Learning and Evaluation Situation
English as a Second Language, Core Program
Secondary Cycle One, Year One, Special Education
My Dream Bedroom
This evaluation situation consists of the following:
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Teacher’s Guide
Student Booklet
Reading Magazine
Writing Booklet
Appendices
Handouts
Evaluation Tools
Resources : autonomy routine posters, reading strategy posters
What would your dream bedroom look like?
Teacher’s Guide
My Dream Bedroom – Teacher’s Guide
1
Learning and evaluation situation (LES)
My Dream Bedroom
Estimated time: 5-8 periods of 75 minutes
A Secondary Cycle 1
Year : 1
X
OR 2
B Learning situation outline: What would my dream bedroom look like?
The students will plan and create a visual representation of their dream bedroom taking into account their personalities
and interests and the physical limitations of the room (space available).
C Use of ICT
D The Broad Areas of Learning
X
 Health and well-being  Personal and career planning  Citizenship and community life
Depending on availability of resources or students’  Environmental awareness and consumer rights and responsibilities  Media literacy
choices.
Focus of development: Self-awareness and awareness of his/her basic needs.
F Specific action(s) to influence the development of this L Evaluation How will you evaluate?
E Targeted Cross-Curricular Competency
competency
Uses creativity
With the help of rubrics connected to
the evaluation criteria.
G Targeted Disciplinary Competencies
H Specific action(s) to influence the development of this
M Evaluation
competency
All three competencies
All three competencies
Model
Teach strategies
Provide and encourage the use
ofresources
Related Content
J Language repertoire
Auxiliary would
Prepositions of place
I Strategies
Using functional language
Skimming and note taking
K Processes
Writing process
Vocabulary related to bedroom
decoration.
(1) Needs to be taught? (2) Needs to practice? (3) Needs to review?
My Dream Bedroom – Teacher’s Guide
2
Overview of the LES : What Would Your Dream Bedroom Look like ?
Preparation
Introductory activity
Teacher presents the LES using illustrations of
two teen bedrooms and helps students
activate their prior knowledge on the topic.
My Dream Bedroom – Teacher’s Guide
Carrying out
Integration/Reinvestment
Task 1: Furniture and Accessories
Students build their repertoire of vocabulary
on bedrooms using a provided checklist. They
practice these words in sentences with the
modal would.
Task 5: Planning My Dream Bedroom
Students plan their dream bedroom
and produce a visual representation
such as a plan, a three-dimension
room, etc.
Task 2: Where is the …?
Students learn prepositions of place and
interact orally by playing games such as
Furniture Battleship and Where’s the cat?
Task 6: Describing My Dream
Bedroom
Students write a short description of
their dream bedroom following the
writing process.
Task 3: Two Different Bedrooms
Students listen to the teacher read two
different descriptions of bedrooms and place
the furniture in accordance.
Final Task: Putting on a Home Show
Students put together a Home Show
and fill out an evaluation form on the
bedrooms presented. They share their
impressions.
Task 4: The Magazine Teen Living
Students read different texts on teen
bedrooms from a magazine and go through
parts of the response process.
Extra Task: A Class Magazine
Students take photos of each dream
bedroom in order to put them together
to produce a class magazine.
3
My Dream Bedroom
Overview of the learning and evaluation situation
Introductory activity
Extra Task
Activating prior knowledge
on bedrooms and presenting
two thematic teen bedrooms
C2 - Producing a
class magazine
(optional)
My Dream Bedroom
Final Task
Task 1
C1 - Expanding
vocabulary on the topic
C1 - Putting on a Home
Show
Task 2
C1 - Practicing prepositions
Task 6
C3 - Writing a
description
C2 - Listening to
Task 3 audio texts
Task 5
C3 - Planning to write
My Dream Bedroom – Teacher’s Guide
C2 - Reading
Task 4 magazine articles
4
Introductory activity
The students will plan and create a visual representation of their dream bedroom
taking into account personality, interests, budget, space (physical limitations), and
essentials vs. wants, by answering the guiding question:
What would your dream bedroom look like?
The teacher:
a) writes “My Dream Bedroom” on the board and asks students what they think it
means.
b) shows pictures of two bedrooms (Appendix 1) (theme bedrooms, bedrooms of the
stars, etc.) and asks students:
What do you see?
Can you see what the person likes/likes to do?
Why do you like this room? Why don’t you like this room?
What is the theme of this bedroom?
To what type of person does this room belong?
Are these dream bedrooms? Why?
As the students use their prior knowledge to answer the questions the teacher writes the
answers on the board so that students can see the words as they hear them.
Help the students notice details such as curtains, decorations, objects, patterns,
colours, etc. This activity increases their vocabulary repertoire.
Tell students that in this LES they will make a visual representation of their dream
bedroom and write a short description of it.
Do not give students too much information as to keep them
interested in the topic and motivate them to continue working
in this LES.
Task 1: Furniture and Accessories
Part A
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
Students complete the checklist in their Student Booklet to determine which
furniture and accessory items they would like to have in their dream bedrooms.
Encourage students to use their resources to make their choices and to add to the
list.
Differentiation for this activity

