ENGLISH - ressources.cforp.caressources.cforp.ca/fichiers/esquisses-de-cours/english/EAE3Cc.pdf · For some courses, there is only a single version, common to both systems (e.g.,

ENGLISH

EAE3C

Grade 11

Direction du projet : Claire TrépanierCoordination : Lauria RaymondRecherche documentaire : Geneviève PotvinÉquipe de rédaction : Roma Ouellette, premier rédacteur

Sylvie BeaucheminSuzanne ChénierDean-Na Hart

Consultation: Denise DurocherPremière relecture: Centre franco-ontarien de ressources pédagogiques

Le ministère de l’Éducation de l’Ontario a fourni une aide financière pour la réalisation de ce projet mené à terme parle CFORP au nom des douze conseils scolaires de langue française de l’Ontario. Les esquisses destinées aux écolescatholiques ont été réalisées en collaboration avec l’Office provincial de l’éducation de la foi catholique de l’Ontario(OPÉCO). Cette publication n’engage que l’opinion de ses auteures et auteurs.

Permission accordée au personnel enseignant des écoles de l’Ontario de reproduire ce document.

PREAMBLE

The teaching of English in a French-language Catholic school

For Francophone students in Ontario, learning English can be seen as triply beneficial: it carriesthe advantages that come with learning a language other than one’s mother tongue; it allowsthem to live and function more easily in a province where English is the majority language; itgives them access to the opportunities that inhere to English’s status as a lingua franca in today’sworld. How are these three aspects of the learning of English integrated into a Catholic school’sapproach to education?

Learning another language

In a Catholic school, learning another language is not only an intellectual pursuit. It is understoodboth as a personal enrichment for the student and as a way of opening up to the diversity of theworld.

It is a personal enrichment in that the student can access another culture’s insights into the humancondition, including those elements that are specifically Christian in character. Being introducedto the humanist and Christian currents in English literary production helps the student grow in hisor her own reflection as a Catholic youth.

It opens the student up to the diversity of the world by drawing the student out of his or hernative cultural community and allowing him or her to experience different ways of looking at theworld and understanding it. The ability to communicate with others who do not share the samemother tongue gives the student the opportunity to see another culture as it were from the inside,to appreciate its richness and draw from it insights that will help him or her to grow. This abilityto encounter other cultures can become an ability simply to encounter others, to appreciate themfor who they are, to welcome their differences and learn from them.

Integration into the majority culture

Assimilation into the majority culture, with its attendant loss of one’s mother tongue and rootcultural identity, can only be seen within a Christian context as a loss for the individual and forsociety as a whole. For the Christian, cultural diversity is understood as an enrichment of thehuman milieu and as a gift, and needs to be protected, enhanced and celebrated.

On the other hand, integration into the majority culture is understood as a benefit for theindividual. For the French-language Catholic school student in Ontario, learning English allowshim or her to be at ease in the milieu where he or she lives, to communicate with the majoritythat does not understand his or her mother tongue, to participate in social structures and eventswhere he or she would otherwise be excluded or marginalized.

Integration into a majority culture should not be an uncritical process. The French-languagestudent of English in a Catholic school is invited not only to learn the language but to becomeaware of the strengths and weaknesses of its use in the majority culture. Media awareness takeson a particular importance in a society that is so easily shaped by views expressed in films andsongs, on television or the Internet. The ability to bring a Christian perspective to this criticalstudy of language and culture is fostered in a Catholic school.

English as a lingua franca in today’s world

Like millions of students throughout the world, the French-language student in Ontario learnsEnglish as another language not only because of its cultural proximity but also because of itsever-growing status as a common language among nations. Learning English will allow thestudent to enter into communication with people he or she will meet wherever he or she mightjourney. It will open up opportunities for employment and travel in foreign countries. It willfacilitate participation in the world community of nations.

For a young Catholic, learning English is one way of being more involved with the global villagewe call Earth. This language is a path to inter-cultural and international exploration anddiscovery. The Catholic school encourages this openness to the human family in all its diversityand seeks ways to promote the understanding and involvement of its students in this perspective.

Simultaneously, the Catholic school encourages the student to be aware of both the opportunitiesand the dangers inherent in the development of a “global culture” where communication andexchange is enhanced at the cost of personal identity and the sense of belonging to a more localcommunity. The identification of this “global culture” with American cultural production alsocalls for a critical stance, which should be encouraged among Catholic students. For the Gospelnot only must be expressed in different cultures, it must challenge cultures in areas that are notconsonant with Gospel values.

In conclusion

The teacher of English in a French-language Catholic school in Ontario faces specific questionsdealing with cultural identity, social integration and personal growth. These questions need to beaddressed within the context of our Catholic tradition. Students must be allowed to bring thelight of the Gospel to illuminate these issues. In this way, they will grow as young people,citizens of their province and of the world, yet even more deeply brothers and sisters to allbecause they are children of the one God.

TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Course Profile Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Course Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Unit 1: The World of Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Activity 1.1: Pros and Cons of Media: News Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Activity 1.2: Making a Point: Editorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Activity 1.3: Stereotypes and Sexism: Letters to the Editor . . . . . . . . . . . . . . . . . . . . . . . . 30Activity 1.4: The Power of Images: Editorial Cartoons and Ads . . . . . . . . . . . . . . . . . . . . . 34Activity 1.5: Publish This: The Editorial Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Unit 2: The Career Quest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Activity 2.1: Launching “Bridges”: Internet Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Activity 2.2: Up Ahead: Career Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Activity 2.3: Post It: Career Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Activity 2.4: Choosing a College Program: Formal Presentation . . . . . . . . . . . . . . . . . . . . 58Activity 2.5: Employability Skills: The Résumé . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Unit 3: Looking for Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Activity 3.1: Dilemmas and Choices: Analysis of Theme . . . . . . . . . . . . . . . . . . . . . . . . . . 70Activity 3.2: Bane or Blessing: Novel Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Activity 3.3: Summative Assessment Task on the novel - Split Personality . . . . . . . . . . . . 81orActivity 3.3: Summative Assessment Task on the novel - “Telling Detail - Fresh Detail” . 88Activity 3.4: Here’s What I Think: The Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Activity 3.5: The Future and Technology: The Persuasive Essay . . . . . . . . . . . . . . . . . . . . 99 Unit 4: The Business World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Activity 4.1: Getting Hired: The Job Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Activity 4.2: Analyse This: The Business Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Activity 4.3: Write it Up: The Business Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Activity 4.4: Entrepreneurs and Inventors: The Research Report . . . . . . . . . . . . . . . . . . . . 121Activity 4.5: How Does it Work: The Technical Document . . . . . . . . . . . . . . . . . . . . . . . . 125

Unit 5: This is the Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Activity 5.1: Justice is Done: Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Activity 5.2: Social Injustice: Textual Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Activity 5.3: On a Role: Drama Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Activity 5.4: Compare This: Media Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Activity 5.5: Simulate This: Media Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Table of Overall and Specific Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

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INTRODUCTION

In early 1999, the Ministry of Education unveiled the new curriculum for grades 9 and 10 and inJune 2000 for grades 11 and 12. To facilitate implementation of this entirely new curriculum forsecondary schools, teams of teachers from all regions of Ontario were given a mandate to draft,validate and assess profiles for each course, to be used as guides and working tools by theirfellow teachers. The Course Profiles, whose use is optional, are primarily suggestions forpedagogical activity, and teachers are urged to modify them, personalize them and adapt them tomeet their own needs.

The Course Profiles are designed to meet the requirements of both the public and the Catholicschool systems. For some courses, there is only a single version, common to both systems (e.g.,Mathematics and Business Studies), while others exist in two different versions. In someinstances, a preamble has been added to the profile explaining the Catholic perspective onteaching the course in question (e.g., Technological Education), while in others, activities havebeen formulated that would be unique to Catholic schools (e.g., The Arts). OPECO participatedin formulating the profiles for Catholic schools.

Each of the course profiles sets out in table form the Curriculum Overall and SpecificExpectations, along with a system of identifying codes. This table is followed by a frameworkthat presents the structure of the profile. All the course profiles contain a Course Overview andUnit Overviews (usually around five). These units in turn contain a number of activities coveringa variety of topics, as well as suggested exercises for teachers and students that are designed tofacilitate learning and evaluation.

Each of the course profiles includes a partial list of available resources, included as suggestions:teachers are invited to expand and update the lists.

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COURSE PROFILES

COURSEOVERVIEW

UNITS ACTIVITIESINFORMATION

To be completed (by the school)

Unit Description and Time Description and Time

Description/Rationale Strands and Expectations Strands and Expectations

Unit Titles andDescriptions

Activity Titles and Time Planning Notes

Teaching/LearningStrategies

Crosscurricular Links Activity Instructions

Assessment/EvaluationTechniques

Accommodations (for students withspecial needs)

Appendices

Resources Assessment/Evaluation Techniques

Ontario SecondarySchools, Grades 9 to 12- Program and DiplomaRequirements PolicyApplications

Security

Course Evaluation Resource

Appendices

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COURSE OVERVIEW (EAE3C)

To be completed (by the school)

School: School District:

Department: Department Head:

Course Developer(s): Development Date:

Course Title: English Grade: 11 Course Type: College School Course Code:

Secondary Policy Document: English Publication Date: 2000 Ministry Course Code: EAE3C Credit Value: 1

Prerequisite: English, Grade 10, Applied

Description/Rationale

This course emphasizes the reading, writing, oral communication and media literacy skillsneeded in college and beyond. Students will interpret and respond critically to contemporaryliterary texts and informational texts from Canada and other countries; write business-related,informational and short creative texts; use business and technical language clearly and correctlyin oral and written presentations; interpret and independently and collaboratively design or createmedia works; and use print and electronic resources to prepare and present a research report.

Unit Descriptions

Unit 1: The World of Media Time 20 hoursIn this unit, students develop their critical thinking skills by exploring the positive and thenegative aspects of the media. They extend their knowledge of persuasive techniques byanalysing and assessing editorials, letters to the editor, short essays, news stories, and editorialcartoons. They write editorials and letters to the editor with emphasis on form, issues,argumentation, tone and level of language. They integrate elements of multimedia into acollaborative production of a video ad and an editorial page.

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Unit 2: The Career Quest Time: 19 hoursIn this unit, students use print and electronic resources to explore their career interests and toconduct research on a chosen career. With their research, they create media works such as postersfocusing on college programs and they make use of appropriate graphic and design elements.Students examine and produce various forms of business correspondence.

Unit 3: Looking for Meaning Time: 33 hoursIn this unit, students analyse contemporary essays and literary texts that deal with ethics, choicesand issues. They apply their critical reading and communication skills to explore the impact ofscience and technology on society and to explain the authors’ use of elements of fiction andliterary/stylistic devices. Students conduct a comparative study of two texts on a similar theme,deliver a formal oral presentation, write journal responses and creative texts, conduct a survey,and convey their opinions in a formal persuasive essay.

Unit 4: The Business World Time: 20 hoursIn this unit, students read research documents, business reports and technical informationfocusing on form, content and specialized vocabulary. Students explore employability skillsthrough a simulated job interview. They produce a business proposal on a topic related to theircommunity or to their life experiences. They write an instructional booklet and a range ofbusiness correspondence, a résumé, a thank-you letter, and a letter of rejection or acceptance.They apply reading and writing skills to research the development of a form of technology.

Unit 5: This is the Law Time: 18 hours

In this unit, students explore the theme of justice and the law and present an independent studyon a recent crime novel. They read essays, short stories and a modern play dealing with legalissues, and develop critical reading and interpretation skills. They analyse similarities anddifferences in terms of plot, theme, setting and characterization between the original and the filmversion. They write a narrative and an opinion text, research media regulations and produce avideo relating to the novel of Activity 5.1 or to the play of Activity 5.3.

Teaching/Learning Strategies

In this course, the teacher selects various teaching and learning strategies. Detailed suggestionsfor teaching/learning strategies are included with each activity. Some of these activities are:journal writing, group work, whole class learning, questions and answers, conferencing,discussions, work in pairs, independent study, seminar presentations, role-playing, informal andformal oral presentations, charts, brainstorming, computer-assisted learning, jigsaw method ofcollaborative learning.

Assessment/Evaluation Techniques

“A well-designed system of assessment, evaluation and reporting is based on clearly statedcurriculum expectations and achievement criteria.” (Program Planning and Assessment, The Ontario

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Curriculum, Grades 9-12, 2000, p. 13 - 16). Assessment and evaluation will be based on theprovincial curriculum expectations and the achievement levels. Teachers must use assessment andevaluation strategies that:- address both what students learn and how well they learn;- are based both on the categories of knowledge and skills and on the achievement level

descriptions given in the Achievement Chart that appears in the curriculum policy document foreach discipline;

- are varied in nature, administered over a period of time, and designed to provide opportunitiesfor students to demonstrate the full range of their learning;

- are appropriate for the learning activities used, the purposes of instruction, and the needs andexperiences of the students;

- are fair to all students;- accommodate the needs of exceptional students, consistent with the strategies outlined in their

Individual Educational Plans (see page 9);- accommodate the needs of students who are learning the language of instruction (see page 10);- ensure that each student is given clear directions for improvement;- promote students’ ability to assess their own learning and to set specific goals;- include the use of samples of students’ work that provide evidence of their achievement;- are communicated clearly to students and parents at the beginning of the course and at other

appropriate points throughout the course.

The Achievement Chart provides a reference point for all assessment practice and a frameworkwithin which to assess and evaluate student achievement. The Chart is organized into four broadcategories of knowledge and skills: Knowledge/Understanding, Thinking/Inquiry, Communication,and Application/Making Connections. It also describes the levels of achievement of the curriculumexpectations within each category. The descriptions associated with each level serve as a guide forgathering assessment information, and enable teachers to make consistent judgements about thequality of student work and to provide clear and specific feedback to students and parents.

Level 3 (70-79%) is the provincial standard. A student whose achievement is below 50% at the endof the course will not obtain a credit for the course. A final grade is recorded for every course, anda credit is granted and recorded for every course in which the student’s grade is 50% or higher. Thefinal grade for each course in Grades 9-12 will be determined as follows:- Seventy percent of the grade will be based on evaluations conducted throughout the course. This

portion of the grade should reflect the student’s most consistent level of achievement throughoutthe course, although special consideration should be given to more recent evidence ofachievement.

- Thirty per cent of the grade will be based on a final evaluation in the form of an examination,performance, essay and/or other method of evaluation suitable to the course content andadministered towards the end of the course.

In all of their courses, students must be provided with numerous and varied opportunities todemonstrate the full extent of their achievement of the curriculum expectations, across all fourcategories of knowledge and skills.

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In order to ensure valid and reliable assessment and evaluation, the teacher uses a variety ofstrategies for the following types of assessment:

diagnostic - tasks usually found at the beginning of an activity, such as observation, checklist,

brainstorming, survey, chart, listing, questions and answers, discussions, journal writing.

formative- tasks during the course of an activity, such as writing folder, journal writing, conferencing,

charts, role-playing, checklist, homework, self-evaluation, peer evaluation, peer conferencing,rehearsal, revising and editing, questions and answers, quizzes, worksheets.

summative- tasks that are sometimes integrated into an activity but that are usually found at the end of an

activity and that assess one or more communication skills demonstrated by students throughproductions such as seminar, business proposal, job interview, independent study, businesscorrespondence, research report, paragraph responses, editorials, letters to the editor, editorialcartoon, persuasive essay media presentation.

Resources

The teacher refers to four types of resources during this course: pedagogical, human, material andtechnological. A listing of relevant resources is provided in each unit.

PedagogicalARMSTRONG, Sean, Far and Wide/Essays from Canada, Toronto, Nelson Canada, 1995, 256

p.BARRY, James, Coast to Coast/Canadian Stories, Poetry, Non-Fiction and Drama, Toronto,

Nelson Canada, 1995, 256 p.BUCKLEY, Joanne, Fit to Print/The Canadian Student’s Guide to Essay Writing, Toronto,

Harcourt-Brace, 1995, 201 p.DONALDSON, Chelsea, The Communications Handbook, 2nd edition, Toronto, Nelson Canada,

1996, 224 p.KIRKLAND, Glen, and Richard DAVIES, Dimensions II/Precise Thought and Language in the

Essay, Toronto, Gage, 1996, 183 p.MARKEL, Mike, Technical Communication, Toronto, Nelson Canada, 1996, 240 p.WEBB, Gary, and Donna KERRIGAN, Class Act/Reading for Canadian Writers, Toronto,

Harcourt-Brace, l997, 272 p.

Reference/ConsultationGAETZ, Lynn, Brass Ring 2/English for Career-Related Communication, Scarborough, Prentice

Hall, 1999 275 p.GAETZ, Lynn, Brass Ring 2/Grammar Review, Scarborough, Prentice Hall, 1999, 130 p.GEFFNER, Andrea B., How to Write Better Business Letters, 2nd edition, New York, Barron’s,

1995, 144 p.

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GIFFEN, Peter, Sympatico NetLife/Canada’s Home Internet Magazine, North York.JEROSKI, S., et al., Speak for Yourself, Scarborough, Nelson Canada, 1990, 237 p. KELLOW, Brian and John KRISAK, Prose: Short Forms, Scarborough, Prentice Hall, 1990,

219 p.LEMAY, Bernadette, La boîte à outils, Vanier, CFORP, 1999. *SCHAEFER, Nancy, Good Job! A Young Person’s Guide to Finding, Landing, and Loving a

Job, Toronto, Stoddart, 2000, 128 p.VERHULST, Dirk J., Far and Wide/Teacher’s Guide, Toronto, Nelson Canada, 1995, 56 p.

TechnologicalHuman Resources Development Canada. (consulted July 14, 2000)

http://www.hrdc-drhc.gc.ca/Media Awareness Network. (consulted July 17, 2000)

http://www.media-awareness.ca/OnLine English Grammar. (consulted July 17, 2000)

http://www.edunet.com/english/grmmar/index.cfmSchoolFinder. (consulted May 5, 1999)

http://www.schoolfinder.com/careerSchoolNet. (consulted June 27, 2000)

http://www.schoolnet.ca/Sympatico NetLife. (consulted June 27, 2000)

http://www.netlifemagazine.comSympatico Side (includes a career search site). (consulted June 27, 2000)

http://www.sympatico.ca

OSS Policy Applications

This course profile reflects the Ontario Secondary Schools, Grades 9 to 12 - Program andDiploma Requirements Policy Applications in regards to the needs of students in specialeducation, the integration of new technology, cooperative education and guidance, includingspecific elements of safety.

Course Evaluation

Course evaluation is an on-going process. Teachers will be able to judge the effectiveness of thiscourse through the following:- continuous evaluation of the course: additions, modifications, deletions throughout the

implementation of the course profile (teaching and learning strategies, resources, activities,local particularities)

- course evaluation by the students: perhaps the use of one or more surveys during the semesteror school year

- a class examination of the relevance of teaching and learning strategies and activities (duringthe formative and summative evaluation process)

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- exchanges with other schools using the course profile (e.g., a sharing of recommendations orsuggestions)

- visits in the classroom by colleagues or school administrators- feedback from provincial testing- continuous critical thinking about the course by the teacher- an analysis of the degree of success by students in the summative tests or exam at the end of

the course.

In addition, the teachers and the administrators periodically assess the teaching/learningstrategies and the assessment/evaluation techniques.

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UNIT 1 (EAE3C)

The World of Media

Unit Description Time: 20 hours

In this unit, students develop their critical thinking skills by exploring the positive and thenegative aspects of the media. They extend their knowledge of persuasive techniques byanalysing and assessing editorials, letters to the editor, short essays, news stories, and editorialcartoons. They write editorials and letters to the editor with emphasis on form, issues,argumentation, tone and level of language. They integrate elements of multimedia into acollaborative production of a video ad and an editorial page.

Strands and Expectations

Strand(s): Literature Studies and Reading, Writing, Oral Communication, Media Studies

Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 3 - 5EAE3C-O-OE. 1 - 2 - 3 - 4 - 5EAE3C-M-OE.1 - 2 - 3

Specific Expectations: EAE3C-L-For.1 - 3 - 5

EAE3C-L-Str.1 - 2 - 3 - 6EAE3C-L-Inv.1 - 2 - 3 - 5EAE3C-L-Crit.1 - 2 - 3 - 4 - 5EAE3C-W-For.1 - 2 - 4 - 5 - 8 - 10EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE3C-W-Gram.1 - 3 - 4 - 5 - 7 - 9EAE3C-W-Res.1 - 4 - 5EAE3C-W-Crit.1 - 2 - 4EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 3 - 5EAE3C-O-Voc.3 - 4 - 5EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5EAE3C-O-Crit.1 - 2 EAE3C-M-For.1 - 2 - 3EAE3C-M-Inv.1 - 2 - 3 - 4 - 5 - 7 - 8EAE3C-M-Crit.1 - 2 - 3 - 4

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Activity Titles Time

Activity 1.1: Pros and Cons of Media: News Stories 240 minutesActivity 1.2: Making a Point: Editorials 240 minutesActivity 1.3: Stereotypes and Sexism: Letters to the Editor 180 minutesActivity 1.4: The Power of Images: Editorial Cartoons and Ads 240 minutesActivity 1.5: Publish This: The Editorial Page 240 minutes

Crosscurricular Links

When planning teaching and learning strategies, the teacher must integrate the followingcrosscurricular links: animation culturelle (AC), technology (T), career planning (CP) and otherdisciplines (OD). Practical suggestions are found in the “Activity Instructions”.

Accommodations (for students with special needs)

Teachers using this instructional planning support document are expected to be acquainted witheach student’s Individual Education Plan (IEP) and the unique learning characteristics of theirindividual students, and to make the necessary accommodations. Teachers can find practicalsuggestions for these accommodations in La Boîte à outils, pages 11 to 21.


Assessment is an integral part of a dynamic learning process. Thus, teachers must plan anddevelop teaching and learning strategies jointly with evaluating strategies according to the fourbasic categories of the Achievement Chart. Various evaluation techniques such as diagnosticevaluation (DE), formative evaluation (FE) and summative evaluation (SE) are suggested in thesection “Activity Instructions”.

Security

The teacher should be familiar with the safety procedures mandated by the Ministry and by theschool board.

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Resources

In this unit, the teacher selects from the following resources:

PedagogicalBARTLETT, Gillian, Writing Power 3, Toronto, McGraw-Hill Ryerson Ltd, 1983, 325 p.HILKER, D., et al., Your Voice and Mine 4, Toronto, Hall, Rinehart and Winston, 1989, 384 p.KELLOW, Brian, and John KRISAK, Matters of Fact/Short Non-Fiction, Scarborough, Prentice

Hall, 1992, 218 p.NEMIROFF, Greta Hefman, Gender Issues, Toronto, McGraw-Hill/Ryerson, l993, 153 p.

Reference/ConsultationFRANZA, August, You and the Mass Media, Portland, J. Weston Walch, 1989, 141 p.HALE, Don and Mark Zamparo, Beyond the News, Ottawa, The Ontario Newspaper in Education

Association, 1995, 62 p.LAMB, Jane, The Complete Newspaper Resource Book, Portland, J. Weston Walch, 1985, 266 p.

TechnologicalGlobe and Mail. (consulted July 6, 2000) http://www.globeandmail.ca/ Media-Awareness.(consulted July 31, 2000)

http://www.media-awareness.ca/ Montreal Gazette.(consulted July 6, 2000)

http://www.montrealgazette.com/ Ottawa Citizen(consulted July 6, 2000)

http://www.ottawacitizen.comThe Star(consulted July 6, 2000)

http://www.thestar.com

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ACTIVITY INFORMATION 1.1 (EAE3C)

Pros and Cons of Media: News Stories

Description Time: 240 minutes

In this activity, students examine the impact of media in their everyday lives. They present in ashort oral report their research on the development of media. They chart the positive and negativeaspects of media, comparing and contrasting the coverage of main events among different media.They analyse and assess various news stories in terms of accuracy, reliability and objectivity.


Strand(s): Literature Studies and Reading, Oral Communication, Media Studies

Overall Expectations: EAE3C-L-OE.1 - 3 - 4EAE3C-O-OE.2EAE3C-M-OE.3

Specific Expectations: EAE3C-L-Str.1 - 2 - 6EAE3C-L-Inv.5EAE3C-W-Gram.2EAE3C-O-Prod.1EAE3C-O-Voc.5EAE3C-M-Inv.1 - 2 - 4EAE3C-M-Crit.1

Planning Notes

- Prepare a survey on reading habits and use of the newspaper.- Collect news stories on a similar event or issue from newspapers, TV and radio news

coverage.- Photocopy a second news story from two different newspapers.- Provide students with access to print and electronic resources (e.g., encyclopaedia, CD-

ROMs) in order to research the origins and development of media/communicationstechnology.

- Select a news report and prepare an evaluation grid for the assessment of students’ ability toanalyse and assess a news report.

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Activity Instructions

Introduction

- Have students complete a survey on their exposure to different media: (DE) (T) (AC)- e.g., How much time in minutes do you spend each week

a) reading newspapers and magazines? ________b) watching TV news broadcasts? ________c) listening to radio news? ________

- Which newspaper is read at home? (Supply a list of local newspapers)- Which parts of the newspapers do you read regularly? (Supply sections)- List three functions of a daily newspaper.

- From what source do you get most of your information about current events? (radio, TV,newspapers)

- What are the advantages of having access to information in both French and English?- Other related questions

- Have students compile the results of the survey and ask questions that lead students to drawconclusions about their own and others’ viewing, reading and listening habits.

- Have students read a short article on a current topic or issue to verify reading comprehensionand knowledge of journalistic forms and conventions; ask them to respond in writing toquestions that focus on the 5W’s - who?, what?, where?, why?, when? (and how). (DE)

- Have students identify their strengths and weaknesses as readers on the basis of the abovediagnostic evaluation.

Exploration

- Have students (with a partner or in small groups) research the history and origins of aparticular medium, asking them to note information point form and to report findings to classin a two - three minute informal oral presentation. (FE)

- Discuss students’ findings informally; read with students an excerpt from the rules that nowregulate various media (available on the Media Awareness Network: http://www.media-awareness.ca/ - consulted July 31, two000), emphasizing the reasons for these rules.

- Provide students with at least two examples of print or video ads that convey negative images(e.g., associating young adults with alcohol or tobacco consumption) and/or questionablevalues (e.g., violence, stereotypes, dishonesty); ask students to explain the values (withreference to Unit 1 - Activity two) conveyed in the selected ads.

- Ask students to respond to the following prompt in their journal: Do the media contribute toviolence in our society? Justify your position. (FE)

- Have students (in groups of three or four) read and discuss their journal responses; studentsidentify and explain at least three examples of the negative values and images conveyed bythe mass media (in television shows, movies, music videos, newspapers). (FE)

- Have students present their findings to other groups according to the jigsaw method ofcollaborative learning.

- Conclude the group activity by reading and discussing an essay on the negative portrayal ofteenagers, “Teens Tired of ‘Criminal’ Image” by S. MacLeod in Dimensions 2.

- Have students view, listen or read the same news event presented by different media.

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- Have them chart similarities and differences in their coverage from the point of view of:- content- length- reliability- accuracy- objectivity- bias - diction

- Have students report their findings as a whole-class activity. (FE)- Have students view a video or excerpt from the documentary series on Vision TV entitled

“The Moral Divide” (http://www.visiontv.ca - consulted August 10, 2000), which exploresthe spiritual, religious and ethical side of news stories. (FE)

- Discuss the above video with students, referring to their notes to explore how events arepresented to a particular audience.

- Have students brainstorm as a class or in small groups the ways in which their lives would bedifferent without the existence of different forms of communication technology (includingthe phone, the converter, the Internet, the radio, the VCR). (T)

- Lead an informal debate on students’ responses in the above brainstorming, asking them todetermine whether their lives would be better (or not) without these forms ofmedia/communication technology.

- Have students read an article (preferably a humorous one) on the impact ofmedia/communication technology, asking them to answer both oral and written questions onthe main and secondary ideas (e.g., in Coast to Coast - “Handling Phone Calls” by GaryLautens, “Junk Mail Junkie” by W.P. Kinsella). (FE)

- Provide students (in pairs or small groups) with access to print and electronic resources (e.g.,CD-ROMs, encyclopaedia, newspapers, magazines) asking them to research the originsand/or technical development of a medium. (T)

- Review note-taking skills with students, explaining that their findings should be noted inpoint form and should focus on relevant information.

- Have students present their findings informally to the class. (FE)- Read with students an excerpt from the rules that now regulate various media (available on

the Media Awareness Network), emphasizing the reasons for theses rules.- Discuss the findings presented by the students, asking them to identify the development that

brought about positive or negative changes.- Ask students to give examples of unreliable media sources (e.g., tabloid articles) and to

brainstorm the possible consequences and/or dangers of such reports (e.g., political polls,libel suits).

- Have students view, listen to or read the same news event presented by different media; askthem to determine which news report seems the best in their opinion.

- Have them (in pairs or small groups) chart similarities and differences in their coverage fromthe point of view of content, length, reliability, accuracy, objectivity, bias and diction.

- Have students report their findings as a whole class activity. (FE)- Have students (individually or in pairs) compare and contrast a news event covered by two

different newspapers.- Have them assess these two news stories in chart form, incorporating the headings listed

above.

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- Have them share their analysis informally with the class, asking them to determine whichnews coverage is the more effective and to support their opinions with specific references.(FE)

- Have students analyse and assess a selected news story in terms of reliability, accuracy,objectivity and bias; give students access to print and electronic resources to allow them todefine new or difficult terms in the text. (SE)

Grammar and Usage, Spelling and Punctuation

- Ask students to use print and electronic resources to define journalistic terms and new ordifficult words in the above news stories.

- Ask students to define terms with the use of context clues; in pairs, students note in chartform:- their own definition of the word- the context clue that led them to their definition- the dictionary definition of the word- a synonym for the word

- Have students incorporate the newly learned vocabulary into sentences of their own orsentences provided by the teacher, with attention to spelling, context and the avoidance ofsentence errors.

Summative Assessment

- Assess students’ ability to analyse and assess information in a news reports, according to thefollowing four categories of the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of journalistic forms and conventions.- Demonstrate understanding of information and ideas in a news report.- Demonstrate understanding of the uses and effects of technologies that affect the

reliability of a news report.- Thinking/Inquiry

- Apply inquiry skills in analysing, interpreting and assessing information in a newsreport.

- Communication- Communicate written responses to a text clearly and coherently.

- Application- Communicate with the use of full sentences.- Apply various reading strategies with attention to journalistic terms and context clues.

Extension

- Have students select a television report of a current event that they consider to be unreliableand present their assessment to the class.

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- Have students poll their family’s and friends’ responses to the news survey, gather theinformation, chart it, and compare it to the class survey: Draw conclusions with studentsabout people’s responses in the above survey.

