I want a pet, SPEAQ-quest

The teacher's page:

     Elementary Cycle 1      2    Intensive   Secondary Cycle 1   2         Year :   1    2  3

This SPEAQ-quest leads students to make informed choices based on research. It focuses on pet care and factors involved in choosing an appropriate pet in certain circumstances. 

• The SPEAQ-quest assumes certain basic Internet navigation skills.

• The final presentation is left to the students. It may include drawings, writing paragraphs, PowerPoint presentations, role-play, sketches, etc. 

• The teacher may choose to use the SPEAQ-quest as is or modify it. 

• The SPEAQ-quest takes a global approach, providing opportunities to develop the three competencies; interacting orally in preparing and probably presenting, re-investing their readings and discussions as well as writing as they prepare their presentations. Without being explicit, cross-curricular competencies:

  • To use information

  • To solve problems

  • To exercise critical judgment

 are developed along with To use information and communications technologies (ICT)

and exploiting Broad Area of Learning such as

Health & Well-Being

• Awareness of the impact of his/her choices on health and well-being

Personal & Career Planning

• Adoption of strategies related to a plan or project

Environmental Awareness & Consumers Rights and Responsibilities

• Awareness of social, economic and ethical aspects of consumption

 are elements in the development of the SPEAQ-quest.

To engage the student begin the SPEAQ-quest by asking: (activating prior knowledge)

who has a pet? 

what is it? 

how do you care for your pet?

who would like to have a pet or another pet but can't for certain reasons?

what are some reasons that pets or certain pets are not appropriate? 

do you know why pets end up in the SPCA?

do you think it is important to choose an appropriate pet?

would you like to learn more about choosing and caring for pets?

Have the students skim through the SPEAQ-quest.

Verify that they understand the task and steps. (Ask students to explain what they understood.)

Point out the learning resources and suggest they explore the possibilities.

It may be appropriate to discuss how to fill out a chart. (modeling)

While cooperation is inherent to the task, roles were not assigned.

The teacher may choose roles such as writer, investigator, computer expert, ... or permit students to form groups while stressing the diversity of abilities and expertise the task requires. Explain that the students should take into consideration this diversity in forming their group. Explain that they are therefore responsible for dividing and sharing the work in order to elaborate a complete presentation.

In the spirit of scaffolding throughout the SPEAQ-quest, the teacher uses questioning to elicit possibilities, to provide support and guidance. As well, the teacher suggests appropriate strategies.

After the presentations, the teacher leads the students to reflect on the process and their learning.

Possible difficulties: understanding instructions, texts, navigating, putting together their information, working together, etc.

Possible solutions: ask other students to share their successful strategies.

Encourage the students to fix subsequent learning goals.

Evaluation:

I want a pet, SPEAQ-quest for ESL by Ron Mastine,