need to write notes to |
| |(most of all parents but also | |available through a doctor’s office, |teachers, caregivers or friends |
| |instructors, religious leaders, doctors, |eg: spanking within certain limitations |Healthy Child Manitoba, and Health Links |explaining their future plans, and the |
| |teachers) |is legal in Canada whereas beating is not |Positive parenting tips are offered |reasons why they can or cannot attend an |
| |Children have a right to be listened to |eg: discipline teaches and changes |through Triple P Positive Parenting |event |
| |Body language is important when |behaviour. |Program on the internet while local | |
| |disciplining |Discipline is setting rules/limits, |contact phone numbers are available on |Paragraphs have a topic sentence and |
| |Many people and programs in society for |listening, problem solving, and setting a |the same site (Winnipeg at (204) 945-4777|supporting details |
| |support |good example |and the toll free number 1-877-945-4777) | |
| | | |The Nobody’s Perfect Parenting Program | |
| | |eg: punishment hurts and does not |provides free classes for parents and the| |
| | |necessarily change unwanted behaviour. |location of classes can be found by | |
| | |Punishment is hitting, spanking, using |accessing the website or contacting the | |
| | |physical force, name calling, put downs, |provincial coordinator | |
| | |threatening or yelling | | |
| | | | | |
| | | | | |
| | |Eye contact between a parent and child is | | |
| | |used for positive parent-child interaction| | |
| | |(it is believed that eye contact promotes |Some free parenting magazines are | |
| | |attachment) |available at the entrance of public | |
| | | |libraries | |
| | | |Sometimes school newsletters offer tips | |
| | | |on parenting | |
|CLB Competencies |III. Suasion (getting things done) |I. Social Interaction |IV. Informational texts |II. Presenting information |
| |Demonstrate comprehension of mostly |Open, close and respond to short casual |Get the gist, key information and |Write a short text about... future plans.|
| |factual details and some inferred |small talk |important detail of simple, explicit two-|Explain reasons. |
| |meanings in a persuasive oral text |II. Instructions |to three-paragraph texts (e.g., news | |
| | |Give sets of simple everyday instructions |articles, education/content materials, | |
| | | |stories). | |
|Language Focus | Vocabulary: |Vocabulary: |Pamphlet I |Vocabulary: |
|(Possible examples given in |Nouns: physical force, force, |Nouns: choice question, child, corporal |Vocabulary: |cardinal numbers: one, two, three |
|italics) |correction, circumstances, corporal |punishment, correction, legal, parent, |Nouns: pamphlet, approval, incidents, |ordinal numbers: first, second, third |
| |punishment |teacher, responsibility, warning |clutter, behaviour, misbehaviour, limits,| |
| | | |reasons, insults, rows, columns, chart | |
| | |Verbs: notice, wonder , expect, beat, |Verbs: skim, skimming, scan, scanning, |Abbreviation: am and pm, (days and |
| |Pronouns (used to introduce an embedded |exceed, force, hit, justified, protect, |respond, praise, encourage, ignore, |months) Sun., Mon., Jan., Feb. |
| |noun clause): what, that |repeat, slap, spank, share, avoided |explore, focus, allow, prevent, |ordinal numbers: 1st, 2nd, 3rd |
| |There are better ways to teach what is |Adjective: indirect, reasonable, |discipline, communicate, finish, focus, |Nouns: list |
| |right and what is what is right and what |assertive, consistent |compare |Verbs: transfer, list |
| |is wrong. | |Adjectives: minor, forbidden, dangerous,|Phrase: colour coding |
| |The first thing is that using a bit of |Grammar: |same different | |
| |force… |Indirect question: |Phrase: attention seeking behaviour | |
| |Verbs: protect, hit, slap, spank, beat, |I wonder if you’re proud. |Idiom: make sure | |
| |force, justified, correction, exceed |Verb Tenses: present tenses: It’s time to|Make sure your child understands what you| |
| |Adjectives: legal, reasonable |go to bed. |expect. | |
| |Abbreviations: CFCYL |future tense, present progressive tense: |Recognize and understand clear printed | |
| |Grammar: Conditional |I’m noticing that… |materials and function of format | |
| |If it isn’t okay for a … , then… |Modal: would (polite for want) |Understand the use of bullets in point | |
| |Conjunction: so |Pronunciation: |form | |
| | |Sentence stress |Understand ’/’ means or | |
| | |It’s time to… |eg: parent/caregiver means parent or | |
| | |You need to… |caregiver | |
| | |There’s no choice, it’s time to… |Pamphlet 2 | |
| | |Stress in an either/or question |Vocabulary: | |
| | |Would you like to wear the red pajamas or |Nouns: behaviour, limits focus | |
| | |the blue ones? |Verbs: explore, allow, prevent, | |
| | | |discipline, explore, misbehaviour, tease,| |
| | | |beat | |
| | | |Adjectives: forbidden, dangerous | |
| | | |Grammar: imperative verbs | |
| | | |eg. get dressed, keep quiet | |
| | | |Pamphlet 3 | |
| | | |Vocabulary: | |
| | | |Nouns: pamphlet, reasons, insults, | |
| | | |chart, similarities, same, different, | |
| | | |rows, columns | |
| | | |Verbs: communicate, finish, sure, focus,| |
| | | |compare | |
| | | |Idioms: make sure | |
| | | | | |
|Language and Learning Strategies|Listen for emphasis, stress, recognize |Check, clarify, ask for repetition or |Recognize and become familiar with |Summarize event information by writing in|
