Le Centre franco

ENGLISH

EAE3E

Grade 11

Direction du projet : Claire TrépanierCoordination : Lauria RaymondRecherche documentaire : Geneviève PotvinRédaction : Suzanne Chénier, première rédactrice Chantal Champagne

Kim Champagne-Lortie Première 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 termepar le CFORP au nom des douze conseils scolaires de langue française de l’Ontario. Cette publication n’engage quel’opinion de ses auteures et auteurs.

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

TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Course Profile Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Course Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit 1: From School to Work: Search, Apply and Convince . . . . . . . . . . . . . . . . . . 15Activity 1.1: Selling Myself: The Job Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Activity 1.2: High Tech: The Role of Technology in the Workplace . . . . . . . . . . . . . . . 22Activity 1.3: Get That Job: Résumé and Job Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Activity 1.4: Opportunity Knocks: The Job Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Activity 1.5: Summative Assessment Task: Job Search . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit 2: Unveiling the Message: Explain and Persuade . . . . . . . . . . . . . . . . . . . . . . . . 47Activity 2.1: Guys and Gals: Gender Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Activity 2.2: The Right Choice: Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Activity 2.3: Enviro-Facts: Facts versus Opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Activity 2.4: Pros and Cons: Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Activity 2.5: Working It Out: Conflict Resolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Unit 3: Sort it Out: Report and Inform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Activity 3.1: Show Me the Money: Money Management . . . . . . . . . . . . . . . . . . . . . . . . 73Activity 3.2: Be an Expert: The Research Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Activity 3.3: Power Speaking: The Oral Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Activity 3.4: Impress with Success: Work Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Activity 3.5: Find and Tell: The Informal Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Unit 4: Recognizing Valour: Respond and Relate . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Activity 4.1: Get the Picture: Understanding Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Activity 4.2: Reading Cues and Clues: Understanding Plot . . . . . . . . . . . . . . . . . . . . . . 102Activity 4.3: The Hero in Me: Understanding Character . . . . . . . . . . . . . . . . . . . . . . . . . 108Activity 4.4: THE MEssage: Understanding Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Activity 4.5: Read All About It: Newspaper Production . . . . . . . . . . . . . . . . . . . . . . . . . 116

Unit 5: Planning Ahead: Create and Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Activity 5.1: Be Careful: Health and Safety in the Workplace . . . . . . . . . . . . . . . . . . . . 123Activity 5.2: The Young and the Stress-less: Lifestyle Issues . . . . . . . . . . . . . . . . . . . . . 127Activity 5.3: What the Future May Hold: Change in the Workplace . . . . . . . . . . . . . . . 131Activity 5.4: Starting up a Business: The Entrepreneur . . . . . . . . . . . . . . . . . . . . . . . . . . 136Activity 5.5: Write it Right: The Business Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Table of Overall and Specific Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

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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 the 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

Cross curricular 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 (EAE3E)

To be completed (by the school)

School: School District:

Department: Department Head:

Course Developer(s): Development Date:

Course Title: English Grade: 11

Course Type: Workplace Preparation School Course Code:

Secondary Policy Document: English Publication Date: 2000

Ministry Course Code: EAE3E Credit Value: 1

Prerequisite: English, Grade 10, Applied

Description/Rationale

This course emphasizes the reading, writing, oral communication and media literacy skillsneeded in the workplace and daily life. Students will interpret and respond critically tocontemporary literary and informational texts from Canada and other countries; write a variety ofworkplace-related material, as well as texts expressing points of view; examine and apply modelsof effective oral communication skills for the workplace; interpret and independently andcollaboratively create media works; and research issues related to the workplace.

Unit Titles and Descriptions (in sequence)

Unit 1: From School to Work: Search, Apply and Convince Time : 24 hoursIn this unit, students identify their career interests and goals using the results of their careerinventory to explore fields of work. They apply various persuasive techniques in the context ofthe workplace with a focus on the letter of application, the résumé, the job interview, and job-search strategies and venues. Students write opinion texts to defend their views of the benefitsand dangers of technology in the workplace and in their daily lives. They develop theirknowledge of business terminology and of appropriate diction.

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Unit 2: Unveiling the Message: Explain and Persuade Time: 21 hours In this unit, students apply their knowledge of genres, forms and techniques to interpret shortstories, poems and a one-act play, as well as articles, editorials and short essays. Students applyvarious reading strategies to explore work-related topics: gender issues, decision making,environmental issues, and conflict resolution. They examine persuasive techniques anddistinguish between fact and opinion in informational texts. Students express their own opinionsin journal responses, informal debates, narrative and poetic texts, a letter to the editor, a letter ofcomplaint, and a role-playing activity on conflict.

Unit 3: Sort it Out: Report and Inform Time: 24 hoursIn this unit, students apply research and communication skills in the production of a formalresearch report on a company of their choice and an informal report on a service or product. Theyuse print and electronic resources to collect information and to format and edit their texts.Students present their research in an oral report. They produce a pamphlet for survival in theworkplace based on their exploration of employers’ expectations and of texts dealing with theconcepts of success and money management.

Unit 4: Recognizing Valour: Respond and Relate Time: 22 hoursIn this unit, students apply various reading strategies to interpret a short contemporary novel(suggested novel: Heroes by Robert Cormier) and to develop their knowledge of setting, plot,character and theme. In their critical and creative responses, students make connections betweenthe novel, media texts, and their own values and interests. They write a narrative text, journalresponses, articles and a movie review, and role-play a key passage in the novel. Students assumevarious roles to write journalistic texts on the novel and to publish them in the form of a classnewspaper with the aid of electronic resources. Unit 5: Planning Ahead: Create and Design Time: 19 hours In this unit, students focus on personal and professional aspirations and make predictions aboutthe future. Students produce a poster on health and safety in the workplace and develop timemanagement skills; they also produce an instructional pamphlet on maintaining a balancedlifestyle. In pairs, they assume the role of an entrepreneur and produce various forms of businesscorrespondence to be compiled and published in the form of a business portfolio.

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:- jigsaw group work - journal response- think-pair-share - pamphlet- chart - oral report- role playing - informal debate- mock interview - individual and group research- word processing software - presentation by a guest speaker

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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 OntarioCurriculum, 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 Plan (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. This 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 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.

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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.

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: a questionnaire or survey, a short

test, reading aloud, a class discussion, brainstorming, a journal response, oral questions andanswers.

formative- tasks during the course of an activity such as: a rehearsal of a presentation, peer editing of a

text, peer assessment of a presentation or poster, an informal debate, jigsaw group work,think-pair-share, questions and answers, a journal response, a grammar exercise, avocabulary log, an analysis of models of texts.

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

of an activity and which assess one or more communication skills demonstrated by studentsthrough productions such as: an oral report, role playing, a dramatization (live or in videoform), questions and answers, a test, a sequel to a text, a poem, a formal research report, aninformal research report, a pamphlet, business correspondence, an opinion text, a newsarticle.

Resources

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

PedagogicalCAMERON, Bob, and JoAnne CAMERON, Prism of Poetry/Pathways to Writing, Scarborough,

Prentice-Hall, 1995, 256 p.DROLET, Susan Quirk, and Ann Farrell SÉGUIN, Technically Speaking.../Writing, Reading,

and Listening/English at Work, Saint-Laurent, Éditions du Renouveau pédagogique, 2000,234 p.

GAETZ, 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, second edition, New York,

Barron’s, 1995, 144 p.GIFFEN, Peter (ed.), Sympatico NetLife/Canada’s Home Internet Magazine, North York.

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HELDER, Diane, and Allen LAMPERT, Success on the Job/Understanding What You Read, Portland, J. Weston Walch, 1998, 121 p.

HILKER, D., et al.(ed.), Your Voice and Mine 4, Toronto, Holt, Rinehart and Winston, 1989, 384 p.

HOFMANN NEMIROFF, Greta (ed.), Gender Issues, Toronto, McGraw-Hill Ryerson, 1993, 153 p.

KELLOW, Brian, and John KRISAK, Matters of Fact/Short Non-Fiction, Scarborough, Prentice-Hall, 1992, 218 p.

KELLOW, Brian, and John KRISAK, Prose: Short Forms, Scarborough, Prentice-Hall, 1990,219 p.

McCLUNG, M.G., et al.(ed.), Cycles 4, Scarborough, Prentice-Hall, 1989, 374 p.MISENER, Judi, and Sandra STEELE, The Business of English, second edition, Don Mills,

Oxford University Press, 1994, 278 p.PYRCZAK, Fred, Survival Skills in the World of Work, Portland, J. Weston Walch, 1992,

60 p.SCHAEFER, Nancy, Good Job! A Young Person’s Guide to Finding, Landing, and Loving a

Job, Toronto, Stoddart, 2000, 128 p.SMITH HELDER, Diane, Better Writing on the Job, Portland, J. Weston Walch, 1999,

109 p.ZEIEN, Kathleen and Beverly ANDERSON, Bridges/Making the Transition from School to

Work, revised edition, Portland, J. Weston Walch Publisher 1999, 164 p.

Reference/ConsultationThe Ottawa Citizen, Beyond the News, 1995, 63 p.FRANZA, August, You and the Mass Media, Portland, J. Weston Walch, 1989, 141 p.KASER, Karen, Success on the Job/Communicating Clearly, Portland, J. Weston Walch, 1998,

122 p.LAMB, Jane, The Complete Newspaper Resource Book, Portland, J. Weston Walch, 1985, 266 p.LEMAY, Bernadette, La boîte à outils, Vanier, CFORP, 1999.MISENER, Judi, and Sandra STEELE, The Business of English (Teacher’s Resource), second

edition, Don Mills, Oxford University Press, 1995, 156 p.ZEIEN, Kathleen, and Beverly ANDERSON, Bridges/Making the Transition from School to

Work (Teacher Guide), revised edition, Portland, J. Weston Walch, 1999, 79 p.

TechnologicalHuman Resources Development Canada

http://www.hrdc-drhc.gc.ca/ (consulted July 14, 2000)Media Awarenesss Network

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

http://www.edunet.com/english/grammar/index.cfm (consulted July 17, 2000)SchoolFinder

http://www.schoolfinder.com/career (consulted May 5, 1999)SchoolNet

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

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Sympatico NetLifehttp://www.netlifemagazine.com (consulted June 27, 2000)

Sympatico Site (includes a career search site)http://www.sympatico.ca (consulted June 27, 2000)

Youth Resource Network of Canadahttp://www.youth.gc.ca (consulted June 27, 2000)

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)

- 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 (EAE3E)

From School to Work: Search, Apply and Convince

Unit Description Time: 24 hours

In this unit, students identify their career interests and goals using the results of their careerinventory to explore fields of work. They apply various persuasive techniques in the context ofthe workplace with a focus on the letter of application, the résumé, the job interview, and job-search strategies and venues. Students write opinion texts to defend their views of the benefitsand dangers of technology in the workplace and in their daily lives. They develop theirknowledge of business terminology and of appropriate diction.

Strands and Expectations

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

Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5EAE3E-W-OE.1 - 2 - 3 - 5EAE3E-O-OE.1 - 2 - 3 - 4 - 5EAE3E-M-OE.1 - 2

Specific Expectations: EAE3E-L-For.1 - 3 - 4 EAE3E-L-Str.1 - 2 - 5 - 6 - 8 - 9 - 11 EAE3E-L-Inv.1 - 2 - 3 - 4 - 5

EAE3E-L-Crit.1 - 3 - 4 - 5EAE3E-W-For.2 - 4 - 5 - 6 - 7 - 11 - 12EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10EAE3E-W-Gram.1 - 2 - 3 - 6 - 9EAE3E-W-Crit.1 - 2 - 3 - 4 - 5EAE3E-O-List.1EAE3E-O-Prod.1 - 2 - 3 - 4 - 5EAE3E-O-Voc.1 - 2 - 3EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5EAE3E-O-Crit.2 - 3EAE3E-M-For.2 - 3 - 4

EAE3E-M-Inv.1 - 2 - 4 - 5EAE3E-M-Crit.1 - 2 - 4

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Activity Titles Time

Activity 1.1: Selling Myself: The Job Application 420 minutesActivity 1.2: High Tech: The Role of Technology in the Workplace 300 minutesActivity 1.3: Get that Job: Résumé and Job Search 300 minutesActivity 1.4: Opportunity Knocks: The Job Interview 420 minutesActivity 1.5: Summative Assessment Task: Job Search 375 minutes (included

in the activities)

Cross curricular Links

When planning teaching and learning strategies, the teacher must integrate the following Crosscurricular 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:

PedagogicalPERRIN, Carl, Survival Writing Skills for the Workplace, Portland, J. Weston Walch Publisher,

1997, 93 p.Ministry of Education, Ontario Prospects/Ontario’s Guide to Career Planning, 1999, 32 p.

TechnologicalCareer Exchange

http://careerexchange.com (consulted April 15, 1999)Job Hunters’ Bible

http//www.jobhuntersbible.com (consulted April 15, 1999)

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ACTIVITY INFORMATION 1.1 (EAE3E)

Selling Myself: The Job Application

Description Time: 420 minutes

In this activity, students identify their career interests and aptitudes through a career inventory.Students complete an application form and write a letter of application for an occupation of theirchoice, with attention to the use of specialized vocabulary and level of language.


Strand(s): Literature Studies and Reading, Writing

Overall Expectations: EAE3E-L-OE.1 - 3 - 4 EAE3E-W-OE.1 - 2 - 3

Specific Expectations: EAE3E-L-For.1EAE3E-L-Str.1 - 2 - 5 - 9 - 11EAE3E-L-Inv.1 - 3 - 4EAE3E-W-For.6 - 7 - 11EAE3E-W-Wri.1 - 2 - 3 - 4 - 7 - 9 - 10

EAE3E-W-Gram.1 - 3 - 9EAE3E-W-Crit.1 - 5

Planning Notes

- Select career surveys from the school’s guidance office, employment agencies and Internetsites.

- Invite a school guidance counsellor or cooperative education teacher to explain results of thecareer survey to the students.

- Select job application forms from pedagogical resources, Internet sites and local businesses.- Select pamphlets, articles and texts on various fields of work (from the school’s guidance

office or ordered ahead of time from a government office or employment agency).- Select career sites on the Internet and reserve computers for students.- Provide students with flip-chart paper.- Prepare an evaluation for the assessment of the application form and letter of application.

