Initial learning sequence planning proforma:  Hala Chester

EL ( Earth Language) for ELs ( Essential Learnings)!

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?
Generative topic/Guiding question ………

How can we use our linguistic creative potential to foster intercultural understanding
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 world,
appreciate  the tentative nature of knowledge and the value of creative,
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 and
actively engages in a co-construction of a linguistic system.
Understanding goals

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.

Standard 5
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 their understanding.

Standards 1- 4
Students will enjoy trying out different forms of language and communication.

Standard 5
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 teacher notes

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.

Standard 5
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 (USA)

Why this learning sequence?

From the ‘Earth Language’ website :
(Here brief information about EL and the founder Yoshiko was attached;
but you can see them through the EL site above and the founder's background section.)
My Students’ story…
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 futures from
an ecological and environmental perspective, but these are still in the early developmental stages.

Generic Activities for Earth Language

Culminating Performance

Students, as a class, will prepare a book, both hardcopy and online version,
to be put in the Boat Harbour School Library, and on the School Website,
honouring Yoshiko McFarland for her efforts in working towards world peace
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