- Have students view a video on the development and impact of the media.- Have students research and identify the various career opportunities available in fields

relating to the news media (e.g., scriptwriter, camera operator, sound technician). (CP)

Appendices(space reserved for the teacher to add his/her own appendices)

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Making a Point: Editorials


In this activity, students analyse and assess various forms of editorials on current issues. Theydevelop the ability to support opinions convincingly and to use persuasive techniques effectively.They defend their views in class and group discussions, in informal debates, and in a formal oralpresentation based on an editorial text.



Overall Expectations: EAE3C-L-OE.1 - 3 - 4 - 5EAE3C-W-OE.1 - 3EAE3C-O-OE.1 - 2 - 4EAE3C-M-OE.2 - 3

Specific Expectations: EAE3C-L-For.1 - 3 - 5EAE3C-L-Str.1 - 2EAE3C-L-Inv.1EAE3C-L-Crit.1 - 2 - 4 - 5EAE3C-W-For.4 - 5 - 8EAE3C-W-Wri.1 - 3 - 7 - 9EAE3C-W-Gram.4 - 5EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 3 - 5EAE3C-O-Voc.3 - 4EAE3C-O-GrSk.1 - 5EAE3C-O-Crit.1 - 2EAE3C-M-For.3EAE3C-M-Inv.7EAE3C-M-Crit.2

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Planning Notes

- Prepare case scenarios (see example in Activity Instructions).- Select a televised editorial or radio commentary to present to students and reserve necessary

equipment.- Select relevant editorials from local newspapers and/or pedagogical resources.- Prepare an evaluation grid for peer and self assessment of students’ draft of an editorial and

oral presentation.- Prepare an evaluation grid for the summative assessment of students’ speaking skills in the

oral presentation of their opinions.


Introduction

- Present case studies involving controversial situations and have students form groups (ofthree, preferably) to arrive at a consensus:- e.g., a well-known community leader is stopped and charged with driving while under the

influence of alcohol. As the editor, your options are:a) to publish the name of the accusedb) not to publish the name of accusedc) to publicly ask the accused to resign from his/her position in the community

- e.g., you discover that one your top reporters is an avid gun collector and writes freelancearticles for a gun and ammo magazine. He is presently covering a gun-control bill beingdebated in the House of Commons. You are concerned that he/she will be unable toprovide an objective and unbiased coverage of the issue. He/she disputes this concern. Asthe editor, your options are:a) to do nothingb) to tell the reporter to give up his/her freelance writing, in which case you will permit

him/her to continue covering the gun legislationc) to reassign the reporter to another story

- Have each group prepare a one to two minute presentation in which they explain to the classthree reasons for their position (each group member is expected to present one reason).Students are expected to present their opinions clearly and convincingly with the use of appropriate diction and correct grammar. (FE)

- Have each group present its position to the class.- Have students vote (with a show of hands) to determine which report is the most convincing;

discuss with students the reasons for their vote, leading them to identify the variouspersuasive techniques used in the report.

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Exploration

- Hand out examples of editorials (e.g., in Class Act : “Integrated Sports: A Question of FairPlay” by F. Rider, “Autophobia” by S. Vanagas); have students read and analyse texts byresponding to the following oral or/and written questions:- state the subject of the editorial introduced in the first paragraph- state the purpose of the editorial- name the intended audience- identify the main arguments used to convince the reader, and the support provided- identify one technique used by the author to end the editorial forcefully (FE) (OD)

- Present a televised editorial or a radio commentary to students asking them to note a) whether or not they agree with the opinions presented, andb) which persuasive techniques are used to convey these opinions (T) (OD)

- Review student responses to the questions and offer clarifications of misunderstandings; leadan informal debate on the views expressed in the editorials.

- Review the definition of editorials and their purposes.- Present the types of editorials (e.g. persuasive, expository, commendation, entertainment),

providing models or examples of each. - Review the elements of the editorial based on student findings such as

- the format (e.g., use of headings, subheadings)- the getaway (lead)- the position- the use of persuasive techniques (e.g., rhetorical questions, appeals to logic,

exaggerations, humour)- the body, featuring the arguments or support- the conclusion, featuring a recommendation or a call for action

- Have students write specific elements of editorials based on teacher suggestions:- e.g., compose a getaway (lead) that features a striking opening and a clear position on the

following issues:- the ban on body piercing in high schools- the legalization of marijuana- a school uniform for all high school students- the evaluation of teachers by students- the abolition of homework- the pros (or cons) of a part-time job for high school students

- e.g., list at least two favourable arguments for your position on the issues listed above- e.g., write a conclusion which features a recommendation or a call for action on the same

issues (FE)- Have students share their writings with their peers, commenting on strong points and areas

for improvement.- Explain the format and purpose of a writing folder, asking them to insert their writings and

their notes into this folder.- Have students select one of their writing topics and produce a complete editorial. (FE)- Have students who have written on the same topic share their editorials and select the best

one based on the following criteria: interesting getaway, clear position, solid arguments,strong conclusion calling for an action or recommendation, forceful and correct writing.

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- Assign the oral presentation of their opinions on a current issue (with reference to the draft oftheir editorial); review the criteria of an effective oral presentation with emphasis on the useof journalistic terms, of appropriate diction, of persuasive devices and of correct grammarand usage, as well as on the need for variety in tempo and tone in order to maintain interest.

- Have students present their position and arguments (as explained in their editorial) in a one totwo minute oral presentation. (SE)

- Lead an informal discussion on the views expressed and the persuasive techniques used inthe oral presentations.

- Have students assess their own speaking skills on the basis of their oral presentation,identifying their strengths and weaknesses and formulating one or more strategies to improvetheir oral communication skills.

- Have students revise their editorial on the basis of their oral presentation and their peers’comments; have them insert their text into their writing folder for Activity 1.5.

Grammar and Usage, Spelling and Punctuation - Review the various levels of language with students.- Ask students (in pairs or small groups) to find examples of the levels of language in the

above editorials with attention to the use of non-sexist terms.- Review sentence combining techniques with students emphasizing the need for precision,

sentence variety and correct sentence structure in their editorials.- Have students (in pairs) identify transitional devices and sentence combining techniques in

the above editorials.


- Assess students’ ability to communicate ideas and opinions in a formal oral presentation,according to the following four categories of the Achievement Chart for Grade 11 English : - Knowledge/Understanding

- Demonstrate understanding of argumentation.- Explore current issues.

- Thinking/Inquiry- Support opinions with clear and relevant examples and details.

- Communication- Communicate clearly to convey ideas and opinions convincingly.- Communicate with the use of the appropriate level of language.

- Application- Use correct grammar and usage to communicate ideas.- Apply oral communication skills in a short formal presentation.- Make connections between English, media texts, and their own opinions on current

issues.

Extension

- Have students present their views to other students through an Internet chat-line. (T)- Have students build a folder of favourite editorials in order to spark future writing activities.

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- Have students role-play an interview in which a reporter interviews one or more teenagersabout the issues under study.

- Have students videotape their oral presentations to further the self-assessment of their publicspeaking skills. (T)


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Stereotypes and Sexism: Letters to the Editor


In this activity, students develop their reading strategies and examine gender issues andstereotypes as they are presented in editorials and short essays. Students apply theircommunication skills and express their views in journal entries, group discussions, and in writtenresponses to texts, and in a letter to the editor.


Strand(s): Literature Studies and Reading, Writing, Media Studies

Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5 EAE3C-W-OE.1 - 3 EAE3C-M-OE.2 - 3

Specific Expectations: EAE3C-L-For.3 - 5 EAE3C-L-Str.1 - 2 - 3 - 6 EAE3C-L-Inv.1 - 2 - 3 EAE3C-L-Crit.2 - 3 - 4 - 5 EAE3C-W-For.1 - 2 - 8

EAE3C-W-Wri.1 - 3 - 7 - 9 EAE3C-W-Gram.4 - 5

EAE3C-M-For.3 EAE3C-M-Inv.3 - 5 - 8 EAE3C-M-Crit.1 - 2 - 3 - 4

Planning Notes

- Find a video on a famous Canadian woman (suggested: NFB Heritage Vignette on NellieMcClung).

- Set up audio-visual equipment.- Bring in ads that present gender stereotypes; ask students to bring in magazines and

newspapers.- Prepare an evaluation grid for peer assessment of students’ letters to the editor.- Select a text on gender issues, formulate questions, and prepare an evaluation grid for

assessment of students’ ability to understand, analyse and assess opinion texts.- Select various opinion texts and informational texts on gender issues.

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Introduction

- Provide students (in groups of four) with a variety of magazines and newspapers, askingthem to find at least one ad and one text that present sexist language and/or sexualstereotypes, to assess their appropriateness, and to explain the nature of the sexism. (DE)

- Give students the opportunity to share their findings informally, asking them questions thatwill lead them to reflect on industry practices, the possible causes of these stereotypes, andtheir impact on a target audience; make the connection between their findings and the firsttwo activities of this unit, emphasizing the pros and cons of the media and persuasivedevices. (DE)

Exploration

- Present a video on a famous Canadian woman, in this case the NFB Heritage Vignette onNellie McClung; ask students questions to verify comprehension and to note specific detailswith attention to the use of sexist and non-sexist terms. (OD)

- Ask students to make the connection between the introductory activities and their ownexperiences in a think-pair-share activity; students write in their journal about a situationwhen they were a victim of sexism or when they witnessed a form of sexism, and then (on avoluntary basis) share their responses informally with the class. (FE)

- Read with students two articles and/or short essays (e.g., from Class Act: “RepeatPerformances” by B. Rabkin, “Power and Control: Why Men Dominate Women” by R.Goodwin, Respect: At the Heart of Successful Marriage” by A. Gottlieb) on gender issues,reviewing various reading strategies by asking students (first as a class and then in pairs, andfinally individually) to:- skim and scan the texts- paraphrase main and secondary ideas- distinguish between facts and opinions- identify rhetorical elements used for persuasion (e.g., exaggeration, examples, sarcasm)- identify words with a strong connotation- use textual cues to understand new or difficult words- use headings and sub-headings to clarify meaning- locate specific information (OD) (FE)

- Ask students to assume the role of someone who is a victim of sexism and to write in theirjournal a letter to an advice columnist. Students exchange responses with a peer and write aletter of advice in answer to the above letter, as if they were the columnist offering a solution.(FE)

- Assign various articles and short essays on gender issues (e.g., from Your Voice and Mine 4 -“As an Airplane Mechanic, My Career has Soared” by Corporal C. Pidlesny, p. 330; “CathyLessick, Automobile Mechanic” by S. Amato and P. Staton, p. 331; “It’s Still Tough to Wina Sexual Harassment Case” by Doris Anderson, p. 342-343; “The Changing Face of Work”by Dian Cohen, p. 344-346; “Breaking Tradition” by Jackie Smith, p. 361-362; “Drive, HardWork Helped Make It in Skilled Trades” by Trish Crawford, p. 362-363) for students to readin groups of three or four students.

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- Have students answer questions that focus on main and secondary ideas and on word choice;students express their views of the opinions expressed in the texts and share their views withother groups using the jigsaw method of collaborative learning. (FE) (CP)

- Have students use their responses and notes on the above group analysis of texts to write aresponse in the form of a letter to the editor with the use of letters from a current newspaperas model. (FE)

- Have students read and discuss one another’s letters in groups; students make suggestions forimprovement with the use of a prepared grid. Suggested criteria:- Are the ideas clear?- Are the ideas convincing?- Are the ideas in a logical order?- Does the tone conform to journalistic conventions?- Does the format conform to journalistic conventions?- Does the diction conform to journalistic conventions?- Does the writer use correct spelling?- Does the writer use correct grammar?- Does the writer use correct punctuation?- Does the writer use correct sentence structure? (FE)

- Have students insert their letter to the editor in their writing folder for Activity 1.5.- Assign to students one editorial or informational text on gender issues (e.g., from Gender

Issues - “Saturday Morning Sexism” by Cathy Crimmins, p. 33-37; “Hair and the FemaleAthlete” by Laura Robinson, p. 38-40; “Dead Easy” by Naomi Wolf, p. 41-45; “When BrightGirls Decide That Math Is ‘a Waste of Time’” by Susan Jacoby, p. 94-97; “Jane Deer inScience: A Sample Case” by Anne I. Dagg, p. 98-102) for students (individually) to read.

- Have students answer questions in writing that demonstrate understanding of selected text’smain and secondary ideas, that require analysis of persuasive techniques and that givestudents the opportunity to make judgements about the text’s form and content. (SE) (CP)

Grammar and Usage, Spelling and Punctuation- Emphasize the use of gender-neutral language in both written and oral communication, with

attention to the correct use of pronouns and to the avoidance of slang.- Review common sentence errors and the strategies for writing grammatically correct simple,

compound and complex sentences; have students revise their letters to the editor withattention to spelling, grammar, punctuation and sentence structure.


- Assess students’ ability to interpret opinion texts and informational texts and to exploreissues according to the following four categories of the Achievement Chart for Grade 11English :- Knowledge/Understanding

- Demonstrate knowledge and understanding of forms and techniques of editorials andinformational texts.

- Explore gender issues.

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- Thinking/Inquiry- Make inferences about stated and implied messages.- Paraphrase main and secondary ideas in texts.- Assess the validity of the views expressed in texts.

- Communication- Communicate clearly to explain ideas and information in response to a text.

- Application- Use required language conventions with attention to the use of complete sentences to

formulate written responses.- Apply various reading strategies to locate information in texts and to interpret ideas.- Make connections between their own experiences, and gender issues.

Extension

- Have students research the accomplishments of famous Canadian women and report theirfindings to the class. (OD)

- Ask students to prepare an ad in print (poster) or video form to sensitize young adults tosexism.

- Have students interview one or two women in the workforce about their views on genderissues. Students present their findings to the class through an oral report or an audiorecording.


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The Power of Images: Editorial Cartoons and Ads


In this activity, students explore the elements of satire in comic strips and editorial cartoons,interpret their implied meaning, and assess their aesthetic qualities. They design an editorialcartoon on a school-related topic and produce a video ad on safe practices with the use of variouspersuasive devices.



Overall Expectations: EAE3C-L-OE.1 - 4EAE3C-W-OE.1EAE3C-O-OE.2 - 3 - 4 - 5EAE3C-M-OE.1 - 2 - 3

Specific Expectations: EAE3C-L-For.3EAE3C-L-Str.1 - 2EAE3C-L-Crit.2 - 5EAE3C-W-For.1EAE3C-W-Wri.1EAE3C-W-Gram.4 - 9EAE3C-O-Prod.1EAE3C-O-GrSk.2 - 3 - 4EAE3C-O-Crit.2EAE3C-M-For.1 - 2 - 3EAE3C-M-Inv.1 - 3 - 7EAE3C-M-Crit.2 - 4

Planning Notes

- Select two or three examples of editorial cartoons for introduction.- Ask students to collect comic strips and editorial cartoons from various sources and bring

them to class.- Provide magazines, old newspapers, markers, chart paper, glue and scissors.- Select and present a video ad on safe practices, reserving necessary equipment.- Provide necessary audio-visual equipment for rehearsal and presentation of video ads.- Prepare evaluation grids of peer, self and summative assessments of students’ video ad on

safe practices.

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Introduction

- Ask students to bring in from home (or to select from newspapers provided by the teacher)two or three comics and/or cartoon strips.

- Have students (in groups of three or four) analyse their selected cartoons by:- explaining what is funny in the cartoons, in their opinion- explaining the reasons why they like these cartoons- comparing cartoons and noting similarities (e.g., in the layout, the situation, the message,

the dialogue, the appearance of characters the role of characters)- Have a member of each group informally share the cartoon analysis with the rest of the class.

(DE)- Review students’ analysis emphasizing the use of humour for persuasion and criticism;

explain different forms of humour (e.g., sarcasm, irony, satire, caricature) with reference tostudents’ selection of cartoons.

Exploration

- Present two or three examples of editorial cartoons to students, asking them questions thatlead them to identify specific visual features, the intended messages, and the specific devicesused.

- Have students each present their editorial cartoon to the class and lead a discussion on itsinterpretation and aesthetic qualities. (FE)

- In pairs, have students select a school-related topic, brainstorm ideas on a position, selectappropriate symbols, and sketch their editorial cartoon.

- Have students present their cartoon to the class and lead a discussion on its interpretation andaesthetic qualities; have students insert their cartoon into their writing folder for Activity 1.5.(FE)

- Show pictures on the overhead projector that specific symbolic values, connotations,stereotypes or clichés (e.g., the Grim Reaper for death, the hawk for war, the dove for peace,the beaver for Canadians), and have students identify them. (DE)

- Examine with students examples of public awareness ads in print form (from magazines,newspapers or government agencies), emphasizing the persuasive techniques and mediaconventions used in the ads and noting the use of humour to convey a serious message.

- Read with students a short story, article, editorial or pamphlet on substance abuse (e.g.,“Muscling in on Madness” by C. Reynolds, “An Ounce of Cure” by Alice Munro; “Childrenand Alcohol” by John Allemang in Matters of Fact p. 105-108, in Class Act p. 713); askstudents to share in a discussion or in their journal a time when they made an unpopulardecision and/or when they made a wrong decision because of peer pressure. (FE) (OD)

- Lead a discussion on the issues presented in the text, allowing students to express their ownopinions and values.

- Present a video ad on safe practices (e.g., on the dangers of smoking), asking students toidentify the ad’s intended audience, purpose, message, and persuasive techniques. (FE) (T)(OD)

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- Assign the production of a thirty-second video ad on safe practices to students (in groups oftwo or three); explain to students that this public awareness ad should target young adults andshould integrate various persuasive techniques and media conventions (e.g., music and soundeffects) to warn people of certain dangerous practices (e.g., raves, impaired driving, mixingprescription drugs, excessive dieting, the non-medical use of steroids, the excessiveconsumption of caffeine, exceeding the speed limit, smoking cigarettes). (SE)(T)

- Conference with groups of students, providing class time for students to:- select a topic- determine target audience- clarify purpose - plan and rehearse- select media techniques

- Distribute a checklist of criteria for the video ad, asking students to give feedback on the adsproduced (peer assessment) and to evaluate their group skills and the effectiveness of theirown production (self-assessment); suggested criteria: - clarity of intended message- use of media techniques- use of persuasive techniques- originality and creativity- impact on a specific audience- use of language conventions and appropriate diction

- Have students present their video ad for assessment.

Grammar and Usage, Spelling and Punctuation- Provide examples of unconventional use of spelling and grammar from the above comics and

cartoons and/or ads, asking students to find other examples in the texts; ask students to re-write the above examples according to the conventions of language.

- Ask students to identify the level of language used in the above texts.


- Assess students’ ability to apply media conventions and oral communication skills in thecollaborative production of a video ad on safe practices for young adults, according to thefollowing four categories of the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of forms and techniques of ads.- Understand the use and effect of persuasive techniques.

- Thinking/Inquiry- Demonstrate creativity and originality in the production of a video ad.- Plan, select and assess strategies and techniques during the rehearsal stage of the

video ad.- Communication

- Communicate ideas and information in a media text according to specificconventions.

- Communicate effectively in an academic context for a young adult audience.

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- Application- Use required language conventions in a media text, with attention to the use of

pronouns.- Apply speaking skills and media techniques in a video ad for young adults.- Use available technological resources to produce a convincing video ad on safe

practices.- Make connections between English, their personal choices and experiences and the

safe practices presented.

Extension

- Have students explain the stated and implied messages of adult cartoons (e.g., TheSimpsons).

- Invite a social worker, guidance counsellor or counsellor from a social agency to speak tostudents about substance abuse.

- Arrange for students to present their video ads to other groups of students in the school.- Have students analyse a satirical text from a current magazine.- Have students research the dangers of substance abuse and/or other unsafe practices and

report their findings to the class.


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Publish This: The Editorial Page


In newspaper teams of three, students each write an editorial, then a letter to the editor inresponse to one of the editorials, and collaborate on the creation of an editorial cartoon. Theyrevise and edit one another’s work and offer constructive criticism and suggestions. They useelectronic resources to publish a professional-looking editorial page.


Strand(s): Writing, Media Studies

Overall Expectations: EAE3C-W-OE.1 - 3 - 5EAE3C-M-OE.1 - 2

Specific Expectations: EAE3C-W-For.4 - 5 - 8 - 10

EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE3C-W-Gram.1 - 3 - 5 - 7EAE3C-W-Res.1 - 4 - 5EAE3C-W-Crit.1 - 2 - 4EAE3C-M-For.1 - 3EAE3C-M-Crit.2

Planning Notes

- Select models of an editorial page from current newspapers.- Reserve the computer lab for the publication of the editorial pages.- Select appropriate computer programs for students to edit and format their editorial page.- Prepare an evaluation grid for assessment of students’ group skills and individual writing

skills in the production of an editorial page.


Introduction

- Have students use electronic resources to research the topics of their editorial and editorialletter from Activity 1.2 and Activity 1.3, with reference to at least two different Internet sites.(T) (OD)

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- Have students select and note relevant information which they can use in their editorial tosupport their opinions (e.g., statistics, examples, quotations from authorities, anecdotes).

- Ask students to say which Internet site consulted during research seemed the most useful andto give reasons for their choice; discuss the features of a good Internet site, leading studentsto identify elements such as accuracy, credibility, authority, visual appeal, ease of use, linksto other site, completeness, currency (frequency of updates). (T) (FE)

Exploration

- Assign the production of an editorial page to students and explain expectations: (SE)- as a group or team of three students,

- assume the role of a newspaper employee in the formatting and publication of theeditorial page: page layout, visuals (e.g., editorial cartoon), formatting of articles

- collaborate with team members in a writing process, offering constructive criticismand ensuring the correct use of language conventions

- collaborate with team members in the use of electronic resources and specializedprograms to edit, format and publish a visually appealing and professional product(T)

- individually,- produce at least two texts for the editorial page- edit, proofread and format drafts of

a) editorial (from Activity 1.2) andb) letter to the editor (from Activity 1.3)

- incorporate research data into drafts to support opinions convincingly- apply steps of a writing process independently and collaboratively (students may

prefer to write an editorial or letter to the editor on a new topic relating to the schoolor the community)

- Have students refer to models provided in class as well as to the notes and drafts (in thewriting folder) from Activities 1.2, 1.3 and 1.4.

- Hand out examples of an editorial page and have students examine the layout.- Have students pay close attention to the graphic and design elements: masthead, logo design,

placement of the articles, font size and style, and highlighting devices (bold, underline).- Have each team work collaboratively to revise and edit the editorials and letters to the editor.- Have each team decide the topic of their editorial cartoon, create a rough sketch and make

necessary adjustments using a technological resource. (T)- Have teams decide on the makeup design of their editorial page (masthead, logo design,

placement of the articles, font size and style, and highlighting devices (bold, underline)).- Provide sufficient lab time for the production of the editorial page.- Have students share their editorial page with their peers through an informal exchange- Have each team submit its final copy for evaluation. (SE)- Review above activity with students by asking them to list the ways in which this task

prepares them for college and their chosen field of work. (CP)- Explain to students the specific writing skills required in college programs.

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Grammar and Usage, Spelling and Punctuation- Provide students with examples of American/Canadian spelling of words asking them to find

other examples from articles, editorials and news stories read in class.- Use appropriate print and electronic resources to edit for spelling, grammar and punctuation

and to format text.- Revise the use of quotation marks and punctuation to insert research data into a text.- Revise sentences for variety, clarity, emphasis and correctness.- During the course of this activity, ask students to note examples of typographical and spelling

errors in articles, editorials and news stories read in class.- Have students explain in their own words the limitations of various computer programs in the

writing process.


- Assess students’ ability to produce an editorial page including editorials, letters to the editorand an editorial cartoon, with attention to the required language conventions and to theconventions of forms, according to the following four categories of the Achievement Chartfor Grade 11 English:- Knowledge/Understanding

- Understand the format of the editorial page.- Understand the format of the editorial, the letter to the editor and the editorial

cartoon.- Thinking/Inquiry

- Assess their own and others’ written texts and offer suggestions for improvement.- Communication

- Communicate ideas and information with clarity, precision and forcefulness.- Demonstrate command of the editorial and letter to the editor formats.

- Application- Use technological resources to format and publish their editorial page.- Work collaboratively to publish their editorial page.- Use knowledge of language conventions to edit texts.- Use steps of writing as a process.

Extension

- Invite a reporter or an editor to the class to give an overview of the world of media and tofield prepared questions from students.

- Visit a local newspaper to watch the printing process.


Appendix EAE3C 1.5.1: Achievement Chart - Publish This: The Editorial Page

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Achievement Chart - Publish This: The Editorial Page Appendix EAE3C 1.5.1Assessment Techniques: diagnostic 9 formative 9 summative :

Categories andcriteria

50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4

Knowledge/Understanding

The student:- demonstratesknowledge of thecontent, forms andconventions of theeditorial page.- demonstratesunderstanding of theuse and effects ofpersuasive techniquesand research data todefend an opinion.

The studentdemonstrateslimitedknowledge of thecontent, forms andconventions of theeditorial, andlimitedunderstanding ofthe use and effectsof persuasivetechniques andresearch data.

The studentdemonstrates someknowledge of thecontent, forms andconventions of theeditorial, and someunderstanding ofthe use and effectsof persuasivetechniques andresearch data.

The studentdemonstratesconsiderableknowledge of thecontent, forms andconventions of theeditorial, andconsiderableunderstanding ofthe use and effectsof persuasivetechniques andresearch data.

The studentdemonstratesthoroughknowledge of thecontent, forms andconventions of theeditorial, and thorough andinsightfulunderstanding ofthe use and effectsof persuasivetechniques andresearch data.

Thinking/Inquiry

The student:- selects relevantinformation to supportopinions.- assess his/her ownand others’ opiniontexts.

The student usescritical andcreative thinkingskills with limitedeffectiveness and applies few ofthe skills involvedin an inquiryprocess.

The student usescritical andcreative thinkingskills withmoderateeffectiveness andapplies some ofthe skills involvedin an inquiryprocess.

The student usescritical andcreative thinkingskills withconsiderableeffectiveness andapplies most ofthe skills involvedin an inquiryprocess.

The student usescritical andcreative thinkingskills with a highdegree ofeffectiveness andapplies all oralmost all of theskills involved inan inquiry process.

Communication

The student:- communicates information and ideasclearly and logically.- persuades in aneditorial.

The studentcommunicateswith limitedclarity, and with alimited sense of audience, anddemonstrateslimited commandof form.

The studentcommunicateswith some clarity,and with somesense of audience,and demonstratesmoderatecommand ofform.

The studentcommunicateswith considerableclarity, and with aclear sense ofaudience, and demonstratesconsiderablecommand ofform.

The studentcommunicateswith a highdegree of clarity,and withconfidence, andwith a strongsense of audience,and extensivecommand of form.

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Application

The student: - uses the requiredlanguage conventions(e.g., grammar, usage,spelling, punctuation).- uses a writing processfor revising and editinggroup work .- uses technology in theproduction of aprofessional-lookingeditorial page .

The student useslanguageconventions withlimited accuracyand effectiveness,uses a writingprocess withlimitedcompetence, anduses technologywith limitedappropriatenessand effectiveness.

The student useslanguageconventions withlimitedeffectiveness, usesa writing processwith moderatecompetence, anduses technologywith moderateappropriatenessand effectiveness.

The student useslanguageconventions withconsiderableaccuracy andeffectiveness, usesa writing processwith considerablecompetence, anduses appropriatetechnology withconsiderableeffectiveness.

The student useslanguageconventionsaccurately andeffectively all oralmost all of thetime, uses awriting processwith a highdegree ofcompetence, anduses appropriatetechnology with ahigh degree ofeffectiveness.

Comment: A student whose achievement is below Level 1 (less than 50 %) does not meet the required overallexpectations for this task.

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UNIT 2 (EAE3C)

The Career Quest


In this unit, students use print and electronic resources to explore their career interests and toconduct research on a chosen career. With their research, they create media works such as postersfocusing on college programs and they make use of appropriate graphic and design elements.Students examine and produce various forms of business correspondence.



Overall Expectations: EAE3C-L-OE.1 - 4 EAE3C-W-OE.1 - 2 - 3 - 4EAE3C-O-OE.1 - 2 - 3 - 4 - 5EAE3C-M-OE.1 - 2 - 3

Specific Expectations: EAE3C-L-For.1 - 5EAE3C-L-Str.1 - 4 - 6 - 8EAE3C-L-Inv. 2 - 3 - 5 - 9EAE3C-W- For.1 - 3 - 4 - 5 - 7 - 8 - 9 - 11 - 12EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE3C-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 9EAE3C-W-Res.1 - 5 - 6 - 7 - 8EAE3C-W-Crit.1 - 4EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 3 - 5 - 6 - 7EAE3C-O-Voc.2 - 3 - 4 - 5EAE3C-O-GrSk.1 - 2 - 5EAE3C-O-Crit.1 - 2 - 3EAE3C-M-For.1 - 3EAE3C-M-Inv.1 - 3 - 5EAE3C-M-Crit.1 - 4


Activity 2.1: Launching “Bridges”: Internet Search 300 minutesActivity 2.2: Up Ahead: Career Research 240 minutesActivity 2.3: Post It: Career Poster 180 minutes

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Activity 2.4: Choosing a College Program: Formal Presentation 210 minutesActivity 2.5: Employability Skills: The Résumé 210 minutes







Security


Resources


Reference/ConsultationDROLET, Susan Q., and Ann F. SÉGUIN, Technically Speaking.../Writing, Reading, and

Listening/English at Work, Saint-Laurent, Éditions du Renouveau pédagogique, 2000, 234 p.Media Literacy Resource Guide, Intermediate and Senior Divisions, Toronto, Ministry of

Education, 1989.ELCHUK, A., W. EWART, et al., Fast Forward: Destinations, Scarborough, Prentice Hall,

1990, 360 p.

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TechnologicalBridges Career Exploration, The Bridges Initiatives Inc., 7B-1404 Hunter Court, Kelowna,

British Columbia, Canada, V1X 6E6, tel.: (250)862-1168, fax: (250)862-8771, E-mail: [email protected]

Algonquin College (consulted November 2000)http://www.algonquincollege.com

La Cité Collégiale (consulted November 16, 2000)http:www.lacitec.on.ca

Schoolfinderhttp://www.schoolfinder.com/career/quiz

Ministry of Educationhttp://www.edu.gov.on.ca/eng/career

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Launching “Bridges”: Internet Search


In this activity, students survey their own career interests and skills and conduct a search onvarious careers with the use of electronic resources such as “Bridges”. Students complete a jobapplication form and covering letter on their chosen career.