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Activity Instructions

Introduction

- Ask students to reflect in their journal on their work experience by listing in chart form thejobs they have had and/or currently have as well as their reasons for liking and/or dislikingthese jobs. (DE)

- List the jobs on the board or on chart paper, as students share their work experienceinformally with the rest of the class; have students identify the jobs that require both Frenchand English. (AC)

- Analyse with students the different kinds of jobs by classifying them under headings,according to the fields of work to which they belong (e.g., health, broadcasting, computertechnology, construction, sports and recreation, retail and sales, food industry, childcare,public relations, transportation, maintenance). (DE)

Exploration

- Have students read a short text or article on staying in school, work preparation and/or highschool drop-outs (e.g., “Which Career is Right for You?” by David Campbell, in TechnicallySpeaking, p. 7-10; “Thousands Trapped in Minimum-Wage Jobs” by Yvonne Zacharias, inTechnically Speaking, p. 66-70; “I Used to Play Bass in a Band” by Sandra Birdsell, inMatter of Fact, p. 82-86); students answer questions on the text in short written responses.(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)

- Identify with students other fields of work not found in the above list, suggesting occupationsstudents may not have thought of; ask students to read pamphlets and descriptions of jobs(e.g., “What’s Reasonable for Secretaries Today to Expect” by Elizabeth Murphy inTechnically Speaking, p. 168) they may not be familiar with. (CP)

- Have each student select two jobs mentioned in class so far; students form groups of three orfour and together identify the qualities needed for the jobs selected, listing them on chartpaper; groups informally present their charts to the class.

- Provide students with at least three different types of career surveys and questionnaires frompedagogical resources (e.g., Unit 11: “Interests and Job Categories”, p. 105-114; Unit 12:“Aptitudes”, p. 115-121; and Unit 13: “Personality”, p. 122-133 in Bridges; “Jobs andPersonal Interests” in Survival Skills in the World of Work, p. 9; Unit 1: “Do you Have Whatit Takes?” in Technically Speaking, p. 11-27), the school’s guidance office, an employmentagency and/or the Internet (e.g., http://www.schoolfinder.com/career/quiz,http://www.edu.gov.on.ca/eng/career), asking them to complete them and helping themmatch the results with various occupations, according to the instructions provided. (CP)

- Ask a guidance counsellor or cooperative education teacher to explain the results of thesurveys to the students and help them identify the careers that suit them according to theirinterests and aptitudes. (CP)

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- Examine with students various kinds of job application forms from pedagogical resources(e.g., Chapter 3: “The Application Form” in Good Job! p. 21-29; “Job Application” inSurvival Skills in the World of Work, p. 11-14; “Job Application Form: Finding Errors”, p.27; and “Job Application Form: Practice”, Better Writing for Better Job, p. 29 and localbusinesses, noting similarities and differences and clarifying new or difficult vocabulary;examine headings and instructions with students; select one form for students to fill outtogether, emphasizing the importance of accuracy, clarity and neatness as well as the correctuse of conventions of language. (FE) (CP)

- Ask students to fill out a job application form of their choice that addresses specific criteriain a job ad found in a newspaper (e.g., bilingualism). (SE) (CP) (AC)

- Ask students to read a friendly letter and a business letter and to note the differences in toneand diction; review with students the different levels of language with attention to purposeand audience.

- Ask students to read or listen to sentences or short passages in order to identify words that areconsidered slang; individually or with a partner, students change slang and colloquialexpressions to formal English and vice-versa, sharing their answers informally with theclass.(FE)

- Examine with students various examples of job application letters (e.g., Chapter 5: “CoverLetters” in Good Job!, p. 48-64; “Letter of Application” in How to Write Better BusinessLetters, p. 97-98; “Letter of Application” in Brass Ring 2, p. 29-32; “Getting ThingsCovered” in Technically Speaking, p. 94-97) with attention to content, level of language, andformat.

- Ask students to compare and contrast two letters of application, one an exemplar, the otherflawed; review the differences with the students.

- Assign a letter of application for students to write, as if they were applying for one of the jobsidentified in their career inventory after high school. Students should emphasize theadvantages of their fluency in both French and English. Give students access to print andelectronic resources. (CP) (T) (SE) (AC)

- Review with students the assessed copies of their job application form and letter so that theycan identify their strengths and weaknesses as writers; students identify strategies (e.g.,maintain a vocabulary log, use a spell-check program) to address identified needs.

Grammar and Usage, Spelling and Punctuation- Emphasize the correct spelling and use of: adjectives describing aptitudes and skills, business

terminology in the job application form and the letter of application, and specializedvocabulary relating to various fields of work (e.g., “Program-related Vocabulary” inTechnically Speaking, p. 188-193).

- Emphasize the use of a level of language appropriate for a business context.- Emphasize correct capitalization and punctuation in headings, titles, names and addresses.- Develop students’ ability to proofread their own and others’ written texts, with reference to

print and electronic resources.

Summative Assessment

- Assess students’ ability to fill out a job application form and write a letter of application withattention to the required language conventions and the conventions of form, purpose and

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audience, according to the following four categories from the Achievement Chart for Grade11 English:- Knowledge/Understanding

- Demonstrate knowledge of conventions, format and terminology of the job applicationform and the letter of application.

- Thinking/Inquiry- Assess their own written work by proofreading 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 business person to speak about a specific field of work.- Ask students (in groups of four) to prepare a print or audio or video ad to convince young

adults to stay in school. Students can then present their ad to other groups of students in theschool.

- Have students assume the point of view of an employer and assess the draft of a peer’s letterof application, offering suggestions for improvement.

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

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High Tech: The Role of Technology in the Workplace


In this activity, students explore the nature of work and the role of technology in the workplaceand defend their point of view in an oral presentation, an opinion text and an informal debate.Students identify and explain the persuasive techniques used in print and media texts with afocus on classified ads and promotional material.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 3 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 EAE3E-M-OE.2

Specific Expectations: EAE3E-L-For.3 EAE3E-L-Str.2 - 8 EAE3E-L-Inv.1 - 2 - 5 EAE3E-L-Crit.1

EAE3E-W-For.4 - 12 EAE3E-W-Wri.1 - 2 - 3 - 4 - 7 - 8 - 9 EAE3E-W-Gram.1 - 3 - 6 - 9 EAE3E-W-Crit.1 - 2 - 3 - 4 EAE3E-O-List.1 EAE3E-O-Prod.1 - 2 - 4 - 5 EAE3E-O-Voc.3 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.2

EAE3E-M-Inv.1 - 2 - 4 - 5 EAE3E-M-Crit.1 - 2 - 4

Planning Notes

- Bring in (and ask students to do so as well) classified ads sections of local newspapers.- Obtain cardboard, scissors and glue for charts.

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- Select editorials, articles and short essays on the workplace and on the impact of technology.- Select promotional material from different media (e.g., radio announcement, Web page).- Have the necessary technological equipment for students’ oral presentation on a particular

medium.- Prepare evaluation grids for assessment of promotional material and opinion text.


Introduction

- Ask students, in groups of three or four, to define and differentiate in their own wordssynonyms for the term work: career, job, occupation, profession, vocation, employment,trade. (DE)

- Lead a discussion in which students informally share their definitions.- Ask students, in groups again, to confirm their definitions by looking up the terms in print or

electronic references.- Have students cut out six to eight (at least two per student, in a group of three or four)

classified ads; students determine if each of the advertised positions is a trade, profession,career, job, vocation, or occupation; students list three skills required for each of thesepositions. Students highlight those jobs that require bilingualism. (CP) (AC)

- Ask students to organize their findings in chart form; students present their charts in aninformal oral presentation and post their charts in the classroom. (FE) (CP)

Exploration

- Review the above charts with students, noting which jobs require the use of computers andother forms of technology.

- Brainstorm with students the pros and cons of the widespread use of computer technology inthe workplace, informally debating issues such as confidentiality, accessibility, cost,reliability, social interaction. (T)

- Ask students to read at least two editorials, articles or short essays on the workplace (e.g.,“What Makes Them Do It”, p. 15-17 by Anastasia Touxefis, “A Bad Taste Left”, p. 162 fromThe Gazette, “Demystifying the Police Force”, p.163 by Monique Beaudin and “WhoDecides When Care is Futile?”, p. 169, by Wesley J. Smith in Technically Speaking)explaining any new or difficult terms they might encounter in the texts. (CP)

- Ask students questions to verify comprehension of main and secondary ideas in the texts andto bring students to identify the persuasive techniques used by the writers to defend theirpoints of view. (FE)

- Review with students persuasive techniques used in print ads (from a computer magazine, ifpossible), noting the acceptable and the unacceptable; review with students concepts of form,purpose and audience.

- Ask students (in pairs) to explain and criticize the persuasive techniques used in a particularmedium (e.g., Web page, ad on the Internet, telephone solicitation, radio ad, television

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commercial, the careers section of a newspaper, the Yellow Pages) for promotionalpurposes.(T)

- Have students make connections between their criticism and knowledge possibly acquired inFrançais courses. (AC)

- Review with students the criteria for their assessment, emphasizing that they must be able tojustify their point of view as they consider features such as colour, sound, catch phrases,appeal to authority, clarity of information, bias, emotional appeal, humour, reliability,imagery, relevancy.

- Have students present their assessment in an oral presentation, using audio-visual equipment.(SE) or (FE)

- Lead informal discussions on the views expressed by students, at the end of eachpresentation; have students reflect on the impact of technology and various forms of media intheir daily lives.

- Have groups of three or four students read an article (a different one for each group) on theimpact of technology in the workplace (e.g., “The Logistics Information Explosion” by JeffAshcroft in Technically Speaking, p.170; “Cracking the Net” by Joe Chidley in Brass Ring 2,p.64; “Safety First” by Gordon Brockhouse in Sympatico NetLife (July/August 2000), p. 24-31), asking them to:- summarize the main ideas- explain the reasons why they agree or disagree with the views expressed- identify three persuasive techniques in the text.(T)

- Use the jigsaw method of collaborative learning to have students share their findings on their text with other groups of students.(FE)- Assign an opinion text for students to write on the nature of work and/or the trends of

technology in the workplace, emphasising the fact that students’ texts are expected to bepersuasive and convincing. Some possible topics are:- Do computers increase or decrease productivity in the workplace?- Are computers a source of stress in the workplace?- Do computers increase or decrease the workload of employees?- Do automated tellers provide an efficient service to bank customers?- Do automated voice messages help or hinder communication?- Should the use of cellphones be restricted to certain times or places?- Are computers replacing television as a form of entertainment?- Is the Internet a secure way of doing business? (SE) (T) (CP)

- Brainstorm the above topics with students and provide class time for students to apply stepsof a writing process: - Students read their drafts to each other in small groups and informally debate their views

on their chosen topic.- Students integrate ideas and suggestions from the group debate into their draft.- Students conference with a peer to edit their draft.

- Have students present their opinions on trends in technology to the class, with the use of atleast one visual aid (e.g., overhead, Web page, chart, poster) to illustrate this trend. (SE)

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Grammar and Usage, Spelling and Punctuation

- Have students refer to print and electronic resources to define and spell correctly varioustechnological terms. (T)

- Emphasize the use of a level of language appropriate for a business and academic context.- Review common sentence errors with students, with emphasis on the use of correct end

punctuation and the avoidance of sentence fragments; have students (in pairs) proofreadpassages on the workplace provided by the teacher.


- Assess students’ ability to defend a point of view in an oral presentation and in an opiniontext, according to the following four categories from the Achievement Chart for Grade 11English:- Knowledge/Understanding

- Understand various forms of persuasive texts.- Understand the use of persuasive techniques in articles, editorials, and short essays.- Define different concepts of work.

- Thinking/Inquiry- Assess the use of persuasive techniques in a particular medium.- Justify their point of view with the use of persuasive techniques.

- Communication- Communicate opinions on work-related topics with clarity.- Communicate opinions clearly to convince a student audience.

- Application- Apply knowledge of spelling and punctuation to edit an opinion text.- Use oral communication techniques to justify a point of view.- Apply steps of a writing process to brainstorm, draft and edit an opinion text.- Use technology to explore the use of persuasive techniques for promotional purposes.- Make connections between English, the workplace, and trends in technology.

Extension

- Have students watch a short documentary or investigative report on the latest trends intechnology.

- Have students conduct an informal survey on the use of computers among their friends andfamily, asking questions that focus on the pros and cons of technology, the amount of timespent at the computer, use of the computer, use of the Internet.


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Get that Job: Résumé and Job Search


In this activity, students explore various career Internet sites and job-searching strategies andvenues. Students assess examples of career résumés and use electronic resources to write a careerrésumé for a part-time job according to a specific format. Students role-play a request for areference.


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

Overall Expectations: EAE3E-L-OE.1 EAE3E-W-OE.1 - 2 - 3 EAE3E-O-OE.3

Specific Expectations: EAE3E-L-For.1 - 3 - 4 EAE3E-L-Str.6 - 9 -11 EAE3E-L-Inv.3 EAE3E-L-Crit.3 - 4 - 5 EAE3E-W-For.2 - 5 - 6 - 11 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 9 - 10 EAE3E-W-Gram.1 - 2 - 3 - 9 EAE3E-W-Crit.2 - 5 EAE3E-O-Prod.1 EAE3E-O-Voc.1

Planning Notes

- Select models of career résumés from pedagogical resources and Internet sites, including arésumé written in French.

- Invite a guest speaker from an employment agency, a human resources centre or a careercounselling service.

- Plan class time for students to conference with the teacher and to use the computer in theproduction of their résumé.

- Prepare a checklist for peer assessment of role-playing activity.- Prepare an evaluation grid for assessment of students’ career résumé.