For stronger students: Scramble the list without categorizing the
words to make it more of a challenge.

For weaker students: Use the list of words but add images.
Part B
In pairs, students will ask each other what they would like to have in their dream
bedroom.

The teacher places the functional language prompt posters (Appendix 2) on the board
and models the use of What would you like to have…. I would like to have…

Students interview each other using the language on the posters and the choices they
have indicated in SB, page 2.

The teacher circulates and helps out students, evaluating Competency 1 (oral
interaction) with the help of the evaluation rubrics (Evaluation tool 1).
Part C: Reinforcement
Teacher explains the grammar rule in SB, page 4, and has students complete the
enabling exercise.
My Dream Bedroom – Teacher’s Guide
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Task 2: Where is the…?
In order for the students to be able to do this activity, they must learn how to use the
location prepositions.
Step 1
Trigger and preparation:
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With the use of a colourful object, for example a red pencil case, the teacher
introduces the prepositions.
The teacher places the red pencil case on a desk and asks the students, “Where is
it?” We hope the student(s) will answer that it is on the desk.
The teacher then writes the preposition on on the board and draws a simple
drawing representing the table and the pencil case. This will help the students
visualize the preposition.
The teacher repeats this a few times by placing the pencil case at different
positions around the desk.

The teacher asks a student to stand up somewhere in the classroom and then asks
the other students where the student is standing. The teacher can point to the
prepositions of place to help students. S/he can also give them the sentence
starter (Carl is…). Once they get it right, the teacher asks the student to go
somewhere else and repeats the same steps.
Optional:
 The teacher can verify students’ comprehension by giving to selected
students instructions that they must follow.
For example:
John, can you please stand between my desk and the blackboard? Etc.
My Dream Bedroom – Teacher’s Guide
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Task 2: Where is the…? (cont’d)
Step 2
Practicing with prepositions

On an overhead, draw a box with letters around it.
A
Example:
B
C
D
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
Ask the students to tell you which preposition would be appropriate for each
letter.
Make sure all the students copy the drawing and the prepositions in their
notebook.
With them, model some sentences :
o Example: The letter B is in the box. Where is the letter A? etc.
Step 3
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

If necessary, give the students Handout 1 (which is a copy of page 5, Student
booklet) or ask them to turn to page 5 of their Student Booklet which will help
them consolidate their knowledge of prepositions.
Have students use this list to do the exercise on pages 6 and 7 of the Student
booklet).
Correct with the class.
Step 4
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