Strand(s): Literature Studies and Reading, Writing, Oral Communication

Overall Expectations: EAE3C-L-OE.1 - 4EAE3C-W-OE.1 - 3 - 4EAE3C-O-OE.2

Specific Expectations: EAE3C-L-For.1 EAE3C-L-Str.1 - 4 - 6 - 8EAE3C-L-Inv.2 - 3 - 5 - 9EAE3C-W- For.1 - 3 - 11EAE3C-W-Wri.1 - 3 - 6 - 10 - 11EAE3C-W-Gram.1 - 2 - 4 - 7EAE3C-W-Res.1 - 5 - 6EAE3C-W-Crit.1 - 4EAE3C-O-Prod.1EAE3C-O-Voc.2 - 3EAE3C-O-Crit.3

Planning Notes

- Have the lab technician install the software program “Bridges”.- Provide students with access to computers.- Ensure that each student has a user name for access to the lab.- Invite the school guidance counsellor or a cooperative education teacher.- Select examples of job application forms and letters.- Prepare an evaluation grid for the assessment of students’ job application form and letter.

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Introduction

- Have students clarify their attitudes towards work and their career goals by answering thetwo following questions in their journal: (DE)- What do you have to offer the world?- What do you want from life?

- Have students voice their reflections in a whole-class activity.- Have students read a short text or article on staying in school, on work preparation, and/or

high school drop-outs (e.g., “Which Career is Right for You?” by David Campbell, inTechnically Speaking, p. 7-10; “Thousands Trapped in Minimum-Wage Jobs” by YvonneZacharias, in Technically Speaking, p. 66-70; “I Used to Play Bass in a Band” by SandraBirdsell, in Matters of Fact, p. 82-86); students answer questions on the text in short writtenresponses. (DE)

- Informally discuss with students the main and secondary ideas in the above text, encouragingstudents to express their reasons for staying in school and for agreeing and/or disagreeingwith the views expressed in the text. (DE)

Exploration

- Provide students with at least two different types of career surveys and/or questionnairesfrom pedagogical resources (e.g., Unit 1: “Do you Have What it Takes” in TechnicallySpeaking, p. 11-27), the school’s guidance office or from an employment agency; help themmatch the results with various occupations, according to the instructions provided. (CP)

- Have students complete these surveys and/or questionnaires.- Ask a guidance counsellor or cooperative education teacher to explain the results of the

surveys to the students and to help them identify the careers that would suit them, accordingto their interests and aptitudes. (CP) (OD)

- Have students launch the “Bridges” program, asking them to complete their profile based onvalues, skills, interests and style, and to identify possible careers. By clicking on the iconPlanning, students find information on careers; they then click on Career Research Tool toevaluate their own values, skills, interests and style. Students complete the series of exercisesto assess their profile, and then click on Ready to Search to find Career Information. (CP)(T) (OD)

- From the list of the approximate 50 career choices “Bridges” has identified based on thestudents’ profile responses, have students select two careers and print out the relatedinformation on each of these careers.

- Have students maintain a vocabulary log of business vocabulary and work-related terms,using electronic resources to define unfamiliar words. (FE)

- Encourage students to compare their current writing and oral communication skills withthose required in a variety of the college programs and careers explored in a class discussionor journal response.

- Provide the students with time to browse the many facets of the “Bridges” program. (T)- Have students read the information on each of these careers and take notes; students organise

data and eliminate irrelevant details according to the following headings:

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- Career- Description- Required skills/knowledge- Education needed- Average salary- Employment opportunities

- Have students complete the “Bridges” inventory and print out a copy of their inventory to beused in the production of a report in Activity 2.2.

- Have students write a journal entry reflecting on their findings:- My Present Ten Strongest Skills

- Five Skills I Want to Develop and Why (FE)- Have students volunteer a reading of their journals; students incorporate various data, notes

and reflections into their writing folder for Activity 2.2.- Have students share orally their information on various careers.- Have them assess the validity and the relevance of information found in the electronic

resource “Bridges”, focusing on accuracy, objectivity and reliability. (FE)- Have students verify whether words and expressions found in “Bridges” perpetuate

stereotypes, through the analysis of their printed material of their chosen careers. (CP)- Present students with at least two examples of job application forms and letters from

pedagogical resources, local businesses, and/or employment centres, noting specific featuresand requirements.

- Have students complete a form and write a letter of application as if they were applying for aposition in their chosen field (according to their career survey and inventory). (CP) (SE)

- Have students apply the steps of writing as a process with attention to the format andconventions of business correspondence; emphasize the use of business terms andappropriate diction.

- Conference with students during revision process with emphasis on form, purpose andaudience. Letter of application should:- Paragraph 1

- identify the position for which the student is applying- Paragraph 2

- specify job-related qualifications- mention the enclosure of a résumé

- Paragraph 3- express enthusiasm for the job- include a request for an interview

- Emphasize the importance of neatness, legibility, and correctness in businesscorrespondence; give students access to electronic resources in order to edit, format and printtheir letters. (T)

Grammar and Usage, Spelling and Punctuation- Review conventions of punctuation and capitalization with attention to titles, headings,

names of companies, addresses.- Emphasise common Canadian and American spelling conventions and the consistent

application of Canadian forms in their research and texts.

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- Point out French and English business terminology, having students note similarities anddifferences in spelling and meaning with reference to the print and electronic resources usedin this activity. (AC) (CP)

Summative Assessment- Assess students’ ability to fill out a job application form and to write a letter of application

with attention to the required language conventions and to the conventions of form, purposeand audience, according to the following four categories of the Achievement Chart for Grade11 English:- Knowledge/Understanding

- Demonstrate knowledge of conventions and format of the job application form and theletter of application.

- Thinking/Inquiry- Assess their own written work by proofreading their texts.

- Communication- Communicate information clearly, correctly and precisely.- Use a level of language appropriate for a business context.- Demonstrate command of business correspondence.

- Application- Apply correct grammar, spelling and punctuation in business correspondence.- Use electronic resources to format and proofread a letter of application.- Use specialized vocabulary in a business context.- Make connections between English, career goals, and personal interests and aptitudes.

Extension

- Invite a parent or local businessperson to speak about a specific field of work.- Provide additional access to the lab in order to have students find more information on other

careers of interest.- Have students prepare an audio (radio) ad encouraging young adults to stay in school. (T)


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Up Ahead: Career Research


In this activity, students conduct research on a chosen career according to the results of theircareer survey and inventory. They gather information such as job description, challenges,educational requirements and the colleges offering the necessary programs. They present theirfindings in the form of a written report.


Strand(s): Writing

Overall Expectations: EAE3C-W-OE.1 - 2 - 3 - 4

Specific Expectations: EAE3C-W- For.4 - 7 - 12EAE3C-W-Wri.1 - 2 - 3 - 4 - 6 - 7 - 8 - 10 - 11EAE3C-W-Gram.2 - 3 - 4 - 5 - 6 - 7EAE3C-W-Res.1 - 5 - 6 - 7 - 8EAE3C-W-Crit.1 - 4

Planning Notes

- Select examples of research reports as models.- Preview and select a video on careers.- Reserve the lab or the resource centre.- Prepare evaluation grids for the formative and summative assessments of students’ research

reports.


Introduction

- Ask students to conduct an informal survey among family and friends (two -three people) forhomework; suggested questions: Do you like your job and why? What made you choose thisjob? What is more important to you - money or job satisfaction? (FE)

- Ask students to list their findings on the board or on flip-chart paper; highlight the responsesthat recur most frequently, bringing students to make connections between their chosencareer and the results of the survey.

- Ask students to (a) find examples of work that does not necessarily involve a salary or pay

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and (b) explain in their own words how various volunteers (e.g., coach, tutor, BoyScouts/Girl Guides, foster parent, United Way) have helped them directly or indirectly and(c) share their own experiences as volunteers in their community. (FE)

- Discuss with students the concept of responsibility to the community and the contribution ofparishes, youth centres, volunteer organizations and fundraising associations, with the use ofthe following prompts: How would our community be different without them? Do peopleworry too much about money?

- Ask students, in groups of three or four, to define and differentiate in their own wordssynonyms for the term “work”: career, job, occupation, vocation, employment, trade.Students present their definitions informally.(FE)

- Focus on the concept of “vocation,” asking students to give examples of jobs and/or peoplewho match their definition of vocation; explain the origin of the term “vocation” withreference to both English and French word origins. (FE) (CP) (AC)

Exploration

- Present examples of short research reports to students having them note specific featuressuch as headings and sub-headings, divisions, length, variations in font, consistency in formatand numbering, tone, use of sources, documentation methodology.

- Have students (in a whole-class activity) analyse the organisational pattern of one or morereports, outlining the various sections and their content.

- Have students in groups (of three or four) prepare a short report on a career-related topic intowhich they can integrate research data from Activity 2.1 (e.g., starting salaries for newemployees, jobs that require bilingualism, jobs that require travelling); students submit theirtext for formative assessment. (FE) (CP)

- Have students identify the strengths and weaknesses of their report with reference to theteacher’s assessment.

- Assign a research report to students that includes the following elements: - an introduction that explains the purpose of the report and summarizes its findings

- a three-paragraph elaboration of information collected under the following headings:career description, educational requirements and related skills, and college programavailability in both French and English

- a conclusion establishing a connection with the introduction (CP) (OD) (AC)- Provide class time for students to apply the following steps of a writing process. Students are

expected to:- generate ideas from prior knowledge and research in Activity 2.1 to develop content for

their report (brainstorming)- develop a research plan to identify and explore appropriate print and electronic sources of

information- summarize ideas and record relevant information from a variety of sources, citing sources

accurately and according to the MLA- build an outline using appropriate organizational patterns to present ideas logically- develop and express ideas in a draft form- revise their own writing to sustain an appropriate voice, to improve vocabulary and clarity

of expression so as to eliminate bias, and to use appropriate diction- use electronic resources to edit and present a neat and legible report (SE) (CP) (T)

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Grammar and Usage, Spelling and Punctuation- Emphasize the use of appropriate diction in a business context.- Have students revise their sentences for greater variety, clarity and emphasis, with attention

to punctuation and capitalization especially in headings and sub-headings.- Have students ensure the correct use and spelling of business terms and work-related

vocabulary.- Emphasize the use of parallel structure in the reports examined in class.- Have students use parallel structure in the formulation of headings and sub-headings and in

compound sentences.


- Assess students’ ability to write a report according to the prescribed format and to theconventions of language.- Knowledge/Understanding

- Demonstrate knowledge of format of the research report.- Demonstrate understanding of the research information.

- Thinking/Inquiry- Demonstrate critical thinking skills in the selection of appropriate information and in

the assessment of the information.- Communication

- Communicate information through the research report structure with a well-organizedintroduction, body paragraphs and a conclusion.

- Use varied sentence structure and precise diction.- Application

- Apply language conventions correctly.- Apply steps of a writing process.- Use technological resources to edit and format their text.- Make connections between their career goals and their research.

Extension

- Invite students to visit the local Employment Centre to gather additional information for theircareer planning.

- Invite a guest speaker from a local parish, religious order, volunteer organization or localcharity to talk to students about career choices and the value of work.

- Have students read an essay on materialism and social responsibility (e.g., “Even in theSuburbs Sadness is Never Far Away” by R. McConnell in Dimensions 2).

- Have students write a journal entry in which they describe their ideal job.- Have students role-play their first day at work (one student assumes the role of the employer,

another the role of the new employee and other(s) the role of experienced employees).


53


Post It: Career Poster


In this activity, students analyse different posters to determine the effective use of appropriategraphic and design elements such as headings, graphs, spacing and typefaces. Students applytheir knowledge in the production of a poster advertising a career and the college that offers arelated program.


Strand(s): Writing, Oral Communication, Media Studies

Overall Expectations: EAE3C-W-OE.3EAE3C-O-OE.2 - 4EAE3C-M-OE.1 - 2 - 3

Specific Expectations: EAE3C-W-For.12EAE3C-W-Wri.1 - 2 - 3 - 9EAE3C-W-Gram.2 - 9EAE3C-O-List.1 - 2EAE3C-O-Prod.1EAE3C-O-GrSk.1 - 2 - 5EAE3C-O-Crit.2EAE3C-M-For.1 - 3EAE3C-M-Inv.1 - 3 - 5EAE3C-M-Crit.1 - 4

Planning Notes

- Collect a variety of promotional posters for student analysis.- Have bristol board, markers, magazines, glue and scissors available to create posters.- Prepare evaluation grids for the formative and summative assessments of students’ posters.

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Introduction

- Bring posters to class, form groups of students, and assign a poster to each group for studentsto analyse and assess.

- Have each group identify the message, the target audience, the choice of precise, catchyvocabulary, the type of graphic design, and the qualities and flaws of the poster with regardsto colour, font, graphics and/or spacing.

- Have students present their findings to the class orally. (DE)- Review students’ findings with attention to examples of stereotypes, bias and inaccurate

information.- Lead a discussion asking students to compare the posters presented and to explain how

specific design elements are used to target an audience and/or achieve a purpose.

Exploration

- After determining the elements of a poster, each group selects a particular topic such as:- an upcoming concert or play- a francophone event (e.g, La nuit sur l’étang, Festival Boréal, Festival franco-ontarien, les

Jeux franco-ontariens) (AC)- the benefits of exercise and fitness- the opening of a new store or restaurant- the dangers of drinking and driving

- Have groups use pre-writing activities:- determining the purpose and the intended audience- brainstorming- mapping: prepare thumbnails which sketch the overall display of the poster

- Have each group create a poster. - Have each group present their poster orally and have their peers identify the message and

target audience and comment on the elements of the graphic design. (FE)- Have each group corroborate the audience’s interpretation of their poster, clarify any

misconceptions, and explain their poster. (FE)- Inform students that they will be creating a poster that advertises the program and the college

where it is offered; ask students to consult their research on their chosen career.- Provide class time for students to apply the following process. Students are expected to:

- assess their research material and select relevant information for their poster- select precise, appropriate vocabulary and build catchy phrasing to attract the target

audience- map out the overall design of the poster using appropriate graphic and design elements

(colour, font, graphics spacing)- conference with teacher and peers, integrating their suggestions into production of their

poster- Have students create a poster putting into practice all of the essential components of an

effective poster (which will be used as a prop in Activity 2.4) according to the following

55

criteria: visual appeal, clarity, originality, use of colour, use of graphics and fonts, spacing,appropriateness of images, effectiveness of message. (SE) (CP) (OD)

Grammar and Usage, Spelling and Punctuation- Have students demonstrate an understanding that grammar and spelling may be used

unconventionally in a poster through their analysis and production of a poster (e.g., “nite”instead of “night”).


- Assess students’ ability to create a poster, according to the following four categories of theAchievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the purpose of the poster: to inform, to draw attention tosomething.

- Thinking/Inquiry- Use critical and thinking skills in the planning stage and in the selection of details.

- Communication- Communicate information using key words and images.

- Application- Apply technological resources in the production of a poster and make good use of

catchy vocabulary, appropriate graphic design with regards to colour, font, graphics,spacing.

- Make connections between their career interests and college programs. Extension

- Have students analyse and assess a Web page and present their findings to the class. (T)- Have students listen to a guest speaker from the business world or from the community (e.g.,

graphic designer, college recruiter) to judge the quality of the top three posters. (CP)- Invite an art teacher in the school to conference with students during production process.

(OD)

Appendices(space reserved for the teacher to add his/her own appendices) Appendix EAE3C 2.3.1: Achievement Chart - Post It: Career Poster

56

Achievement Chart - Post It: Career Poster Appendix EAE3C 2.3.1Assessment Techniques: diagnostic 9 formative 9 summative :


50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstrates knowledge ofconventions of theposter: to inform and toattract attention.- demonstratesunderstanding of theuses and effects ofgraphics, visuals andfonts for promotionalpurposes.

The studentdemonstrateslimitedknowledge of theposter and limitedunderstanding ofthe form.

The studentdemonstrates someknowledge of theposter and someunderstanding ofthe form.

The studentdemonstratesconsiderableknowledge of theposter andconsiderableunderstanding ofthe form.

The studentdemonstratesthoroughknowledge of theposter andthorough andinsightfulunderstanding ofthe form.

Thinking/Inquiry

The student:- assesses his/her ownand others’ posters.- selects details, plansand designs a poster.

The student usescritical andcreative thinkingskills with limitedeffectiveness.

The student usescritical andcreative thinkingskills withmoderateeffectiveness.

The student usescritical andcreative thinkingskills withconsiderableeffectiveness.

The student usescritical andcreative thinkingskills with a highdegree ofeffectiveness.

Communication

The student:- communicates career information clearly ina poster.- demonstrates a senseof purpose andaudience in theselection of details.- demonstratescommand in the use ofvisual and graphicdesign.

The studentcommunicatesinformation andideas with limitedclarity, anddemonstrateslimited commandof persuasivetechniques and ofthe poster format.

The studentcommunicatesinformation andideas with someclarity, anddemonstratesmoderatecommand ofpersuasivetechniques and ofthe poster format.

The studentcommunicatesinformation andideas withconsiderableclarity, anddemonstratesconsiderablecommand ofpersuasivetechniques of theposter format.

The studentcommunicatesinformation andideas with a highdegree of clarity,and withconfidence, anddemonstratesextensivecommand ofpersuasivetechniques and ofthe poster format.

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Application

The student:- uses a writingprocess, conferencingwith teacher and peers.- uses technology tocreate a vivid poster.

The student useslanguageconventions andoralcommunicationskills with limitedeffectiveness, awriting processwith limitedcompetence, anduses technologywith limitedappropriatenessand effectiveness.

The student useslanguageconventions and oralcommunicationskills with someeffectiveness, awriting processwith moderatecompetence, anduses technologywith moderateappropriatenessand effectiveness

The student useslanguageconventions andoralcommunicationskills effectively,writing process awith considerablecompetence, anduses appropriatetechnology withconsiderableeffectiveness.

The student useslanguageconventions andoralcommunicationskills effectivelyand creatively, awriting processwith a highdegree ofcompetence, anduses appropriatetechnology with ahigh degree ofeffectiveness.


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Choosing a College Program


In this activity, students develop their listening and speaking skills. They prepare and present aformal speech in which they promote a career and a college program with reference to the posterproduced in Activity 2.3.


Strand(s): Writing, Oral Communication

Overall Expectations: EAE3C-W-OE.1 - 3EAE3C-O-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE3C-W-For.1 - 4 - 5 - 7 - 8 - 9 - 12EAE3C-W-Wri.1 - 3 - 5 - 6 - 9EAE3C-W-Gram.4 - 5EAE3C-W-Res.1 - 6EAE3C-W-Crit.1EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 3 - 5 - 6 - 7EAE3C-O-Voc.3 - 4 - 5EAE3C-O-GrSk.1EAE3C-O-Crit.1 - 2 - 3

Planning Notes

- Prepare an evaluation grid for students’ self-assessment of listening skills.- Obtain a recording of a formal speech (e.g., “I Have a Dream” by Martin Luther King or a

speech delivered in the House of Commons) and obtain necessary audio equipment.- Prepare an evaluation grid for the assessment of students’ formal oral presentations.

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Introduction

- Ask students to write an anecdote in their journal about a first-time experience on the job.Possible topics:- first paycheck- first interview- first lesson learned- first embarrassement- first moment of satisfaction- first promotion or pay raise (CP)- first mistake (FE)

- Present to students various types of active-listening strategies that can be used to recallinformation in an oral presentation (e.g., noting ideas in chart or graph form, askingquestions, associating words, associating ideas with previous knowledge or experience,repeating key words, paraphrasing information).

- Have students (in groups of three or four) read their journal anecdotes to each other askingthem to apply two or more listening strategies and then to recall as much information aspossible. (FE)

- Have students complete a grid or questionnaire in which they assess their own listeningskills, on the basis of the above activity and according to various criteria (e.g., does notinterrupt, can summarize main ideas, can recall details, asks relevant questions, takescomplete notes). (DE)

Exploration

- Brainstorm with students the moments in the school year when formal speeches are given(and by whom) (e.g., the first day of school, student council elections, graduation).

- Review the effective delivery of a speech and listen to a short taped speech that serves as amodel such as the “I Have a Dream” speech by Martin Luther King. Emphasize effectivelistening skills to identify the speaker’s topic, message, purpose and persuasive techniques(or present a taped segment of an effective speech by a politician during a leadershipconvention or in the House of Commons, or an effective sales pitch). (OD)

- Present the structure of the speech: introduction, body, conclusion- the introduction features:

- a creative opening- a brief description of the chosen career- the program and the college where it is offered

- the body presents examples, facts and reasons as support :- an explanation of the poster (produced in Activity 2.3)- the quality of the program- the reputation of the college- the city attractions where the college is situated;- the potential for employment

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- the conclusion presents:- a summary of key ideas- an emphatic ending, including an explanation of the message conveyed in their poster

- Have students improvise and present in groups (of three or four) a one-minute speech inwhich they assume a specific point of view (e.g., a bride or groom at the wedding reception, apolitician addressing a group of supporters, a “Dearly Beloved” eulogy at a funeral). (FE)

- Have students (in groups) evaluate each other’s improvised speeches and make suggestions.- Review with students the verbal and non-verbal techniques of effective public-speaking.- Assign a persuasive speech on their career and the choice of college and program. (CP) (OD)- Have students build their persuasive speech to convince their peers to enrol in the program

advertised on their poster in previous activity.- Have students consult their research material gathered from the “Bridges” in Activity 2.1 in

order to locate information related to a college offering this program. (OD)- Establish a process for the preparation of their persuasive speech:

- Have students:- determine their choice of persona (e.g., college representative, an actor in a

commercial, a member of the college alumni)- make use of repetition, contrast, irony, tone and vocabulary to convince the audience- write their speech in the form of notes or cue cards- make use of non-verbal techniques (e.g., body language, appearance, gestures)

- revise their written work, ensuring the use of non-sexist pronoun reference and jobtitles and verifying language conventions

- rehearse their speech in front of their peers (FE)- offer constructive criticism and suggestions to peers- integrate feedback into revisions of their speech

- Have students deliver their speeches and present their poster for assessment according to thefollowing criteria:- delivery: clarity, pronunciation, diction, grammar and usage, interest, tempo- content: persuasiveness, order, completeness, explanation of visual, interest

- Have students select the two or three posters presented that they regard as the most effectiveand to explain in writing the reasons for their choice.

- Have students evaluate their strengths and weaknesses as public speakers and to identify twoor more strategies to improve their oral communication skills.

Grammar and Usage, Spelling and Punctuation- Emphasize the use of pronouns and subject-verb agreement in students’ drafts of speeches,

with attention to the use of gender-neutral language.- Have students proofread various sentences and short texts provided by the teacher, with

attention to the use of pronouns and subject-verb agreement.- Review the use of transitional devices to clarify sequence of ideas in students’ speeches.


- Assess students’ ability to deliver a persuasive speech and present a poster, according to thefollowing four categories of the Achievement Chart for Grade 11 English:

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- Knowledge/Understanding- Demonstrate knowledge of the specific purpose of the persuasive speech: to convince

using relevant support.- Demonstrate understanding of the use and effect of persuasive techniques.

- Thinking/Inquiry- Use critical thinking skills in the planning of a persuasive speech and in the selection

of appropriate supporting details.- Communication

- Communicate information using key words and images in the poster.- Communicate ideas in a logical manner featuring supporting details and relevant

examples.- Use specialized terms and appropriate diction.

- Application- Use correct grammar and usage with attention to pronouns and subject-verb agreement. - Use effective oral communication skills in the delivery of their speech.- Make connections between career goals and oral presentation.

Extension

- Invite a teacher from a local college or a counsellor from an employment office to listen tostudents’ presentations and to present various job programs. (CP)

- Have the more proficient speakers present their speech to other English classes in order toserve as positive models.

- Explore other famous speakers such as John F. Kennedy, Winston Churchill or NelsonMandela and note effective content and persuasive techniques.

- Suggest that the gifted speakers participate in public speaking contests held in thecommunity.


Appendix EAE3C 2.4.1: Achievement Chart - Choosing a College Program

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Achievement Chart - Choosing a College Program Appendix EAE3C 2.4.1

Assessment Techniques: diagnostic 9 formative 9 summative :


50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstrates knowledge of thespecific purpose of apersuasive speech tosupport an opinion on atopic.- demonstratesunderstanding of theuses and effects ofpersuasive techniques.

The studentdemonstrateslimitedknowledge of thepersuasive speechand limitedunderstanding ofpersuasivetechniques.

The studentdemonstrates someknowledge of thepersuasive speechand someunderstanding ofpersuasivetechniques.

The studentdemonstratesconsiderableknowledge of thepersuasive speechand considerableunderstanding ofpersuasivetechniques.

The studentdemonstratesthoroughknowledge of thepersuasive speechand thorough andinsightfulunderstanding ofpersuasivetechniques.

Thinking/Inquiry

The student:- plans a persuasivespeech.- selects appropriatesupporting details.- assesses own andothers’ communicationskills.





Communication

The student:- communicatesinformation and ideasorganized in a logicalmanner and featuringsupporting details(examples,comparison...).- demonstratescommand of the use ofthe persuasive speechwith appropriatediction.

The studentcommunicatesinformation andideas with limitedclarity, anddemonstrateslimited commandof persuasivetechniques andlimited commandof the posterformat.

The studentcommunicatesinformation andideas with someclarity, anddemonstratesmoderatecommand ofpersuasivetechniques andlimited commandof the posterformat.

The studentcommunicatesinformation andideas withconsiderableclarity, anddemonstratesconsiderablecommand ofpersuasivetechniques andconsiderablecommand of theposter format.

The studentcommunicatesinformation andideas with a highdegree of clarity,and withconfidence, anddemonstratesextensivecommand ofpersuasivetechniques andextensivecommand of theposter format.

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Application

The student:- uses languageconventions.- speaks with emphasis,clarity and conviction.- uses a writing process(e.g., choice of topic,revision, use ofresources).- makes connectionsbetween own careergoals and collegeprograms.

The student useslanguageconventions andoralcommunicationskills with limitedeffectiveness, usesa writing processwith limitedcompetence, anduses technologywith limitedappropriatenessand effectiveness,makingconnections withlimitedeffectiveness.

The student useslanguageconventions and oralcommunicationskills with someeffectiveness, usesa writing processwith moderatecompetence, anduses technologywith moderateappropriatenessand effectiveness,makingconnections withmoderateeffectiveness.

The student useslanguageconventions andoralcommunicationskills effectively,uses a writingprocess withconsiderablecompetence, anduses appropriatetechnology withconsiderableeffectiveness,makingconnections withconsiderableeffectiveness.

The student useslanguageconventions andoralcommunicationskills effectivelyand creatively,uses a writingprocess with ahigh degree ofcompetence, anduses appropriatetechnology with ahigh degree ofeffectiveness,makingconnections with ahigh degree ofeffectiveness.


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Employability Skills: The Résumé


Students develop their employability skills by engaging in oral and written activities related totheir career inventory. They write a résumé, and a thank-you letter in response to interviews,making use of print and electronic resources.



Overall Expectations: EAE3C-L-OE.2EAE3C-W-OE.1 - 2 - 3EAE3C-O-OE.2 - 4

Specific Expectations: EAE3C-L-For.1 - 5EAE3C-W-For.3 - 11EAE3C-W-Wri.1 - 2 - 3 - 6 - 7 - 10 - 11EAE3C-W-Gram.2 - 4 - 6 - 7EAE3C-W-Crit.1EAE3C-O-List.1EAE3C-O-Prod.1 - 6EAE3C-O-GrSk.1

Planning Notes

- Prepare a survey on student employment.- Find a model for the résumé, and the thank-you letter, including a French résumé.- Compile sample Want Ads for student part-time work.- Provide students with access to computers and specialized software.- Prepare an evaluation grid for the assessment of students’ résumés and thank-you letters.


Introduction

- Hand out a survey on students’ current status of employment asking information about thenumber of students employed, types of jobs, number of hours worked per week, rate of pay,

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length of employment, the method of obtaining the job, the skills needed or developed, thepossibilities of promotion, the benefits and drawbacks.

- Have students compile the statistical data to determine trends; lead an informal discussion onstudents’ findings. (OD) (DE)

- Have students informally share their job-hunting experience with the class: how they gottheir job, where they found out about the job opening, how they felt on their first day. (DE)

Exploration

- Have students (in groups of two or three) rehearse and improvise a one-minute conversationbetween a job seeker and an employer illustrating what should not be done by the prospectiveemployee. Suggested scenario: a student inquiring about a job in person or over the phone.(FE) (CP)

- Discuss each skit with students, emphasizing employers’ expectations and proper behaviourfor employees (e.g., language, posture, tone, clothes, punctuality).

- Have students list information found in most common résumés, such as personal data,education, work experience, activities and interests, references. (DE)

- Ask students to explain the reasons for references and the kinds of references to give.- Hand out a personal data sheet so that students may record all relevant information needed in

a résumé: e.g., name, address, phone number, schools attended, courses related to the jobsought, awards or outstanding scholastic achievements, full-time, part-time, volunteer work,special talents and skills, hobbies and interests, references.

- Provide an example of a model résumé on the overhead projector for examination of itsheadings and design. (FE) (CP)

- Provide an example of a French résumé comparing and contrasting elements of form andcontent. (AC)

- Have students write a résumé as an application for a career of their choice (as suggested bytheir career inventory in Activity 2.1). (SE) (CP)

- Bring students to the computer lab and have them produce a professional-looking résuméusing an electronic resource. (T)

- Assess students’ résumés, asking them to make necessary corrections to ensure an error-freecopy, making use of print and electronic resources. (SE) (CP)

- Hand out a model of a thank-you letter.- Have students analyse it to determine its various parts:

- paragraph one thanks the interviewer for granting the interview and mentions the job inquestion specifically

- paragraph two notes something you learned in the interview and reminds the interviewerthat you are well qualified for the job

- paragraph three restates your enthusiasm for the job and company- Have students write a thank-you letter in response to a fictitious interview, comparing it with

their peers’ and making use of an electronic resource. (SE) (CP) (T)

Grammar and Usage, Spelling and Punctuation- Review the rules of capitalization and punctuation, paying close attention to their use in

writing the résumé and the thank-you letter.

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- Explain the use of parallel structure and its application in the résumé and in businesscorrespondence (e.g., parallel headings and sub-headings, parallel sentence structure,consistent verb and pronoun use).

- Have students (in pairs) proofread, edit and format flawed résumés and business letters, withattention to spelling, diction, capitalization, punctuation and parallel structure. (FE)


- Assess students’ ability to write a résumé and a thank-you letter, with attention to therequired language conventions and to the conventions of forms, according to the followingfour categories of the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Know the characteristics and qualities of the résumé and of business correspondence.- Understand the information gathered when conducting research.

- Thinking/Inquiry- Select relevant information to include in the résumé and the thank-you letter.- Assess their own and others’ résumés and letters.

- Communication- Communicate information in their résumé and business letter in a clear, logical

manner.- Use precise vocabulary and appropriate diction.

- Application- Use a writing process to write their résumé and thank-you letter.- Use technological resources to produce a professional-looking résumé and letter.- Apply print and electronic resources to correct spelling, grammar and usage.