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Introduction

- Invite a guest speaker from a human resources centre, an employment agency or a careercounselling service to present to students strategies and venues for an effective jobsearch.(CP)

Exploration

- Read with students articles, pamphlets and short essays from print (e.g., TechnicallySpeaking, p.59-64 and p. 87-93; Success on the Job: Communicating Clearly, p.81-86; BrassRing 2, p. 53-55; Chapter 2: “Preparing for a Job Search,” p. 12-20; and Chapter 6: “JobSearching,” p. 65-82 in Good Job!) and electronic resources on an effective job search,noting venues such as the Internet, classified ads, networking, employment centres, theyellow pages, direct contact with employers. (CP) (DE)

- Provide time for students to explore various career sites on the Internet (e.g.http://www.careerexchange.com; http://www.canadian careers.com;http://www.jobhuntersbible.com), leading students to identify the sites that are more reliableand more useful.(T) (CP)

- Examine with students various forms of career résumés from pedagogical resources (e.g.,Technically Speaking, p. 85-96 and p. 215; How to Write Better Business Letters, p. 92-96;Better Writing for Better Jobs, p. 94-96; Survival Writing Skills, p.20-23; Chapter 4:“Résumés” in Good Job! P. 30-47; and Brass Ring 2, p. 53-55) or from the Internet, notingfeatures such as headings, length, order and spacing.

- Ask students (in pairs or in small groups) to compare and contrast two career résumés - onean exemplar, the other flawed - and share their findings informally with the class; in groups,students practise writing a résumé by re-writing the flawed version and review their editedversion with the teacher.(FE)

- Examine with students a career résumé written in French and compare and contrast it with anEnglish résumé, noting similarities and differences in terminology, format, capitalization andpunctuation. (AC)

- Ask students to write a career résumé for a part-time job, according to the format of one ormore résumés provided by the teacher. (CP) (SE)

- Conference with students as they draft and edit their career résumé. Give students access tocomputers and specialized programs in order for them to proofread their work and to print aneat and well-formatted text. (T)

- Lead a discussion on the pros and cons of part-time jobs for students during the school year;ask students to explain their own point of view on part-time jobs in a journal response. (FE)

- Explain to students the importance of references: whom to ask, how to ask, why to ask, andhow to format them in the résumé; emphasize proper etiquette, with reference to variousinformational texts (e.g., Technically Speaking, p. 145-156; One Hundred and Fifty Ways toKeep Your Job, p.46-59); allow students to share their own experiences with obtaining jobreferences. (CP)

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- Ask students to role-play in pairs a request for a reference through one of the followingvenues: voice mail, phone call, fax, direct contact. (FE)

- Ask students’ peers to assess the role playing with the use of a checklist and to makesuggestions for improvement.(FE)

- Review with students the assessed copies of their career résumés so that they can identifytheir strengths and weaknesses as writers; students identify strategies (e.g., re-write thesections of the résumé to address identified needs).

Grammar and Spelling, Usage and Punctuation- Review with students the rules of capitalization and punctuation, with attention to the

conventions (e.g., addresses, titles, headings, sub-headings, dates) of the career résumé.- Emphasize correct spelling and the appropriate use of business terminology.- Ask students to note (as they edit and format their text electronically) examples of situations

when the spell-check program is not useful in indicating and correcting errors (e.g., verbtenses, plurals, apostrophes). (T)


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

- Understand the format and conventions of the career résumé.- Understand strategies and venues for a job search.- Understand proper etiquette in a business context.

- Thinking/Inquiry- Compare and contrast various models of career résumés.- Assess their own and others’ written texts

- Communication- Communicate information with clarity in a business text.- Communicate with a sense of formality appropriate for a business context.- Demonstrate command of the conventions of a career résumé.

- Application- Use correct punctuation, capitalization and spelling.- Draft, edit and print a career résumé.- Use technology to edit, format and print a career résumé.- Make connections between English and French, with their own employment needs,

and with businesses in the community.

Extension

- Obtain SIN application forms and give students the opportunity to fill out forms correctlyaccording to instructions in English; encourage students to ask for their SIN (NAS) enFrançais when the opportunity presents itself, in order for them to obtain services in French.

- Have students start a personal data sheet of work experiences, skills, contacts and otherrelevant activities.

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- Ask students to write a thank-you note in their journal to a person who has given them areference.


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Opportunity Knocks: The Job Interview


In this activity, students continue to explore the strategies and venues of an effective job searchby watching a video and by interviewing a person from the business community. Students role-play a job interview based on a job posting that they have composed.



Overall Expectations: EAE3E-L-OE.1 - 3 EAE3E-W-OE.1 - 2 - 3 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1

Specific Expectations: EAE3E-L-For.1 EAE3E-L-Str.1 -11 EAE3E-L-Inv.1 - 4 EAE3E-W-For.7 - 11 EAE3E-W-Wri.1 - 2 - 4 - 9 - 10 EAE3E-W-Gram.1 - 3 - 6 EAE3E-O-List.1 EAE3E-O-Prod.1 - 3 - 4 EAE3E-O-Voc.2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.3

EAE3E-M-For.2 - 3 - 4 EAE3E-M-Inv.2

Planning Notes

- Select a video on the job interview, or invite a local employer to present his/her expectationsof new or prospective employees.

- Reserve necessary audio-visual equipment for the video and for students’ audio interview.- Prepare a checklist for peer assessment of the audio interview.- Prepare an evaluation grid for the assessment of students’ mock interview.

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- Select editorials, pamphlets, articles and short essays on the job interview: pamphlets mayneed to be ordered ahead of time from government offices and employment agencies.


Introduction

- Present a video from a media center or an employment office on the job interview and/orvarious aspects of an effective job search, asking students to note the various strategies andvenues used by job candidates.(CP)

- Leads a discussion on the video, focusing on the expectations of employers and elementssuch as appropriate clothing, punctuality, team work, politeness. (DE)

Exploration

- Give students the opportunity to practice their interviewing skills by having them interview(individually or with a partner) a friend, relative or local business person about his/hercurrent employment, and asking them to record this interview on audio tape. (FE) (T) (CP)

- Prepare the above interview with students:- Brainstorm and list with students possible questions for the interview, focusing on the

strategies and venues used to get this job, the reasons he/she obtained this job, and thereasons why he/she likes and/or dislikes this job.

- Have groups of students edit three - five questions from the above list, with attention toclarity, verb tense, relevancy and level of language.

- Finalize the list of questions with students; students select at least five questions from thelist for their own interview.

- Review with students the criteria for effective oral communication, using a checklist (e.g.,clarity, tone, politeness, pronunciation, tempo, diction, usage).

- Listen with students to the audio tapes of the interviews, asking peers to provide feedbackwith the use of the above checklist; students use feedback to reflect on their oralcommunication skills - their strengths, weaknesses, and ways for them to improve. (FE)

- Ask students to list in their journals at least seven - eight jobs that require good oralcommunication skills; students share their list with a peer and then with the class in a think-pair-share activity. (CP)

- Review students’ lists with them, identifying those jobs where bilingualism would be aparticular asset, if not a requirement; lead a discussion on the benefits of bilingualism in theworkplace. (AC)

- Review with students the format of the thank-you note and of e-mail messages; ask studentsto write (as a journal response or as an authentic document) a thank-you note in which theythank the person interviewed for their audio presentation; encourage students to send theirmessage through the mail or the Internet. (FE)

- Read with students two - three articles, pamphlet, editorials or short essays on the jobinterview

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(e.g., Technically Speaking, p. 97-101 and p. 207-214, “Interview with Roberta Bondar” inMatters of Fact p. 57-61; Chapter 7: “Before the Interview”, p. 83-95, and Chapter 8: “AllAbout Interviews”, p. 96-106, in Good Job!; Job Search 101 by Sheila McGovern in BrassRing 2, p. 7-10; Survival Skills in the World of Work, p. 16-18; “Interview with...” in BrassRing 2, p. 68, 93-94, 107-108, 143-144) asking questions that focus on employers’expectations; students answer questions in both oral and written form and use print andelectronic resources to define new and/or specialized terms. (FE)

- Review with students the strategies for a successful job interview, asking groups of studentsto list their own tips on:- How to research the background of a business.- How to dress appropriately.- How to greet the prospective employer.- How to communicate verbally.- How to be aware of non-verbal messages.- How to convey confidence.- How to answer trick questions.- How to prepare for questions.- How to leave a lasting impression.

- Assign to students the preparation and presentation of a mock interview for one of thepositions identified in their career inventory; students are expected to: - Work in pairs - one student assuming the role of the employer, the other the role of the

job candidate.- Write and present (as an introduction to their role-playing activity) a job posting

describing the job for which the candidate is being interviewed. (SE)- Prepare and rehearse a script of the interview, making necessary adjustments.- Role-play the interview in front of the class, using various props (e.g., phone, furniture,

business clothes) for added impact.(CP) (SE)- Provide students with the opportunity to give positive feedback by having them vote to

identify the most successful job candidate. (FE)

Grammar and Usage, Spelling and Punctuation- Have students note in their formative and summative assessment activities examples of

inappropriate diction, asking them to suggest more appropriate terms and expressions.- Give students access to print and electronic resources in order to define new and/or

specialized terms in a business context.- Emphasize the correct use of verb tenses in the formulation of written questions, in the audio

interview, and in the role playing of a job interview.


- Assess students’ ability to communicate in the context of the workplace through a mockinterview for a job with attention to the required language conventions and the expectationsof the workplace, according to the following four categories from the Achievement Chart forGrade 11 English:

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- Knowledge/Understanding- Understand the conventions of the job interview and the job posting.- Understand strategies and venues for a job search.- Understand the expectations of the workplace.

- Thinking/Inquiry- Assess their own and others’ speaking skills.- Assess their own and others’ ability to formulate and answer questions .

- Communication- Communicate information and ideas clearly in well-formulated questions and

answers.- Communicate with a sense of formality appropriate for a business context.- Demonstrate command of the conventions of the job interview.

- Application- Use correct grammar, verb tenses and diction in a job interview.- Use oral communication techniques to role-play a job interview.- Make connections between English, their own career goals, and the expectations of

the workplace.

Extension

- Invite a parent or local business person to attend the presentation of the job interviews andgive feedback to students.

- Have students produce a complete written script of their job interview for summativeassessment.

- Video tape the mock interviews so that students can assess their own presentation andspeaking skills.


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ACTIVITY 1.5 (EAE3E)

Summative Assessment Task Job Search


NOTE: The assessment tasks of this activity have been integrated into Activity 1.1 - Activity 1.3and Activity 1.4 and are therefore included in the calculated time of each activity.

For this summative assessment task, students demonstrate their writing and speaking skills in abusiness context by completing a job application form, by writing a letter of application and arésumé, and by role-playing a job interview. Students demonstrate an understanding of theelements of an effective job search.


Strand(s): Writing, Oral Communication

Overall Expectations: EAE3E-W-OE.1 - 2 - 3 EAE3E-O-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE3E-W-For.2 - 5 - 6 - 7 - 11 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 3 - 9 EAE3E-W-Crit.1 - 2 - 5 EAE3E-O-List.1 EAE3E-O-Prod.1 - 3 - 4 EAE3E-O-Voc.2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.3

Planning Notes

- Select examples of application forms, letters of application and résumés in pedagogicalresources, in career pamphlets and on Internet sites.

- Prepare instruction sheets for students.- Prepare evaluation grids of the skills to be assessed.- Plan class time for students to rehearse their job interview, draft their business texts, and edit,

format and print their written texts with the use of print and electronic resources.

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- Use the assessment task to lead students to identify the communication skills required in theworkplace and to identify strategies for them to meet these requirements.


- Explain the summative assessment task to the students:a) Complete a job application form for a chosen position, according to the career inventory,

and write a letter of application for this position upon graduating from high school. (CP) b) Write a résumé for a part-time job. (CP)c) With a partner, role-play an interview for a position identified in the career inventory and

describe this position in the form of a job posting. (CP)- In these different components of a job search, apply knowledge of grammar and usage

and of business conventions, with particular attention to level of language.- Remember to check the notes and models of business correspondence provided in class.- Use a software program to format, edit and print letter of application and résumé. (T)

- Explain the overall expectations that will be used to assess the students’ knowledge and skillsin the strands of Writing and Oral Communication, as well as the criteria of AchievementChart 1.5.1. Students are expected to:- Use correct grammar and spelling, with attention to capitalization and punctuation.- Use business terms and appropriate level of language.- Provide clear and accurate information about themselves and their work experience.- Organize ideas and information clearly and logically.- Formulate clear and precise questions and answers for the job interview.- Apply their knowledge of business conventions to write the texts and to prepare the job

interview.- Use appropriate tone and persuasive techniques.- Use props in the oral presentation for impact.- Relate their knowledge of business texts to their own career interests and goals.- Use steps of the writing process to draft, edit and format texts.- Use group skills to draft a script and rehearse the presentation of the job interview.- Speak at an appropriate pace and volume and respect time limits.- Listen attentively to peers’ oral presentations.- Help peers with the revision of their texts.- Use electronic resources and specialized software programs to edit, format and print texts.- Recognize the communication skills required in the workplace and identify ways for them

to meet those requirements.- Review with students models of the job application form, the letter of application, including

business letters written in Français, and the résumé, as well as the conventions of the jobinterview, with a focus on form, purpose and audience. (AC) Emphasize the application oflanguage conventions and the use of appropriate diction.

- Hand out to students the instructions and the evaluation grids.- Specify which format they are expected to follow.- Ask students to indicate which positions will be the object of their application, résumé and

interview.

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- The following timeline is suggested for the completion of this summative assessment task:a) Job application form: 30 - 45 minutes (depending on the form selected) Letter of application: 75 minutesb) Résumé: 120 minutesc) Job interview 150 minutes

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

Appendix EAE3E 1.5.1: Achievement Chart - Job Search Appendix EAE3E 1.5.2: Student’s Booklet - Job Search

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Achievement Chart - English - Job Search Appendix EAE3E 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 the jobapplication form, theletter of application, thecareer résumé and thejob interview. - demonstratesunderstanding of information and ideasin the job applicationform, the letter ofapplication, the careerrésumé and the jobinterview. - demonstratesunderstanding of theuses and effects of effective diction inan effective job search.

The studentdemonstrateslimitedknowledge ofconventions andforms of businesstexts and limitedunderstanding ofinformation, ideasand persuasivetechniques.

The studentdemonstrates someknowledge ofconventions andforms of businesstexts and someunderstanding ofinformation, ideasand persuasivetechniques.

The studentdemonstratesconsiderableknowledge ofconventions andforms of businesstexts andconsiderableunderstanding ofinformation, ideasand persuasivetechniques.