Then choose one of the games suggested from Appendix 3 and model it with the
students. Once the students understand the task, ask them to play the game in
pairs.
Repeat the same steps for another game when you feel your students are getting
tired of the game.
In the end, ask your students what they have learned today. What was
difficult/easy/interesting/fun/etc.?
My Dream Bedroom – Teacher’s Guide
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Task 3: Two Different Bedrooms
In order to verify the students’ comprehension of the use of prepositions, the teacher
reads two different descriptions of bedrooms. The students must place the furniture
mentioned in its correct position on the plan in their SB, pages 8 and 9.
The furniture used for this activity must be cut prior to this activity. Distribute Handout
2 to all students and have them cut out the furniture.
Students can use their vocabulary list on furniture and prepositions as resources.
Note:
Inform the students that they may have to change the furniture around as the text is
being read. Tell the students to glue the furniture in the space provided only after
the second reading.
It would be helpful:
a) to do the first text with the students on a transparency;
b) to pause after each sentence to give students time to place the
pieces of furniture.
My Dream Bedroom – Teacher’s Guide
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Bedroom Number 1
To be read by teacher or on played on a CD (female voice)
First reading and second reading
My favourite room in the house is my bedroom. Let me describe it to you. My twin bed
is under the window. (Pause: 7 seconds)
There is a small night table next to the bed. (Pause: 7 seconds)
There is a lamp on the night table. (Pause: 7 seconds)
My favourite book is beside the lamp. (Pause: 7 seconds)
My chair is between the door and the night table. (Pause: 7 seconds)
I like plants so I placed a cactus in front of the bed. (Pause: 7 seconds)
There is a small carpet next to the bed. (Pause: 7 seconds)
Bedroom Number 2
To be read by teacher or played on a CD (male voice)
First reading and second reading
My bedroom is the room I go to when I want to relax. This is what it looks like.
I don’t have a regular bed in my bedroom. I sleep on a hide-a-bed placed against one
wall of my room. (Pause: 7 seconds)
My desk is under the window. (Pause: 7 seconds)
My computer is on the desk. (Pause: 7 seconds)
The book I’m reading at the moment is next to the computer. (Pause: 7 seconds)
There is a small carpet in front of the hide-a-bed.
There is a small table between the door and the hide-a-bed. (Pause: 7 seconds)
There is a fan on the table. (Pause: 7 seconds)
My Dream Bedroom – Teacher’s Guide
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Task 4: The Magazine Teen Living
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Put up the 7 posters of the Autonomy Routine (Appendix 4) and
explain each step to students.
Prepare the strategy posters for reading.
Before You Read
 Distribute a copy of the Reading Magazine to each student.
 Follow the procedure in SB, page 10.
 Use the strategy poster to explain to students the strategy, Skimming. All the
strategy posters are available on the SPEAQ website at http://www.speaq.qc.ca/.
 Go over carefully the questions in the section “Before you Read.”
While You Read
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Explain to students how to read the texts by asking them to underline or circle
the key elements that describe each bedroom.
Tell students that it is not important to understand all the words to get the main
idea of the text.
Make sure students understand that they can write in their magazine.
After You Read

Once students have finished completing the questions, have the class respond to
the magazine articles by discussing in English and completing their answers with
their peers’ responses.
Note to teachers
It is not necessary to write
complete sentences when
responding to texts.
My Dream Bedroom – Teacher’s Guide
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Task 5: Planning My Dream Bedroom
1. The students write down their personal procedure.
 Ask the students to write down individually how they would go about planning
their dream bedroom using all the tools given to them previously: Vocabulary,
checklist, etc.
2. Modelling
It is important to explain to your students beforehand the purpose of
modelling. Tell them that you will verbalize out loud your thought process
while planning the dream bedroom.
 Model for the students how you would go about planning your space. You will
verbalize your thought process.
 Ask the students to listen very carefully to what you’ll be saying.
 You can either ask your students to take notes as you are modelling (weaker
students).
OR
 Inform them that they will have to write down the steps you took to plan your
bedroom after the modelling (stronger students).
The modelling begins:
Note that this is a procedure to
 Tell the students that the modelling begins now.
plan a bedroom and not to do
 Say out loud:
the actual visual representation.
 Do I understand what I have to do? Yes, I must plan
my space with the help of all the resources my
teacher gave me.
 Let me look at my checklist.
 Hum, do I want to have a theme? Yes, I like cats very much so my theme will be
on cats.
 What kind of furniture would I put in my bedroom
 It’ll be easier for me to plan my bedroom if I draw a graphic organizer.
- In the first circle I’ll write down My dream bedroom.
In the second circle attached to the first one, I’ll write the furniture I would
put in my dream bedroom.”
My Dream Bedroom – Teacher’s Guide
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As the teacher models his/her choices, he/she draws the graphic organizer on the
board or uses an acetate copy of the graphic organizer in Student Book, page 12.
Look at the model

Colours

Black, white and red
Accessories
Computer, mirror, carpets,
pictures of cats…

My Theme
CATS

Special Features
A throw pillow in the shape
of an Egyptian cat; cats on the
pool table…
My Dream Bedroom – Teacher’s Guide

