Initial learning sequence planning proforma: Hala Chester
Earth Language) for ELs (
What are the big ideas that you want your students to focus
on for the year?
What will students learn about? Why is this worth learning?
- Students will become aware of why and how language is developed
will become familiar with how language works to foster and facilitate
and misunderstanding and create our reality.
- Students will work with visual codes to construct meaning and
for concepts and ideas.
- Students will become aware of the different ways of thinking
and learning through
the use of both phonetic and visual languages.
- Students will become aware of how ideology is embedded in language.
Generative topic/Guiding question ………
How can we use our linguistic creative potential to foster intercultural
across the many languages and cultural differences on our planet,
from a non-hegemonic perspective?
‘Focus’ Essential Learnings …………
World Futures: Investigating the natural and constructed world
Understands how to scientifically investigate the natural and constructed
appreciate the tentative nature of knowledge and the value
imaginative and speculative thinking.
Social Responsibility: Valuing diversity
Understands the interdependence of our world;
values its diversity, and acts for a more inclusive society.
Being Literate: Being literate
Understands, uses and critically evaluates non-verbal, spoken, visual
and print communication practices of the world in which they live
actively engages in a co-construction of a linguistic system.
What will students come to understand during this unit? Think
in terms of the stem: Students will understand…………..
In addition, writing these as questions is useful.
Standards 1- 4
Students will understands some of the ways that communication works
and how non-verbal, spoken, written and visual forms carry messages.
Students will understands the sophisticated ways in which communications
may be varied and combined to fulfil a range of requirements for learning,
life and work.
|Performances of understanding
What will students do to build and demonstrate their understanding?
Learning experiences which will help students to understand and to demonstrate
Standards 1- 4
Students will enjoy trying out different forms of language and communication.
Students will understand the way language works to construct reality
and will creatively use communication strategies to foster personal and
intercultural understanding across differences
|Ongoing assessment and feedback, and
How will you and the students know that they understand? How might
you assess learning to give ongoing feedback to improve learning and
to evaluate at the end whether understanding goals have been achieved?
Standard 1- 4
Students will evidence their understanding by creating new visual
vocabulary based on the 70 visual symbols.
Students will evidence their understanding and creative use of language
by co-constructing text in a visual language that they have collaborated
in constructing, with the founder of Earth Language, Yoshiko McFarland
Why this learning sequence?
From the ‘Earth Language’
- EL is a thinking method based on visual symbols for common
- human senses and nature, not for particular cultures.
- The aim of EL is to support cooperation and coexistence for
a sustainable world,
instead of supporting competitions to win by arms.
- By a new combination of concepts, inventions and various kinds
new art can be developed with EL.
(Here brief information about EL and the founder Yoshiko
My Students’ story…
but you can see them through the EL site above and
the founder's background section.)
My students are currently involved in learning projects with schools
in Japan, Korea, Poland and Russia.
The activities vary from “Getting to know you”, Book
Reviews, and Story puzzles
based on stories originating in the focus countries.
There are plans to be involved in projects based on fostering sustainable
an ecological and environmental perspective, but these are still
in the early developmental stages.
Generic Activities for Earth Language
- Students will learn the basic symbols for ‘Earth Language’
(Yoshiko McFarland, online manual)
- Student will learn some of the compound vocabulary for the
and then come up with their own invented vocabulary using the symbols
for building their words and concepts.
- Students will make up stories using their words and those
in the EL dictionary.
- Students will collaborate with each other and with their
epals in sharing their
stories in EL.
- Students will use EL symbols to create artwork.
Students, as a class, will prepare a book, both hardcopy and online
to be put in the Boat Harbour School Library, and on the School
honouring Yoshiko McFarland for her efforts in working towards world
by constructing a visual ‘Earth Language’ and also adding
their own work
for others to learn about Earth Language.
EL History 地球語ヒストリー