The studentdemonstratesthoroughknowledge ofconventions andforms of businesstexts andthorough andinsightfulunderstanding ofinformation, ideasand persuasivetechniques.

Thinking/Inquiry

The student:- uses critical thinkingskills to edit and revisea job application, aletter of application anda career résumé.- applies inquiry skillsto formulate andanswer questions in amock interview.

The student uses critical thinkingand inquiry skillswith limitedeffectiveness inbusinesscorrespondenceand in a jobinterview.

The student usescritical thinkingand inquiry skillswith moderateeffectiveness inbusinesscorrespondenceand in a jobinterview.

The student uses critical thinkingand inquiry skillswith considerableeffectiveness inbusinesscorrespondenceand in a jobinterview.

The student uses critical thinkingand inquiry skillswith a highdegree ofeffectiveness inbusinesscorrespondenceand in a jobinterview.

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Communication

The student:- communicates information and ideasin written and oralforms of business texts- communicates with asense of the appropriatelevel of language in abusiness context.- demonstratescommand of writtenand oral forms ofbusinesscommunication for aneffective job search.

The studentcommunicatesinformation andideas with limitedclarity and with alimited sense ofthe appropriatelevel of languagein a businesscontext, anddemonstrateslimited command of forms ofbusinesscommunication.

The studentcommunicatesinformation andideas with someclarity and withsome sense of theappropriate levelof language in abusiness context,and demonstratesmoderatecommand offorms of businesscommunication.

The studentcommunicatesinformation andideas withconsiderableclarity and with aclear sense of theappropriate levelof language in abusiness context,and demonstratesconsiderablecommand offorms of businesscommunication.

The studentcommunicatesinformation andideas with a highdegree of clarity,with confidence,and with a strongsense of theappropriate levelof language in abusiness context,and demonstratesextensivecommand offorms of businesscommunication.

Application

The student: - uses correct spelling,verb tenses,punctuation,capitalization andvocabulary in businesstexts. - uses oralcommunicationtechniques to role playa job interview.- uses a writing processto brainstorm, edit andformat a jobapplication form, aletter of application anda career résumé.- uses technology toedit, format and printbusinesscorrespondence.- makes connectionsbetween English,his/her career interests,and the workplace.

The student usesrequired languageconventions andoralcommunicationtechniques withlimited accuracyand effectiveness and uses a writingprocess andtechnology withlimitedcompetence,makingconnectionsbetween Englishand the workplacewith limitedappropriatenessand effectiveness.

The student usesrequired languageconventions andoralcommunicationtechniques withsomeeffectiveness and uses a writingprocess andtechnology withmoderatecompetence,makingconnectionsbetween Englishand the workplacewith moderateeffectiveness.

The student usesrequired languageconventions andoralcommunicationtechniques withconsiderableaccuracy andeffectiveness anduses a writingprocess andtechnology withconsiderablecompetence,makingconnectionsbetween Englishand the workplacewith considerableeffectiveness.

The student usesrequired languageconventions andoralcommunicationtechniquesaccurately andeffectively all oralmost all of thetime and uses awriting processand technologywith a highdegree ofcompetence,makingconnectionsbetween Englishand the workplacewith a highdegree 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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Student Booklet Appendix EAE3E 1.5.2

Job Search

(A)The Job Application Form and the Letter of Application(Time: 110-125 minutes)

Step 1: Instructions Activity: IndividualTime: 5 minutes

Read and listen to the teacher’s instructions for this section of the summative assessmenttask:- Assume that you have graduated from high school and are now looking for a job.- Complete a job application form for a position of your choice, according to your career

inventory, and write a letter of application for this position.

Step 2: Selection of Format and Job Activity: IndividualTime: 15 minutes

1. Review your career surveys and other class material relating to your interests and aptitudesand choose a job that matches the results of your career inventory.

2. Identify a business where you would like to work that offers your chosen job.

3. Find and note the address of the above business.

4. Indicate your selection to the teacher.

5. Select a job application form and a model of the letter of application for you to follow, asprovided by the teacher.

Step 3: Writing Process Activity: Individual and in PairsTime: 90 - 105 minutes

1. Prepare a personal data sheet listing past work experience, names and addresses ofemployers, hobbies, qualities, skills, education and possible references.

2. Write drafts of your job application form and letter.

3. Compare and contrast your drafts with models provided in class, noting differences andmaking necessary adjustments.

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4. Exchange drafts with a peer and/or conference with the teacher to edit texts; suggestimprovements for your partner’s text and integrate his/her (and teacher’s) suggestions intoyour own draft.

5. Use print and electronic resources to verify spelling and define unfamiliar words. Verifypunctuation and capitalization, with attention to headings, names and titles. Verify the levelof language.

6. Recopy your job application form. Format and print your letter according to the modelprovided, with attention to: typographical errors, spacing, order, neatness, clarity, andconsistency in font and typeface.

7. Your job application form and letter of application will be assessed according to thefollowing criteria:Format

- Design elements- Neatness- Conventions

Process- Drafting- Revising

Information- Clarity- Precision- Completeness- Relevancy

Language Conventions- Spelling- Capitalization- Punctuation- Usage- Level of language

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(B) The Résumé(Time: 120 minutes)

Step 1: Instructions Activity: IndividualTime: 5 minutes

Read and listen to the teacher’s instructions for this section of the summative assessmenttask:

- Assume that you are applying for a part-time job. Prepare a résumé outlining personalinformation, objective, education, experience, skills, achievements and references.

Step 2: Selection of Format and Job Activity: IndividualTime: 15 minutes

1. Review your career surveys and other class material relating to your interests and aptitudesand choose a job that matches the results of your career inventory.

2. Identify a business where you would like to work that offers your chosen job.

3. Find and note the address of the above business.

4. Indicate your selection to the teacher.

5. Select a model of a résumé for you to follow, as provided by the teacher.

Step 3: Writing Process Activity: Individual and in PairsTime: 100 minutes

1. Use your personal data sheet from the previous assessment task to draft your résumé .

2. Organize information clearly and logically with the use of specific headings and sub-headings.

3. Compare and contrast your drafts with models provided in class, noting differences andmaking necessary adjustments.

4. Exchange drafts with a peer and/or conference with the teacher to edit texts; suggestimprovements for your partner’s text and integrate his/her (and teacher’s) suggestions intoyour own draft.

5. Use print and electronic resources to verify spelling and define unfamiliar words. Verifypunctuation and capitalization, with attention to headings, names and titles. Verify the levelof language.

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6. Format and print your résumé according to the model provided, with attention to:typographical errors, spacing, order, neatness, clarity, and consistency in font and typeface.Submit your final product on appropriate paper.

7. Your job résumé will be assessed according to the following criteria:Format

- Design elements- Neatness- Conventions- Divisions

Process- Drafting- Revising

Information- Clarity- Precision- Completeness- Relevancy- Order


(C) The Job Interview(Time: 150 minutes)

Step 1: Instructions Activity: In PairsTime: 5 minutes

1. Read and listen to the teacher’s instructions for this section of the summative assessmenttask:- Assume that you have graduated from high school and are now looking for a job.

Rehearse and present a job interview for a position of your choice, according to yourcareer inventory, and write a job posting describing the position. The interview shouldconsist of approximately 10 well formulated answers and questions and should last five -seven minutes.

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Step 2: Selection of Job Activity: In PairsTime: 5 minutes

Review your career surveys and other class material relating to your interests and aptitudesand choose a job that matches the results of your career inventory. You may select the samejob you applied for in Step A of this summative assessment task.

Step 3: Writing Process Activity: In PairsTime: 25 minutes

1. Consult the career section of the newspaper for examples of job postings, noting headings,format and type of information provided.

2. Write a 12-15 line draft of your job posting, describing the position that will be the object ofthe interview.

3. Compare and contrast your drafts with examples from the newspaper, noting differences andmaking necessary adjustments.

4. Verify spelling, punctuation, and capitalization, with attention to headings, addresses andtitles. Verify the level of language.

5. Format and print your job posting, with attention to: typographical errors, spacing, order,neatness, clarity, and consistency in font and typeface.

6. Your job posting will be assessed according to the following criteria:Format

- Design elements- Neatness

Information- Clarity- Precision- Completeness


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Step 4: Preparation and Rehearsal Activity: In PairsTime: 2 sessions of 25 minutes

1. Brainstorm possible questions to ask during the interview.

2. Select the 10 questions for the interview that will allow the interviewer to get to know theapplicant and discover his/her aptitudes, interests, aspirations, qualities and experience.

3. Formulate possible answers to the selected questions.

4. Edit questions and answers according to the specified criteria.

5. Determine who will play the role of the employer and who will play the role of the applicant.

6. Determine how the interview will begin and end.

7. Memorize and rehearse the interview, offering constructive criticism and making necessaryadjustments.

8. Find props for the presentation (e.g., proper attire, furniture, phone).

Step 5: Presentation Activity: In PairsTime: 65 minutes

(Depending on the number of students)

1. Set up selected props.

2. Read your job posting to the class.

3. Role-play your job interview in front of the class.

4. Listen to others’ presentations.

5. Your job interview will be evaluated according to the following criteria:Development of ideas

- Clarity - Persuasiveness- Relevancy- Formulation- Completeness

Speaking Skills- Pronunciation/articulation- Intonation- Pace

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- Grammar and usage- Level of language

Listening Skills- Politeness/ etiquette

Group Skills- Collaboration- Use of time- Preparation- Organization- Use of props- Overall appeal of presentation

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UNIT 2 (EAE3E)

Unveiling the Message: Explain and Persuade


In this unit, students apply their knowledge of genres, forms and techniques to interpret shortstories, poems and a one-act play, as well as articles, editorials and short essays. Students applyvarious reading strategies to explore work-related topics: gender issues, decision making,environmental issues and conflict resolution. They examine persuasive techniques anddistinguish between fact and opinion in informational texts. Students express their own opinionsin journal responses, informal debates, narrative and poetic texts, a letter to the editor, a letter ofcomplaint, and a role-playing activity on conflict.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1 - 2 - 3

Specific Expectations: EAE3E-L-For.1 - 2 - 3 - 4 - 5 - 6 EAE3E-L-Str.1 - 2 - 4 - 5 - 6 - 7 - 8 - 10 -11 EAE3E-L-Inv.1 - 3 - 5 - 7 - 9

EAE3E-L-Crit.1 - 2 - 3 - 4 - 5 EAE3E-W-For.1 - 2 - 3 - 4 - 7 - 8 - 9 - 10 - 11

EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 3 - 4 - 5 - 6 - 7 - 9

EAE3E-W-Res.2 - 3 - 4 - 7 EAE3E-W-Crit.1 - 2 - 4 - 5

EAE3E-O-List.1 EAE3E-O-Prod.1 - 2 - 4 - 5 EAE3E-O-Voc.1 - 2 - 3 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.1 - 2 EAE3E-M-For.1 - 3 - 4 - 5 EAE3E-M-Inv.1 - 2 - 3 - 4 - 5 EAE3E-M-Crit.1 - 2 - 3 - 4

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Activity 2.1: Guys and Gals: Gender Issues 240 minutesActivity 2.2: The Right Choice: Decision Making 360 minutesActivity 2.3: Enviro-Facts: Facts versus Opinions 180 minutesActivity 2.4: Pros and Cons: Letter to the Editor 180 minutesActivity 2.5: Working it Out: Conflict Resolution 300 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”.





Security


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Resources


PedagogicalCASSADY, Marshall (ed.), “Carwash”, Introduction to Modern One-Act Plays, NTC

Contemporary Publishing, 1995, p. 105-115.

TechnologicalSites on the environment as suggested in the March/April 2000 Sympatico NetLife issue:Environment Canada. http://www.ec.gc.caGreenpeace International. http://www.greenpeace.orgEarth Share. http://www.earthshare.orgThe Internet Consumer Recycle Guide. http://www.obviously.comThe Environmental News Network. http://www.enn.comThe David Suzuki Foundation. http://www.davidsuzuki.orgThe First Nations Environmental Network. http://www.FNEN.org

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Guys and Gals: Gender Issues


In this activity, students develop their reading strategies and examine gender issues andstereotypes related to the workplace as they are presented in a movie, articles and short essays.Students apply their communication skills and express their views in journal responses, informaldebates and a prepared oral presentation.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 EAE3E-M-OE.2 - 3

Specific Expectations: EAE3E-L-For.5 EAE3E-L-Str.1 - 2 - 6 - 7 EAE3E-L-Inv.1 - 5 EAE3E-L-Crit.2 EAE3E-W-For.1 - 3 - 8

EAE3E-W-Wri.1 - 3 EAE3E-W-Gram.6 - 7 - 9 EAE3E-W-Crit.1 - 4

EAE3E-O-List.1 EAE3E-O-Prod.1 - 2 - 4 EAE3E-O-Voc.1 - 2 - 3 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.1 - 2 EAE3E-M-For.5 EAE3E-M-Inv.1 - 2 - 4 EAE3E-M-Crit.1 - 2 - 3 - 4

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Planning Notes

- Find a video on a famous Canadian woman (suggested: NFB Heritage Vignette).- Set up audio-visual equipment.- Bring in ads that present gender stereotypes; ask students to bring in magazines and

newspapers.- Find or prepare a brief survey on gender issues in the workplace.- Select various informational texts on gender issues past and present.- Prepare self-assessment grid of speaking skills.- Prepare a summative assessment chart of oral report.


Introduction

- Provide students (in groups of four) with a variety of magazines and newspapers, askingthem to identify the ads that present sexual stereotypes, to assess their appropriateness, and toexplain 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 reasons for these stereotypes, andtheir impact on a target audience. (DE)

- Have students complete a survey about traditional jobs for men and women and about theirown career choices.