Furniture
Twin bed, pool table, night
table, bookcase…
13
Continue modelling, saying out loud:
 Let me do the same thing for all the categories on my checklist.
 Let me take a second look at what I wrote in my graphic organizer. Is there
anything I’d like to remove? Is there anything else I’d like to add?
 Am I satisfied with my graphic organizer? Did I use all the resources given to me?
Am I ready to start my visual representation? Yes!
3.
Validation of the procedure.
 Ask the students to write down individually the different steps you did to plan
your bedroom.
 Ask the students as a group to share what they wrote down.
 As you write the procedure on the board, validate each step with guiding
questions.
 Ask the students to complete their personal procedure with the steps written on
the board they have excluded from their initial procedure.
 Read the procedure written on the board.
 You may give the students a formal version of the procedure (see below).
The expert’s procedure
1. I make sure I understand the task.
2. I decide if I will have a theme.
3. I use to My Ideal Bedroom Checklist to decide on what to put in my bedroom.
4. I draw a graphic organizer of what I checked off from my checklist.
5. I remove or add elements from the checklist in my dream bedroom.
6. I make sure I followed all the steps in the procedure.
The illustration of the dream bedroom
Once students have the procedure (whether it was created or given), they use it to
plan the illustration of their bedroom. The illustration can be a production done:
 on paper;
 on the computer;
 or even in 3D.
My Dream Bedroom – Teacher’s Guide
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Task 6: Describing My Dream Bedroom
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Put up the 7 posters of the Autonomy Routine (Appendix 4) and
have students recall each step.
Hand back Student Booklets and Reading Booklets.
Hand out Writing Booklets and have students write their names, groups and the date.
Go over the instructions and the writing process with students.
Explain the evaluation rubrics to make sure students understand how Competency 2
and Competency 3 will be evaluated:
 Go over the criteria and levels of the Competency 2 Rubric (Evaluation tool 2).
 Go over the criteria and levels of the Competency 3 Rubric (Evaluation tool 3).
 Go over the criteria on the Student Self-evaluation sheet for C3
(Evaluation tool 4).
 Once the students have carried out the task, evaluate their work with the rubrics
(C2 and C3).
Preparing to Write

Individually, students complete the Planning Grid (Student Booklet p. 12). Read
the instructions on page 2 of the Writing Booklet
Writing the Draft

Students write their first draft (Writing Booklet p.3), referring to resources as
needed: Planning Grid, Reading Booklet, Sentence Starters, etc.

Put up the Prompt Posters (Appendix 5) and inform students they can use these as
models to write their description.
Revising and Editing

Students revise and edit their text, using dictionaries, grammar references, etc.

Students complete their Checklist (Writing Booklet p. 3) and make adjustments to
their draft copy on page 3.
Publishing


Individually, students write a final version of their text. (Writing Booklet, p. 4)
Self-evaluation (C3)

Ask students to complete the Self-Evaluation Grid (Evaluation tool 4) by checking
a box for each evaluation criterion.
Collect all booklets and handouts.
My Dream Bedroom – Teacher’s Guide
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Final Task: Putting On a Home Show


Put up students’ illustrations up on the classroom’s walls.
Give the students a copy of Handout 3 and ask them to walk around in the
classroom, observe the different projects and answer the questions.
Extra Task (optional): Producing a Class Magazine