Extension

- Write a thank-you letter in the form of an e-mail.- Have students compare and contrast different types of résumés, noting strong points and

weak points of each.- Have students assume the point of view of an employer and explain orally why a sample

résumé would cause the employer to hire or reject an applicant.


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UNIT 3 (EAE3C)

Looking for Meaning


In this unit, students analyse contemporary essays and literary texts that deal with ethics, choicesand issues. They apply their critical reading and communication skills to explore the impact ofscience and technology on society and to explain the authors’ use of elements of fiction andliterary/stylistic devices. Students conduct a comparative study of two texts on a similar theme,deliver a formal oral presentation, write journal responses and creative texts, conduct a survey,and convey their opinions in a formal persuasive essay.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 3 - 4 - 5EAE3C-O-OE.1 - 2 - 3 - 4 - 5EAE3C-M-OE.1 - 3

Specific Expectations: EAE3C-L-For.2 - 3 - 4EAE3C-L-Str.1 - 2 - 3 - 5 - 6 - 7EAE3C-L-Inv.1 - 3 - 5 - 6 - 7 - 8EAE3C-L-Crit.1 - 2 - 3 - 4 - 5EAE3C-W-For.1 - 2 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 12EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE3C-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 9EAE3C-W-Res.1 - 2 - 5 - 6 - 8EAE3C-W-Crit.1 - 2 - 3EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 2 - 3 - 4 - 5 - 6 - 7EAE3C-O-Voc.1 - 2 - 3 - 4 - 5EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5EAE3C-O-Crit.2EAE3C-M-For.1 - 2 - 3EAE3C-M-Inv.6EAE3C-M-Crit.2

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Activity 3.1: Dilemmas and Choices: Analysis of Theme 360 minutesActivity 3.2: Bane or Blessing: Novel Study 780 minutesActivity 3.3: Summative Assessment Task on the Novel: Split Personality 240 minutesorActivity 3.3: Summative Assessment Task on the Novel: “Telling Detail -

Fresh Detail” 240 minutesActivity 3.4: Here’s What I Think: The Survey 240 minutesActivity 3.5: The Future and Technology: The Persuasive Essay 3600 minutes







Security


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Resources

In this unit, the teacher selects from the following resources :

PedagogicalARMSTRONG, Sean, Far and Wide/Essays for Canada, Toronto, Nelson, 1995, 256 p.BRADBURY, Ray, Farenheit 451, New York, Ballantine Books, 1991, 179 p.DAVIES, Richard and Glen KIRKLAND, (eds.), Connections 3: Discovering, 2nd edition,

Toronto, Gage Publishing Co., 1990, 248 p.ELCHUK, A., P. GRAY, et al., (eds.), Glide Path/Destinations, Scarborough, Prentice Hall,

1991, 218 p.ELCHUK, A., P. GRAY, et al., (eds.), Accelerate/Destinations, Scarborough, Prentice Hall,

1990, 212 p.KEYES, Daniel, Flowers for Algernon, Toronto, Harcourt Brace Jovanovich, 1988, 216 p.

Reference/ConsultationELCHUK, A., P. GRAY et al., (eds.), Straight Ahead/Destinations, Scarborough, Prentice Hall,

1990, 366 p.KIRKLAND, Glen, and Richard DAVIES, Dimensions II/Teacher’s Guide, Toronto, Gage

Publishing Co., 1999, 91 p.

Material

TechnologicalBallantine Teacher’s Guide. (consulted June 27, 2000) http://www.randomhouse.com/BB/teachers/tgs/farenheit.htmlA Concise Guide to Style. (consulted July 6, 2000)

http://www.infoplease.com/ipa/A0001600.html Symbols.Com. (consulted May 9, 2000)

http://www.symbols.com/encyclopedia/34/34110.html

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Dilemmas and Choices: Analysis of Theme


In this activity, students analyse short stories, essays and poems related to the theme of dilemmasand choices. They write a letter of advice to a character in a story and produce a collage based onthe reading of a poem. They demonstrate their reading skills and their knowledge of elements offiction and stylistic devices by explaining the ways a similar theme is treated in two differentforms of texts.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 5EAE3C-O-OE.1 - 3 - 4 - 5EAE3C-M-OE.1

Specific Expectations: EAE3C-L-For.2 - 3 - 4EAE3C-L-Str.1 - 2 - 3 - 6 - 7EAE3C-L-Inv.1 - 6 - 7 - 8EAE3C-L-Crit.1 - 2 - 3 - 4 - 5EAE3C-W-For.1 - 2 - 6 - 7 - 9 - 12EAE3C-W-Gram.1 - 9EAE3C-W-Crit.3EAE3C-O-List.1EAE3C-O-Prod.1 - 3 - 5 - 7EAE3C-O-Voc.1 - 2EAE3C-O-GrSk.1 - 2 - 5EAE3C-M-For.1

Planning Notes

- Select short stories, essays and poems related to the theme of dilemmas and choices.- Prepare vocabulary work and comprehension questions on the various texts.- Prepare a chart for the analysis of essays in order to facilitate student learning and review

prior to a summative evaluation.- Preview videos on related themes from Vision TV and reserve necessary audio-visual

equipment.

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- Have copies of old magazines, scissors and glue sticks available for the student collage.- Select two different forms of texts on a similar theme and prepare questions and an evaluation

grid for the assessment of students’ reading skills.


Introduction

- Have students read the essay “Glory and Hope” by Nelson Mandela in Dimensions 2, askingquestions to verify comprehension of main ideas and of stylistic devices. (DE)

- Focus on the element of conflict with self and with society, relating it to the theme ofdilemmas and choices in our modern world; with reference to Activity 1.2, ask students toidentify the conflicts faced by Martin Luther King, John F. Kennedy, and Nelson Mandela aswell as the choices (e.g., the refusal to resort to violence to implement change) they made toresolve these conflicts. (DE) (OD)

- Make connections between the lives of these people and the life of Jesus (e.g., victims ofviolence, visionaries, self-sacrifice, defenders of freedom and/or of human rights),emphasizing the fact that their moral choices were not necessarily the popular, easy, or evenlegal ones.

- Brainstorm with students the names of other famous people (e.g., Gandhi, Mother Theresa,Joan of Arc, Norman Bethune, Terry Fox, Anne Frank, Muhammed Ali, Bishop OcarRomero, Rigoberta Menchú) who made sacrifices (and even died) for a cause, a person, or abelief.

Exploration

- Ask students to reflect on their own experiences by responding in their journal to one of thefollowing prompts: Write about a time when peer pressure caused you to make a decision thatyou later regretted. Write about a time when your conscience led you to make an unpopularbut good decision. Write about a mistake that taught you an important lesson. Write about atime when your best intentions led to terrible results. (FE)

- Present to students a documentary on the physically challenged, “Emily’s Eyes” fromVision TV (http://www.visiontv.ca) - consulted August 10, 2000 - emphasizing the rights ofchildren, the choices and sacrifices of the parents, and the rights of the persons withdisabilities. (This video can also be used as an introduction to Flowers for Algernon inActivity 3.2.)

- Read short stories related to the theme of dilemmas and choices in our modern world (e.g.,“A Television Drama” by Jane Rule in Glide Path, “Dying for Love” by Martha Brooks inTransitions, “The Walls” by Keith Laumer in Connections 3: Discovering). (FE)

- Lead a discussion on the elements of fiction: setting, plot, characterization and theme asrelated to these stories.

- Review literary elements in prose and poetry and literary/stylistic devices seen the previousyear by assigning one specific element (e.g., setting, plot, characterization, theme, literarydevices) to students formed in groups and have them list key definitions and elements in each.(FE)

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- Have each group present its findings to the class orally and have students note keyinformation. (FE)

- Examine vocabulary by having students pick out five unfamiliar words in each story,rewriting the word in its context, and consulting a dictionary.

- Assign as homework short-answer questions focusing on flat and round characters, static anddynamic characters, point of view, conflict, theme, and literary/stylistic devices seen in thestories. (FE)

- Have students create a plot graph and chart characters during the story. (FE)-- Have students read essays related to the theme of dilemmas and choices in our modern world

(e.g., “Whose Story to Tell?” by Josie C. Auger and “Reconnecting with the Earth” by DavidSuzuki in Dimensions 2, “My Body Is My Own Business” by Naheed Mustafa and “Wearinga Uniform of Oppression” by Catherine Meckes in Far and Wide). (OD)

- Have students compare and contrast two essays with use of a chart.- Prepare chart form for the analysis of each of the essays in order to facilitate student learning

and review prior to a summative evaluation.- Model Chart for Essay:

- Title of Essay and Author- Topic- Thesis- Supporting Ideas and Information- Intended Audience- Diction- Literary/Stylistic Devices (simile, metaphor, personification; type and length of

sentences; use of the dash) (OD)- Conclusion: their preference. (FE)

- Have students report their findings orally as a whole-class activity; have students notesimilarities and differences between the two essays and ask them if they agree or disagree(and why) with the views expressed in the essays (e.g., Should an author from a non-aboriginal culture write and comment about the aboriginal culture? Does technology makepeople feel incompetent?) (FE)

- Have students read two poems by the poet Alden Nowlan, asking students to explain thethemes and choices presented in the texts (e.g., “The Execution” and the death penalty;“Warren Pryor” and career choices). (FE) (OD)

- Present a video on Alden Nowlan (“The People’s Poet: New Brunswick’s Alden Nowlan”)from Vision TV (http://www.visiontv.ca - consulted August 10, 2000) which also focuses onthe poet’s personal and professional choices (e.g., he dropped out of school in Grade 5).

- Have students read poems related to the theme of dilemmas and choices (e.g., “Ecology” byM. J .R. Smith, “Unaware Deafness” by Tracy Adams in Glide Path, “There Is A Longing”by Chief Dan George and “The Choice” by Dorothy Parker in Accelerate). (OD)

- Discuss the content (the literal and figurative meanings of the poem) and form of the poemswith focus on new vocabulary, literary/stylistic devices, and words strong in connotation.(FE)

- In groups, have students paraphrase a poem selected by the teacher and then share theirfindings with the class orally. (FE)

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- In groups, have students select from different anthologies provided by the teacher a poem thatfocuses on a theme; they analyse content and form and focus on the issue and their opinion onthis issue; they present their findings in an informal oral presentation. (FE)

- Using old magazines provided by the teacher and the students themselves, have students (inpairs or small groups) select a poem that features a theme, create a collage that portrays thehappenings and the message or theme in the poem, and then present their collage to the class;(have the class guess the message by examining the collage before the reading of the poem).(FE)

- Assign to students the reading of two different forms of texts on a similar theme and ask themto respond in writing to questions that require them to analyse, assess, compare and contrastelements of fiction, authors’ views and stylistic devices, and that give them the opportunity toexpress their own views. (SE)

Grammar and Usage, Spelling and Punctuation- Emphasize the use of precise vocabulary and the effective use of note-taking strategies during

analysis of texts.- Have students note the use of descriptive vocabulary in the selected poems and write

descriptive sentences of their own into which they incorporate images and figures of speech.- Have students apply knowledge of context clues to create word maps of new terms in texts.- Have students note that the use of punctuation in poetry does not always follow the rules of

punctuation.- Develop students’ ability to proofread their short-answer questions.


- Assess the students’ ability to analyse short stories, essays and poems studied in this activity,according to the following four categories of the Achievement Chart for Grade 11English:- Knowledge/Understanding

- Demonstrate understanding of information, ideas and themes in selected short stories,essays and poems.

- Understand the effect of rhetorical elements (e.g., literary/stylistic devices such assimiles, metaphors, irony).

- Demonstrate knowledge of literary genres and conventions.- Thinking/Inquiry

- Use critical thinking skills in responding to questions that require analysis, inferenceand assessment.

- Communication- Communicate information and ideas clearly and logically, with the use of complete

sentences.- Application

- Apply correct grammar, spelling, punctuation and vocabulary.- Apply a range of reading strategies.- Use print and electronic resources to define unfamiliar words.- Make connections between the issues under study and their own experiences.

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Extension

- Have students interview people from different cultures about customs that are important tothem, consult social sciences teacher for more information on other cultures, and present theirfindings to the class. (OD)

- Have students practice and record the oral reading of a literary text with attention topronunciation, intonation and tempo.

- Have students write poems on various issues, read them to the class, post them up on thebulletin board, and participate in poetry writing contests.

- Have students rehearse and record a reading of a poem of their choice.


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Bane or Blessing: Novel Study


In this activity, students read a contemporary novel that focuses on choices, dilemmas andcurrent issues. They also analyse its narrative techniques, themes, characterization, setting andliterary/stylistic devices. They write journal responses and creative texts making connectionswith their own experiences. The convey their interpretation of the novel in class discussions, ingroup activities, and in a seminar presentation. (Suggested novels: Flowers for Algernon byDaniel Keyes or Farenheit 451 by Ray Bradbury.)



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 3 - 5EAE3C-O-OE.2 - 3 - 4

Specific Expectations: EAE3C-L-For.2 - 3 - 4EAE3C-L-Str.1 - 2 - 3 - 6 - 7EAE3C-L-Inv.6 - 7 - 8EAEeC-L-Crit.2 - 3 - 4 - 5EAE3C-W-For.1 - 2 - 6 - 10EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 10EAE3C-W-Gram.2 - 4 - 7EAE3C-W-Crit.1EAE3C-O-Prod.1 - 3 - 5 - 7EAE3C-O-Voc.1 - 2 - 3 - 4EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5

Planning Notes

- Conduct research into background information on the novel: biographical data, setting, genre.- Prepare oral and written questions and exercises to direct students’ reading of the novel and

to provide opportunities for formative assessment.- Provide students with chart paper and markers.- Prepare an evaluation grid for the assessment of students’ seminar presentation on the novel.

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Introduction

Introduction to “Flowers for Algernon”- Initiate discussion on the problems faced by people living with mental challenges.- Elaborate on the topic of genetic manipulation and the ensuing debate. (DE)- Hand out photocopied portion of progress report number one and have students rewrite it

using correct spelling, grammar, punctuation and capitalization. (FE)- Correct the progress report as a whole class activity.- Provide students with background information on the author and text.- Present a quick overview of psychological testing and the Rorschach inkblots.- Hand out a timeline for the field of psychology in order to show the progress of human

psychology and experimentation. (OD) Introduction to “Farenheit 451”- Initiate discussion on the reasons for reading, asking them to make predictions in response to

prompts such as :- How would your life be different without television?- Should the government censor Internet sites?- Should the media be prevented from publishing and/or publicizing the private lives of

famous people?- Will CD-ROMs replace books? (DE) (OD)

- Have students read and discuss the essay from Dimensions II, “Dogs and Books” by ChristieBlatchford, emphasizing the author’s reasons for reading. (DE)

Exploration

Exploration of “Flowers for Algernon”- Read the first few progress reports to situate the novel, introduce characters, suggest the

conflict, and hook the students (FE)- Assign a variety of approaches for the study of the novel:

- divide the reading into different segments- assign individual and group readings- emphasize vocabulary activities with special focus on psychology terms (e.g., maze,

subconscious, plateau, psychiatrist, neurosurgeon, hypothesis, repression, inhibition,repressed); have students maintain a vocabulary log

- assign journal responses and summaries- assign formative quizzes- assign comprehension questions- assign group work and oral presentations (FE)

- Have students study the narrative techniques: first person narrative, flashback,foreshadowing, interior monologue and elements of plot, characterization, theme, andliterary/stylistic devices. (FE)

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- After the reading of the novel, assign seminar presentations that focus on key aspects of thenovel; seminars should focus not only on oral work but also on audio-visual aids; form teamsof three students and provide some class time in the preparation of these seminars. (SE) (Notethat each member is responsible for one sub-topic; work should be assessed individually.)

- Schedule seminar presentations and have students take notes and voice their opinions duringthe presentations. Possible topics for seminars:1) Character Study of Charlie: describe the evolution seen in Charlie

- initial character- character change- forces of change (characters and incidents bringing about this character change)

2) Charlie’s Relationships Before the Experiment and After the Experiment:- at Donner’s Bakery- with Miss Kinnian- with Dr. Strauss and Dr. Nemur- with Fay

3) Impact of Incidents in Charlie’s Life: describe each incident and its impact- his mother’s upbringing- his sister Norma’s birth- the incident with Harriet- the Chicago convention of psychologists- Algernon’s death- the visit at Warren Home

4) Charlie’s Relationship with His Family: describe the relationships in detail- with his father, Matt- with his mother, Rose- with his sister, Norma

5) The Roles of Women in the Novel and their Influence on Charlie- his mother, Rose- his sister, Norma- his teacher, Miss Kinnian- the artist, Fay

6) A Study of Contrasts: describe the contrasts and their importance- his relationship with Miss Kinnian before and after the operation- his mother, Rose, with his father, Matt- Dr. Guarino with Dr. Strauss- Charlie’s apartment with Fay’s apartment

7) Symbols in the Novel: find references and explain their significance- the maze- the spinner- Algernon- the flower

8) Themes in the Novel: analyse the themes and key quotations- genetic manipulation and its effects- the long search for oneself- the loss of innocence (OD)

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9) Techniques in the Novel: describe the techniques used in the novel- flashbacks and dreams and their character revelation- foreshadowing and the significance of these events- the power of the subconscious and examples of character development in Charlie

- Have students apply steps of a writing process to edit and print their written responsescollaboratively; have students work collaboratively to plan, rehearse and deliver their seminarpresentation. (SE)

Exploration of “Farenheit 451”- Divide the reading of the novel into different segments, providing some class time for silent

sustained reading.- Review with students the characteristics of science fiction as a genre with the use of a science

fiction video (or excerpt) or television show.- Have students note in their journal the different kinds of technology found in the novel under

the following headings:- Existing Technology

- (e.g., escalator)- (e.g., bomber)

- Futuristic Technology- (e.g., the Mechanical Hound)- (e.g., T.V. walls) (T)

- Ask students to note, in chart form, during their reading of the novel, the ways in whichMontag’s society is similar to our society; students add on to the chart as they pursue theirreading, sharing their information orally in class and group discussions. (These notes will beused by students for the summative assessment task.)

- Ask students to use print and electronic resources to define new or difficult words, as theyread the novel, noting findings in the form of a vocabulary log, crossword puzzles, wordmaps. (FE)

- Ask students to explain (in written or oral responses) (individually and/or in groups) keyquotations in the novel provided by the teacher (in class or for homework) and to:- identify figures of speech- give their opinions about the views expressed- explain the connection between theme and symbol. (FE)

- Have students, in pairs, research in print and electronic resources the origins and significanceof symbols and myths in the novel; students consult encyclopedias, CD-ROMs, dictionariesand Internet sites (e.g., http://www.symbols.com/encyclopedia/34/3410html) and noteinformation and illustration on the phoenix, the salamander, the myth of Icarus and fire.

- Have students explain the symbols with the use of their illustrations in a one to two minuteinformal oral presentation. (FE)

- Ask students (in pairs) to compare/contrast, in chart-form, the speeches of two or morecharacters as they relate to the novel’s themes (e.g., Faber, Granger, Montag, Beatty).

- Have students (in groups) review the novel as a journey novel with reference to two or threecharacters, by retracing Montag’s:- physical escape and capture with the use of a map (paying special attention to details of

setting)- the turning points in the evolution of Montag’s character

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- Have students explain their analyses in an oral presentation with the use of a chart. (SE)- Have students further explore characters and relationships by writing a creative text in which

they assume the point of view of a character in the novel (e.g., a letter in which Montagexplains his escape to Mildred) (e.g., a diary entry in which a character - Clarese, Mildred,Beatty, Faber - explains his/her impressions or feelings about Montag). (FE) or (SE)

- Assign to students (in pairs) a seminar presentation in which they explore a theme or issue asit is presented in the novel and as it relates to our society. (Note: An individual mark shouldbe given for each of the two tasks: students work collaboratively but are each responsible forone of either (a) or (b).)

- Ask students to complete at least three journal activities during their reading of the novel andto convey their responses in a think-pair-share activities. (First individually, then with apartner and finally in a whole class discussion.) Suggested prompts: (FE)1) What are the causes of war

a) in the novel?b) in our society?

2) What is the impact of the media on relationshipsa) in the novel?b) in our society?

3) How are the media used for political purposesa) in the novel?b) in our society?

4) How does technology threaten privacya) in the novel?b) in our society?

5) Is censorship justified a) in the novel?b) in our society?

(Note that the above topics lead students to make connections between the novel and theirown experiences and knowledge and may be used as topics for Activity 3.5 and Activity 3.6in this unit.) (OD) (T) (SE)

- Have students apply steps of a writing process to edit and print their written responsescollaboratively; have students work collaboratively to plan, rehearse and deliver their seminarpresentations. (SE)

- Review students’ findings in a whole-class activity, allowing students to debate informallythe views (on society) presented.

Grammar and Usage, Spelling and Punctuation- Have students examine new or different words with attention to their origins and to their

French equivalent.- Emphasize the integration of references from the novel with the correct use of quotation

marks and correct capitalization.- Have students note examples of imagery and descriptive vocabulary and write sentences of

their own in which they incorporate similar devices.

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- Assess students’ ability to communicate their interpretation of the elements of fiction in awritten text and in a seminar presentation according to the following four categories of theAchievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the novel and of the literary elements of plot,characterization, theme, symbols.

- Demonstrate understanding of information and ideas in a novel.- Demonstrate understanding of the connection between the elements of fiction.

- Thinking/Inquiry- Demonstrate creativity in the presentation of ideas and information.- Use critical thinking skills in the selection of relevant supporting evidence.- Apply inquiry skills in interpreting the novel and key events.

- Communication- Communicate ideas and information in a logical order.- Use clear, loud voice, strong oral delivery, and relevant props in the presentation of

ideas and information.- Use literary terms correctly, integrating new vocabulary and appropriate diction into

text and presentation.- Application

- Use language conventions correctly.- Use a writing process collaboratively to prepare written and oral responses.- Use oral communication skills effectively.

Extension

- Have students research the Para-Olympics (origins, athletes awards) and/or Jean Vanier’s lifeand work and report their findings to the class (Flowers for Algernon).

- Have students research the authors and literary works to which the novel alludes (e.g.,Matthew Arnold’s “Dover Beach”, Dylan Thomas’s “Do not go gentle into that good Night”(Farenheit 451).

- Have students outline (in point form) a new ending for the novel that would give a moreoptimistic outcome to the novel’s events (both novels).


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This summative assessment task is for teachers who choose to teach “Flowers forAlgernon” by Daniel Keyes

Summative Assessment Task on the Novel: Split Personality


For this summative assessment task, students demonstrate their reading, writing and speakingskills by writing two journal entries imitating each of Charlie’s distinct styles before and after theoperation. They role-play a mock interview or conflict based on their interpretation of the eventsand characters.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 3 EAE3C-O-OE.2 - 3 - 4 - 5EAE3C-M-OE.3

Specific Expectations: EAE3C-L-For.4EAE3C-L-Str.1 - 2 - 7EAE3C-L-Crit.4EAE3C-W-For.2 - 6EAE3C-W-Wri.1 - 2 - 3 - 4 - 8 - 10 - 11EAE3C-W-Gram.2 - 3 - 5 - 7EAE3C-W-Crit.1EAE3C-O-Prod.1 - 4 - 5 - 6 - 7EAE3C-O-Voc.3 - 4EAE3C-O-GrSk.1 - 2 - 3 - 4EAE3C-M-For.2 - 3EAE3C-M-Inv.6EAE3C-M-Crit.2

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Planning Notes

- Reserve VCR to view excerpts of the video version of the novel.- Photocopy the student booklet.- Reserve the computer lab if available.


Introduction

- Have students view excerpts from the original or more recent video version of the novel,selecting scenes that clearly show the evolution in Charlie’s appearance and personality.(Present the entire movie if time permits it.)

- Have students note in point form the changes in Charlie before and after the operation. (FE)- Review and discuss students’ notes, asking students whether or not they agree with the movie

director’s interpretation of Charlie’s personality. (FE)

Exploration

- Explain the summative assessment task to the students:- select two journal entries, one written prior to Charlie’s operation and one written some

time after the operation- build a chart that highlights examples of flashback, foreshadowing, interior monologue,

appropriate level of language and Charlie’s writing and thinking capacities before andafter the operation

- share their findings with their peers- write two journal entries as if written by Charlie before and after the operation

incorporating flashback, foreshadowing, interior monologue, appropriate level oflanguage and Charlie’s distinct writing style (SE)

- Present a mock interview with a character (e.g., Charlie’s mother, Professor Nemur) onCharlie, following his funeral.or

- Dramatize a conflict between Charlie and a character in the novel based on a key event in thenovel (e.g., Charlie gets fired at the bakery).

- Explain the overall expectations that will be used to assess the students’ knowledge and skillsin the strands of Literature Studies and Reading and Writing as well as the criteria ofAchievement Chart 3.3.1. Students are expected to:- demonstrate knowledge of the novel and the journal form- demonstrate understanding of narrative techniques and rhetorical elements such as

flashback, foreshadowing, interior monologue and word choice- use critical and thinking skills in analysing the chosen episodes in the novel- apply inquiry skills to select appropriate episodes, analysing and interpreting each one- apply oral communication skills- sequence ideas logically with the use of transitions- demonstrate creativity in preparation of oral presentation

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- communicate for different audiences and purposes using appropriate choice of languageand style characteristic of Charlie, the main character

- use verbal and non-verbal techniques in oral presentation- demonstrate command of the journal entry form- vary sentences and use correct sentence structure- use the required language conventions focusing on spelling, grammar and usage as well

as the correct use of punctuation and capitalization- use a writing process in this activity- use technological resources effectively to present dramatization and to edit and publish

texts (T)- Hand out instructions sheet and Achievement Chart.

(Suggested timeline: Introduction - 40 minutes; Assessment Task - 200 minutes.)

Resources

KEYES, Daniel, Flowers for Algernon, Toronto, Harcourt Brace Jovanovich, 1988, 216 p.


Appendix EAE3C 3.3.1: Achievement Chart - Split PersonalityAppendix EAE3C 3.3.2: Student Booklet - Split Personality

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Achievement Chart - Split Personality Appendix EAE3C 3.3.1Assessment Techniques: diagnostic 9 formative 9 summative :


50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstratesknowledge of thenarrative point of viewand the diary form.- demonstratesunderstanding ofevents, characters,relationships andthemes in the novel.

The studentdemonstrateslimitedknowledge of thenovel and limitedunderstanding of events, characters,relationships andthemes in thenovel.

The studentdemonstrates someknowledge of thenovel and someunderstanding of events, characters,relationships andthemes in thenovel.

The studentdemonstratesconsiderableknowledge of thenovel and considerableunderstanding of events, characters,relationships andthemes in thenovel.

The studentdemonstratesthoroughknowledge of thenovel and thorough andinsightfulunderstanding of events, characters,relationships andthemes in thenovel.

Thinking/Inquiry

The student:- reflects on andanalyses the chosenentries in the novel toproduce two diaryentries.- applies inquiry andanalysis skills in theinterpretation ofcharacters, events,relationships, andthemes.

The student usescritical thinkingskills with limitedeffectiveness andapplies few of theskills of inquiryand interpretation.

The student usescritical thinkingskills withmoderateeffectiveness andapplies some ofthe skills ofinquiry andinterpretation.

The student usescritical thinkingskills withconsiderableeffectiveness andapplies most ofthe skills ofinquiry andinterpretation.

The student usescritical thinkingskills with a highdegree ofeffectiveness andapplies all oralmost all of theskills of inquiryand interpretation.

Communication

The student:- writes journal entriesusing language andstyle characteristic ofCharlie.- demonstratescommand of thejournal format and oralcommunication skills.

The studentcommunicates with a limitedsense of languageand style anddemonstrates limited commandof the format andof oralcommunicationskills.

The studentcommunicateswith some senseof language andstyle anddemonstrates moderatecommand of theformat and of oralcommunicationskills.

The studentcommunicateswith a clear senseof language andstyle anddemonstrates considerablecommand of theformat and of oralcommunicationskills.

The studentcommunicateswith a strongsense of languageand style anddemonstrates extensivecommand of theformat and of oralcommunicationskills.

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Application

The student: - uses grammar,spelling andpunctuation accordingto the chosen entry.- uses oralcommunication andmedia conventions andtechniques in a mockinterview ordramatization.- uses a writing process(e.g., revising, editing) - uses technology (e.g.,choice of tools andsoftware).

The student uses languageconventions withlimited accuracyand effectiveness,oralcommunicationskills and a writingprocesswith limitedcompetence, andtechnology withlimitedappropriatenessand effectiveness.

The student uses languageconventions withlimitedeffectiveness, oralcommunicationskills and a writingprocess withmoderatecompetence, andtechnology withmoderateappropriatenessand effectiveness.

The student useslanguageconventions withconsiderableaccuracy andeffectiveness, oralcommunicationskills and a writingprocesswith considerablecompetence, andtechnology withconsiderableeffectiveness.

The student useslanguageconventionsaccurately andeffectively all oralmost all of thetime, oralcommunicationskills and a writingprocess with ahigh degree ofcompetence, and appropriatetechnology with ahigh degree ofeffectiveness.


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Student Booklet Appendix EAE3C 3.3.2

Split Personality

ASSIGNMENT

Writing Tasks1. Imagine that you are the early Charlie and write a journal entry of approximately 200 words,

imitating his distinctive writing style.2. Imagine that you are the genius Charlie and write a journal entry of approximately 300 words,

imitating his new writing style. (Apply steps of a writing process and use electronic resourcesto proofread, edit, format and print written texts.)

Oral Communication Task1. Present with a partner a mock interview of a character (e.g., Charlie’s mother, Rose,

Professor Nemus, Miss Kinnian), following Charlie’s funeral.2. Present a conflict between Charlie and a character in the novel based on a key event.

Step 1: Reading Activity: IndividualTime: 40 minutes

1. Read a series of journal entries from the novel Flowers for Algernon and select a journalentry written prior to Charlie’s operation and one written some time after the operation,making sure that the selections feature elements of flashback or foreshadowing or interiormonologue.

2. Select two journal entries, one before the operation and one after the operation, and focus onlevel of language, use of sentence patterns, spelling, grammar, punctuation, content and useof narrative technique.