- Discuss the results of the above survey with students; informally debate one or more issues,according to the survey (e.g., Are certain jobs - construction worker, nurse, secretary,firefighter, child care worker - more suitable for men than women or vice versa? Do womenstill face discrimination in the workplace? Are men victims of sexual discrimination in theworkplace?) (DE) (CP)

- Have students explore the Web site statcan.ca to compare representation of men and womenin the above jobs. (T)

Exploration

- 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 readtheir response to a peer, and finally share their response informally with the class. (FE)

- Read with students three articles and/or short essays e.g., “The Unsinkable Vicki Keith” byNora McCabe in Matters of Fact, p. 62-66) on the women’s suffrage movement in Canadaand/or on famous Canadian women, reviewing various reading strategies by asking students(first as a class and then in pairs, and finally individually) to:- skim and scan the texts.- highlight main and secondary ideas.- use textual cues to understand new or difficult words.

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- locate specific information. (If film is not available: present two video ads, askingstudents to identify the characteristics of a good ad.) (OD) (FE)

- Present a video, in this case the NFB Heritage Vignette on Nellie McClung; ask studentsquestions to verify comprehension and to note specific details, with attention to the use ofsexist and non-sexist terms. (OD)

- 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)

- Discuss with students the concept of sexual harassment and clarify the definition of the term;lead students to clarify their rights.

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

- Ask students to select one informational text on gender issues (e.g., from Matters of Fact-“Kelly and Connie” by Myrna Kostash, p. 108-115; “Our Daughters, Ourselves” by StevieCameron, p. 116-119; from Gender Issues - “Saturday Morning Sexism” by Cathy Crimmins,p. 33-37; “Hair and the Female Athlete” by Laura Robinson, p. 38-40; “Dead Easy” byNaomi Wolf, p. 41-45; “When Bright Girls Decide That Math Is ‘A Waste of Time’” bySusan Jacoby, p. 94-97; “Jane Deer in Science: A Sample Case” by Anne I. Dagg, p. 98-102)for students (individually) to read and present to the class in the form of a short oral report.

- Explain summative assessment task to students:- select a text from those provided by the teacher or that they themselves have found in

magazines, newspapers or anthologies, or on the Internet. - present a two-minute oral report consisting of:

a) a summary of the text’s main and secondary ideas, b) an explanation of new or difficult terms, and c) a criticism of the opinions conveyed in the text. (SE) (CP)

- Provide class time for students to practise and rehearse their oral presentation with a peer;have students assess their own speaking skills with the use of an evaluation grid.

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

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

compound, and complex sentences.

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- Assess students’ ability to interpret texts on work-related issues and to apply oralcommunication skills in a short oral report, according to the following four categories fromthe Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of forms and techniques of articles andshort essays.

- Explore gender issues.- Thinking/Inquiry

- Assess the validity of the views expressed in articles and short essays.- Justify their own opinions in journal responses, informal debates and an oral

presentation.- Communication

- Communicate clearly to summarize ideas and information. - Communicate effectively in an academic context with the use of gender neutral

language.- Communicate clearly to convey opinions.

- Application- Use required language conventions with attention to grammar, sentence structure and

pronouns.- Apply oral communication skills in a short prepared report.- Apply various reading strategies to locate information in texts and to interpret ideas.- Make connections between English, their own experiences, and gender issues.

Extension

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

- Have students read and role-play a biographical play about a famous woman (e.g., “TheMiracle Worker” by William Gibson in Your Voice and Mine 4, p. 266-296).

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


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The Right Choice: Decision Making


In this activity, students explore the decision-making process through the investigation of shortstories, poems and informational texts dealing with choices. Students convey their feelings andopinions in a journal response, in a poem, and in the collaborative production of a video adtargeting young adults.


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

Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 5 EAE3E-O-OE.1 - 2 - 4 - 5 EAE3E-M-OE.1

Specific Expectations: EAE3E-L-For.2 - 5 - 6 EAE3E-L-Inv.1 - 5 - 7 - 9

EAE3E-W-For.1 - 4 - 8 - 10 EAE3E-W-Wri.1 - 3 EAE3E-W-Gram.6 EAE3E-W-Crit.4 EAE3E-O-List.1 EAE3E-O-Prod.1 - 5 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-M-For.1 - 4 EAE3E-M-Inv.2 EAE3E-M-Crit.4

Planning Notes

- Review the steps of the decision-making process.- Select poems, short stories and informational texts that deal with choices and decisions.- Select examples of public awareness ads.- Select literary and informational texts on substance abuse.

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- Provide students with flip-chart paper.- Prepare a checklist for peer assessment of the video ads.- Provide audio-visual equipment for the poetry reading and for the rehearsal and presentation

of the video ads.


Introduction

- Introduce decison-making situations by asking students to give their opinions and share theirexperiences in a think-pair-share activity on one or more scenarios such as:- What would you do if someone offered you an alcoholic drink at a party?- What would you do if your friend offered you a copy of a test being given the next day?- What would you do if you saw a student selling illegal drugs on the school grounds?- What would you do if your friend offered you a ride in a car that you know is not his or

hers?Students first write their responses in their journal, then share their responses with a peer, andfinally discuss their reponses with the class in an informal debate. (DE)

Exploration

- Present the steps of the decision-making process and chart one of the above scenarios,encouraging students to find and assess alternate choices and to make predictions about thepossible outcomes of various decisions.

- Read with students selected poems or texts of songs that deal with a difficult decision andreview with students figures of speech and other stylistic devices.

- Ask students to select a poem and compare it with a song that has a similar theme. Studentsread the poem and the lyrics to the class (and have the class listen to the song), explaining thethemes and stylistic devices of both. (FE)

- Ask students to write a poem on the same topic as their poetry reading and give students timein class to brainstorm and draft their poem, and to conference with a peer. (SE)

- Read with students a short story that focuses on a legal dilemma (e.g., “All the Years of HerLife” by Morley Callaghan; “Gentlemen Your Verdict” by Michael Bruce in Cycles 4, p.182-187; “Toughlove Solutions” by P. York et al., in Cycles 4, p. 248-253); ask studentsquestions to verify comprehension of text, to review the elements of fiction, and to give theiropinions about the ideas presented. (FE)

- Ask students to write a journal response in which they assume the point of view of the judgeand give their opinion about the situation at hand; students read their responses to the class,comparing and contrasting their verdicts or sentences. (FE) (OD)

- Chart the decision-making process using students’ journal responses on the story; askstudents to suggest alternate courses of action.

- Assign students a short story on choice/decisions (e.g., “On a Sunday Afternoon” by AnneMarriott in Cycles 4, p.239- 247; “In High Country” by J.B. Shaw in Gender Issues, p. 20-

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31). to read and explain in groups of two or three students. Students design a decision-making chart based on the story and use the chart to explain to the class: the decision facedby the main character(s), the cause of the decision, the outcome of the decision, the possiblealternatives, the validity of the decision. (FE or SE)

- Read with students a short story, article or pamphlet on substance abuse (e.g.,“An Ounce ofCure” by Alice Munro; “Children and Alcohol” by John Allemang in Matters of Fact p.105-108); ask students to share in a discussion or in their journal a time when they made anunpopular decision and/or a time when they made a wrong decision because of peer pressure.(FE)

- Assign the production of a 30-second video ad on safe practices to students (in groups ofthree or four students); explain to students that this public awareness ad should target youngadults and should integrate various persuasive techniques and media conventions (e.g., musicand sound effects) to warn people of certain dangerous practices (e.g., raves, impaireddriving, mixing prescription drugs, excessive dieting, the non-medical use of steroids, theexcessive consumption of caffeine, exceeding the speed limit, smoking cigarettes). (SE) (T)

- 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; conference with groups of students, providing class time forstudents to plan, rehearse and present their video ad.

- 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). (FE)

Grammar and Usage, Spelling and Punctuation- Review with students the cases of pronouns, using texts read in class and grammar and

proofreading exercises.- Emphasize the correct use of pronouns in the media production and in class discussions and

informal presentations.


- Assess students’ ability to read and write poetry and to apply media conventions and oralcommunication skills in the collaborative production of a video ad on safe practices foryoung adults, according to the following four categories from the Achievement Chart forGrade 11 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of forms and techniques of poems andads.

- Understand the steps of the decision-making process.- Understand the use and effect of poetic devices and persuasive techniques.

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

video ad.- Proofread and edit their poem in consultation with a peer.

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- Communication- Communicate ideas and feelings in a poetic text and a media text according to

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

- Application- Use required language conventions in a poetic text and a media text, with attention to

the use of pronouns.- Apply speaking skills and media techniques in a video ad for young adults.- Interpret short stories and poems.- Apply steps of a writing process to edit poetic text.- Use available technological resources to produce a convincing video ad on safe

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

habits.

Extension

- 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 produce a pamphlet on safe practices to complement their videos.

Appendices

Appendix EAE3E 2.2.1: Achievement Chart - The Right Choice: Decision-Making

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Achievement Chart - English - The Right Choice: Decision-Making Appendix EAE3E 2.2.1Assessment 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 formsand conventions ofpoems andadvertisements.- demonstratesunderstanding ofinformation, ideas andthemes in poems andadvertisements.- demonstratesunderstanding of causeand effect and thedecision-makingprocess. - demonstratesunderstanding of poeticdevices and ofpersuasive techniquesin ads.

The studentdemonstrateslimitedknowledge andunderstanding ofconventions ofpoems and ads, ofthe decision-making process,and of persuasivetechniques used totarget an audience.

The studentdemonstrates someknowledge andunderstanding ofconventions ofpoems and ads, ofthe decision-making process,and of persuasivetechniques used totarget an audience.

The studentdemonstratesconsiderableknowledge andunderstanding ofconventions ofpoems and ads, ofthe decision-making process,and of persuasivetechniques used totarget an audience.

The studentdemonstratesthoroughknowledge andunderstanding ofconventions ofpoems and ads, ofthe decision-making process,and of persuasivetechniques used totarget an audience.

Thinking/Inquiry

The student:- writes a poem andproduces a publicawareness ad in videoform.- applies inquiry skillsto select and assessstrategies and resourcesfor the production of avideo ad targetingyoung adults.

The student usescreative andcritical thinkingand inquiry skillswith limitedeffectiveness.

The student usescreative andcritical thinkingand inquiry skillswith moderateeffectiveness.

The student usescreative andcritical thinkingand inquiry skillswith considerableeffectiveness.

The student usescreative andcritical thinkingand inquiry skillswith a highdegree ofeffectiveness.

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Communication

The student:- communicates information and ideasin a poem and a videoad.- communicates with asense of the interestsand needs of youngadults, in an academiccontext.- demonstratescommand of the use ofpoetic devices andadvertising techniques.

The studentcommunicates information andideas with limitedclarity anddemonstrateslimited command of poetic devicesand advertisingtechniques.

The studentcommunicates information andideas with someclarity anddemonstratesmoderatecommand ofpoetic devices andadvertisingtechniques.

The studentcommunicates information andideas withconsiderableclarity anddemonstratesconsiderablecommand ofpoetic devices andadvertisingtechniques.

The studentcommunicatesinformation andideas with a highdegree of clarityand withconfidence, anddemonstratesextensivecommand ofpoetic devices andadvertisingtechniques.

Application

The student: - uses correctgrammar, spelling andvocabulary, with afocus on pronouns, towrite a poem andproduce a video ad.- uses oralcommunication andmedia conventions andtechniques in thecollaborativeproduction of a videoad.- uses a writing processto edit a poem. - uses technology toproduce a video ad- makes connectionsbetween English andhis/her interests andconsumer habits.

The student usesthe requiredlanguageconventions andoralcommunicationand mediatechniques withlimited accuracyand effectiveness and uses a writingprocess andtechnology withlimitedcompetence,makingconnections withlimitedeffectivenessbetween Englishand his/herinterests andconsumer habits.

The student usesthe requiredlanguageconventions andoralcommunicationand mediatechniques withsomeeffectivenessand uses a writingprocess andtechnology withmoderatecompetence,makingconnections withmoderateeffectivenessbetween Englishand his/herinterests andconsumer habits.

The student usesthe requiredlanguageconventions andoralcommunicationand mediatechniques withconsiderableaccuracy andeffectiveness anduses a writingprocess andtechnology withconsiderablecompetence,makingconnections withconsiderableeffectivenessbetween Englishand his/herinterests andconsumer habits.

The student usesthe requiredlanguageconventions andoralcommunicationand mediatechniquesaccurately andeffectively all oralmost all of thetime and uses awriting processand technologywith a highdegree ofcompetence,makingconnections with ahigh degree ofcompetencebetween Englishand his/herinterests andconsumer habits.


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Enviro-Facts: Facts versus Opinions


In this activity, students assess various Internet sites and interpret editorials, articles and shortessays as they use various reading strategies to explore environmental issues and fields of work.Students focus on the distinction between fact and opinion and develop their understanding ofthesis and persuasive techniques.


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

Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-O-OE.2

EAE3E-M-OE.3

Specific Expectations: EAE3E-L-For.1 - 3 - 4 - 6 EAE3E-L-Str.1 - 2 - 4 - 5 - 6 - 7 - 8 - 10 EAE3E-L-Inv.1- 3

EAE3E-L-Crit.1 - 2 - 4 - 5 EAE3E-W-Res.4

EAE3E-O-Voc.3 EAE3E-O-GrSk.3 - 5 EAE3E-O-Crit.2 EAE3E-M-Inv.1 - 3 - 5 EAE3E-M-Crit.1 - 4

Planning Notes

- Select Internet sites on the environment for students to scan and assess. (A geography orscience teacher might be consulted.)

- Plan class time and reserve computers for students to assess selected Internet sites.- Select articles, editorials and short essays on environmental issues and bring in local

newspapers for more current examples of editorials.- Find or prepare an exercise for students to practise distinguishing facts and opinions.- Prepare a reading test and an Achievement Chart for the assessment of students’

understanding of an article, editorial or short essay on an environmental issue or on a topic ofinterest to students.