Create a class magazine for teens with the students’ productions that shows
different types of bedrooms.
Teacher’s personal notes
My Dream Bedroom – Teacher’s Guide
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Handouts
My Dream Bedroom – Teacher’s Guide
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Handout 1: Prepositions
IN
ON
BESIDE
OVER
INTO
My Dream Bedroom – Teacher’s Guide
NEXT TO
BETWEEN
TO THE RIGHT
ABOVE
UNDER
IN FRONT OF
TO THE LEFT
BEHIND
18
Handout 2
You can also draw more elements to cut out,.
My Dream Bedroom – Teacher’s Guide
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Handout 3
Putting On a Home Show
Your teacher has labelled your dream bedroom projects with numbers and placed them around the
classroom. Your job is to look at all of the projects and find the number(s) that correspond(s) to
each question. Write the number in the space provided. Note: Although the questions are written in
the singular form, you may have multiple answers to some or there may be no answer at all. Be
sure to look carefully at each and every project!
_________ a. Which bedroom has pillows on the bed?
_________ b. Which room is decorated with a sports theme? Which sport? __________
_________ c. Which room has a bed under the window?
_________ d. Which room uses pink as its main color?
_________ e. Which one has wall-to-wall carpet to cover the floor?
_________ f. Which bedroom has two windows?
_________ g. Which bedroom contains the most posters?
_________ h. Which room appears to have the largest closet?
_________ i. Which room has a dresser and a night stand?
_________ j. Which room probably belongs to someone who likes to read?
_________ k. Which room has objects on the ceiling? What are they? _______________
_________ l. Which room has a night stand to the right of the bed?
_________ m. Which one has a computer on the desk?
_________ n. Which person keeps items under his or her bed? What are they? ________
_________ o. Which one has a carpet next to the bed?
My Dream Bedroom – Teacher’s Guide
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Appendices
Appendix 1, page 1
My Dream Bedroom – Teacher’s Guide
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Appendix 1, page 2
My Dream Bedroom – Teacher’s Guide
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Appendix 2
I would like a big lamp
(adjective) + (noun)
in my bedroom.
What would you like
in your bedroom?
My Dream Bedroom – Teacher’s Guide
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Appendix 3
The game is played on four square grids (two for each player) and the individual squares in the grid
are identified by letter and number (A1, J6, etc.). On one grid the player arranges his own furniture
and records the shots by the opponent. On the other grid, the player records his own shots.
Before the game begins, each player arranges his or her furniture secretly on his or her grid. Each
piece of furniture occupies a certain number of consecutive squares on the grid, arranged either
horizontally or vertically. The number of squares for each piece of furniture is determined by its
size. The furniture cannot overlap (i.e., at most piece of furniture can occupy any given square in
the grid). The types and numbers of furniture are the same for each player.
Here is a chart to describe the furniture that will be placed in your room:
Number Type of ship Size
1
area rug
4
1
double bed
6
1
night stand
2
2
dressers
3
1
desk and chair
4
1
floor lamp
1
After the furniture has been positioned on the large grid, the game proceeds in a series of rounds. In
each round, each player has a turn. During a turn, the player announces a list of target squares in the
opponents' grid (A1, J6 etc.). If a piece of furniture occupies one of the squares, then it takes a hit.
When all of the squares of an object have been hit, the furniture is “damaged.” The owner of the
furniture must announce, “You damaged my _______________.” If at the end of a round all of one
player's furniture has been damaged, the game ends and the other player wins.
The smaller grid it to keep track of your shots and to help strategize.
The loser is forced to redecorate his or her room and the game restarts.
GAME 1
A
B
C
D
E
F
J
H
I
J
1
2
3
4
5
6
7
8
9
10
GAME 2
A
B
C
D
E
F
J
H
I
1
2
3
4
5
6
7
8
9
10
My Dream Bedroom – Teacher’s Guide
27
J
A
B
C
D
E
F
J
H
I
G
1
2
3
4
5
6
7
8
9
10
My Dream Bedroom – Teacher’s Guide
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)
double bed (six spaces)
two dressers (3 spaces each)
night stand (two spaces)
lamp (one space)
My Dream Bedroom – Teacher’s Guide
area rug (four spaces)
desk and chair (four spaces)
29
Each student will have his or her own layout of a bedroom and will place a cat in a specific location
within his or her room. The payers will take turns guessing where the cat is.

Example:
Is the cat on the bed? No, it is not
Is the cat next to the door? No, it isn’t.
Is it on the desk? No it is not.
Is the cat on the shelf? No, it isn’t.
Is the cat under the desk? Yes, it is.
The students will take turns asking questions. Each student has only six questions
before the game restarts.
Game 1:
1
2
3
4
5
6
1
2
3
4
5
6
Game 2:
My Dream Bedroom – Teacher’s Guide
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B I N G O
To win you must get five in any direction—
horizontally, vertically , or diagonally or
My Dream Bedroom – Teacher’s Guide
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Bedroom Vocabulary
Cut the pieces below and glue them to your BINGO board. You may not
put more than one of the same pictures in each column.

My Dream Bedroom – Teacher’s Guide
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Appendix 4
I relax
My Dream Bedroom – Teacher’s Guide
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I read the
question
My Dream Bedroom – Teacher’s Guide
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I highlight
the key words
My Dream Bedroom – Teacher’s Guide
35
word bank
notes
dictionary
posters
I use
resources
My Dream Bedroom – Teacher’s Guide
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Sure.
I work with
my partner
My Dream Bedroom – Teacher’s Guide
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I do the task
My Dream Bedroom – Teacher’s Guide
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I check with
my teacher
My Dream Bedroom – Teacher’s Guide
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Before I ask my teacher for help… ()
I relax.

I read the
I highlight
question or the
the key
task.
words.


I use my
resources.

I work
with
my
partner.
I do the
task.


word bank
notes
dictionary
posters
I verify
with my
teacher.

S
u
r
e
.
Before I ask my teacher for help… ()
I relax.
I read the
I highlight
question or the
the key
task.
words.



I use my
resources.

I do the
task.


word bank
notes
dictionary
posters
Appendix 5
I work
with
my
partner.
S
u
r
e
.
I verify
with my
teacher.

There is a green twin bed
(adjective) + (noun)
in my bedroom.
As you can see,
there is a computer
in my bedroom.
My Dream Bedroom – Teacher’s Guide
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You can see a poster
in my bedroom.
My Dream Bedroom – Teacher’s Guide
43
There are red curtains
(adjective) + (noun)
in my
bedroom.
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