3. Take notes comparing the two entries under the following headings: Criteria The Early Charlie The Genius Charlie

Vocabulary

Sentence Patterns

Spelling, Grammar,Punctuation

Content

NarrativeTechniques

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Fill in your chart providing examples of the different criteria:

- Vocabulary (specify the level of language - formal, informal, colloquial and give examples)- Sentence Patterns (identify the common type of sentence patterns used: simple, compound,

complex, compound-complex)- Spelling, Grammar, Punctuation (specify the difference between the entries and give

examples)- Content (specify the subject or main ideas developed in each entry)- Narrative Techniques (identify the use of flashback, foreshadowing and interior monologue

and the method of introducing each technique in the entry)

Step 2: Writing Activity: Individual (Homework)

1. Write the draft of your news report and editorial.

Step 3: Writing Process/Printing Activity: Individual/in pairsTime: 35 minutes

1. Exchange drafts with your partner and make suggestions.

2. Edit, format and print your two texts with the use of a computer.

Step 4: Rehearsal Activity: In pairsTime: 70 minutes

1. In pairs, write the draft of the script of your oral presentation.

2. Read your script out loud, practising intonation, pronunciation and tempo; make adjustmentsto script.

3. Decide what props you will use.

4. Learn and rehearse your script.

Step 5: Delivery Activity: In pairsTime: 75 minutes

1. Present your mock interview or trial.

2. Assess your peers’ presentation with the use of a grid provided by the teacher (for formativeassessment).

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This summative assessment task is for teachers who choose to teach “Farenheit 451” by Ray Bradbury

Summative Assessment Task on the Novel: “Telling Detail - Fresh Detail”


For this summative assessment, students demonstrate their reading, writing and speaking skillsby producing a written news report, an editorial and a mock interview (or mock trial) based ontheir interpretation of the events and characters in the novel Farenheit 451.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 3EAE3C-O-OE.2 - 3 - 4 - 5EAE3C-M-OE.3

Specific Expectations: EAE3C-L-For.4EAE3C-L-Str.1 - 2 - 7EAE3C-Crit.4EAE3C-W-For.2 - 6EAE3C-W-Wri.1 - 2 - 3 - 4 - 8 - 10 - 11EAE3C-W-Gram.2 - 3 - 5 - 7EAE3C-W-Crit.1EAE3C-O-Prod.1 - 4 - 5 - 6 - 7EAE3C-O-Voc.3 - 4EAE3C-O-GrSk.1 - 2 - 3 - 4EAE3C-M-For.2 - 3EAE3C-M-Inv.6EAE3C-M-Crit.2

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Planning Notes

- Reserve VCR to view excerpts of the video version of the novel.- Photocopy the student booklet.- Reserve the computer lab if available.- Prepare an evaluation grid for peer assessment of oral presentations.


Introduction

- Have students view excerpts from the original or more recent video version of the novel,selecting scenes that clearly show the evolution in Montag’s appearance and personality.(Present the entire movie if time permits it.)

- Review and discuss students’ notes, asking students whether or not they agree with the moviedirector’s interpretation of Montag’s personality. (FE)

Exploration

- Explain the summative assessment - ask students to :

1. write a news report based on an event in the novel (e.g., Clarisse’s death, Montag’sescape, the old woman’s death)

2. write a news editorial about Montag’s escape and capture3. present with a partner a mock interview of a character (e.g., Mildred, Mrs. Phelps,

Beatty, Mrs. Bowles) on Montag, the criminal orpresent with a partner a mock trial in which you assume the role of two lawyers atMontag’s trial (OD)

- To complete these tasks, have students:1. apply steps of a writing process and use electronic resources to proofread, edit, format

and print written texts2. write a script for the oral presentation and rehearse delivery; include a prop (e.g.,

costumes, music, sound effects) for impact- Explain the overall expectations that will be used to assess the students’ knowledge and skills

in the strands of Literature Studies and Reading, Writing, Oral Communication and MediaStudies as well as the criteria of Achievement Chart 3.4.1.- Students are expected to:

- demonstrate knowledge of events, characters and relationships in the novel- apply knowledge of journalistic forms (editorial/news report)- use critical thinking skills in assessing their own and others’ texts and rehearsal- use critical thinking skills in analysing events and making predictions- apply steps of a writing process

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- use technology to edit and print texts and to complete the oral communication task(T)

- vary sentences and use correct sentence structure- apply verbal and non-verbal techniques in oral presentation- use the required language conventions focusing on correct spelling, grammar and

usage as well as the correct use of punctuation and capitalization- use appropriate level of language- demonstrate understanding of form, purpose and audience

(Suggested timeline: Introduction - 40 minutes; Assessment Task - 200 minutes.)

Resources

BRADBURY, Ray, Farenheit 451, New York, Ballantine Books, 1991, 179 p.


Appendix EAE3C 3.3.1: Achievement Chart - “Telling Detail - Fresh Detail”Appendix EAE3C 3.3.2: Student Booklet - “Telling Detail - Fresh Detail”

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Achievement Chart - “Telling Detail - Fresh Detail” Appendix EAE3C 3.3.1Assessment Techniques: diagnostic 9 formative 9 summative :


50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstratesknowledge of the newsreport and the editorial.- demonstratesunderstanding ofevents, characters,relationships andthemes in the novel.

The studentdemonstrateslimitedknowledge of thenews report andthe editorial and limitedunderstanding ofthe novel.

The studentdemonstrates someknowledge of thenews report andthe editorial andsomeunderstanding of the novel.

The studentdemonstratesconsiderableknowledge of thenews report andthe editorial and considerableunderstanding of the novel.

The studentdemonstratesthoroughknowledge of thenews report andthe editorial and thorough andinsightfulunderstanding of the novel.

Thinking/Inquiry

The student:- produce journalistictexts based on thenovel.- applies inquiry skillsto interpret characters,events, relationshipsand themes in thenovel.

The student usescritical andcreative thinkingskills with limitedeffectiveness andapplies few of theskills of inquiry toanalyse andinterpret a novel.

The student usescritical andcreative thinkingskills withmoderateeffectiveness andapplies some ofthe skills ofinquiry to analyseand interpret anovel.

The student usescritical andcreative thinkingskills withconsiderableeffectiveness andapplies most ofthe skills ofinquiry to analyseand interpret anovel.

The student usescritical andcreative thinkingskills with a highdegree ofeffectiveness andapplies all oralmost all of theskills of inquiry toanalyse andinterpret a novel.

Communication

The student:- communicatesinformation and ideasin written and oraltexts.- communicates fordifferent audiences andpurposes withappropriate diction.- demonstratescommand of the newsreport and the editorialand of oralcommunication skills.

The studentcommunicates with limitedclarity, with a limited sense ofaudience andpurpose and witha limitedcommand of formand oralcommunicationskills.

The studentcommunicateswith some clarity,with some senseof audience andpurpose and witha moderatecommand of formand oralcommunicationskills.

The studentcommunicateswith clarity in themedia texts, with a clear sense ofaudience andpurpose and witha considerablecommand of formand oralcommunicationskills.

The studentcommunicateswith a highdegree of clarityand withconfidence in themedia texts, with astrong sense ofaudience andpurposeand with extensivecommand of formand oralcommunicationskills.

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Application

The student: - uses correctgrammar, spelling andpunctuation.- uses oralcommunication andmedia conventions andtechniques in a mockinterview or trial.- uses readingstrategies to notedetails to be used inwritten and oralresponses.- uses electronicresources and a writingprocess to draft andrevise and publishtexts.

The student uses languageconventions andtechniques withlimited accuracyand effectiveness,and uses readingstrategies, awriting processand technologywith limitedcompetence.

The student useslanguageconventions andtechniques with someeffectiveness, and uses a writingprocess andtechnology withmoderatecompetence.

The student useslanguageconventions andtechniques withconsiderableaccuracy andeffectiveness, anduses a writingprocess andtechnology withconsiderablecompetence.

The student useslanguageconventions andtechniquesaccurately andeffectively all oralmost all of thetime, and uses awriting processand technologywith a highdegree ofcompetence.


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Student Booklet Appendix EAE3C 3.3.2

“Telling Detail - Fresh Detail”

ASSIGNMENTWriting Tasks1. Write a news report based on an event in the novel (e.g., Clarisse’s death, Montag’s escape,

the old woman’s death).2. Write a news editorial about Montag’s escape and capture.

Oral Communication Task1. Present with a partner a mock interview of a character (e.g., Mildred, Mrs. Phelps, Beatty,

Mrs. Bowles) on Montag, the criminal OR

Present with a partner a mock trial in which you assume the role of two lawyers at Montag’strial.

(Apply steps of a writing process and use electronic resources to proofread, edit, format andprint your written texts.)

(Write a script for the oral presentation and rehearse delivery; include a prop (e.g., costumes,music, sound effects) for impact).

Step 1: Reading Activity: IndividualTime: 40 minutes

1. Locate and re-read passages in the novel that relate to the events and characters you will bepresenting in your texts and oral presentation.

2. Note relevant details and information.

Step 2: Writing Activity: Individual(Homework)

1. Write the draft of your news report and editorial.

Step 3: Writing Process/Printing Activity: Individual/in pairsTime: 35 minutes

1. Exchange drafts with your partner and make suggestions.

2. Edit, format and print your two texts with the use of computers.

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Step 4: Rehearsal Activity: In pairsTime: 70 minutes

1. In pairs, write the draft of the script of your oral presentation.

2. Read your script out loud, practising intonation, pronunciation and tempo; make adjustmentsto script.

3. Decide what props you will use.

4. Learn and rehearse your script.

Step 5: Delivery Activity: In pairsTime: 75 minutes

1. Present your mock interview or trial.

2. Assess your peers’ presentation with the use of a grid provided by the teacher (for formativeassessment).

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Here’s What I Think: The Survey


In this activity, students conduct a survey on an issue, analyse the results and present theirfindings and opinions in an oral presentation.



Overall Expectations: EAE3C-L-OE.1 - 4EAE3C-W-OE.1 - 2 - 3EAE3C-O-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE3C-L-Str.1 - 5 - 6EAE3C-L-Inv.1EAE3C-L-Crit.2EAE3C-W-For.1 - 7 - 12EAE3C-W-Wri.1 - 2 - 3 - 6 - 7 - 10 - 11EAE3C-W-Gram.2 - 4 - 6EAE3C-W-Res.1 - 6EAE3C-W-Crit.3EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 2 - 3 - 5 - 7EAE3C-O-Voc.3 - 4 - 5EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5EAE3C-O-Crit.2

Planning Notes

- Conduct research on technological and scientific progress that is creating controversy.- Find newspaper or magazine articles that feature a science and technology controversy.- Prepare a list of controversial issues related to technology and/or to novel studied in this unit

to spark discussion in the introduction of this activity.- Find examples of surveys from the guidance office, in magazines, and from an employment

office.- Find examples of bar graphs and pie charts on the Internet, in technical documents, in

pamphlets and in textbooks.

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- Obtain the principal’s permission to have students conduct their survey in other Englishclasses.

- Give students access to computers.- Prepare a grid or questionnaire for assessment by peers, and by teachers involved in the

surveys.- Prepare a grid for assessment of students’ group skills and individual skills in the preparation

and presentation of the survey.


Introduction

- Lead a discussion on controversial issues linked to scientific and technological advances byreading an essay or a newspaper or magazine article that features a story related to a scienceand technology controversy (e.g., in Class Act, “Do Computers Change How We Think?” byGuy Saddly). (T) (OD)

- Have students develop reading strategies by noting new and specialized vocabulary featuredin the article, having them write them on the blackboard, and having them define each newword. (DE)

- Have students add technological terms and new words to their vocabulary log.- Have students respond to the text in their journal by asking to explain why they agree or

disagree with the views expressed; students read their responses to a peer and explain theirviews in a class discussion (think - pair - share activity). (DE) (T)

Exploration

- Provide students with examples of graphs (line graphs or bar graphs) and charts (pie charts)from technical documents, pamphlets and textbooks (from mathematics or geographycourses); ask them questions that lead them to interpret the information presented. (OD)

- Ask students to respond to a survey (preferably on their career interests or theircommunication skills); informally review results with students, asking them to note featuresof a good survey or questionnaire. (FE)

- Provide students with other examples of surveys/questionnaires, emphasizing the need forpointed questions and for one-word answers.

- Have students compare and contrast two questionnaires (e.g., one from a government officeand one from a teen magazine) noting features such as level of language, instructions,headings, types of questions, types of answers (e.g., true or false, yes or no) and design (e.g.,check the best answer, darken the appropriate square, rate the following statement on a scaleof...). (FE)

- Assign a survey to groups of three students to be electronically produced and to be conductedin other (two or more) English classes in the school. This survey should include:- a letter of request to a teacher, explaining the purpose of the survey and confirming the

time- a questionnaire composed of at least ten questions- a thank-you letter to the teacher

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- a chart/graph analysis of the results of the survey Suggested topics of survey: a controversial issue relating to technology and/or to the novel

studied in this unit (e.g., the importance/impact of computers in your daily life; the pros andcons of the Internet; the pros and cons of censorship; the pros and cons of geneticallymodified food; the importance of books and reading in your daily life; the rights of thementally and/or physically handicapped; the pros and cons of cloning; the pros and cons ofDNA testing; the impact of technology on health care and medicine). (SE) (T) (OD)

- Give students access to electronic resources as they draft, revise and format their text;conference with students before and after the summative assessment, emphasizing the need toproduce a flawless text.

- Have students analyse the results of their survey by asking them to answer questions such as:- which results are the most representative (or frequent)?- which results are the most surprising to you and why?- why do you think so many people are for (or against) this issue?

- Have students prepare a bar graph or chart of the results of their survey; students present theresults of their survey to the class with the use of their chart or graph and conclude by givingtheir views on the issue at hand. (SE)

- Have students assess their peers’ oral presentations with the use of a grid; have teachersevaluate the survey process (e.g., politeness, use of time, use of English) of the students whosurveyed their class.

- Have students assess the process and product of this activity with the use of a questionnaire(e.g., what went well, what they would do differently, what they learned).

- Post graphs and charts in the classroom or in the school.- Have students insert their data and notes into their writing folder for use during Activity 3.6.

Grammar and Usage, Spelling and Punctuation- Have students refer to the dictionary and to electronic resources to verify the spelling of

newly-acquired vocabulary related to science and technology and/or to commonly misspelledwords (e.g., in Class Act, “Commonly Confused Words”, p. 257-268).

- Emphasize the use of parallel structure, and consistency in pronoun, number and verb tense,in the formulation of questions.

- Emphasize the use of appropriate level of language and especially the use of precise and cleardiction in the formulation of questions.


- Assess students’ ability to collect and present data and draw conclusions from a survey on acontroversial issue according to the four categories of the Achievement Chart for Grade 11English:- Knowledge/Understanding

- Understand the use of new and specialized vocabulary.- Demonstrate knowledge of the format and conventions of the survey.- Understand controversial issues.

- Thinking/Inquiry- Reflect on controversial questions, evaluate data and draw conclusions.- Synthesize information in an oral presentation with the use of a bar graph or chart.

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- Communication- Communicate ideas and data in an oral presentation and use group work skills

effectively.- Use appropriate vocabulary and level of language.

- Application- Use new and specialized vocabulary and correct grammar and usage in their

presentation.- Use a writing process and technology to produce a survey.- Apply oral communication skills to conduct a survey and to present results.

Extension

- Suggest a board game such as “Scruples” for students wanting to discuss the theme ofdilemmas and choices further.

- Have students practice interview skills by surveying family members and people in thecommunity, recording their interview and presenting their audiotape to the class.

- Have students note and record new technological terms during their survey; as a class, havestudents explore the impact of technology on vocabulary used in French and in English. (AC)


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The Future and Technology: The Persuasive Essay


In this activity, students read essays focusing on the impact that technology and the future willhave in shaping their lives. They identify main ideas, supporting ideas and facts and examinehow organizational patterns and rhetorical elements influence meaning. Students apply theirknowledge of argumentation and express their views in a persuasive essay.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 3 - 4 - 5EAE3C-O-OE.3 - 4

Specific Expectations: EAE3C-L-For.2 - 3 - 4EAE3C-L-Str.1 - 2 - 3EAE3C-L-Inv.1 - 3 - 5EAE3C-L-Crit.2 - 3 - 4 - 5EAE3C-W-For.1 - 4 - 5 - 7 - 8 - 9 - 12EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE3C-W-Gram.2 - 4 - 5EAE3C-W-Res.1 - 2 - 5 - 6 - 8EAE3C-W-Crit.1 - 2 - 3EAE3C-O-List.1 EAE3C-O-Prod.1EAE3C-O-GrSk.1 - 5

Planning Notes

- Select two or more Internet sites for students to compare and assess.- Prepare blank sheets that feature the different stages of a writing process (e.g., brainstorming,

outlining, first draft, revising, editing) to guide students in the writing of a personal essay.(Suggestion: Class Act by Webb and Kerrigan, p. 207-242.)

- Select various essays that deal with the impact of technology.

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- Reserve the computer lab for the assessment of Internet sites and for the production of theessay.

- Prepare an evaluation grid for the assessment of students’ persuasive essay.


Introduction

- Have students (individually or in pairs) compare and contrast two Internet sites suggested bythe teacher and report their findings to the class. (T)(DE)

- Write questions on the blackboard related to technology and its effects on the individual:(DE) (T) (OD)- in what ways does technology affect us?- will cyber relationships be the new medium in which we will forge long-term

relationships?- are we suffering from future shock? (Alvin Toffler)- are cellular phones and pagers indispensable?

- Lead a brainstorming session in which students defend their opinions and beliefs on thesequestions with reference to their analysis of the Internet sites. (DE) (T)

Exploration

- Have students identify jobs that have changed (or disappeared) because of technology (e.g.,cashier, bank teller, police officer, auto mechanic). (CP) (T)

- Have students make predictions about other possible changes in the nature of work and thetype of work (e.g., If cars are no longer fuelled by gas what will gas stations become? Ifpeople continue to buy merchandise on the Internet, will car dealerships and shopping mallsdisappear?). (CP) (T)

- Have students identify job opportunities for bilingual candidates in the field of technology.(AC)

- Have students read the essay “Turning the Generations Upside Down” by Ellen Goodman inDimensions 2 or “Hardball” by Margaret Atwood in Far and Wide and react to it byresponding in journal form to the question: Does technology make people better or worse?(T) (FE) (OD)

- Ask students questions that lead them to identify the thesis and main ideas of the essay,emphasizing the characteristics of the thesis statement. (FE)

- Have students share orally their journal writing and discuss their impressions.- Have students share their journal writing orally, asking them questions that lead them to

define the term “values” as it is used in the essay “Turning Generations Upside Down” and intheir own words (e.g., What are family values? Give an example of a commercial or ad thatconveys false values. What do you value in life? Are we being dehumanized by technology?How do your religious beliefs affect your values?) (FE)

- Explain to students the principle of the “sanctity of human life.”

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- Refer to students’ journal responses and to the above essay to introduce the ethical dilemmaspresented by various technological and scientific discoveries (e.g., cloning, artificial life,DNA testing, privacy issues, virtual reality, nuclear weapons, in-vitro fertilization).

- Have students (in groups of three or four) formulate a thesis statement of their own for two -three ethical dilemmas, including three reasons for their position; a spokesperson for eachgroup presents the group’s views; students informally debate the views presented.

- Ask students oral questions that focus on the following elements of the essay.- Assign the building of a chart using the following headings as they relate to the above essay

(these elements will be used as the criteria for their own essay:- type of essay (e.g., narrative, descriptive, expository, argumentative)- thesis- point of view- organizational pattern- supporting ideas/arguments- counter-argument- intended audience- proof- diction- persuasive devices

- Review students’ responses and clarify any misunderstandings. (FE)- Select specific passages from this essay; have students paraphrase them, emphasizing the

main idea; have students share their work in a whole-class activity.- Assign the reading of three or four essays related to technology (e.g.,“The Real World of

Technology” by Ursula Franklin; “It’s Yer Genuwine” by Dan Strickland; in Dimensions II:“Intimate Strangers” by Jill Smolowe, “Compelling Signs of Artificial Life” by MarkNichols, “Relax, the World Won’t End Tomorrow” by Véronique de Turrene). (T) (OD)

- Provide class time for the oral reading of the essays.- Explain the concept of counter-argument, providing examples from the essays.- Have students chart all essays using the headings listed above.- Have students form groups and assign analysis questions on one of these essays to each

group; have students present their analysis to the class or to other groups. (FE)- Assign to students a formal persuasive essay of three to four paragraphs on one of the issues

presented in the introduction and/or one of the issues surveyed in Activity 3.5. (T) (SE)- Assign a multi-paragraph opinion text in which students explain their reasons for agreeing or

disagreeing with the views expressed in the selected essay. (FE)- Have students brainstorm, outline, draft and revise their text, according to the steps of a

writing process; emphasize the importance of a counter-argument in an effective opinion text.(FE)

- Have students present the main arguments of their opinion text to the class and lead aninformal debate on the views expressed. (SE)

- Ensure that students follow a writing process (brainstorming, outlining, first draft, revising,editing) by handing out blank sheets with the different stages of the writing process indicatedon them.

- Allow class time to work on the text and provide conferencing and peer evaluation time.- Have students select data from the essays and texts studied in class and from the results of

their own survey to be used as support in their own essay.

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- Review with students the methodology for documenting sources; have students integratesupporting data into their essay.

- Provide students with access to computers and specialized programs in order for them to edit,format and print their essay. (T)

Grammar and Usage, Spelling and Punctuation- Have students note examples of transitional devices in the essays read in class.- Review with students the use of the semi-colon.- Have students integrate transitional devices into sentences and short passages provided by the

teacher.- Highlight the use of transitional devices in the opinion text to emphasize ideas and to

sequence information.- Review with students the use of quotations in an essay and the method for integrating

quotations into an essay.


- Assess students’ ability to defend a position convincingly in a persuasive essay, according tothe four categories of the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the specific purpose and conventions of the formal essaywhen used to support an opinion.

- Demonstrate understanding of the uses and effects of persuasive techniques.- Thinking/Inquiry

- Apply their critical thinking skills in the editing of the essay and in the selection ofappropriate supporting details.

- Draw conclusions from collected data and research.- Communication

- Communicate ideas in a logical manner featuring supporting details such as examples,contrast, comparison.

- Communicate in order to persuade using appropriate diction and gender-neutrallanguage.

- Application- Apply correct spelling and sentence structure.- Apply the writing process.- Make connections between their experience and knowledge and the issues in the

novel and essays read in class.

Extension

- Have students assess their own and peers’ application of group skills and of a writing process.- Discuss with students the importance of team work in the work place.- Have students create a comic strip promoting the benefits of modern technology and/or

presenting strategies to ward off possible negative effects.

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UNIT 4 (EAE3C)

The Business World


In this unit, students read research documents, business reports and technical informationfocusing on form, content, and specialized vocabulary. Students explore employability skillsthrough a simulated job interview. They produce a business proposal on a topic related to theircommunity or to their life experiences. They write an instructional booklet and a range ofbusiness correspondence, a résumé, a thank-you letter, and a letter of rejection or acceptance.They apply reading and writing skills to research the development of a form of technology.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 3 - 4EAE3C-O-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE3C-L-For.1 - 5

EAE3C-L-Str.1 - 2 - 4 - 5 - 6 - 7 - 8EAE3C-L-Inv.1 - 4 - 5EAE3C-L-Crit.2 - 5EAE3C-W-For.1 - 3 - 4 - 6 - 7 - 8 - 9 - 10 - 11 - 12EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE3C-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 8EAE3C-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8EAE3C-W-Crit.1 - 2 - 3EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 2 - 3 - 4 - 5 - 6 - 7EAE3C-O-Voc.1 - 3 - 4 - 5 EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5EAE3C-O-Crit.1 - 2


Activity 4.1: Getting Hired: The Job Interview 210 minutesActivity 4.2: Analyse This: The Business Proposal 150 minutesActivity 4.3: Write it Up: The Business Proposal 240 minutes

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Activity 4.4: Entrepreneurs and Inventors: The Research Report 300 minutesActivity 4.5: How Does it Work: The Technical Document 300 minutes







Security


Resources In this unit, the teacher selects from the following resources:

PedagogicalMISENER, Judi, and Sandra STEELE, The Business of English, 2nd edition, Toronto, Oxford

University Press, 1994, 278 p.

Reference/ConsultationDUNCAN, Barry, Janine D’IPPOLITO, et al., Mass Media and Popular Culture 2, Toronto,

Harcourt Brace and Co., 1995, 202 p.

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CANADA, GOVERNMENT OF CANADA, Youth Link 1999-2000, Ottawa, HRDC (YouthEmployment Strategy - catalogue no. Y-002-0400E), 1999, 219 p.

MISENER, Judi, and Sandra STEELE, The Business of English (Teacher’s Resource), 2ndedition, Toronto, Oxford University Press, 1995, 156 p.

TechnologicalYouth Resource Network of Canada. (consulted November 11, 2000)

http://www.youth.gc.caHow Stuff Works. (consulted November 18, 2000)

http://www.howstuffworks.comInventor Book Search. (consulted November 11, 2000)

http://www.invent.org/search.htmlVideo series: Entrepreneurship for Canadians: The Spirit of Adventure produced by the

Canadian Foundation for Economic Education. (consulted November 11, 2000)http://www.fee.org

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Getting Hired: The Job Interview


In this activity, students examine qualities needed in the different phases of the job interviewsuch as the pre-interview, the interview itself, and the post-interview. They work in pairspreparing and presenting a simulated interview and hand in the prepared script along with a letterof refusal or acceptance written from the point of view of the employer.


Strand(s): Writing, Oral Communication

Overall Expectations: EAE3C-W-OE.1 - 3EAE3C-O-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE3C-W-For.3 - 6EAE3C-W-Wri.2 - 3 - 6 - 8 - 10 - 11EAE3C-W-Gram.3 - 4 - 5EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 4 - 6EAE3C-O-Voc.3 - 4EAE3C-O-GrSk.1 - 2 - 3EAE3C-O-Crit.2

Planning Notes

- Obtain models of business letters, in this case a good news (acceptance) and bad news(refusal) letters from pedagogical resources, career sites and/or employment centres.

- Obtain lists of positive criteria in successful job interviews from the Conference Board of Canada or Human Resources Development Canada.

- Obtain taped job interviews from Human Resources Development Canada (must be orderedahead of time).

- Prepare an evaluation grid for the assessment of students’ simulated interviews and writtentexts.

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Introduction

- Have students share with their peers past interview experience emphasizing questions asked,their responses, and the results of these interviews. (CP) (OD)

- Hand out lists of positive criteria evaluated in successful job interviews from The ConferenceBoard of Canada. (CP) (OD)

- Have students assess their personal qualities in comparison with these criteria. (DE)- Have students list jobs where being bilingual is an asset. (AC)

Exploration

- Inform students of the three different phases of the job interview: the pre-interview, theinterview itself, and the post-interview.

- Explain that the pre-interview requires careful planning: - applying for the job- researching the company and job- anticipating possible questions and answers- preparing questions for your potential employer

- Have students (in groups of two or three) compare and contrast two or more letters ofapplication noting features such as terminology, tone, length, opening and closing statements;review students’ findings and ask them to determine which letter is more effective and thereasons for their choice. (FE)

- Have them view interviews charting the qualities and flaws of each interview and sharingtheir findings with the class. (CP)

- Have students describe the positive features of successful applicants: (e.g., promptness,appropriate appearance, personality, enthusiasm, eye contact, experience, qualifications).

- Have students review the different components in the post-interview: a thank-you letter and afollow-up phone call. (FE)

- Assign to pairs of students a task for each of the phases of the interview: (SE) (CP)- pre-interview: letter of application or covering letter- interview: written script and oral presentation of a simulated job interview- post-interview: a letter of acceptance or refusal from the prospective employer

- As a homework exercise, have students read newspaper Want Ads related to their skills andinterests; post them on the bulletin board.

- Have students in pairs select one of these Want Ads, and prepare a written script simulating ajob interview.

- Provide sufficient time for students to write and practise their script.- Have students present their written texts and simulated interviews to the class. (SE) (CP)- Have students assume the point of view of the employer to assess the applicant in the

interview.- Have students assume the point of view of an employer to write a follow-up letter in which

they reject or accept a job candidate on the basis of the interview. (SE) (CP)- Provide students with an example of a follow-up letter; review the conventions of the

business letter with students.

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- Have students invent a fictitious name of employer, title, name of company, and address.- Have students use electronic resources to edit, format and print their letters, according to the

steps of a writing process. (T) (Note: Students work in pairs to edit and prepare their written texts and interview; each

student is expected to produce a letter of his/her own and students’ speaking skills should beassessed individually.)

Grammar and Usage, Spelling and Punctuation- Have students make correct use of appropriate diction and inclusive language during the

simulated job interview.- Have students make use of print and electronic resources in correcting spelling.- Have students formulate questions correctly in the simulated job interview and ensure proper

subject-verb agreement and pronoun use.


- Assess students’ ability to write business correspondence and to present a simulated jobinterview according to the following four categories of the Achievement Chart for Grade 11English :- Knowledge/Understanding

- Know the characteristics and qualities of successful job interviews and businesscorrespondence.

- Understand the three different stages of an interview: the pre-interview, the interviewitself, and the post-interview.

- Thinking/Inquiry- Ask appropriate questions and provide relevant responses in the job interview.- Assess their own and others’ business letters and interviews, noting strong points and

weaknesses.- Communication

- Communicate relevant information in their job interview and in business letters in aclear, logical manner.

- Use precise vocabulary when responding to questions.- Use proper level of language for a business context.

- Application- Use language conventions correctly.- Use a writing process to write their script for the job interview and to draft and edit

their business letter.- Use effective oral communication in the delivery of their job interview.- Apply print and electronic resources to revise, format and print a business letter.

Extension

- Have students find examples of company logos and design a logo and letterhead for theirfictitious company.

- Have students videotape their simulated interviews for presentation as models and for selfand peer assessment.

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Appendix EAE3C 4.1.1: Achievement Chart - Getting Hired: The Job Interview

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Achievement Chart - English - Getting Hired: The Job Interview Appendix EAE3C 4.1.1Assessment Techniques: diagnostic 9 formative 9 summative :


50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstratesknowledge of theconventions of thebusiness interview andbusinesscorrespondence.

The studentdemonstrateslimitedknowledge and limitedunderstanding ofconventions andform.

The studentdemonstrates someknowledge and someunderstanding ofconventions andform.

The studentdemonstratesconsiderableknowledge and considerableunderstanding ofconventions andform.

The studentdemonstratesthoroughknowledge and thorough andinsightfulunderstanding ofconventions andform.

Thinking/Inquiry

The student:- uses appropriatequestions and answersduring the interview.- assesses own andothers’ speaking andwriting skills during thepreparation process.

The student usescritical andcreative thinkingskills with limitedeffectiveness and applies few of theskills of inquiry.

The student usescritical andcreative thinkingskills withmoderateeffectiveness and applies some ofthe skills ofinquiry.

The student usescritical andcreative thinkingskills withconsiderableeffectiveness andapplies most ofthe skills ofinquiry.

The student usescritical andcreative thinkingskills with a highdegree ofeffectiveness andapplies all oralmost all of theskills of inquiry.

Communication

The student:- communicates information and ideasclearly and logically. - uses business termsand appropriate diction.- demonstratescommand of the jobinterview and thefollow-up letter.