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Introduction

- Ask students to explore two or three chosen Internet sites (e.g., “Surf the Web/Save thePlanet” by Ian Connacher - Sympatico NetLife (March/April 2000), p. 41-44) that deal withenvironmental issues, and to select the site that in their opinion is the most effective . (OD)(T) (DE)

- Review students’ choices informally, having them discuss the reasons for their choices andtheir views on the impact of technology. (DE) (T)

- Compile students’ reasons in the form of a list of criteria of an effective Internet site, addingto the list if necessary; suggested criteria: credibility, objectivity, accessibility, clarity,completeness, authority, reliability, relevancy. (T)

Exploration

- Ask students to conduct a brief search on one or two more chosen Internet sites and to assessthem with the use of the newly constructed checklist; students compare and discuss theirassessment in small groups; suggested research topic: to identify and describe jobs or fieldsof work associated with protection of the environment (e.g., garbage disposal, recycling,reforestation, wildlife conservation, hazardous waste removal, water treatment, pesticidecontrol, air quality control). (T) (CP) (FE)

- Read with students two texts (e.g., Unit 6: “The Ways of Water”, p. 153-180, and Unit 7:“Earthkeeping”, p. 183-208 in Matters of Fact; Unit 7: “The Earth and Us”, p. 173-214, inProse Short Forms) that deal with environmental issues, preferably one news report and oneeditorial; ask students questions to verify comprehension; explain the organizational structureof the texts, noting headings and sub-headings; lead students to use textual and visual cues tounderstand new or specialized vocabulary. (FE) (OD)

- Review with students the concepts of objectivity and of facts versus opinions with the use ofexamples from the above texts; determine with students if the above texts are effective andconvincing.

- Provide students with a list of examples of facts intermingled with opinions; ask students todifferentiate between the two, first in groups and then individually; review students’ answersinformally. (FE)

- Use pedagogical resources (e.g., “Extra! Extra! Read All About It” media section in YourVoice and Mine 4, p. 71-122) and/or current newspapers to provide students with furtherexamples of editorials; refer to selected texts to explain the concept of thesis and to furtherunderstanding of facts versus opinions. Students give their opinions on the views expressedin the editorials in an informal debate. (FE)

- Ask groups of students to read two editorials (on environmental issues if possible) out loud,with attention to pronunciation, speed and intonation. Groups compare and contrast the textsin point form, to select the editorial that in their opinion is more convincing according tothem, and to justify their selection with specific references and examples. Students use thejigsaw method of collaborative learning to share their assessment, compare their views anddiscuss the opinions expressed in the texts. (FE)

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- Assess students’ reading skills by having students read (individually) an editorial or shortessay on an environmental issue; students answer questions in writing. (SE)

Grammar and Usage, Spelling and Punctuation- Have students use textual cues to define specialized and/or unfamiliar terms in the texts of

this activity by creating a word map composed of their definition, the dictionary definitionand other information such as: a sentence containing that word, its French equivalent, itsword origin, a synonym, an antonym. (FE) (AC)

- Emphasize the use of complete sentences and the avoidance of sentence errors in answeringquestions on the texts under study.

- Ask students to identify and classify the different levels of language as they appear in thetexts of this activity and to share their findings informally. (FE)


- Assess students’ ability to read, interpret and assess an editorial or short essay, according tothe following four categories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the main features of editorials and short essays.- Demonstrate understanding of main and secondary ideas in opinion texts.- Demonstrate understanding of the concepts of thesis and argumentation.

- Thinking/Inquiry- Assess the effectiveness of editorials and short essays.- Justify their criticism of texts.- Distinguish between facts and opinions.

- Communication- Communicate clearly to explain main ideas and information in editorials and short

essays.- Communicate opinions about texts with the use of references and examples.

- Application- Use full sentences to answer questions in writing.- Use textual cues and knowledge of vocabulary to interpret texts.- Make connections between English, other disciplines, and the environmental

concerns of their community.

Extension

- Ask students (in pairs or small groups) to read one or more selected texts out loud to eachother, adjusting pronunciation, intonation and pace.

- Ask students to record their reading of a text on an audio cassette and to submit it forassessment.

- Discuss with students the images associated with some of the fields of work identified in thisactivity, lead them to identify biases and stereotypes associated with other occupations aswell.

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Pros and Cons: Letter to the Editor


In this activity, students apply a writing process as well as their knowledge of thesis andargumentation to defend their point of view convincingly on an environmental issue in a letter tothe editor. Students use electronic resources to edit, format and print their letter, integratinginformation from a video and from the texts read in Activity 2.3.


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

Overall Expectations: EAE3E-W-OE.1 - 2 - 3 - 5 EAE3E-O-OE.1 - 2 EAE3E-M-OE.1 - 2 - 3

Specific Expectations: EAE3E-W-For.2 - 4 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 3 - 6 - 7 - 9

EAE3E-W-Res.2 - 3 - 7 EAE3E-W-Crit.1 - 4

EAE3E-O-Voc.3 EAE3E-O-GrSk.4 - 5 EAE3E-O-Crit.1 - 2

EAE3E-M-For.1 EAE3E-M-Inv.1 - 2

EAE3E-M-Crit.1 - 4

Planning Notes

- Select examples of letters to the editor in a local newspaper.- Select a documentary video on the environment and reserve audio-visual equipment.- Plan class time for students to conference with teacher and peers and to use word processing

and formatting software in the revision and printing of their editorial letter.- Prepare an evaluation grid for the assessment of the letter to the editor.- Find an example of an effective outline.

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Introduction

- Present a documentary video on an environmental issue, asking students to assess the videoaccording to the criteria established for Web sites in Activity 2.3; students informally sharetheir assessment and give their opinions about the ideas and information conveyed in thevideo. (DE) (T) or (if video not available) Have students bring in a news story, editorial orreport on an environmental issue; ask students to read the articles to each other in smallgroups and give their opinions about the views expressed.

Exploration

- Ask students (in groups of three or four) to brainstorm both the positive and negativepositions that can be defended in answer to one of the following prompts:- Is genetically engineered food safe?- Should companies that pollute the environment be charged with a criminal offence?- Should homeowners who do not recycle be fined by the municipality?- Should pesticide use be banned?- Is experimentation on animals inhumane?- Does hunting (fishing) endanger wildlife species?- Should pleasure boats be restricted on waterways?- Should solar energy be used to fuel cars?

- Have students share their views with other groups, using the jigsaw method of collaborativelearning. (FE)

- Lead an informal discussion on these views, allowing students to debate their positionsinformally and to explain the ways in which these issues affect their daily lives.

- Provide students with examples of letters to the editor in local newspapers.- Explain the concept of counter-argument, emphasizing the need to consider both sides of an

argument; formulate a few thesis statements relating to the above prompts as models forstudents.

- Using a letter to the editor, develop with students the outline that the author would haveprepared prior to writing the text.

- Assign the letter to students, asking them to select one of the above prompts and to integrateviews from texts read in class and from the above discussion into their own text. (SE)

- Review the requirements of a basic outline, asking students to order their initial ideaslogically and to eliminate unnecessary details; refer to knowledge possibly acquired inFrançais regarding preparation of an outline. (AC)

- Give students access to electronic resources so that they can write and edit their draft inconsultation with a peer.

- Conference with students emphasizing the organization of ideas and the use of journalisticstyle.

- Give students access to electronic resources so that they can revise and format their draft andthen print their final copy.

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Grammar and Usage, Spelling and Punctuation- Emphasize the use of appropriate tone and diction in the letter to the editor.- Emphasize the characteristics of journalistic style and especially terminology, capitalization

and punctuation.- Review sentence-combining techniques to avoid sentence errors and redundancy, with

attention to the use of relative pronouns and coordinate conjunctions.- Have students proofread journalistic texts and passages provided by the teacher, with

attention to spelling, punctuation and sentence structure.


- Assess students’ ability to understand the form and purpose of persuasive writing, in this casethe letter to the editor according to the following four categories from the Achievement Chartfor Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the main features of editorials and journalisticconventions.

- Demonstrate understanding of the use and impact of persuasive techniques.- Demonstrate understanding of the concepts of thesis and argumentation.

- Thinking/Inquiry- Assess their own and others’ letters to the editor during the writing process.- Integrate ideas and information from a variety of sources to defend a point of view.

- Communication- Communicate ideas and information clearly and logically in a letter to the editor.- Use appropriate tone and diction according to journalistic conventions.- Communicate opinions about a current issue using relevant details and examples.

- Application- Use correct spelling and usage, with attention to sentence combining and the

avoidance of sentence errors.- Use a writing process and electronic resources to edit, format and print their text.- Make connections between English, other disciplines, and the environmental

concerns of their community.

Extension

- Have students produce a poster reflecting their views on the environmental issues presentedin their letter to the editor and post it in the classroom or school.

- Have students conduct an informal survey of the recycling habits of friends, relatives andother students so that they can integrate the results into their letter.

- Have students post their letter on an environmental Web site.


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Working it Out: Conflict Resolution


In this activity, students apply reading strategies to examine work contracts and forms, as well asa one-act play that presents a conflict in the workplace. Students role-play a problematic worksituation and write a letter of complaint according to the conventions of form, purpose andaudience.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 EAE3E-W-OE.1 - 2 - 3 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1

Specific Expectations: EAE3E-L-For.1 - 2 - 3 - 5 EAE3E-L-Str.1 - 4 - 5 - 10 -11 EAE3E-L-Inv.5 - 7 - 9

EAE3E-L-Crit.3 EAE3E-W-For.1 - 2 - 7 - 9 - 11

EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 4 - 5 - 9 EAE3E-W-Crit.1 - 2 - 4 - 5

EAE3E-O-List.1 EAE3E-O-Prod.1 - 5 EAE3E-O-Voc.2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.1 - 2 EAE3E-M-For.1 - 3

EAE3E-M-Inv.2

Planning Notes

- Select examples of contracts, work forms and agreements from pedagogical resources andlocal businesses.

- Select examples of letters of complaint.

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- Select a play situated in the context of the workplace.- Plan for students to edit, format and print their letter of complaint and letter of reply with the

use of electronic resources and specialized programs.- Reserve audio-visual equipment for students who wish to record and present their role-

playing activity in the form of a video.- Prepare a checklist for self-assessment of oral communication skills.- Prepare Achievement Chart for assessment of role-playing activity.


Introduction

- Examine with students features of contracts and forms (e.g., car rental agreement, lease for anapartment, contract of employment, insurance policy, refund policy, company’s sick leavepolicy, purchase order, warranty) from pedagogical resources (e.g., Survival Skills in theWorld of Work by Fred Pyrczak; Success on the Job/Understanding What You Read by DianeHelder and Allen Lampert) or local businesses. Students skim and scan the texts withattention to the headings and answer questions in oral and written form to demonstratecomprehension; students use print and electronic resources to define unfamiliar terms.(FE)(CP)

- Introduce the concept of breach of contract, asking students questions about what can bedone if the employer or employee does not comply with the stipulations of the contract. (DE)(CP)

Exploration

- Ask students to describe in their journal a disagreement or problem they encountered at workand how it was resolved (or not); students informally share their work experience with otherstudents. (FE)

- Have students assume various roles in the oral reading of a one-act play (e.g., “Carwash” byLouis Philips) set in the workplace, asking them written and oral questions to verifycomprehension, elicit predictions about possible outcomes, analyse characters’ motives, andexplore the causes and effects of conflicts; emphasize pronunciation, tone and speed duringthe oral reading. (FE)

- Review the conventions of the business letter with students, using models. Students (in pairs)compare and contrast the letters, identifying specific features and noting variations in tone,format, vocabulary and tone. (FE) (CP)

- Have students (in pairs) write a letter of complaint from the point of view of a character inthe above play to the owner/manager of the business in question. (CP)

- Provide students with a checklist for peer and self-assessment of the above letter. (FE)- Assign a letter of complaint and letter of reply to students in which students (a) write to a real

or fictional company about a service or product that is unsatisfactory, (b) write a letter ofreply as if they are the owner or manager of that company. (SE) (CP)

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- Provide students with examples of letters of complaint and reply (e.g., How to Write BetterBusiness Letters (Chapter 6) by Andrea B. Geffner, p. 61-70), allowing them to edit theirdraft in consultation with peers and the teacher; students use electronic resources andspecialized programs to edit, format and print their letter.

- Ask students (in groups of two or three) to role-play a conflict and its resolution in thecontext of the workplace; suggested topics: What would you do if... - a colleague is constantly talking to friends on the phone during work hours?- an employer refuses to pay you for some over-time work?- an employer threatens to fire you for a mistake you never committed?- someone at work is spreading vicious rumours about you?- a client unfairly complains to your boss that you were rude or impolite with him/her?

(SE) (CP)- Allow students to write the script of their dramatization and to rehearse it in class; students

make necessary adjustments during the preparation process and apply the appropriate groupskills; students assess their communication skills during the rehearsal process, with the use ofa checklist, and identify those skills that are transferable to the workplace.

- Ask the audience of students to identify the conflict and the solution presented by each of thegroups and to suggest other possible solutions. (FE)

Grammar and Usage, Spelling and Punctuation- Emphasize variety in sentence structure and word choice for persuasion and effect in their

peer and self-assessment of their business letter.- Explain the use of transitional adverbs or expressions for tone, clarity and effect, with

reference to the models of business letters presented to students.


Business Letter- Assess students’ ability to write business correspondence with attention to writing skills

according to the following four categories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the main features of business correspondence.- Demonstrate understanding of the use and impact of persuasive techniques.

- Thinking/Inquiry- Assess their own and others’ letters during the writing process.

- Communication- Communicate ideas and information clearly in business correspondence.- Use appropriate tone and diction in a business and academic context.

- Application- Use correct spelling and usage with attention to sentence structure and transitional

devices.

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Role-playing- Assess students’ ability to interpret drama and to apply oral communication skills in a role-

playing activity according to the following four categories from the Achievement Chart forGrade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of conventions of drama.- Demonstrate understanding of conflict - its causes, effects and solutions.

- Thinking/Inquiry- Demonstrate creativity and problem-solving skills in a role-playing activity.- Make inferences about cause and effect in their explanation of conflict.

- Communication- Communicate clearly, assuming the role of a specific character- Demonstrate a sense of the interests of their audience of peers.

- Application- Apply various reading strategies and oral communication skills to listen to or read out

loud a one-act play.- Use speaking skills to rehearse and present a three-four minute dramatization live or

in video form.- Use a writing process and electronic resources to edit, format and print their letters.- Make connections between English and their work experience.

Extension

- Invite a human resources officer, lawyer or staff representative to talk to students aboutcontracts, and their rights and obligations.

- Read one or two short stories or plays that focus on conflicts and relationships; applytechniques for conflict resolution in a context other than the workplace.

- Present a television drama to students; ask them to identify and explain the various conflictsand to determine to what extent this drama is realistic.