| |non-linguistic means of communications |request confirmation |formats of printed material from |point form |
| |Facial expressions and body language |You mean ___? |pamphlets, brochures, and articles. |Use accurate copy skills |
| |Relate visuals to the narration |Is that right? |Scan or skim to find information |Check for accuracy |
| |Ask for clarification or repetition from |Did you say ___? |Use heading to locate information |Reread for clarification |
| |the speaker |Restate to show comprehension |Use bold print, underlined words, and |Match written date information to current|
| |Listen for pre taught key words in |Okay, so first you ____. |coloured print to locate information |calendar |
| |presentation |Modal verbs |Use highlighted text and the use of white|Understand the symbol ‘ – ‘ means to |
| |Listen for repetition of important points|I’d like ___. |print on black to locate information |eg. 3-4 pm means 3 to 4 pm |
| | |Only give choices when there is an option.| |Problem solve when a family member is |
| | | | |double booked |
| | |eg: It’s your turn to set the table. | |Give age appropriate responsibilities to |
| | |(not) Do you want to set the table? | |complete calendar task |
| | |Avoid using questions that require only a | |Written texts can provide examples of how|
| | |yes/no answer. | |to structure one's writing |
| | | | | |
| | | | |Recognize topic sentences and supporting |
| | | | |details in reading texts |
| | | | | |
| | |Pause (when speaking with a child in order| | |
| | |to give them time to think, process, and | | |
| | |respond) | | |
| | |Engage the child by talking about what | | |
| | |they’re doing, what they’re saying, or | | |
| | |what they’re experiencing, to encourage | | |
| | |the child’s verbal interactions | | |
| | |Backchannel to encourage positive | | |
| | |behaviour: | | |
| | |eg: hmmm, really?, okaaay, wow!, ohhh, | | |
| | |uh-hah, yeah!, yaaay | | |
| | |To indicate approval and foster positive | | |
| | |behaviour use encouraging gestures: | | |
| | |eg: nodding, high five | | |
| | |Get down to child’s level and be sure to | | |
| | |have the child’s attention before speaking| | |
| | | | | |
|Essential Skill Focus |Reading, Document Use, Numeracy, Writing, Oral Communication, Working with others, Continuous Learning, Thinking skills |
|ES-focused teaching strategies | |
| |Continuous Learning – Guest speaker on positive parenting from: Sexuality Education Resource Centre (SERC) or Healthy Child Manitoba |
|Teaching Resources & Materials | | | | |
|ALL TEACHING RESOURCES AVAILABLE |LINC 4 Classroom Activities: |TALK! TALK! TALK! Tools to Facilitate |Child Welfare League of Canada (CWLC) |Look at different formats: |
|ON THE MOSAIC WEBSITE | |Language (page 29) |pamphlet Discipline without hurting |- library receipts |
|mosaicnet.ca |Vocabulary practice | | |- teachers’ memos |
| | |Indirect questions game |Pamphlet part 1 |- school, daycare, and community |
| |LINC 4 Classroom Activities (page 211) | |Pamphlet part 2 |calendars or newsletters |
| |and (pages 215-216) |"I wonder" handout |Pamphlet part 3 |- sport schedules |
| |Smart Board practice | | | |
| |The Spanking Case Part I The Spanking |Speaking portfolio assessment rubric |Skimming and scanning practice/warm up |Calendars |
| |Case Part 2 The Spanking Case Part 3 | |activities | |
| | |Responsibility or Choice game | |Calendar templates |
| | | |Matching vocabulary with picture cards | |
| | |Triple P online tip sheets: | | |
| | |. |Imperative verb matching/make a sentence | |
| | |ca/triplep/forparents/tips.html |game | |
| | | | | |
| | | |Making positive out of negative | |
| | | |statements | |
| | |Parenting programs | | |
| | |eg: Nobody’s Perfect (MOSAIC) or |Comparing the three pamphlets | |
| | |Sexuality Education Resource Centre (SERC)| | |
| | | |Be the Best Parent You Can Be, a pamphlet| |
| | | | | |
| | | |Child Welfare League of Canada | |
| | | |order: | |
| | | | | |
| | | |Triple P online tip sheets: | |
| | | | | |
| | | |triplep/for_parents/ | |
| | | |tips.html | |
| | | | | |
| | | |Living in Manitoba: A resource guide for| |
| | | |immigrant women: | |
| | | |manitoba.ca/msw | |
| | | | | |
| | | |Complete booklet is on the website or | |
| | | |hardcopies can be ordered free | |
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|Outcome Assessment Task |Listen to The Spanking Case Part 3, and |Use teacher and learner-made scenarios to |Compare format and content of Pamphlet 1,|Use details from the student-created |
| |identify factual details and inferred |role play a parent giving simple everyday |2 and 3, The learner needs to respond |calendars to get details to build a |
| |meanings as required. The learner needs |instructions to a child on what they want |correctly to 70 - 80% of the |paragraph on future plans. Use the |
| |to respond correctly to 70 - 80% of the |them to do. The learner must use the |comprehension questions to successfully |rubric provided to assess if the |
| |comprehension questions to successfully |language learned when giving instructions |achieve a satisfactory level on this |student's paragraph has a topic sentence |
| |achieve a satisfactory level on this |to the child, as well as present and |task. |with supporting details, the appropriate |
| |task. |future tenses appropriately. Use the | |format, and adequate vocabulary for the |
| | |rubric provided. | |topic. |
| | | | | |
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