The studentcommunicatesinformation andideas with limitedclarity and logicand limited senseof audience, andhas a limitedcommand of formand conventions.

The studentcommunicatesinformation andideas with someclarity and logicand with somesense of audience,and has amoderatecommand of formand conventions.

The studentcommunicatesinformation andideas withconsiderableclarity and logicand with a clearsense of audience,and has aconsiderablecommand of formand conventions.

The studentcommunicatesinformation andideas with a highdegree of clarityand logic, andwith confidenceandwith a strongsense of audience,and has anextensivecommand of formand conventions.

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Application

The student: - uses correct spelling,subject-verb agreementand punctuation.- uses clear, loud andconvincing oralcommunication andpersuasive techniquesin the interview.- uses technology and awriting process to draft,edit, format and printinterview script andbusinesscorrespondence.- makes connections byreferring to workexperience andknowledge.

The student useslanguageconventions withlimited accuracyand effectiveness,oralcommunicationwith limitedeffectivenessand a writingprocess andtechnology withlimitedcompetence,makingconnections withlimitedeffectiveness.

The student useslanguageconventions withmoderateeffectiveness,uses oralcommunicationwith someeffectiveness,and uses a writingprocess andtechnology withmoderatecompetence,makingconnections withmoderateeffectiveness.

The student useslanguageconventions withconsiderableaccuracy andeffectiveness, uses oralcommunicationwith considerateeffectiveness, anduses a writingprocess andtechnology withconsiderablecompetence,makingconnections withconsiderableeffectiveness.

The student useslanguageconventionsaccurately andeffectively all oralmost all of thetime, uses oralcommunicationeffectively andcreatively, anduses a writingprocess andtechnology with ahigh degree ofcompetence,makingconnections witha high degree ofeffectiveness.


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Analyse This: The Business Proposal


In this activity, students read business reports, analysing more specifically a business proposal.They examine the different components of this type of business report focusing on format,content, intended audience, specialized vocabulary, and graphic and design elements, inpreparation for Activity 4.3.


Strand(s): Literature Studies and Reading, Oral Communication

Overall Expectations: EAE3C-L-OE.1 - 2 - 3EAE3C-O-OE.2 - 4 - 5

Specific Expectations: EAE3C-L-For.1 - 5EAE3C-L-Str.1 - 4 - 5 - 6 - 8EAE3C-L-Inv.1 - 4EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 3 - 5 - 7EAE3C-O-Voc.1 - 5EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5EAE3C-O-Crit.1

Planning Notes

- Select business proposals to present to students.- Prepare a chart that presents the key components found in most business proposals.- Prepare grids for students to assess their own and peers’ group skills and speaking skills as

well as their knowledge of the elements of the business proposal.


Introduction

- Present different scenarios that require the use of persuasive arguments:- how would you convince your parents to let you borrow the car for a weekend trip with

friends to another city?

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- how would you convince your parents to let you participate in a co-ed camping trip?- how would you convince your parents to let you have your own credit card?- how would you convince your parents to let you get a tattoo or a body piercing?

- Have students select one of these scenarios, form groups, brainstorm possible arguments, andprepare a skit illustrating the situation.

- Have students present these situations to the class, noting the persuasive techniques (e.g., strong arguments, appeal to emotion, convincing tone of voice). (DE)

Exploration

- Define a business proposal as a report that tries to persuade the reader to do or buysomething.

- Present the defining features of the proposal report:- the introduction includes a description of the problem or need, and the proposed solution- the body provides background information, describes the problem or need, and suggests

criteria for evaluating possible solutions- the body also provides the actual proposal including relevant information such as the

implementation time, the procedure and the cost- the credentials describe the qualifications and experience of the writer- the conclusion includes a summary of the benefits to be derived from the proposal (CP

(OD)- Present examples of business proposals (e.g.,Chapter 8: Common Types of Reports, p.163-

195, in Technical Communication and Chapter 6: Reports, p. 156-172, in TheCommunications Handbook). (OD) (CP)

- Have students maintain a vocabulary log of specialized terms and new or difficult words intexts.

- Have students form groups, read one proposal and determine its features such as content andformat, paying close attention to graphic and design elements. (FE)

- Have students write their findings on chart paper and report their findings orally to the class,taking turns. (FE)

- Have students chart key features found in these proposals during the oral presentations.- Have students volunteer a listing of these key features, such as describing the problem and

background information in the introduction, presenting in the body a clear, detailed and specific plan of action, as well as the writer’s qualifications that will enable him/her tocomplete this work, and the benefits of this proposal in the conclusion. (FE)

- Have students assess their own and peers’ group skills and speaking skills. (FE)- Have students vote to determine the most convincing proposal, discussing the reasons for

their choice.- Have students insert their notes, chart and formative assessment grids into their writing folder

for future use in Activity 4.3.

Grammar and Usage, Spelling and Punctuation- Have students recognize in the selected proposals common Canadian and American spelling

conventions in the essays and make use of Canadian forms with attention to businessterminology.

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- Explain the use of parentheses and brackets to students with the use of examples from theabove texts.

- Have students edit sentences and short passages of business texts and correspondenceprovided by the teacher, with attention to punctuation.


- Assess students’ ability to write a two to three page business proposal on a topic of theirchoice according to the following four categories of the Achievement Chart for Grade 11English :- Knowledge/Understanding

- Know the characteristics and qualities of the business proposal.- Understand the information gathered when conducting research.- Understand the use and effect of persuasive techniques.

- Thinking/Inquiry- Select relevant research information.- Assess their own and others’ texts.- Synthesize information accurately and precisely.

- Communication- Communicate information in their proposal in a clear, logical manner.- Use specialized vocabulary related to the subject of the proposal when reporting their

findings.- Application

- Use a writing process to present their proposal.- Use technological resources in presenting graphs and charts in the business proposal

and in formatting their text. - Apply revising and editing strategies in improving their sentence patterns.

Extension

- Have students find proposals in different magazines, comparing and contrasting them withthe models analysed in class.

- Have students write a memo from the point of view of the employer/supervisor (who willreceive this proposal) confirming reception of the proposal and setting a time and place toreview and discuss the proposal. (CP)


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Write it Up: The Business Proposal


In this activity, students write a business proposal focusing on a topic related to their communityor to their life experiences. They follow the different stages of a writing process by selecting atopic of their choice, conducting research, assessing different alternatives, and proposing asolution. They use electronic resources to produce a final written text that makes use of languageconventions and of appropriate format and highlighting features.


Strand(s): Literature Studies and Reading, Writing

Overall Expectations: EAE3C-L-OE.1 - 4 - 5EAE3C-W-OE.1 - 2 - 3 - 4

Specific Expectations: EAE3C-L-Str.1 - 6 - 8EAE3C-L-Inv.5EAE3C-L-Crit.2 - 5EAE3C-W-For.4 - 7 - 8 - 9 - 10 - 11 - 12EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE3C-W-Gram.2 - 5 - 6 - 7 - 8 EAE3C-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8EAE3C-W-Crit.1 - 2 - 3

Planning Notes

- Prepare teacher-student conference sheet listing the elements or information students need tohave for this conference.

- Prepare an evaluation grid for the formative and summative assessments of students’ businessproposal.

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Introduction

- Have students take on the persona of a consumer or potential customer and react orally to thefollowing situations:- If you wanted to enrol in a ringette or hockey school team, what criteria would help you

make your choice?- If you wanted to purchase a membership at a gym, what facilities and services would you

find appealing?- If you wanted to buy a used car, what features would influence your final decision?

- Have students pinpoint recurring criteria important to potential consumers (e.g., cost,location, physical set-up, expertise of personnel). (DE)

Exploration

- Review the elements of a proposal from Activity 4.2 and inform students that they will beproducing a proposal of two to three pages in length that relates to a local business or serviceof their choice and that presents appropriate graphic and design elements. (SE) (CP)

- Have students select a business or service of their choice and narrow their choice to onespecific proposal: e.g., a proposal

- by an employee to convince a boss to buy a specific piece of machinery (e.g., a newcomputer) to improve productivity

- by one organization to sell goods or services to another - by a colleague to subscribe to a specific type of facility (e.g., athletic, spa)

- Have students establish a research plan that includes elements such as:- the selected topic- the intent and focus of the proposal- possible sources of information- Web sites that might be consulted- questions that need to be answered- the benefits of their proposal- the intended audience

- Have students conduct research in their chosen field by consulting media ads, pamphlets andprint resources on this product or facility, and preparing questions to ask clients and/orpersonnel. (OD)

- Have students gather relevant information by visiting appropriate sites. (T)- Have students select and organize information under headings and sub-headings according to

a specific organizational pattern and according to the format of proposals examined inActivity 4.2: have students assess conflicting information and ideas, in consultation with theteacher.

- Have students annotate their sources and accurately document their research according to anaccepted methodology.

- Provide students with a checklist of the criteria of an effective business according to form,purpose, content, language conventions and audience. Some possible criteria: (CP)

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- Form- use of headings and sub-headings- design elements (e.g., font)- neatness- legibility- use of business conventions- spacing

- purpose- focus of proposal- use of persuasion

- content- clarity- organization- completeness - documentation of research- use of research

- audience- appropriate diction- appropriate tone- clarity

- language conventions- spelling- punctuation- grammar- sentence structure- transitional devices- vocabulary

- Conduct teacher-student conference whereby students present their preliminary work and findings; provide constructive feedback during these conferences and monitor studentprogress. (FE)

- Provide class time so students can begin writing their proposal following a writing process,ensuring appropriate graphic and design elements and emphasising the use of persuasivetechniques.

- Provide peer evaluation time to allow students to work with one of their peers and revise andedit their work.

- Have students make use of the computer lab to produce a professional-looking proposal. (T)

Grammar and Usage, Spelling and Punctuation- Have students use print and electronic resources in order to spell words correctly, and to use

accurately specialized vocabulary.- Emphasize the use of parallel structure and transitional devices when listing items or

solutions in the proposal.- Have students revise sentences, in their own text and in texts provided by the teacher,

emphasizing variety in sentence patterns and correctness in sentence building.- Have students make careful use of parentheses and punctuation in the proposal.

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- Assess students’ ability to write a two to threess proposal on a topic of their choice according to the following four categories of the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Know the characteristics and qualities of the business proposal.- Understand the information gathered when conducting research.- Understand the use and effect of persuasive techniques.

- Thinking/Inquiry- Select relevant research information.- Assess their own and others’ texts.- Synthesize information accurately and precisely.

- Communication- Communicate information in their proposal in a clear, logical manner.- Use specialized vocabulary related to the subject of the proposal when reporting their

findings.- Application

- Use a writing process to present their proposal.- Use technological resources in presenting graphs and in the business proposal and in

formatting their text. - Apply revising and editing strategies in improving their sentence patterns.

Extension

- If time permits, have students present an oral summary of their proposal using appropriategraph and design elements.

- Have students role-play a meeting in which an employer/manager meets with an employee todiscuss the proposal presented.


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Entrepreneurs and Inventors: The Research Report


In this activity, students apply reading and research strategies to explore entrepreneurship and toproduce a research report on the development of a form of technology. Students make extensiveuse of print and electronic resources to conduct this research and to edit, format and print report.



Overall Expectations: EAE3C-L-OE.1 - 3 - 4 EAE3C-W-OE.1 - 2 - 3 - 4EAE3C-O-OE.2 - 4

Specific Expectations: EAE3C-L-For.5 EAE3C-L-Str.1 - 2 - 4 - 5 - 6 - 7 EAE3C-L-Inv.5EAE3C-W-For.4 - 7 - 9 - 10EAE3C-W-Wri.1 - 3 - 4 - 7 - 8 - 10 - 11EAE3C-W-Gram.1 - 2 - 5EAE3C-W-Res.1 - 2 - 5 - 6 - 7 - 8EAE3C-W-Crit.1 - 2EAE3C-O-List.1 EAE3C-O-Prod.1EAE3C-O-Voc.4EAE3C-O-GrSk.1 - 3

Planning Notes

- Prepare topics for introductory activity and for formative (on entrepreneurs) and summative(on a technological development) assessment tasks.

- Obtain texts and/or activities on famous entrepreneurs.- Select examples of research reports.- Order “Entrepreneurship for Canadians” videos (reference is provided) and reserve necessary

equipment.- Prepare an evaluation grid for the formative and summative assessments of students’ research

reports.

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Introduction

- Verify and develop students’ reading strategies and research skills by having students (inpairs) conduct a treasure hunt or trivia game on the inventor and/or origins of a technologicalproduct, tool, appliance or piece of machinery; students refer to their previous knowledgeand skim and scan reference material (e.g., encyclopaedias) from the school’s resource centreand/or CR-ROM versions of encyclopaedias, and/or Internet sites (Inventor Book Search -http://www.invent.org/search.html). Possible questions (students might suggest some of theirown) are: (DE) (OD) (T)- Where was Alexander Graham Bell born?- Who invented (and when) the computer? the Internet?- Which Renaissance man first designed an air conditioner?- Who was the first person to break the sound barrier?- Who invented (and when) the zipper? the electric light bulb?- When and where was the Zamboni ice machine first invented and used?

- Have students list the reference (and page number) they used to find the answers.- Review answers and references with students in a whole-class activity.- Have students (in groups of three or four) select one of the above inventors/inventions and

brainstorm the ways our lives would be different today without this invention or thisinventor’s contribution. (DE)

- Discuss students’ answers to the above prompt.

Exploration

- Have students read at least two texts (e.g., articles, essays, encyclopaedia entries) onentrepreneurs who became famous and/or rich because of their invention and/or technologicalexpertise (e.g., Armand Bombardier, Bill Gates). (OD) (CP)

- Have students watch one or more half-hour videos from the series “Entrepreneurship forCanadians: The Spirit of Adventure” produced by the Canadian Foundation for EconomicEducation (http://www.cfee.org). (CP) (OD)

- Have students list and define the characteristics of an entrepreneur based on the informationfrom the above reading and viewing activities. (FE) (CP)

- Have students give examples of local entrepreneurs, asking them to explain what they thinkare the reasons for their success.

- Have students (in pairs) research the accomplishments of an entrepreneur (preferablyCanadian) of their choice (either famous entrepreneurs or local entrepreneurs known tostudents); students report their findings to the class in a two to three minute presentation.(FE) (OD) (CP)

- Have students assess their own and peers’ research (for clarity, accuracy, contents, order andcompleteness). (FE)

- Review with studentsa) the research resources used by students (including non-print resources such as television

documentaries, person-to-person interviews)b) students’ findings with emphasis on the characteristics of a successful entrepreneur

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c) the research strategies used by students to find accurate information quickly (e.g.,referring to headings and sub-headings, using the table of contents and index; reading asummary or abstract; using index cards; highlighting key details)

- Assign a research report of approximately two to three pages in length in which studentspresent their findings on the evolution or development of a form of technology (e.g., theVCR, the tractor, the radio, the wireless phone, the lawn mower, the space shuttle, the laser,the windshield wiper, refrigeration). Report should include: (SE) (T) (OD)- a title page- a table of contents- an introduction- at least three well-structured paragraphs

- with clear headings and sub-headings- with well documented references to at least three print and electronic resources- with information on the origins, evolution, present state, use and advantages, and

availability of this form of technology- a conclusion- a bibliography

- Ask students to use print and electronic resources to define specialized terms and unfamiliarwords encountered during their research.

- Provide students with one or more examples of research reports from pedagogical resources,technical documents or magazines (e.g., Sympatico NetLife); ask them to note specificfeatures and to explain the organizational pattern and divisions of the selected text.

- Have students conference with peers and teacher during the research and writing processes,especially to ensure the selection of relevant and accurate information (writing folder shouldbe used by students to collect and organize their notes). (FE)

- Provide students with access to research resources in both print and electronic form, givingthem the opportunity to draft, edit and format their research report with the use of computerprograms. (T)

- Have students, time permitting, share their information with the class informally.- Have students maintain a vocabulary log of specialized terms and unfamiliar words during

their research, asking them to integrate these words into their text.- Have students clearly document their report and correctly cite sources; review the method for

integrating research data into a research report.

Grammar and Usage, Spelling and Punctuation- Emphasize correct spelling and diction with attention to the Canadian spelling of words and

the use of gender-neutral language.- Develop students’ ability to revise their sentences and vocabulary to ensure greater clarity,

precision and accuracy in the writing of their text.- Have students revise their sentences ensuring correct subject-verb agreement and spelling.- Emphasize the use of transition devices for clarity and coherence.


- Assess students’ ability to research a topic and to present this research in a written reportaccording to the following four categories of the Achievement Chart for Grade 11 English:

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- Knowledge- Demonstrate knowledge of the form and purpose of the research report.- Demonstrate understanding of information and data collected through research.

- Thinking/Inquiry- Apply critical and inquiry skills to assess information and select relevant data.- Apply inquiry skills to synthesize information.

- Communication- Communicate information clearly, logically and accurately according to a specific

organizational pattern.- Integrate specialized terms into research report.

- Application- Use language conventions correctly.- Apply reading strategies to conduct an effective research.- Use electronic resources to conduct research and to apply steps of a writing process.

Extension

- Have students complete a survey on the HDRC site entitled “Do You Have What it Takes tobe an Entrepreneur?” (Http://www.youth.gc.ca). (CP)

- Have students research (on the above site) the government services available to entrepreneurswho wish to start their own business. (CP)

- Have students consult the interactive CD-ROM “Planning for Success”, designed to supportboth beginning and experienced entrepreneurs (http://www.cfee.org). (CP)

- Invite a local entrepreneur (possibly the parent of a student) to speak to students aboutstarting up a business and/or the pros and cons of being an entrepreneur. (CP)

Resources

Entrepreneurship for Canadians: The Spirit of Adventure, 6 half-hour programs on 2 videocassettes, can be ordered through the above site.The Canadian Foundation for Economic Education. (consulted November 12, 2000)

http://www.cfee.orgInventor Book Search. (consulted November 12, 2000) (including link to National Inventors Hall

of Fame) http://www.invent.org/searachhtml


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How Does it Work: The Technical Document


In this activity, students analyse informational texts and technical documents with attention toform, purpose and audience. Students produce an instructional booklet on the operation orassembly of a specific tool, appliance or electronic device.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 EAE3C-W-OE.1 - 2 - 3EAE3C-O-OE.1 - 4

Specific Expectations: EAE3C-L-For.1 - 5 EAE3C-L-Str.1 - 4 - 5 - 6 - 8 EAE3C-W-For.1 - 4 - 7 - 12EAE3C-W-Wri.1 - 2 - 3 - 4 - 6 - 7 - 8 - 9 - 10 - 11EAE3C-W-Gram.2 - 5 - 6 - 7 - 8EAE3C-W-Res.1 - 6EAE3C-W-Crit.1 EAE3C-O-List.1 EAE3C-O-Prod.2EAE3C-O-Voc.1 - 5EAE3C-O-GrSk.1

Planning Notes

- Have students bring in instructional booklets (e.g., how to assemble a barbecue, a bicycle;how to operate a VCR, a microwave).

- Select informational texts and technical documents in the form of pamphlets, instructionalbooklets, trade articles.

- Find examples of charts or graphs.- Prepare a checklist of criteria for students.- Plan ahead for access to computers. - Prepare an evaluation grid for the assessment of students’ booklets.

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Introduction

- Have students apply listening skills by asking them to follow oral instructions in order toaccomplish a simple task in two to three minutes (e.g., find a word in the dictionary that is anoun, that contains more than four letters, that does not end with t, and does not start with avowel); allow students to jot down information as you speak but do not repeat instructionsand do not allow students to share their written notes.

- Conclude above exercise by discussing with students the importance of listening skills and ofclear written and oral instructions.

- Have students (in small groups) write the seven or eight steps involved in accomplishing acommon task (e.g., washing a dog, cleaning a car, making a bed, taking a bus, changing a flattire, setting the timer on a VCR, sharpening a pencil, buying a ticket for a concert on theInternet). (DE)

- Have students sketch a chart to clarify the above instructions. (DE)- Have a member of each group share the instructions and chart with the rest of the class. (DE)

Exploration

- Have students read a technical document (e.g., how to operate a remote control, how to hookup a sound system, how to operate a computer scanner, how to operate a camera), askingthem oral questions that lead them to note various features (e.g., use of headings, sub-headings, numbers, charts, use of specialized vocabulary, purpose and audience). (FE) (OD)(T) (CP)

- Review with students the reading strategies usually associated with the reading of a technicaldocument (e.g., skimming the headings, following the numbers, reading at a slower pace togain information, using the table of contents).

- Have students maintain a vocabulary of terms.- Assign to students the individual reading of another technical document provided by the

teacher or selected by the students from trade magazines, textbooks, instructional booklets,pamphlets (e.g., in Technical Communication, Chapter 4, “Descriptions and Instructions”, p.83).

- Ask students to give an oral summary of their reading to a peer.- Ask students to note similarities between the two technical documents read so far and to share

their findings with the class. (FE) (T) (OD)- Assign to students the production of a booklet explaining the use of a tool, piece of

equipment or electronic device (their subject can relate to their chosen career or to a personalinterest). (CP) (OD) (T) (SE) (Note: a list of topics is provided in Technical Communication,p. 82-83.)- Suggested format of booklet: two 8½ x 11 pages, folded in half. Booklet should include

the following elements:- page 1: a cover indicating the purpose of the booklet and including eye-catching

visual elements- page 2: table of contents- page 3: description of the tool

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- page 4 and 5: instructions- page 6: chart/graph- page 7: recommendations/health an safety tips

- Conference with students in class as they draft, revise and format their booklet, allowing timefor additional research if necessary and allowing them to make adjustments according to thefollowing checklist of criteria:- use of graphic and design elements- order/sequence of information- clarity and precision of information- use of design elements (e.g., numbers, headings)- format (neatness, spacing, legibility)- completeness of information- use of language conventions- use of technical vocabulary

- Post students’ finished products in the classroom, allowing students who wish to do so topresent their booklet to the class.

- Have students reflect in their journal on the above activity by asking them to respond to thefollowing prompt: What four or five communication skills did you use to product thisbooklet? What aspect of this assignment did you find the easiest/the hardest and why?

Grammar and Usage, Spelling and Punctuation- Emphasize correct capitalization and punctuation in the booklet, with attention to titles,

headings and sub-headings as well as the use of parentheses and brackets.- Have students revise each others’ texts, with attention to the consistent use of pronouns, verbs

and parallel structure.- Have students determine the intended reader of the booklet during the writing process and to

adapt level of language accordingly.- Have students integrate specialized terms into booklet, using print and electronic resources to

verify meaning and spelling.


- Assess students’ ability to write a technical document according to a specific form, purposeand audience and assess students’ communication skills according to the following fourcategories of the Achievement Chart for Grade 11 English:- Knowledge

- Demonstrate knowledge and understanding of the form and purpose of technicalwriting.

- Thinking/Inquiry- Eliminate unnecessary details.- Assess their own and others’ texts during writing process.

- Communication- Communicate information clearly and logically.- Communicate with the use of specialized vocabulary and appropriate diction.- Communicate data and information visually, in chart form.

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- Application- Use correct spelling, punctuation, capitalization and sentence structure.- Use electronic resources in the application of a writing process and in the production

of graphic and design elements.

Extension

- Have students read and compare the English and French versions of a set of instructions,noting similarities and differences in terms, spelling and possibly meaning. (AC)

- Have students provide a two-minute instructional video to accompany their booklet. (T)- Have students produce a pamphlet instead of a booklet or parts of a booklet (e.g., the chart

and the instructions) if time is limited.- Have students imagine a new device, machine or appliance (e.g., a voice operated locker for

students, a self-sharpening pencil, musical shoes); ask them to illustrate their invention and towrite a description explaining its design and use. (T) (OD)


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UNIT 5 (EAE3C)

This is the Law


In this unit, students explore the theme of justice and the law and present an independent studyon a recent crime novel. They read essays, short stories and a modern play dealing with legalissues, and develop critical reading and interpretation skills. They analyse similarities anddifferences in terms of plot, theme, setting and characterization between the original and the filmversion. They write a narrative and an opinion text, research media regulations and produce avideo relating to the novel of Activity 5.1 or to the play of Activity 5.3.


Strand(s): Literature and Reading, Writing, Oral Communication, Media Studies

Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 3 - 4 - 5EAE3C-O-OE.1 - 2 - 3 - 4 - 5EAE3C-M-OE.1 - 2 - 3

Specific Expectations: EAE3C-L-For.1 - 2 - 3 - 4EAE3C-L-Str.1 - 2 - 3 - 5 - 6 - 7EAE3C-L-Inv.1 - 6 - 7 - 8EAE3C-L-Crit.1 - 2 - 3 - 4 - 5EAE3C-W-For.1 - 2 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 12EAE3C-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10EAE3C-W-Gram.1 - 2 - 4 - 5 - 7 - 9EAE3C-W-Res.1 - 4 - 6 - 7 - 8EAE3C-W-Crit.1 - 2 - 3EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 3 - 5 - 6 - 7EAE3C-O-Voc.1 - 2 - 3 - 4 - 5EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5EAE3C-O-Crit.1 - 2EAE3C-M-For.1 - 2 - 3EAE3C-M-Inv.1 - 2 - 3 - 6 - 7 - 8EAE3C-M-Crit.1 - 2 - 3 - 4

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Activity 5.1: Justice is Done: Independent Reading 240 minutesActivity 5.2: Social Injustice: Textual Analysis 180 minutesActivity 5.3: On a Role: Drama Study 300 minutesActivity 5.4: Compare This: Media Conventions 180 minutesActivity 5.5: Simulate This: Media Production 180 minutes







Security


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Resources


PedagogicalBOROVELOS, John, Breaking Through/A Canadian Literary Mosaic, Toronto, Prentice Hall,

1990, 318 p.CONRAD, Ronald, Act of Writing/Canadian Essays for Composition, 4th edition, Toronto,

McGraw-Hill/Ryerson, 1995, 347 p.Two Plays for Study: Twelve Angry Men and Romanoff and Juliet, Toronto, McClelland and

Stewart, 1994, 128 p.

Reference/ConsultationLuengo, Anthony, Canadian Writer’s Companion, Scarborough, Prentice Hall, 1995, 390 p.

TechnologicalJustice 4 Youth. (consulted November 18, 2000)

http://www.justice 4 youth.comJohn Grisham. (consulted September 11, 2000)

http://www.randomhouse.com.features/grisham/static:htmlMystery writers. (consulted September 11, 2000)

http://www.alemess.edu.depts/english/ms-writers/dir/Twelve Angry Men, Orion-Nova Production, MGM/United Artists, black and white, 1 hour 33

minutes, 1957.Twelve Angry Men, William Friedkin, colour, 1997.

http://www.writersblock.ca

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Justice is Done: Independent Reading


In this activity, students present their independent study of a novel by John Grisham (initiatedbefore Activity 3.1). They interpret and illustrate biblical references to the theme of justice. Theyalso view a segment of a drama series focusing on the justice system and assess the accuracy ofits portrayal. They share their analysis of the novel in written responses and in a formal oralpresentation. (Suggested novels: a novel by John Grisham, or a Benny Cooperman novel by theCanadian Howard Engel, or a novel with a Canadian setting by Kathy Reich.)



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 2 - 3 - 4 - 5EAE3C-O-OE.1 - 2 - 3 - 4 - 5EAE3C-M-OE.1 - 3

Specific Expectations: EAE3C-L-For.1 - 2 - 3EAE3C-L-Str.1 - 2 - 3 - 5 - 6EAE3C-L-Inv.6 - 8EAE3C-L-Crit.1 - 2 - 3 - 4 - 5EAE3C-W-For.1 - 2 - 6 - 8 - 10 - 12EAE3C-W-Wri.1 - 2 - 4 - 9 - 10EAE3C-W-Gram.2 - 4EAE3C-W-Res.4 - 6EAE3C-W-Crit.1 - 2 - 3EAE3C-O-List.1EAE3C-O-Prod.1 - 3 - 5 - 7EAE3C-O-Voc.1 - 2 - 3 - 4 - 5EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5EAE3C-O-Crit.2EAE3C-M-For.1 - 2 - 3EAE3C-M-Inv.6EAE3C-M-Crit.2

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Planning Notes

- Conduct a search (or have students conduct a search) on biblical references to justice on thesite “What the Bible Says About” (http://wbsa.logos.com/) - consulted August 10, 2000;prepare a list of appropriate quotations for students.

- Provide students with necessary material for their illustration of the theme of justice.- Prepare an overview of selected works by consulting related print and electronic resources.- Assign and explain the independent reading after Unit 3, giving students some class time for

silent sustained reading.- Tape courtroom segments of a televised drama series (e.g., The Practice, Law and Order,

Family Law, Street Legal) that deals with the theme of law and order; reserve necessaryaudio-visual equipment.

- Prepare a checklist of criteria and an evaluation grid for the assessment of students’ groupskills and of students’ individual reading skills and contribution to the independent study.


Introduction

- Have students view a segment of a legal series and judge whether it is true-to-life byexpressing their views and opinions on this issue in a classroom discussion; emphasizedifferences between the Canadian and American legal systems. (OD)

- During the viewing, stop the tape just before the final verdict and have students predict theoutcome.

- Complete the viewing and have students compare their predictions with the actual outcome.- Ask questions related to the justice system: (DE)

- Is there justice in the legal system?- Do court-appointed lawyers always provide the best possible defence?- Is there a jury present in all court cases?- Is everyone treated fairly in the justice system regardless of financial status?- What is a hung jury?- Does TV give a tainted view of the justice system?

- Have students respond orally to these questions to generate further discussion.

Exploration

- Provide students with a list of quotations from the Bible that deal with the theme of justice(or have students conduct their own search on the Internet); ask students (in pairs) to explainthree-four quotations in their own words and to illustrate their favourite (as a collage,drawing, or computer picture); students present their quotations and illustrations informallyto the class; students post their illustration in the classroom. (FE) or (SE)

- Discuss with students the purpose of rules (in the classroom, at home), laws (civil, criminal),and regulations (e.g., in the school). Suggested prompts: Should parents set rules for theirchildren? Do schools have too many regulations? Would most teenagers prefer total

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freedom? If you have no rules to follow, does that mean you are free? What would happen ifthere were no laws?

- Relate the above discussion to the students’ knowledge of the Ten Commandments (Exodus20, 1-17), bringing them to reflect on the effect of their religious beliefs on their behaviour.

- Have students view a segment of a legal series and judge whether it is true-to-life byexpressing their views and opinions on this issue in a classroom discussion; emphasizedifferences between Canadian and American legal systems. (OD)

- During the viewing, stop the tape just before the final verdict and have students predict theoutcome orally or in a journal entry.

- Complete the viewing and have students compare their predictions with the actual outcome.- Ask students questions that lead them to reflect on the concept of right and wrong (e.g., how

a decision can be legally right but morally wrong; the concept of innocent until proven guilty;the concept of intention), with reference to well-known or current legal cases. (OD) (FE)

Assigning the Reading of the Novel(It is suggested that this be done after Unit 3)- Give a brief book talk/overview of the selected author’s works, with the use of information

provided on the Internet, on a publisher’s site, or on the book jackets themselves (theschool’s librarian might be able to be of some assistance).