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UNIT 3 (EAE3E)

Sort it Out: Report and Inform


In this unit, students apply research and communication skills in the production of a formalresearch report on a company of their choice and an informal report on a service or product. Theyuse print and electronic resources to collect information and to format and edit their texts .Students present their research in an oral report. They produce a pamphlet for survival in theworkplace based on their exploration of employers’ expectations and of texts dealing with theconcepts of success and money management.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 4 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1 - 2

Specific Expectations: EAE3E-L-For.1 - 2 - 3 - 4 - 5 - 6 - 7 EAE3E-L-Str.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 11 EAE3E-L-Inv.1 - 2 - 3 - 4 - 5 - 6 - 7 - 9 - 10 EAE3E-L-Crit.2 - 3 - 4 - 5 EAE3E-W-For.2 - 3 - 7 - 8 - 11 - 12

EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 EAE3E-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9

EAE3E-W-Crit.1 - 2 - 3 - 4 - 5 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 - 2 - 3 - 4 - 5 EAE3E-O-Voc.1 - 2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5

EAE3E-O-Crit.1 - 2 - 3 EAE3E-M-For.1 - 2 - 3 - 4 - 5 EAE3E-M-Inv.1 - 2 - 4 EAE3E-M-Crit.1 - 2 - 4

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Activity 3.1: Show Me the Money: Money Management 240 minutesActivity 3.2: Be an Expert: The Research Report 300 minutesActivity 3.3: Power Speaking: The Oral Report 360 minutesActivity 3.4: Impress with Success: Work Values 300 minutesActivity 3.5: Find and Tell: The Informal Report 240 minutes







Security


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Show Me the Money: Money Management


In this activity, students examine various articles as well as forms of business correspondenceand documents for financial management. They prepare a budget, examine salaries, developknowledge of business terminology, and practice research skills with attention to the use ofcharts and documentation methodology. Students present their collaborative research in a brieforal presentation.



Overall Expectations: EAE3E-L-OE.1 - 3 - 4 EAE3E-W-OE. 4 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1

Specific Expectations: EAE3E-L-For.1 - 2 EAE3E-L-Str.1 - 2 - 4 - 5 - 6 - 7 - 8 - 9 - 11 EAE3E-L-Inv.2 - 4 - 6 - 10 EAE3E-L-Crit.4 - 5 EAE3E-W-For.2 - 12 EAE3E-W-Gram.1 - 2 - 3 - 4 EAE3E-W-Res.1 - 3 - 4 - 6 - 7 EAE3E-W-Crit.1 - 3 EAE3E-O-List.1 EAE3E-O-Prod.1 - 2 - 4 - 5 EAE3E-O-Voc.1 - 2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.3

EAE3E-M-For.2 - 3

Planning Notes

- Select various articles and forms of business correspondence and documents relating tomoney management.

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- Prepare written and oral questions on the above texts and documents with a focus onvocabulary comprehension.

- Find or prepare a template for a monthly budget.- Select career sites on the Internet for students to research living expenses and then salaries,

providing access to computers.- Provide students with examples of charts and with the necessary material for the production

of a formal research chart.- Provide students with evaluation grid of oral presentation.


Introduction

- Lead a discussion on the following questions: Is money the main reason why people work?Why or why not? What is a good salary? (DE)

- Assign to students (in groups of three) the preparation of a monthly budget. For this activity,students assume they will be living on their own and working full-time upon completion ofhigh school. Students base the estimates of their living expenses on their personal experience,focusing on items such as: food, lodging, transportation, entertainment, clothing, utilities,phone, cable, taxes, insurance, miscellaneous costs. (DE)

Exploration

- Provide students with a template (e.g., Unit 4: “Cost of Living” in Bridges by Zein andAnderson, p. 29-39) for a monthly budget; it is suggested that it include three columns:

(1) estimated living expenses, (2) real costs, based on research, and (3) re-adjusted estimates of expenses; students complete the first column.- Ask students to search various Internet sites and informational texts for the real costs of the

above items and to indicate their findings in column 2. Students compare and contrast thedata in columns 1 and 2.

- Ask students to present and explain their charts (on overhead, or flip chart, or usingPowerPoint); note with students similarities and differences from chart to chart.(FE)

- Have students read two or three articles and/or pamphlets from pedagogical resources, trademagazines or financial institutions on money management. Students highlight main andsecondary ideas; students (in pairs) paraphrase the ideas highlighted and informally sharetheir notes with the class. (FE) (OD)

- Provide students with examples of forms and documents such as receipts, bills, creditapplications, loan requests, bills, statements of accounts, T4 slips; ask them written and oralquestions about these documents, to be answered individually and in pairs.(FE)

- Review with students differences in French and English terminology in the above forms anddocuments. (AC)

- Ask students to calculate the total annual salary needed to live within the various budgetspresented, and to list the jobs that, according to them, would provide these salaries.

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- Ask the same groups of students to select a field of work; to reseach the salaries (e.g., salaryscales, high, average and low wages, benefits) of at least five jobs in this field, using printand electronic resources (e.g., Human Resources and Development Canada site), todocument their research sources; and to present their research in a formal oral presentationwith the use of a chart.(SE) (CP) (T)

- Review with students the application of various group skills, asking them to assume variousroles within the groups (e.g., note-taker, researcher, proofreader).

- Review with students the dangers of plagiarism and the need for accuracy in research; reviewwith them the components of a bibliography according to a specific research methodology;have them practice annotating research from print and electronic resources. (FE)

- Provide class time for research, with access to computers and the Internet. (T) - Provide students with examples of different kinds (e.g., pie chart) of charts and the criteria

for effective graphs (e.g., The Business of English by Misener and Steele, p. 40-41); askstudents questions that require them to interpret the data presented in the sample charts. (FE)

- Review with students the requirements of a formal oral presentation with attention to level oflanguage; emphasize the sequence of information and ideas and the use of transition devicesfor clarity and order.

- Have students present their research.- Review their presentations, asking students to identify the literacy and communication

requirements of their chosen field of work and to determine whether or not they meet theserequirements. (CP)

- Allow students to re-adjust their monthly budget on the basis of their research and to indicatetheir new revised budget in column 3 of the chart at the beginning of this activity.

Grammar and Usage, Spelling and Punctuation- Have students maintain a vocabulary log of new or specialized terms encountered during

their research or in various documents, giving them access to print and electronic resources inorder to check definitions.

- Emphasize textual cues such as word origins, prefixes and suffixes for the understanding ofnew or unfamiliar words relating to various fields of work; ask students to note examples ofthe limitations of spellcheck programs in completing various spelling and vocabularyexercises.

- Emphasize the use of level of language and transitional adverbs and/or expressions (e.g.,first, second; furthermore) to indicate the sequence of ideas.


- Assess students’ research skills and their oral communication skills as demonstrated in acollaborative oral presentation on salaries in fields of work, according to the following fourcategories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of features of charts for research purposes.- Demonstrate understanding of information and ideas on a career-related topic found

in print and electronic resources.- Demonstrate understanding of various aspects of financial management.

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- Thinking/Inquiry- Analyse information and present it in chart form.- Select relevant details and synthesize information from a variety of sources.

- Communication- Communicate research information on a career-related topic with clarity.- Use appropriate level of language in a prepared oral presentation.- Use transition devices to indicate sequence of ideas in an oral presentation.

- Application- Use correct usage and vocabulary in a formal oral presentation.- Use various reading strategies to conduct research, noting, highlighting and

paraphrasing information.- Present research orally with the use of a chart.- Make connections between English, their own lifestyle and career expectations, and

their research on a field of work.

Extension

- Invite a guest from a financial institution or business (e.g., bank, insurance company) or aparent to speak to students about money management.

- Brainstorm with students the pros and cons of credit in planning a budget.- Ask students to produce a crossword or acrostic composed of the words found in their

vocabulary log. Students exchange crosswords with a peer, complete them, and checkanswers.


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Be an Expert: The Research Report


In this activity, students use print and electronic resources and apply various reading strategies toresearch a company. They follow the steps of a writing process to produce a formal researchreport presenting information such as company history, logo description, employmentopportunities, training/education requirements, literacy/communication requirements.


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

Overall Expectations: EAE3E-L-OE.1 - 3 - 4 EAE3E-W-OE.1 - 2 - 3 - 4 EAE3E-M-OE.2

Specific Expectations: EAE3E-L-For.4 EAE3E-L-Str.1 - 2 - 3 - 4 - 5 - 6 - 11 EAE3E-L-Inv.1 - 2 - 4 - 5 - 10 EAE3E-L-Crit.4 - 5 EAE3E-W-For.2 - 3 - 11 - 12

EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 2 - 3 - 5 - 8 - 9 EAE3E-W-Res.1 - 2 - 3 - 4 - 6 - 7 - 8 - 9 EAE3E-W-Crit.1 - 2 - 3 EAE3E-M-For.2 - 3 - 5

EAE3E-M-Inv.1 - 2 - 4 EAE3E-M-Crit.1 - 2 - 4

Planning Notes

- Set aside class time for research and consultation, so that students can apply the steps of awriting process.

- Reserve computers and school’s resource centre for students’ research.- Prepare checklists of requirements and a timeline for students to follow.- Find examples of slogans and logos of well-known companies and local businesses.- Find examples of formal reports in pedagogical resources.- Provide students with evaluation grid of oral report.

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Introduction

- Provide students with a list of advertising slogans; ask students to identify the companyassociated with each slogan; review the slogans with students to bring out the intendedmessage and audience of each. (DE)

- Ask students (in groups of three or four students) to find the logos of the above companiesand/or other well-known organizations (e.g., sports teams, car companies, food chains) inprint and electronic resources; discuss with students the focus of these logos and the imagesprojected by the various companies.(DE)

Exploration

- Assign to students a formal research report in which they are required to use print andelectronic resources to conduct and print a research on well-known company of personaland/or professional interest (e.g., clothing company, soft drink company, retail store,entertainment company, electronics company, computer company). (SE) (CP)

- Ask students to apply various note-taking strategies with reference to at least two work-related texts; review with students strategies such as: using index cards, highlighting, usingpoint form, headings and abbreviations to record details, paraphrasing. (FE)

- Ask students to find the site of their selected company on the Internet and to send an -emailmessage requesting information from the company. (FE) (T)

- Provide students with a timeline and a checklist of criteria for this assessment task;emphasize with students the use of a writing portfolio as an organizational tool.

- Review the sections and format of a formal research report with the use of a model (e.g.,Chapter 9 - The Business of English by Misener and Steele, p. 190-204; How to Write BetterBusiness Letters by Andrea B. Geffner, p. 124-128) focusing on: the title page, table ofcontents, summary, research findings, chart, conclusion (suggestion: why they would orwould not want to work for this company) and bibliography.

- Provide class time and access to computers for students to research the following aspects oftheir selected company:- history and background- description - logo- location- product(s)- financial status- job opportunities (students focus on two specific jobs and research the salary, educational

requirements, literacy/language requirements, responsibilities)- future trends, projections. (CP) (T) (AC)

- Conference with students as they write their first draft, with attention to the sequence ofinformation and the elimination of irrelevant details.

- Give students the opportunity to further edit the draft of their report by consulting a peer andby using wordprocessing programs.

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- Give students the opportunity to format and print their report with the use of electronicresources. (SE)

Grammar and Usage, Spelling and Punctuation- Emphasize the language conventions that students especially need to apply correctly in order

to proofread and format their report according to conventions:- appropriate level of language, including gender-neutral language.- capitalization and punctuation of names, addresses, headings and sentences, with a focus

on the use of the colon, the semi-colon, the dash and parentheses.- use of specialized vocabulary.- use of parallel structure and consistent sentence structure and format.


- Assess students’ ability to apply reading and writing skills to conduct research on a companyand to convey collected data in a formal research report, according to the following fourcategories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the form and purpose of the formal research report.- Understand research information on a given topic found in print and electronic

resources.- Thinking/Inquiry

- Select, record and organize research data on a specific topic.- Communication

- Communicate research information clearly and in a logical sequence.- Communicate information with the use of appropriate level of language.- Communicate information according to the format and conventions of the formal

research report.- Application

- Use correct spelling and grammar with attention to punctuation, capitalization, andparallel structure.

- Apply various reading and note-taking strategies to collect information from print andelectronic resources.

- Apply the steps of writing as a process to produce a formal research report.- Use electronic resources to conduct research and to edit, format and print a formal

report.- Make connections between English, their own career interests, and various well-

known and/or local companies.

Extension

- Have students interview a representative from a local company to obtain information for theirresearch report.

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- Have students compare and contrast the logos and slogans of various companies to determinewhich are most effective.

- Have students write, e-mail or phone companies for pamphlets or reports.


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Power Speaking: The Oral Report


In this activity, students develop their listening and speaking skills and apply their knowledge ofbusiness vocabulary. They report the findings of their research on a company from Activity 3.2 ina formal oral presentation with the use of a prepared hand-out and an audio-visual aid.


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

Overall Expectations: EAE3E-W-OE.4 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1

Specific Expectations: EAE3E-W-For.2 - 12 EAE3E-W-Wri.3 - 5 - 6 - 7 - 9 - 10

EAE3E-W-Gram.1 - 3 EAE3E-W-Res.6 - 7 - 9 EAE3E-W-Cri.3 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 - 2 - 4 - 5 EAE3E-O-Voc.1 - 2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5

EAE3E-O-Crit.1 - 3 EAE3E-M-For.2 - 3 - 4

Planning Notes

- Note that the time allotted for this activity will vary according to the number of students perclass since it is suggested that each presentation last 12 - 15 minutes.

- Find or prepare a survey for students’ self-assessment of listening and speaking skills.- Prepare instructions and questions for listening activities; select news articles for students to

listen to.- Record a radio news report.- Provide necessary audio-visual equipment and/or supplies for the oral presentations.

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- Ask students to photocopy the hand-out of their oral presentation for them to distribute to theclass.

- Provide students with evaluation grid for assessment of formal oral presentation.


Introduction

- Give students oral instructions for a series of short written tasks (e.g., write your namebackwards, draw a line in the bottom left hand corner), saying each instruction only once.(DE)

- Review the results of the above listening activity with students; brainstorm with students thequalities of an effective listener.