- Have students form groups of three to decide which novel they will be reading (if possible,assign the same novel to two groups to compare findings and further analysis and criticismduring oral presentation). Suggested titles:- by John Grisham: The Runaway Jury, A Time to Kill, The Chamber, The Client, The

Pelican Brief, The Street Lawyer, The Firm, The Partner, The Rainmaker- by Howard Engel: The Suicide Murders, The Ransom Game, Murder on Location,

Murder Sees the Light, A City Called July, A Victim Must Be Found - by Kathy Reich: Déja Dead, Death du Jour

(During the reading of the novel)- Have students take notes individually, asking them to incorporate their findings in a folder:

- in a vocabulary log, they use print and electronic resources to define 15-20 words(especially legal terms) first, as they understand them, with the use of context clues, andsecond, according to print and electronic resources

- in a reading log, they make predictions about upcoming events after the opening chaptersand before the ending, writing their ideas in a short paragraph.

- in a reading log, they note the names of places and main and secondary characters,identifying each with a brief explanatory note

- in a chart, they trace a time line of key events in the novel (FE)- Have students conduct a research on the Internet (e.g., author’s site, SchoolNet, CD-ROM,

Mystery Writers of America, Crime Writers’ Association of Canada), noting two or threecritics’ comments and relevant background information and explaining why they agree ordisagree with these comments. (FE) (T)

(Note: Allow class time for the above note-taking activities, conferencing with studentsindividually to verify comprehension of text and time organization; students hand in notes,reading log, responses and critical comments for assessment of their contribution to theindependent study.)

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(After the reading of the novel)- Have students meet in groups to review their notes, responses and comments, comparing and

contrasting their findings and discussing their points of view.- Have students meet in groups (during class time and on their own time) to prepare their

written analysis and oral presentation of the novel, for summative assessment. Theassessment can include three (if three students are placed in groups) or more of the followingtasks: (SE) (OD)

Written Responses- Students use their notes to complete the following written responses on the elements of

fiction:a) Element of Plot:

- Students summarize the novel with the use of a timeline chart.b) Elements of Plot and Style:

- Students select three or four moments/passages in the novel that they consider themost interesting or effective and explain the reasons for their choice, identifying theliterary devices used to interest the reader.

c) Element of Character:- Students write character sketches of the novel’s protagonist and antagonist.

or- Students analyse two key relationships in the novel.

d) Element of Theme- Students select three or four quotations from the novel that convey the author’s views

of the legal/judicial system; students explain these quotations in terms of the themesof the novel and give their own opinions and reasons for agreeing or disagreeing withthe author’s views (e.g., views about the fairness of the legal system, whether justiceis done or not, about violence in society).

e) Student Critique- Students write a creative or authentic letter to the author, explaining their reasons for

liking or disliking the novel.

Oral Responses- Students use their notes to complete the following oral responses on the elements of fiction:

a) Elements of Fiction- Students present an overview of the main elements of their selected novel with

reference to the above written responses.b) Audio-Visual Interpretation

- Students choose one of the following activities to present to the class:- Students prepare and present a mock interview with the author, in the form of a

TV talk show, in which they ask the author various questions about the novel andpresent the author’s assumed responses. (This interview may be presented live oras a video.)

or- Students draw cartoon versions of three or four characters, paying close attention

to physical features and specific details and use their cartoons to identify anddescribe the main characters.

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or- Students watch a video version of the novel (if available) and, using the elements

of fiction as headings, compare and contrast the novel and the movie in chartform; students select and present two key scenes in the video and explain thesignificance of these scenes in terms of the novel.

- Give students class time to work collaboratively on the drafting and revising of their writtenresponses according to the steps of a writing process.

- Give students class time to prepare and rehearse their oral presentation (excluding an audio-visual component) in consultation with the teacher.

- Have students assess their group skills and individual communication skills during processwith the use of a checklist, allowing them to make necessary adjustments.

- Have students submit their written responses and present their independent study of the novelfor summative assessment. Suggested criteria:- Written Responses

- paragraph structure- organization of ideas- accuracy of information- clarity of information and ideas- use of literary terms and specialized vocabulary- use of references and quotations- use of language conventions

- Oral Responses- vocabulary and diction- use of audio-visual component- clarity- focus sequence- verbal techniques in delivery- non-verbal techniques in delivery- use of language conventions- use of time

(After the students’ independent study of the novel)- Lead a whole-class discussion after the presentation(s) of each novel, asking students

questions to have them analyse: - similarities and differences between the novels- the underlying themes of the author’s works- the reasons for this author’s appeal

Grammar and Usage, Spelling and Punctuation- Apply correct use of spelling and grammar in their written responses and oral presentation,

with attention to the use of legal vocabulary and literary terms.- Have students use their vocabulary log and, in groups, find the French equivalent of these

terms, noting similarities and differences in meaning and spelling. (AC)- Have students integrate quotations and references correctly into their responses.

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- Assess students’ ability to conduct and present an independent study of a current novelaccording to the four categories of the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Understand the elements of fiction of the novel.- Understand the legal issues and events explored in the novel.- Demonstrate knowledge of the uses and effects of literary stylistic devices.

- Thinking/Inquiry- Assess the legal issues presented in the novel and form judgment on the issues.- Synthesize information and ideas by taking notes during reading.- Assess the validity of critics’ comments to form own judgment about the novel.

- Communication- Communicate ideas and opinions with clarity and organization.- Defend position with relevant support and examples.

- Application- Apply various reading strategies independently.- Deliver seminar presentation using clear, loud, convincing voice.- Apply appropriate use of technological resources and/or visuals to make presentations

effective.- Integrate new or specialized vocabulary into responses and presentation.- Make connections between the novel and own views and knowledge of the legal

system.

Extension

- Present to students a video or excerpt on the trial of Jesus, e.g., “The Jesus Conspiracy” aspresented by Visions TV (http://www.visiontv.ca) - consulted August 10, 2000.

- Have students research and note (for homework) three to five differences between theCanadian and American legal systems. (OD)

- Have students select a current crime story from a local newspaper and summarize the eventsand issues orally. (OD)


138


Social Injustice: Textual Analysis


In this activity, students apply reading strategies to explore and analyse various forms oftransactions, essays and short stories. Emphasis is placed on the interpretation of information,issues and themes. Students make connections between the theme of social injustice and theirown experience in a narrative text.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 - 5EAE3C-W-OE.1 - 3EAE3C-O-OE.2 - 4

Specific Expectations: EAE3C-L-For.2 - 4EAE3C-L-Str.1 - 2 - 3EAE3C-L-Inv.1 - 7 - 8EAE3C-L-Crit.3 - 4 - 5EAE3C-W-For.1 - 2 - 6 - 9EAE3C-W-Wri.1 - 3 - 7 - 9 - 10EAE3C-W-Gram.2 - 4 - 7 - 9EAE3C-W-Crit.1EAE3C-O-List.1 - 2EAE3C-O-Prod.1 EAE3C-O-Voc.2EAE3C-O-GrSk.1 - 3

Planning Notes

- Obtain sample contracts, warranties or other documents relating to transactions.- Select essays and short stories relating to themes such as racism, homelessness, innocence

and/or guilt, aboriginal rights; prepare written and oral questions on the selected texts.- Prepare an evaluation grid for the assessment of students’ narratives.

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Introduction

- Have students write in their journal about a time when (students select one prompt):- they did not get their money’s worth- they felt cheated or duped- someone they trusted did not keep his/her part of a deal- a contract or agreement ended in a dispute (OD) (DE)

- Have students share their journal entry in groups or in a whole-class activity, asking them toexplain the cause, the consequences and the resolution (if there was one) to their chosensituation. (DE)

- Verify students’ reading skills by having them examine and answer short written and oralquestions on common legal documents and/or transactions (e.g., car loan contract, carinsurance conditions, warranty for a sound system, bank transactions, work contract in a retailstore, apartment lease); questions should focus on the following reading strategies:- skimming- scanning- using context clues- using knowledge of French and of word origins- using headings and sub-headings (DE) (OD) (CP) (AC)

Exploration

- Have students read at least two essays that deal with a form of social injustice (as it relates tothe novel from Activity 5.1: poverty, homelessness, racism, punishing the innocent, freeingthe guilty; or on another topic: the immigrant experience, aboriginal rights). (OD) Suggestedessays:- from Act of Writing:

- “Growing Up Native” by C. Geddes, p. 32- “West must Confront Anonymous Misery of the World’s Children” by M. Landsberg,

p. 63- “Suitcase Lady” by C. McLaren, p. 82- “My Body is My Own Business” by N. Mustafa, p. 118- “Why My Mother Can’t Speak English” by G. Engkent, p. 128- “Tito” By A. Acker, p. 136- “Grinning and Happy” by J. Kogawa, p. 312- “The Seven-Minute Life of Marc Lépine” by N. Petrowski, p. 322- “Our Daughters, Ourselves” by S. Cameron, p. 327 (OD) (FE)

- Have students apply reading strategies to identify and paraphrase main and secondary ideas inthe essay, explain rhetorical devices and analyse the problem-situation, its cause(s), itseffect(s) and its solution(s). (FE)

- Have students compare and contrast their responses to the essay in groups or in a whole-classactivity.

- Have students read at least two short stories on the above issues/themes. Suggested stories: - from Breaking Through:

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- “The Rink” by C. Dabydeen, p. 17- “Input” by L. Bulger, p. 27- “A Class of New Canadians” by C. Blaise, p. 32- “Details from the Canadian Mosaic” by C.D. Minni, p. 41- “The Glass Roses” by A. Nowlan, p. 47- “School, the First Day” by B. Sapergia, p. 56- “Hunky” by H. Garner, p. 62

- from Coast to Coast:- “Identities” by W.D. Valgardson, p. 163- “So What Are You, Anyway?” by L. Hill, p. 168 (OD) (FE)

- Have students (in groups of four or five) review their understanding of the selected shortstory through one or more of the following speaking/listening activities:- taking turns re-telling a segment of the story in their own words in an informal round-

robin- re-telling the story from the point of view of a character in the story (possibly a secondary

character), after first identifying who the character is, what he/she does, where he/she isfrom, what he/she is wearing

- reading dialogue from the story after first situating the excerpt and then explaining itssignificance (FE)

- Have students answer written questions on the elements of fiction and literary/stylisticdevices of the selected short story with attention to thematic statements, the author’s purpose,and the intended audience. (FE)

- Assign a three paragraph narrative text to students in response to the prompt, “I rememberwhen...”; suggested topics:- a lesson learned about myself- a wrong that was righted- the pain of not belonging- how my heritage became important to me- how an injustice made me stronger/wiser- how I felt the need to be respected (SE)

- Have students apply steps of a writing process, emphasizing the importance of establishing: - point of view (lst person or 3rd person narrative)- purpose (e.g., to amuse, to inform, to instruct)- audience (e.g., peers, younger brother or sister, parent)- context (e.g., time, place)- characterization (e.g., motives, conflicts, dialogue)- sequence (e.g., chronology, flashback)

- Have students read drafts to peers (in pairs or in groups) offering suggestions forimprovement and integrating peers’ suggestions into their texts.

- Have students compare and contrast their text with a model provided by the teacher (e.g.,from Coast to Coast: “Two Different Ways of Life” by G. Blondin, p. 174, “The Goal Post”by E. Smith, p. 241). (FE)

- Have students submit their narrative for assessment according to the following criteria:- effectiveness of opening- effectiveness of closing- development of elements of fiction

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- use of point of view- focus/unity- sequence/use of time- use of literary/stylistic devices- use of language conventions- vocabulary- overall interest/appeal (SE)

Grammar and Usage, Spelling and Punctuation- Review with students the use of quotation marks, capitalization and punctuation in dialogue

in students’ narratives.- Have students verify spelling using print and electronic resources.- Have students edit their narrative for consistency in verb tense, according to the timeline

established in their text.- Have students edit their narrative for consistency in pronouns, according to the narrative

point of view established in their text.- Have students focus on dialogue and the unconventional use of spelling and grammar for

effect and for character development.- Have students revise the sentence structure in their narrative for variety, interest and effect,

with attention to the use of precise and vivid descriptive vocabulary.


- Assess students’ writing skills and understanding of the elements of fiction in a three-paragraph narrative, according to the four categories of the Achievement Chart for Grade 11English:- Knowledge/Understanding

- Demonstrate knowledge of narrative forms and elements of fiction.- Demonstrate understanding of uses and effect of narrative point of view and

literary/stylistic devices.- Thinking/Inquiry

- Demonstrate creativity in a narrative text.- Establish a clear focus and timeline in a three-paragraph narrative text.- Assess their own and others’ narrative texts.

- Communication- communicate ideas and convey events with clarity, variety and interest in a narrative

text.- Communicate with the use of precise and vivid vocabulary.- Communicate with a sense of form, purpose and audience.

- Application- Use language conventions correctly with attention to punctuation, verbs, pronouns

and sentence structure.- Use steps of a writing process to edit and revise their narrative.- Make connections between their own experience and the texts under study.

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Extension

- Read a short essay (or a selected passage) to students; have them apply listening skills (forformative and then summative assessment) by asking them to explain the main and secondaryideas and to recall information in the essay.

- Have students produce a storyboard of their narrative or of a short story in this activity.- Have students re-tell a selected short story in a different time or place, inserting other

appropriate contextual details.- Have students make connections between their narrative and the lyrics of a song of their

choice.


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On a Role: Drama Study


In this activity, students read the play Twelve Angry Men and focus on vocabulary,characterization, plot and theme. They assume a role and use the appropriate clarity, volume, rateof delivery and intonation pertinent to their character. They explore the steps of the decision-making process and write a persuasive text in which they defend their own judgments.



Overall Expectations: EAE3C-L-OE.1 - 2 - 3 - 4 -5 EAE3C-W-OE.1 - 3 - 5EAE3C-O-OE.2 - 4

Specific Expectations: EAE3C-L-For.3EAE3C-L-Str.1 - 2 - 6 - 7EAE3C-L-Inv.7 - 8EAE3C-L-Crit.2 - 3 - 4 - 5EAE3C-W-For.1 - 2 - 5 - 8 - 9 - 10EAE3C-W-Wri.2 - 3 - 4 - 5 - 7 - 8 - 9EAE3C-W-Gram.2 - 5EAE3C-W-Crit.1 - 3EAE3C-O-List.2EAE3C-O-Prod.1EAE3C-O-Voc.1EAE3C-O-GrSk.1 - 5

Planning Notes

- Provide students with chart paper and markers.- Prepare questions and exercises to verify students’ comprehension of the play and to further

their analysis of the elements of fiction.- Prepare an evaluation grid for the assessment of students’ persuasive text.

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Introduction

- Explain the steps of the decision-making process (the problem, the alternatives, theconsequences, the solution) using a situation relating to students’ personal experiences (e.g.,whether or not to copy a homework assignment from the Internet, whether or not to lendmoney to a friend, whether or not to borrow the car without parents’ permission). (OD)

- Have students (in groups of four) apply the decision-making process to a scenario of theirchoice (e.g., whether or not to sleep in on a school day, whether or not to go over the speedlimit, whether or not to return a wallet that was found in the school hallway, whether or not totell the principal who pulled the fire alarm), to record their ideas in chart form and to presenttheir views to the class. (DE) (OD)

- Lead an informal discussion on the views presented, asking students to explain (asconvincingly as possible) the reasons why they agree or disagree with their peers’ position.(DE)

Exploration

- Provide background information on the author, Reginald Rose, and the modern film version(1997) by William Friedkin, sparked by the O. J. Simpson trial.

- Have students read the introduction to the play and have them prepare a chart and adescription for each juror.

- Have students continue charting as the play progresses.- Review the techniques of effective oral delivery for reading out loud (e.g., voice, clarity,

projection, tone) when taking on a persona in a play: (e.g., juror number 3 adopts an angry,forceful, obnoxious tone).

- Assign various roles for in-class reading.- Have students take turns assuming the role of a character to read the play out loud.- Read Act One and complete related activities:

- Vocabulary in Act One: premeditated, deliberate, reluctant, monopoly, flimsy, menace,bicker, exhibit, rapport, abstain...Have students provide definitions.

- Ask written and oral questions such as:- Describe the setting of the play: How do you think the setting will influence the

characters?- What crime is the jury responsible for judging?- What instructions does the judge give the jurors before he sends them to deliberate?- What is the result of the first ballot?- Explain why the jurors react the way they do.- What relationships begin to form between the jurors in this act?- The title of the play is Twelve Angry Men. Who gets angry in this act and why?- List all the facts about the case that we learn in this act.- At the end of this act, what does juror number 8 propose to the other jurors?- What juror do we expect to support number 8 and why? (FE)

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- Have students volunteer their responses as a whole-class activity and review students’answers.

- Have students add relevant information to their charts and share their findings.- Give students examples of words with strong connotation (e.g., standard and non-standard

words to refer to police officers); ask students to find (individually, for homework or in classas a group activity) examples of words in the play which create an impression or influencereaders. (FE)

- Have students write a journal entry in which they predict the outcome of the play. (FE)- Read Act Two and complete related activities:

- Vocabulary in Act Two: preacher, verdict, recognition, sheepish, blunder, stroke... Havestudents provide definitions.

- Ask written and oral questions such as:- What is the result of the second ballot?- Which juror changed his mind? Explain why.- What does juror number 9 mean when he says, “It takes a great deal of courage to

stand alone even if you believe in something very strongly.”?- What characters in this scene are becoming the most antagonistic? Why?- What is the significance of the tic-tac-toe game?- What two pieces of evidence given by the old man are proven to be false in this act?- List and explain the various persuasive techniques used by the jurors so far (e.g.,

intimidation, logic, facts)- Why are these pieces of evidence necessarily false?- Twice in Act two, juror number 3 helps juror number 8 make his point. When are

these instances and how does juror number 3 help to create reasonable doubt eventhough he doesn’t want to?

- How does author create suspense and maintain interest?- Which jurors change their votes in Act Two and why?- Whose point of view is the most valid so far in the play and why?

- Form groups and have students share their written and chart responses. (FE)- Monitor the groups to clarify any misunderstandings.- Have students, in groups, chart the decision-making process (guilty or not guilty and why?)

as it applies to the play, from the point of view of a judge in a court of law, and ask them topresent their findings informally to the class. (FE)

- Read Act Three and assign written questions such as:- In the accused a victim of prejudice according to you? Why?- What is the result of the third ballot?- Why is juror number 3 ready to declare a hung jury after this ballot?- What is discovered about the type and the angle of the fatal wound in this act?- What message is the author giving us about perceptions? about appearance versus reality?- What is the result of the fourth ballot?- Who changes their vote in this act and why?- Why is juror number 5's testimony important?- Why does juror number 3 pretend to attack juror number 8?- Complete your list of persuasive devices.- What is juror number 8's reaction?

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- Has justice been done at the end of the play according to the author? according to you?Why?

- Is the ending of the play credible? predictable? effective? Why?- Have students share their journal writings on the outcome of the play, comparing and

contrasting their predictions with the real outcome of the play. (FE)- Have students write a persuasive text of three paragraphs using the information collected in

their responses and charts on one of the following statements:- “Despite his antagonistic nature, juror number 3 deserves some sympathy from the

audience.” Judge whether or not you agree with this statement. Support your positionusing at least two arguments.

- This play revolves around the theme of justice. Judge whether the accused was well-served by the justice system. Support your position using at least two arguments. (OD)

- Review the criteria and techniques in defending an opinion:- to assess the question or situation - to take a stand on the issue- to present relevant support to persuade your reader or listener- to be accurate and clear when presenting references

- Have students revise and edit one another’s writing with attention to spelling, grammar andusage.

- Have students informally debate their positions in small groups and then integrate peers’suggestions and ideas into their persuasive text.

- Have students hand in their persuasive text for assessment. (SE)

Grammar and Usage, Spelling and Punctuation- Revise the use of conjunctions and transitions to vary sentences for emphasis and effect.- Emphasize the application of subject-verb agreement and revise drafts to avoid inappropriate

shifts in verb tense; proofread sentences and short passages provided by the teacher that focuson these conventions of language.


- Assess students’ ability to present a persuasive text with attention to the required languageconventions and to the conventions of form, purpose and audience, according to thefollowing four categories of the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the specific purpose of the persuasive text.- Demonstrate understanding of the ideas and information in the play.- Demonstrate understanding of the uses and effect of persuasive devices.

- Thinking/Inquiry- Assess relevant arguments in the planning of the persuasive text and in the selection

of appropriate supporting details.- Communication

- Communicate ideas in a logical and convincing manner with relevant supportingdetails (e.g., examples, quotations).

- Communicate in order to persuade using appropriate diction and legal terms.

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- Application- Use the required language conventions.- Apply a writing process.- Use reading strategies to select references and quotations from the play as supporting

evidence.

Extension

- Have students record in groups their reading of a scene in the play, adding appropriate soundeffects, as if this were a radio play. (T)

- Have students dramatize a scene in the play with the use of props and sound effects.- Have students re-write the ending of the play and dramatize their version.- Have students draw a picture (or make one up electronically) of a character in the play,

explaining various details and the ways in which their illustration reflects the character’spersonality.


148


Compare This: Media Conventions


In this activity, students critically view the original movie version and/or the modern version ofTwelve Angry Men. They compare and contrast these versions with the original text. Theyresearch media practices and regulations and report their findings as they relate to one of theabove movies or a movie of students’ choice.


Strand(s): Writing, Oral Communication, Media Studies

Overall Expectations: EAE3C-W-OE.1 - 2 - 3 - 4EAE3C-O-OE.1 - 2 - 4EAE3C-M-OE.2 - 3

Specific Expectations: EAE3C-W-For.4 - 7 - 10EAE3C-W-Wri.4 - 6 - 7 - 10EAE3C-W-Gram.1 - 2 - 9EAE3C-W-Res.1 - 6 - 7 - 8EAE3C-W-Crit.1EAE3C-O-List.1EAE3C-O-Prod.1 - 5 - 7EAE3C-O-Voc.4EAE3C-O-GrSk.1 - 2 - 3EAE3C-O-Crit.2EAE3C-M-For.3EAE3C-M-Inv.1 - 2 - 3 - 6 - 7 - 8EAE3C-M-Crit.1 - 2 - 3 - 4

Planning Notes

- Obtain a copy of the black and white film version of Twelve Angry Men and/or its modernversion.

- Reserve the VCR.- Prepare a chart focusing on the key elements of the film.- Preview the Internet site - http://www.media-awareness.ca.- Reserve the computer lab.- Prepare an evaluation grid for assessment of students’ media research and analysis.

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Introduction

- Have students brainstorm (in groups or as a whole-class activity) the various careers in thefields of law enforcement, the legal system and public safety (e.g., criminologist, courtroompersonnel, security systems) with reference to the texts studied in this unit and with referenceto their research on careers and college programs in Unit 2. (CP) (OD)

- Have students identify the images associated with these careers and the stereotypes (e.g., oflawyers, police officers) conveyed by the media; have them explain to what extent popularimages of legal careers, the system of justice and crime are realistic, in their opinion. (DE)(OD) (T) (CP)

Exploration

- Hand out chart focusing on the key elements of the movie, such as the effect of black andwhite, the bare setting, the sound effects, the slow pace of the plot, the choice of actors andtheir portrayal, the symbols (e.g., switch blade, glasses, el-train), the variations in details andcharacters. (T)

- Tell the students that Reginald Rose filmed this version in black and white in spite of the factthat the technology for colour had been around for many years; have students suggest reasonsfor the producer’s decision.

- Have students view the original movie version to assess similarities and differences with thewritten text. (FE) (T)

- Interrupt the viewing at different intervals if necessary to allow students to fill in the chartand to ask questions.

- After the viewing, have students share orally their observations gathered from their charts.- Time permitting, have the students view the modern version of Twelve Angry Men noting the

various similarities and differences (e.g., female judge, use of colour) in content and design.- Discuss students’ notes on the modern version, emphasizing the elements of design that

reflect the evolution in media techniques and the ones that convey a change in values (e.g.,stereotypes in the older version; the inclusion of visible minorities in the modern video). (FE)(T)

- Have students research media regulations and industry guides and practices (on the Internet -http://www.media-awareness.ca) as they relate to one or two specific issues (e.g., theportrayal of violence, copyrights, stereotypes, political correctness, propaganda, defamation,use of technology). (T)

- Have students use their research notes on media regulations to determine to what extent amovie version of Twelve Angry Men (or if not available, a current movie on crime and justiceof the students’ choice) follows these regulations. Students present their research and analysisin the form of a two-page report that includes: (T) (SE)- a title page- an introduction with a clear focus and research question- at least three sections with clear headings- a conclusion- a bibliography

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(Note: Students might refer to a John Grisham movie from Activity 5.1 as well.)- Have students conference with peers and teacher as they select relevant details, organize their

information according to an outline, and edit and revise their draft.- Have students submit their report for assessment according to the following criteria:

- clarity- organisation- completeness- focus- format- design- documentation- use of research- use of language conventions

- Organize, time permitting, a panel discussion to allow students to present and debate theirmedia research and analysis.

Grammar and Usage, Spelling and Punctuation- Make students aware that grammar may be used unconventionally for a particular effect in

the media.- Emphasize the use of Canadian and not American spelling in their report.


- Assess students’ ability to research and analyse media practices as they relate to a selectedmovie according to the following four categories of the Achievement Chart for Grade 11English :- Knowledge/Understanding

- Demonstrate an understanding of media conventions, practices and regulations.- Demonstrate understanding of media techniques.- Demonstrate understanding of the connection between form, purpose and audience.

- Thinking/Inquiry- Assess the use of media techniques.- Select and synthesize relevant research data.

- Communication- Communicate information with clarity and logic.- Demonstrate command of the research report.

- Application- Use technological resources to conduct research and to analyse a movie.- Use correct grammar and usage.- Apply steps of a writing process.- Make connections between their research on the media and their own viewing habits.

Extension

- Invite a guest speaker employed in the field of law and order. (CP) (OD)- Have students produce a poster, a video or an audio ad for their selected movie. (T)

151

- Have students interview professionals involved in the legal system, such as paralegals, clerksand bailiffs, and have them report their findings to the class. (CP) (OD)


152


Simulate This: Media Production


In this activity students apply their knowledge of media conventions and convey theirinterpretation of texts studied in this unit in a collaborative media production. Students assumethe role of a jury member, judge or investigative reporter to present their views on the verdict inTwelve Angry Men or in the novel in Activity 5.1.



Overall Expectations: EAE3C-L-OE.4 - 5EAE3C-W-OE.1 - 3 - 5EAE3C-O-OE.1 - 2 - 3 - 4 - 5EAE3C-M-OE.1 - 2

Specific Expectations: EAE3C-L-Str.1EAE3C-L-Crit.3EAE3C-W-For.6 - 8EAE3C-W-Wri.1 - 3 - 4 - 5 - 6 - 9 EAE3C-W-Gram.4 - 9EAE3C-O-List.1 - 2EAE3C-O-Prod.1 - 3 - 5 - 6 - 7EAE3C-O-Voc.3 - 4 - 5EAE3C-O-GrSk.1 - 2 - 3 - 4 - 5EAE3C-O-Crit.1 - 2EAE3C-M-For.1 - 2 - 3EAE3C-M-Inv.7EAE3C-M-Crit.4

Planning Notes

- Tape closing statements from legal series seen on TV, (e.g., The Practice, Street Legal, orLaw and Order).

- Reserve the VCR.- Prepare an evaluation grid for self-assessment and for summative assessment of students’

media productions.

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Introduction

- Have students view various closing statements as performed by actors in movies presented inActivity 5.1 or in legal series.

- Have students orally assess the verbal and non-verbal language used to sway the audience.(DE) (T)

- Review other verbal techniques used in effective speech delivery such as- use of words strong in connotation- repetition for effect- the use of parallel structure to show emphasis- appropriate tone- appropriate pace- well-placed pauses- convincing delivery- forceful arguments

- Review non-verbal techniques such as appearance, posture, gestures and eye contact, andtheir effect in swaying an audience.

Exploration

- Have students (in groups of two or three) practice writing a closing statement for one of theabove situations before viewing the outcome. (FE)

- Assign a media production to students (individually or in pairs) in which they:- assume the role of a jury member or a judge explaining his/her reasons for the verdict in

either Twelve Angry Men or in the novel of Activity 5.1; or- assume the role of a television reporter and present an investigative report on the outcome

of the trial in Twelve Angry Men or in the novel of Activity 5.1. - Suggested criteria:

- use of media techniques and technology (sound, visual appeal, lighting, props,tempo)

- use of language conventions- use of diction and legal terms- use of oral communication skills- coherence convincingness, clarity and sequence of ideas- overall appeal (originality, creativity and interest)

- Have students write the text of their presentation; have students rehearse their presentation inpairs, noting each other’s strong points and areas of improvement (e.g., gestures, intonation,tempo). (If media equipment is not available, students may present their text live in the formof an oral presentation.)

- Have students assess their communication (and group) skills in their media production withthe use of an evaluation grid.

- Have students present their text, or a video, using various media techniques for effect (e.g.,sound, music, lighting, setting, costumes, camera angles). ( See Appendix EAE3C 5.5.1)(SE) (T)

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Grammar and Usage, Spelling and Punctuation- Emphasize the use of specialized vocabulary and a level of language appropriate for the

context of a courtroom or a public broadcast.- Have students find examples of the unconventional use of grammar in their own script and in

dialogue selected from the play or novel under study in this unit.


- Assess students’ ability to apply media techniques and conventions and to defend a point ofview in a media production, according to the following four categories of the AchievementChart for Grade 11 English:- Knowledge/Understanding

- Demonstrate understanding of media techniques.- Demonstrate understanding of information and ideas in the text on which the media

presentation is based.- Demonstrate understanding of the uses and effect of verbal and non-verbal

techniques.- Thinking/Inquiry

- Assess the relevancy of details and ideas in the planning of the text and in theselection of appropriate media techniques.

- Communication- Communicate ideas in a logical manner featuring details such as examples and

quotations.- Communicate with appropriate diction according to form, purpose and audience.

- Application- Apply a writing process and oral communication skills.- Use technological resources effectively.- Use vocabulary and language conventions correctly.

Extension

- Have students re-write a scene from Twelve Angry Men in prose or as a chapter from a novel. - Have students write a movie review or critique of their peers’ productions.


Appendix EAE3C 5.5.1: Achievement Chart - Simulate This: Media Production

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Achievement Chart - Simulate This: Media Production Appendix EAE3C 5.5.1Assessment Techniques: diagnostic 9 formative 9 summative :


50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstratesknowledge of mediaconventions andtechniques.- demonstratesunderstanding ofinformation and ideasin text relating to mediaproduction.- demonstratesunderstanding of theuses and effects ofrhetorical elements andmedia techniques.

The studentdemonstrateslimitedknowledge ofspeakingconventions andlimitedunderstanding ofrhetorical devicesand mediatechniques.

The studentdemonstrates someknowledge ofspeakingconventions andsomeunderstanding of rhetorical devicesand mediatechniques.

The studentdemonstratesconsiderableknowledge ofspeakingconventions and considerableunderstanding of rhetorical devicesand mediatechniques.

The studentdemonstratesthoroughknowledge ofspeakingconventions and thorough andinsightfulunderstanding of rhetorical devicesand mediatechniques.

Thinking/Inquiry

The student:- plans a media text. - selects appropriatedetails and techniques.





Communication

The student:- communicates information and ideasclearly and in a logicalmanner.- communicates usingappropriate discussion. - communicates with asense of form, purposeand audience.

The studentcommunicatesinformation andideas with limitedclarity, with alimited sense ofaudience and witha limitedcommand ofappropriatelanguage.

The studentcommunicatesinformation andideas with someclarity, with somesense of audienceand with a moderatecommand ofappropriatelanguage.

The studentcommunicatesinformation andideas withconsiderableclarity, with aclear sense ofaudience and witha considerablecommand ofappropriatelanguage.

The studentcommunicatesinformation andideas with a highdegree of clarity,with confidence,with a strongsense of audienceand with anextensivecommand ofappropriatelanguage.

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Application

The student:- uses languageconventions correctly. - uses oralcommunication in aneffective delivery. - uses a writingprocess to draft ascript.- uses technology toproduce an originalvideo based on a textunder study.

The student useslanguageconventions, oralcommunicationand technologywith limitedaccuracy andeffectiveness, andapplies a writingprocess withlimitedcompetence.

The student usesoral languageconventions,communicationand technologywith limitedeffectiveness, andapplies a writingprocess withmoderatecompetence.

The student useslanguageconventions, oralcommunicationand technologywith considerableaccuracy andeffectiveness, andapplies a writingprocess withconsiderablecompetence.

The student useslanguageconventions, oralcommunicationand technologyaccurately andeffectively all oralmost all of thetime, and applies awriting processwith a highdegree ofcompetence.


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TABLE OF OVERALL AND SPECIFIC EXPECTATIONS

ENGLISH Units

Strand: Literature Studies and Reading 1 2 3 4 5

Overall Expectations

EAE3C-L-OE.1 read and demonstrate an understanding of a range ofcontemporary informational and literary texts from Canadaand other countries, focusing on newspaper and magazinearticles, the business report, research report and essay, as wellas the novel, short story, drama and poetry.

1.11.21.31.4

2.12.5

3.13.23.33.43.5

4.24.34.44.5

5.15.25.3

EAE3C-L-OE.2 apply knowledge of genres, forms and techniques to interpreta variety of informational and literary texts, and explain howorganizational structures and conventions help to conveymeaning.

1.3 3.13.23.33.5

4.24.5

5.15.25.3

EAE3C-L-OE.3 select and use a range of effective reading strategies toconstruct meaning and analyse texts.

1.11.21.3

3.13.23.33.5

4.24.44.5

5.15.25.3

EAE3C-L-OE.4 interpret explicit and implicit ideas, information and issues ininformational and literary texts and reference sources.

1.11.21.31.4

2.1 3.13.23.33.43.5

4.34.44.5

5.15.25.35.5

EAE3C-L-OE.5 analyse ideas, information and issues presented in texts in anobjective, critical and open-minded manner, to develop theirown point of view.

1.21.3

3.13.23.33.5

4.3 5.15.25.35.5

Specific Expectations: Forms and Techniques

EAE3C-L-For.1 explain conventions of business correspondence (e.g.,memos, covering letters) and informational texts (e.g.,business reports) in terms of purpose and audience.

1.2 2.12.5

4.24.5

5.1

EAE3C-L-For.2 explain how organizational patterns (e.g., cause and effect)and other elements of literary texts influence meaning (e.g.,explain how the choice of narrator in a novel influencesreaders’ understanding of plot and character).

3.13.23.5

5.15.2

EAE3C-L-For.3 explain how rhetorical elements such as literary/stylisticdevices (e.g., irony, similes, metaphors) and narrativetechniques (e.g., flashback) are used in informational andliterary texts to achieve a purpose and to interest an audience.

1.21.31.4

3.13.23.5

5.15.3

EAE3C-L-For.4 determine the point of view (e.g., omniscient, first person,third person) of a text, and explain how it helps readersinterpret the text.

3.13.23.33.5

5.2

ENGLISH Units


158

EAE3C-L-For.5 explain how authors and editors use the format and designelements of informational texts to organize content andcommunicate ideas (e.g., using headings, subheadings andgraphics in a report; placing supplementary information inboxes in magazine articles).

1.21.3

2.5 4.24.44.5

Specific Expectations: Strategies and Cues

EAE3C-L-Str.1 select and use effective reading strategies to interpret andrespond critically to a variety of texts.

1.11.21.31.4

2.1 3.13.23.33.43.5

4.24.34.44.5

5.15.25.35.5

EAE3C-L-Str.2 identify main ideas, important supporting ideas and facts intexts under study.

1.11.21.31.4

3.13.23.33.5

4.4 5.15.25.3

EAE3C-L-Str.3 paraphrase complex passages in texts to facilitateunderstanding.

1.3 3.13.23.5

5.15.2

EAE3C-L-Str.4 use the following strategies effectively to preview content ofinformational texts: read table of contents, glossary, or index;read summary, introduction, foreword, or preface; leafthrough pages, looking at illustrations and other graphicelements and reading headings and lists; and notice content ofany appendices.

2.1 4.24.44.5

EAE3C-L-Str.5 use the following strategies to interpret technical texts (e.g.,consumer reports): read slowly, ask questions, look upunfamiliar words, and pay attention to graphics and numbers.

3.4 4.24.44.5

5.1

EAE3C-L-Str.6 verify meaning of specialized vocabulary and expressions,using knowledge of word origins and French vocabulary,referring to appropriate print and electronic resources whennecessary.

1.11.3

2.1 3.13.23.4

4.24.34.44.5

5.15.3

EAE3C-L-Str.7 identify and interpret words with strong connotations used tocreate an impression or to influence readers.

3.13.23.3

4.4 5.3

EAE3C-L-Str.8 identify and interpret business and technical vocabularyrelated to certain fields of study (e.g., font in computerapplications, policy in business administration).

2.12.2

4.24.34.5

Specific Expectations: Investigation and Analysis

EAE3C-L-Inv.1 explain in their own words the thesis or controlling idea ofvarious informational texts (e.g., editorials, personal essays).

1.21.3

3.13.5

4.2 5.2

EAE3C-L-Inv.2 identify words and expressions in informational texts (e.g.,career-related articles) and literary texts (e.g., short stories)that serve to perpetuate stereotypes.

1.3 2.12.2

ENGLISH Units


159

EAE3C-L-Inv.3 explain advantages and disadvantages of particular sources ofinformation (e.g., accessibility of Internet sites versus dangerthat Internet sources may contain biased or plagiarizedmaterial).

1.3 2.1 3.5

EAE3C-L-Inv.4 verify facts (e.g., statistics, numbers, statements) used by anauthor in a persuasive text by referring to a variety of sources.

4.2

EAE3C-L-Inv.5 summarize information from a variety of print and electronicsources, citing sources accurately and according to anaccepted system of documentation (e.g., Modern LanguageAssociation [MLA]).

1.1 2.1 3.5 4.34.4

EAE3C-L-Inv.6 analyse similarities and differences in literary works in termsof plot development, theme, setting and character.

3.13.2

5.1

EAE3C-L-Inv.7 analyse motivations of main characters in a work of fictionand explain how their motivations lead to certain actions orconsequences.

3.13.2

5.25.3

EAE3C-L-Inv.8 explain how authors use the relationships among elements offiction (e.g., plot, setting, character) to develop a theme;

3.13.2

5.15.25.3

EAE3C-L-Inv.9 locate and compare information on literacy andcommunication skills required by various careers and collegeprograms, using a variety of print and electronic resources.

2.1

Specific Expectations: Critical Thinking

EAE3C-L-Crit.1 express and support their preferences for particular genresand styles of texts.

1.2 3.1 5.1

EAE3C-L-Crit.2 assess ideas and opinions in texts, justifying their responsesby explaining their own values, perspectives, and points ofview.

1.21.31.4

3.13.23.43.5

4.3 5.15.3

EAE3C-L-Crit.3 explain values and beliefs conveyed in texts, recognizing theeffect of context on both the writing and the interpretation oftexts.;

1.3 3.13.23.5

5.15.25.35.5

EAE3C-L-Crit.4 analyse the way authors use rhetorical elements to enhancethe meaning of texts.

1.21.3

3.13.23.33.5

5.15.25.3

EAE3C-L-Crit.5 analyse ideas, information, and issues presented in texts,making connections with their own personal experiences andprior knowledge.

1.21.31.4

3.13.23.5

4.14.3

5.15.25.3

160

ENGLISH Units

Strand: Writing 1 2 3 4 5


EAE3C-W-OE.1 apply knowledge of forms and techniques to write a varietyof informational texts, focusing on businesscorrespondence, a research report, a persuasive essay and arésumé, as well as journal responses and short creative texts.

1.21.31.41.5

2.12.22.42.5

3.13.23.33.43.5

4.14.34.44.5

5.15.25.35.45.5

EAE3C-W-OE.2 apply a variety of organizational patterns, transitionaldevices and visual aids to communicate clearly andeffectively.

2.22.5

3.13.23.33.43.5

4.34.44.5

5.15.4

EAE3C-W-OE.3 apply the stages of a writing process independently andcollaboratively, emphasizing correct use of vocabulary andlanguage conventions when composing and revising, as wellas correct formatting when printing.

1.21.31.5

2.12.22.32.42.5

3.23.33.43.5

4.14.34.44.5

5.15.25.35.45.5

EAE3C-W-OE.4 organize ideas and information collected from print andelectronic resources according to a logical sequence, citingsources accurately and according to accepted system ofdocumentation.

2.12.2

3.5 4.34.4

5.15.4

EAE3C-W-OE.5 support their critical responses to informational and literarytexts with valid and relevant research, clearly explainingtheir inferences and conclusions and avoiding plagiarism.

1.5 3.13.23.5

5.15.35.5


EAE3C-W-For.1 record their critical responses to texts, topics and issuespresented or discussed in this course, in a journalmaintained for this purpose.

1.31.4

2.12.4

3.13.23.43.5

4.5 5.15.25.3

EAE3C-W-For.2 write coherent paragraphs in response to assignments, takingcare to respond to specific verb used (e.g., analyse, describe,illustrate, define, evaluate, summarize, explain, compare).

1.3 3.13.23.3

5.15.25.3

EAE3C-W-For.3 write a wide range of business correspondence (e.g., lettersof complaint, letters of application, thank-you lettersfollowing interviews, letters requesting donations, memos,résumés with covering letters), applying appropriate tone,voice, diction and conventions of form.

2.12.5

4.1

EAE3C-W-For.4 write various forms of informational texts (e.g., researchreports, news reports, short essays) with a clear development(e.g., introduction, body, conclusion), in which theintroduction and conclusion relate to one another.

1.21.5

2.22.4

3.5 4.34.44.5

5.4

ENGLISH Units


161

EAE3C-W-For.5 write a multi-paragraph opinion text (e.g., editorial, journalresponse, personal essay) on a current work-related issue(e.g., pay equity, pros and cons of students working part-time), applying rhetorical devices and citing different typesof evidence (e.g., examples, quotations, statistics), avoidingplagiarism, and citing sources accurately and according toan accepted system of documentation (e.g., MLA).

1.21.5

2.4 3.5 5.3

EAE3C-W-For.6 write short creative texts (e.g., narrative texts, descriptivetexts, poetry), using compositional elements (e.g., conflictbetween two characters) and literary/stylistic devices (e.g.,metaphors) to achieve desired effect or purpose.

3.13.23.3

4.1 5.15.25.5

EAE3C-W-For.7 use appropriate organizational patterns to present ideaslogically (e.g., order of importance, chronological order,comparison and contrast, cause and effect, problem andsolution) in informational texts.

2.22.4

3.13.43.5

4.34.44.5

5.4

EAE3C-W-For.8 use effectively various persuasive techniques (e.g.,repetition, contrast, irony) and evidence from print andelectronic resources (e.g., encyclopedias, surveys,specialized publications, Web sites) to defend their point ofview.

1.21.31.5

2.4 3.5 4.3 5.15.35.5

EAE3C-W-For.9 use transitional devices correctly to show purpose, causeand effect, addition, time, comparison, contrast, explanationand summary in narrative and descriptive texts.

2.4 3.13.5

4.34.4

5.25.35.5

EAE3C-W-For.10 integrate quotations smoothly into written texts, avoidingplagiarism and citing sources accurately and according to anaccepted system of documentation.

1.5 3.2 4.34.4

5.15.35.4

EAE3C-W-For.11 select and use appropriate format and highlighting features(e.g., bold, underlining, italics) to enhance presentation ofinformation, legibility and visual appeal of businesscorrespondence.

2.12.5

4.3

EAE3C-W-For.12 present information in a visual form (e.g., graph, figure,comparison/contrast chart) to illustrate or highlight anaspect of a prepared report, using word-processing,spreadsheet, or presentation software.

2.22.32.4

3.13.43.5

4.34.5

5.1

Specific Expectations: Writing as a Process

EAE3C-W-Wri.1 maintain a well-organized writing folder containing samplesof their writing in various stages of completeness, includingjournal responses on career issues and college programs, aswell as creative writing.

1.21.31.41.5

2.12.22.32.42.5

3.23.33.43.5

4.34.44.5

5.15.25.5

EAE3C-W-Wri.2 use pre-writing activities (e.g., brainstorming, mapping) thatare appropriate to form of writing and personal style,independently and effectively.

1.5 2.22.32.5

3.23.33.43.5

4.14.34.5

5.15.3

ENGLISH Units


162

EAE3C-W-Wri.3 determine the form, purpose, intended audience and focus ofwriting task.

1.21.31.5

2.12.22.32.42.5

3.23.33.43.5

4.14.34.44.5

5.25.35.5

EAE3C-W-Wri.4 outline, develop and express ideas in draft form. 1.5 2.2 3.23.33.5

4.34.44.5

5.15.35.45.5

EAE3C-W-Wri.5 revise content, ensuring that ideas are valid, specific andclear and that arguments are supported with relevantevidence.

1.5 2.4 3.23.5

4.3 5.35.5

EAE3C-W-Wri.6 revise texts to ensure the logical and clear sequence of ideas,according to conventions of form used (e.g., newspaperarticle), by deleting irrelevant information, adding pertinentdetails and reordering ideas.

1.5 2.12.22.42.5

3.23.43.5

4.14.34.5

5.45.5

EAE3C-W-Wri.7 review and revise their own and peers’ work to ensurelanguage conventions, sentence structure, paragraphstructure and development of ideas are appropriate andeffective.

1.21.31.5

2.22.5

3.23.43.5

4.34.44.5

5.25.35.4

EAE3C-W-Wri.8 revise their own writing to sustain an appropriate voice, toimprove vocabulary and clarity of expression, and toeliminate bias.

1.5 2.2 3.23.33.5

4.14.34.44.5

5.3

EAE3C-W-Wri.9 offer constructive criticism and suggestions to peers, andintegrate feedback from teacher and peers into revisions oftheir own texts.

1.21.31.5

2.32.4

3.5 4.34.5

5.15.25.35.5

EAE3C-W-Wri.10 use appropriate print and electronic resources throughoutthe writing process to edit for spelling, grammar andpunctuation.

1.5 2.12.22.5

3.23.33.43.5

4.14.34.44.5

5.15.25.4

EAE3C-W-Wri.11 use electronic resources (e.g., word-processing software) topresent a neat and legible text in an appropriate format.

1.5 2.12.22.5

3.33.43.5

4.14.34.44.5

Specific Expectations: Grammar and Usage, Spelling and Punctuation

EAE3C-W-Gram.1 recognize common Canadian and American spellingconventions (e.g., colour, color), and consistently applyCanadian forms.

1.5 2.1 3.1 4.24.4

5.4

EAE3C-W-Gram.2 spell common words as well as business, technical andliterary terms correctly, using print and electronic resourcesto check spellings.

2.12.22.32.5

3.23.33.43.5

4.34.44.5

5.15.25.35.4

ENGLISH Units


163

EAE3C-W-Gram.3 demonstrate an understanding of limitations of electronicspell-check programs, using dictionaries to confirm spellingwhen in doubt.

1.5 2.2 3.3 4.1

EAE3C-W-Gram.4 use appropriate diction and inclusive language (e.g., non-sexist pronoun references and job titles).

1.21.31.4

2.12.22.42.5

3.23.43.5

4.1 5.15.25.5

EAE3C-W-Gram.5 revise sentences for variety, clarity and emphasis:- construct complex and compound-complex sentences

correctly, using conjunctions, phrases and clausesappropriately and paying attention to parallel structure;

- ensure pronouns agree with their antecedents;- apply correctly the rules of subject-verb agreement, and

revise drafts to avoid inappropriate shifts in verb tense.

1.21.31.5

2.22.4

3.33.5

4.14.34.44.5

5.3

EAE3C-W-Gram.6 apply parallel structures to make grammatical elementsmatch.;

2.22.5

3.4 4.34.5

EAE3C-W-Gram.7 apply conventions of capitalization and punctuationcorrectly.

1.5 2.12.22.5

3.23.3

4.34.5

5.2

EAE3C-W-Gram.8 use parentheses and brackets correctly (e.g., use parenthesesto enclose supplementary information and brackets aroundwords interjected into quotations).

4.24.34.5

EAE3C-W-Gram.9 demonstrate an understanding that grammar may be usedunconventionally for a particular effect (e.g., in advertising).

1.4 2.3 3.1 5.25.45.5

Specific Expectations: Research as a Process

EAE3C-W-Res.1 generate ideas from prior knowledge and research todevelop content for business, academic, and personalwriting (e.g., a report on college programs).

1.5 2.12.22.4

3.43.5

4.34.44.5

5.4

EAE3C-W-Res.2 establish and narrow focus of research, formulating a thesisstatement.

3.5 4.34.4

EAE3C-W-Res.3 develop a research plan to identify and explore appropriateprint and electronic sources of information, consideringpurpose, audience and topic, (e.g., differentiate betweenbook reviews from teen magazine and from literary review).

4.3

EAE3C-W-Res.4 select and use appropriate Web sites for research purposes,distinguishing reliable and authentic sources of informationfrom personal opinions and inaccurate information.

1.5 4.3 5.1

EAE3C-W-Res.5 assess ideas, opinions and information in print andelectronic resources for validity and relevance, focusing onaccuracy, objectivity (e.g., balance of perspectives) andreliability.

1.5 2.12.2

3.5 4.34.4

ENGLISH Units


164

EAE3C-W-Res.6 summarize ideas and record relevant information from avariety of sources, including media texts, in an organizedmanner (e.g., in flowcharts, webs, or point-form lists), citingsources accurately and according to an accepted system ofdocumentation (e.g., MLA).

2.12.22.4

3.43.5

4.34.44.5

5.15.4

EAE3C-W-Res.7 present research in a report (e.g., a report on automobileinsurance rates for young adults) that includes the followingelements:- an opening that explains the purpose of the report and

summarizes its findings;- a three-point discussion of information collected,

methodology used, and supporting evidence or statistics;- a conclusion listing recommendations and establishing a

connection with the opening paragraph.

2.2 4.34.4

5.4

EAE3C-W-Res.8 use electronic resources (e.g., word-processing programs)effectively to incorporate research into reports and essays,enhancing texts with appropriate graphic and designelements (e.g., headings, graphs, spacing, typefaces).

2.2 3.5 4.34.4

5.4


EAE3C-W-Crit.1 demonstrate initiative, responsibility and autonomy in theapplication of writing and research processes.

1.5 2.12.22.42.5

3.23.33.5

4.34.44.5

5.15.25.35.4

EAE3C-W-Crit.2 assess validity and reliability of information sources (e.g.,websites, articles) before using them for research.

1.5 3.5 4.34.4

5.1

EAE3C-W-Crit.3 assess validity of contrasting or divergent points of viewwhile conducting research on an issue, topic or text.

3.13.43.5

4.3 5.15.3

EAE3C-W-Crit.4 compare current writing skills with those required in avariety of college programs and careers, and create an actionplan to address identified needs.

1.5 2.12.2

165

ENGLISH Units

Strand: Oral Communication 1 2 3 4 5


EAE3C-O-OE.1 listen attentively to a variety of oral/visual presentations,identifying purpose, topic, message and technique.

1.2 2.4 3.13.4

4.14.5

5.15.45.5

EAE3C-O-OE.2 use oral communication skills effectively in classroomdiscussions and more formal presentations and activities,focusing on the appropriate use of business and technicallanguage.

1.11.21.4

2.12.32.42.5

3.23.33.4

4.14.24.4

5.15.25.35.45.5

EAE3C-O-OE.3 apply knowledge of specialized vocabulary and languageconventions to understand oral/visual presentations and tospeak effectively and confidently.

1.4 2.4 3.13.23.33.43.5

4.1 5.15.5

EAE3C-O-OE.4 participate in group activities, expressing views clearly andassuming a variety of roles that help the group achieve itsgoals in the production of oral/visual presentations.

1.21.4

2.32.42.5

3.13.23.33.43.5

4.14.24.44.5

5.15.25.35.45.5

EAE3C-O-OE.5 assess their own and others’ contributions to the productionof oral/visual presentations, making necessary revisionsduring the process.

1.4 2.4 3.13.33.4

4.14.2

5.15.5

Specific Expectations: Listening Skills

EAE3C-O-List.1 apply active-listening strategies (e.g., summarizing, makingnotes) to a variety of presentations (e.g., individual speakers,audio tapes, videotapes) and discussions, adapting listeningtechniques according to purpose.

1.2 2.32.42.5

3.13.23.43.5

4.14.24.44.5

5.15.25.45.5

EAE3C-O-List.2 identify speaker’s topic, message, purpose and persuasivetechniques (e.g., props, diction) in oral presentations, andevaluate speaker’s clarity, volume and rate of delivery.

1.2 2.32.4

3.4 4.14.2

5.25.35.5

Specific Expectations: Production and Presentation Skills

EAE3C-O-Prod.1 speak clearly in formal and informal situations, usingvocabulary, tone and level of language that suit setting,purpose and audience.

1.11.21.4

2.12.32.42.5

3.13.23.33.43.5

4.14.24.4

5.15.25.35.45.5

EAE3C-O-Prod.2 provide verbal instructions and/or directions to othersaccurately and precisely.

3.4 4.5

EAE3C-O-Prod.3 present ideas, opinions, information and research on currenttopics clearly, coherently and effectively in formalpresentations, selecting an appropriate method of organizingmaterial presented (e.g., simple list, cause and effect).

1.2 2.4 3.13.23.4

4.2 5.15.5

ENGLISH Units


166

EAE3C-O-Prod.4 demonstrate appropriate interview skills, focusing onpreparing for the interview, participating in the interview andfollowing up the interview, and paying attention toappearance, non-verbal skills and use of appropriate level oflanguage.

3.3 4.1

EAE3C-O-Prod.5 use presentation techniques effectively, focusing on clearorganization, relevant examples, appropriate language,repetition for emphasis, projection, pace, body language andeffective technological aids.

1.2 2.4 3.13.23.33.4

4.2 5.15.45.5

EAE3C-O-Prod.6 apply and adapt non-verbal techniques (e.g., appearance,posture, gesture, eye contact) in oral presentations, accordingto setting, purpose and audience.

2.42.5

3.3 4.1 5.5

EAE3C-O-Prod.7 incorporate relevant audio-visual aids (e.g., sound effects,charts, graphs, illustrations) into oral/visual presentations tohighlight main points or ideas, using appropriate electronicresources (e.g., audio recordings; word-processing,spreadsheet or presentation software).

2.4 3.13.23.33.4

4.2 5.15.45.5

Specific Expectations: Vocabulary Skills EAE3C-O-Voc.1 apply a variety of strategies to extend vocabulary, using

textual cues to understand the figurative, idiomatic andtechnical meaning of words and expressions in oralpresentations and media productions.

3.13.2

4.24.5

5.15.3

EAE3C-O-Voc.2 recognize differences between French and English words,phrases and expressions, including idiomatic expressions, anduse knowledge of French to extend understanding ofunfamiliar terms and expressions.

2.1 3.13.2

5.15.2

EAE3C-O-Voc.3 use inclusive language and precise diction, varying approachto suit setting, purpose and audience and avoiding words andexpressions that perpetuate stereotypes and convey bias.

1.2 2.12.4

3.23.33.4

4.1 5.15.5

EAE3C-O-Voc.4 recognize and use correctly in oral communications thegrammatical structures and other conventions of standardCanadian English.

1.2 2.4 3.23.33.4

4.14.4

5.15.45.5

EAE3C-O-Voc.5 demonstrate understanding of specialized vocabulary,applying business and technical terms specific to a particularfield of study (e.g., the environment, health services) ormedium (e.g., television, newspaper, film) in their own oraland visual presentations.

1.1 2.4 3.4 4.24.5

5.15.5

ENGLISH Units


167

Specific Expectations: Group Skills

EAE3C-O-GrSk.1 participate in group discussions by fulfilling roles as required,preparing for discussion, listening actively, asking questionsto clarify understanding, offering constructive criticism toothers, demonstrating flexibility and consideration for others’points of view, and working towards consensus.

1.2 2.32.42.5

3.13.23.33.43.5

4.14.24.44.5

5.15.25.35.45.5

EAE3C-O-GrSk.2 plan and organize work (e.g., set and adjust time lines) inconsultation with group members.

1.4 2.3 3.13.23.33.4

4.14.2

5.15.45.5

EAE3C-O-GrSk.3 demonstrate ability to focus on task and meet deadlines. 1.4 3.23.33.4

4.14.24.4

5.15.25.45.5

EAE3C-O-GrSk.4 brainstorm solutions and alternative courses of action withothers when problems are encountered in group work.

1.4 3.23.33.4

4.2 5.15.5

EAE3C-O-GrSk.5 explain personal points of view with fluency and clarity insmall and large group discussions.

1.2 2.3 3.13.23.43.5

4.2 5.15.35.5


EAE3C-O-Crit.1 assess their own ability to listen and speak in a variety ofsituations, identifying strategies to improve theireffectiveness.

1.2 2.4 4.2 5.5

EAE3C-O-Crit.2 assess appropriateness of content (e.g., ideas, opinions,information) and effectiveness of techniques (e.g., soundeffects, props) used in their own and others’ oral/visualpresentations.

1.21.4

2.32.4

3.4 4.1 5.15.45.5

EAE3C-O-Crit.3 compare their oral communication skills with those requiredin a variety of careers and college programs, and create anaction plan to address identified needs.

2.12.4

168

ENGLISH Units

Strand: Media Studies 1 2 3 4 5


EAE3C-M-OE.1 design or create effective media works independently andcollaboratively, demonstrating an understanding of therelationships among form, purpose and audience, as well asthe ability to use appropriate technological tools.

1.41.5

2.3 3.1 5.15.5

EAE3C-M-OE.2 explain how the form, techniques, style and language of avariety of media texts, as well as industry practices, shape andinfluence the messages conveyed.

1.21.31.41.5

2.3 5.45.5

EAE3C-M-OE.3 assess effectiveness of various media works in conveyinginformation, justifying assessments with reference to specificfeatures.

1.11.21.31.4

2.3 3.3 5.15.4


EAE3C-M-For.1 design or create media works (e.g., photo essays, shortvideos, newspaper editorials, posters) independently andcollaboratively, based on current issues or recent events andrespecting the characteristics of the chosen form.

1.41.5

2.3 3.1 5.15.5

EAE3C-M-For.2 integrate multimedia elements (e.g., Web pages, music,videos, props) into a collaborative production, assessing theirimpact during rehearsal/production and making necessaryadjustments.

1.4 3.3 5.15.5

EAE3C-M-For.3 apply knowledge of conventions and techniques (e.g., use ofsigns and symbols, format of a news report, use of humour,use of stereotypes) to interpret the messages of media texts.

1.21.31.41.5

2.3 3.3 5.15.45.5

Specific Expectations: Investigation and Analysis

EAE3C-M-Inv.1 compare key elements of a variety of media forms, explainingwhy particular forms are used for specific purposes andaudiences.

1.11.4

2.3 5.4

EAE3C-M-Inv.2 describe briefly the historical and technical development of apervasive mass medium (e.g., national newspaper, film,television).

1.1 5.4

EAE3C-M-Inv.3 analyse media texts (e.g., magazine advertisements) toidentify explicit and implicit stereotypes, clichés and values.

1.31.4

2.3 5.4

EAE3C-M-Inv.4 explain differences and similarities in presentation of thesame news story within the same medium and amongdifferent media (e.g., the treatment of a news story in twonewspapers, as well as on television vs. on radio).

1.1

EAE3C-M-Inv.5 compare advertisements for different target audiences in avariety of media (e.g., in magazines for teenagers, adulttelevision dramas and children’s shows).

1.3 2.3

ENGLISH Units

Strand: Media Studies 1 2 3 4 5

169

EAE3C-M-Inv.6 compare and contrast a work of fiction with a mediaproduction of it, assessing the interpretations of plot, theme,setting and character in each.

3.3 5.15.4

EAE3C-M-Inv.7 explain use of spoken language (e.g., slang, humour, voice)and non-verbal language (e.g., actors’appearance and gestures) in media texts (e.g., editorials, television series, politicalads) to sway audiences or to market products.

1.21.4

5.45.5

EAE3C-M-Inv.8 analyse the relationship between industry practices (e.g.,marketing, distribution) and audience response to a mediawork.

1.3 5.4


EAE3C-M-Crit.1 analyse information conveyed by various news media forvalidity and relevance, focusing on accuracy, objectivity andreliability.

1.11.3

2.3 5.4

EAE3C-M-Crit.2 respond critically to ideas and opinions conveyed in mediatexts, expressing their own point of view.

1.21.31.41.5

3.3 5.15.4

EAE3C-M-Crit.3 analyse how media images of men and women influencepersonal attitudes, self-images and career interests.

1.3 5.4

EAE3C-M-Crit.4 assess effectivenenss of content and effectiveness of designelements of various media texts (e.g., news reports,documentaries, anti-smoking ads) in conveying messagesaimed at specific audiences.

1.31.4

2.3 5.45.5

Documents

ENGLISH - ressources.cforp.caressources.cforp.ca/fichiers/esquisses-de-cours/english/EAE3Cc.pdf · For some courses, there is only a single version, common to both systems (e.g.,