- Ask students to complete a short survey in which they evaluate their skills as listeners andspeakers. (FE)

Exploration

- Ask students to review the results of their survey in groups of four or five by findingexamples of workplace situations where these skills (or a selection of these skills) might beapplied. (CP)

- Present an audiotape of a radio broadcast, as students listen; ask students to respond toquestions on audiotape in one-word answers. (FE)

- Ask students in groups of four or five to read one or two news articles to each other and torecall the 5W’s on the basis of the oral reading. (FE)

- Read a short article from that day’s newspaper, as students listen; ask students to respond toquestions on the article in one-word answers. (SE)

- Give students instructions for the oral presentation and review the speaking skills that will beassessed with the use of a checklist; for this formal oral presentation (suggested length:12-15minutes), students are required to:- Present their research on their chosen company as recorded in their formal report in

Activity 3.2.- Prepare a one-page hand-out for students in the class which presents the logo and name of

their company as well as the main points of their research, with clearly identifiableheadings.

- Incorporate at least one audio-visual aid (e.g., a poster of their logo, a collage ofpromotional material, a PowerPoint presentation). (T)

- Speak and dress as if they were an employee of this company. (SE) (CP)- Provide class time for the preparation and rehearsal of this presentation, conferencing with

students at various stages.

Grammar and Usage, Spelling and Punctuation- Emphasize the concepts of purpose and audience as students prepare their presentations with

attention to level of language and specialized business vocabulary.

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- Give students the opportunity to proofread and format their hand-outs using print andelectronic resources.

- Ask students to explain any new or difficult words to the class during their oral presentation.- Have students compare and contrast the meaning, spelling and pronunciation of similar

French and English business terms (e.g., résumé, application). (AC)


- Assess students’ ability to apply speaking and writing skills to convey research on a companyin a formal oral presentation, according to the following four categories from theAchievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the requirements of a formal oral presentation.- Thinking/Inquiry

- Select, record and organize research data on a specific topic in the form of a hand-out.- Communication

- Communicate research information clearly and in a logical sequence.- Communicate information with the use of appropriate level of language.- Communicate information according to the format and conventions of the formal

research report.- Application

- Use correct spelling and grammar in a one-page hand-out, with attention topunctuation, capitalization and parallel structure.

- Apply various oral communication skills and audio-visual aids to present informationfrom print and electronic resources.

- Use electronic resources to incorporate an audio-visual aid into an oral presentationand to edit, format and print a hand-out.

- Make connections between English, their own communication skills, and theexpectations of the workplace.

Extension

- Have students produce and present an ad (print, audio or video format) of their chosencompany.

- Assess students’ listening skills by having them complete a short questionnaire on theinformation presented by their classmates.

- Have students assess their chosen company’s Web page, pamphlets and/or other promotionalmaterial.


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Impress with Success: Work Values Description Time: 300 minutes

In this activity, students explore definitions of success, in the community and in literary andinformational texts. Activities focus on the first work day, team work, and survival tips in theworkplace. Students demonstrate their writing skills and knowledge of employers’ expectationsby producing a pamphlet on achieving success in the workplace.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 EAE3E-O-OE.1 - 2 - 3 - 4 EAE3E-M-OE.1

Specific Expectations: EAE3E-L-For.1 - 3 - 4 - 5 - 6 - 7 EAE3E-L-Str.1 - 5 - 9 EAE3E-L-Inv.1- 3 - 4 - 7 - 9 - 10 EAE3E-L-Crit.2 EAE3E-W-For.2 - 3 - 8 - 11 - 12 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 9 - 10 EAE3E-W.-Gram.1 - 2 - 3 - 4 - 6 - 8 - 9 EAE3E-W-Res.7 EAE3E-W-Crit.1 - 2 - 4 - 5 EAE3E-O-List.1 EAE3E-O-Prod.1 - 3 - 4 - 5 EAE3E-O-Voc.2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.2 EAE3E-M-For.1 - 2 - 3 - 4 EAE3E-M-Inv.2

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Planning Notes

- Select literary and informational texts on success and work-related themes.- Invite a guest speaker or a parent who work in a local business, employment agency or career

counselling service to speak to students about the qualities of good or successful employees.- Find examples of pamphlets that students can use as models (if necessary, order them ahead

from government offices and/or contact local businesses).- Plan class time for students to apply a writing process and use electronic resources to edit,

format and print their pamphlet.- Prepare an evaluation grid for assessment of the pamphlets.


Introduction

- Refer to students’ interview from Activity 1.4 and review the reasons why people like theirjobs.

- Ask students to interview each other in pairs, asking questions about the reasons why havinga job is important to them and/or about their ideal job.(DE)

- Brainstorm with students the reasons why people work, with reference to students’ journalresponses. (DE)

Exploration

- Have students read at least two articles (e.g., Your Voice and Mine 4 by Hilker et al., p. 65;Brass Ring 2, by Lynne Gaetz, p. 35 - 41; “How Feelings Can Kick-Start Your Career” byMarcia Kay in Technically Speaking, p. 30 -35) on reasons for working; ask students oral andwritten questions on the main and secondary ideas. (FE) (CP)

- Provide students with various questionnaires and charts (e.g., Unit 6: “Work Values” inBridges, Zelen and Anderson, p. 52 -72) that lead them to reflect on their values andpriorities in terms of work; ask students to complete these exercises individually and to sharethem informally with a peer and then with the class in a think-pair-share-activity. (FE) (CP)

- Invite a speaker from a local business, employment agency or career counselling service tospeak to students about the qualities of good or successful employees. (CP)

- Have students read (in groups of three or four) different instructional pamphlets and articles(e.g., Unit 5: “Are You Staying on Top of Things?” in Technically Speaking by Drolet andSéguin, p. 117-144; “25 Things Your Boss Wants You to Know” by Shirley Sloan Fader inThe Business of English by Hilker, et al., p. 356-359; Good Job! by Nancy Schaefer, p. 107-110) on success in the workplace; ask students to paraphrase the texts’ messages and to sharetheir findings informally using the jigsaw method of collaborative learning. (FE) (CP)

- Assign to groups of students a role-playing activity in which they imagine and dramatize anew employee’s first day at work. Students determine the type of job and location, assumethe roles of employee, employer and/or colleague, and rehearse the situation, giving it arealistic or comedic tone. (FE) (CP)

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- Ask students to note during the presentations the pitfalls to avoid and the strategies forsuccess on the first day at work (e.g., how to control nervousness, which questions to ask,arriving on time, what to wear).

- Ask students to assess their role-playing activity with attention to group skills; review theresults of the self-assessment informally with students, leading them to identify thetechniques used by the groups to communicate and to accomplish a task effectively (or not).

- Provide students with an example of a job posting or pamphlet (e.g., the Conference Board ofCanada’s employability profile in The Business of English by Hilker, et al., p.169) thatspecifically mentions the need for good communication and group skills.

- Ask students (in groups or individually) to find five examples of situations in the workplacewhere team work/group skills are necessary (e.g., stock inventory, food preparation,renovation, construction, crop harvest). (FE) (CP)

- Ask students to produce in pairs a pamphlet on survival in a bilingual workplace for youngadults. Pamphlet should be formatted and printed with the use of specialized programs andshould include: eight - ten survival tips, headings, two or more visuals. (SE) (CP) (T)

- Distribute various career pamphlets to students asking them to note their defining featuresand to compare and contrast them in terms of form, purpose and audience.(FE)

- Provide class time for students to brainstorm, outline, draft and revise their text using printand electronic resources and referring to examples of career pamphlets. Students post theirpamphlets in the classroom.

- Read with students at least one literary text that deals with the theme of confidence or self-esteem (“When the Other Dancer is the Self” by Alice Walker in Matters of Fact, p. 3 - 11;“As it Was in the Beginning” by Pauline Johnson in Brass Ring 2, p. 41-50 ); ask studentsquestions that verify their comprehension of the theme and narrative point of view, and allowstudents to make connections between their own experiences and the situations presented.(FE)

Grammar and Usage, Spelling and Punctuation

- Emphasize the language conventions that students especially need to apply correctly in orderto proofread and format their pamphlet according to conventions:- appropriate level of language, including gender-neutral language;- correct capitalization and punctuation with a focus on the colon, the semi-colon, the dash

and parentheses;- use of specialized vocabulary;- use of parallel structure and consistent sentence structure and format.


- Assess students’ writing skills and knowledge of employers’ expectations through thecollaborative production of a pamphlet on survival in the workplace, according to thefollowing four categories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the form and purpose of the instructional pamphlet.- Demonstrate understanding of employers’ expectations.

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- Thinking/Inquiry- Select, record and organize information on the workplace in the form of a pamphlet.- Demonstrate creativity in the production of at least two visuals for the pamphlet.

- Communication- Communicate information clearly and in a logical sequence.- Communicate information appropriately for an audience of young adults.- Communicate information according to the format and conventions of the pamphlet.

- Application- Use correct spelling and grammar with attention to punctuation, capitalization and

parallel structure.- Apply the steps of writing as a process to produce a pamphlet.- Use electronic resources to edit, format and print a pamphlet.- Make connections between English, their own goals and values, and the expectations

of the workplace.

Extension

- Make arrangements with other teachers of English for students to present their pamphlets toother Grade 11 students in the school.

- Ask students to view an episode of a dramatic television show of their choice and todetermine if the media’s portrayal of successful people is realistic.

- Ask students (in groups of three or four) to compile a list of 10-12 successful Canadianbusiness people (scanning and skimming print and electronic resources if necessary).


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Find and Tell: The Informal Report


This activity consists in the collaborative production of an informal report based on a survey.Students apply the writing and research processes to draft, edit, format and print a questionnaire,a cover letter and a one- to two-page report on a service or product of their choice and thenpresent their findings to the class using a chart as a visual aid.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 EAE3E-W-OE.1 - 2 - 3 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 EAE3E-M-OE.1

Specific Expectations: EAE3E-L-For.1 - 4 EAE3E-L-Str.1 - 2 - 4 - 5 - 6 EAE3E-L-Inv.1 - 3 - 5 - 6 EAE3E-L-Crit.3 EAE3E-W-For.2 - 7 - 11 - 12 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10

EAE3E-W-Gram.1 - 2 - 3 - 4 - 6 - 7 - 8 - 9 EAE3E-W-Res.1 - 3 - 5 - 7 - 8 - 9 EAE3E-W-Crit.1 - 2 - 4 EAE3E-O-List.1 EAE3E-O-Prod.1 - 2 - 4 - 5 EAE3E-O-Voc.1 - 2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O.-Crit.2

EAE3E-M-For.1 - 2 - 4

Planning Notes

- Find examples of charts, surveys and informal reports in pedagogical resources, businessdocuments and textbooks of other disciplines. (Students should be encouraged to providesome of their own.)

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- Make arrangements for students to photocopy their survey and accompanying cover letter.- Arrange necessary supplies and electronic resources or programs for students to produce an

audio-visual aid.- Arrange class time for the writing and research processes including access to print and

electronic resources. - Prepare an evaluation grid for assessment of the informal report and for peer and self-

assessment.


Introduction

- Review with students the format and content (e.g., length, types of questions, instructions,formulation of questions, headings, vocabulary) of various kinds of surveys, including thosedone in class; review with students the forms and characteristics of various kinds of chartsfrom other disciplines and ask students to interpret them. (OD) (DE)

- Ask students (in groups of three or four) to chart the results of one of the above surveys oranother work-related survey (e.g., Your Voice and Mine 4, by Hilker, et al., p. 366-367;“Survey Quest” in Technically Speaking by Drolet and Séguin, p. 13). (FE)

Exploration

- Provide students with two or three examples of cover letters (including one in Français) andof informal reports (e.g., How to Write Better Business Letters by Andrea B. Geffner, p. 120-123; Technically Speaking by Drolet and Séguin, p. 73-75; Chapter 9: “Business Reports” inThe Business of English by Misener and Steele, p. 190-204); ask them to compare andcontrast the sets of texts; review their findings informally, emphasizing the format, purposeand audience of the cover letter and the informal report. (FE) (AC) (CP)

- Divide the class into groups of two or three students and give instructions for an informalreport on a product or service of their choice (e.g., food in the cafeteria, bus service, studentparticipation in organized sports, car insurance for young adults, students’ choices of part-time jobs, students’ income, extra-curricular activities, students’ current music preferences).- Students are expected to:

- prepare a questionnaire of six - eight questions on a product or service of their choice(suggestion: include questions on French-language services). (AC)

- prepare a cover letter explaining the purpose of the survey, indicating time andlocation of survey, and thanking participants.

- survey approximately 20 people at school (in another class if possible, with theteacher’s permission) or in the community.

- compile results and present findings in an informal report of no more than two pagesthat includes an explanation of the purpose of the report, a three-point discussion ofinformation collected, and a conclusion listing recommendations.

- present their findings in an oral presentation with the use of an audio-visual aid.(SE)(CP)

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- Conference with students as they draft their questions and cover letter, as they compile andanalyse their results, and as they write a draft of their informal report; emphasize clarity ofinstructions and questions in the survey, the business format of the cover letter, and thesequence of information in the report.

- Provide students with access to electronic resources and specialized programs to allow themto edit, format and print their texts and to prepare an audio-visual aid for their presentation;allow time for peer editing. (T)

- Ask students to listen carefully to the recommendations of the various groups and to givetheir opinions on these recommendations. (FE)

- Have students complete a self-assessment grid of their communication skills (interviewingskills questionnaire, group skills report). (FE)

Grammar and Usage, Spelling and Punctuation- Emphasize correct spelling, punctuation and capitalization, as well as the use of diction that

is clear, precise and appropriate for business and academic contexts, in both written texts andoral presentation.

- Emphasize the avoidance of redundancy and the use of sentence combining techniques inreport.

- Emphasize the use of transitional devices to clarify the sequence of information in report.- Emphasize the correct use of pronouns and verbs in the formulation of questions during

survey.


- Assess students’ ability to write collaboratively a questionnaire, a cover letter and aninformal report on a service or product and to present findings in a formal presentation withthe use of a chart, according to the following four categories from the Achievement Chart forGrade 11 English:- Knowledge/Understanding

- Demonstrate knowledge of the requirements of a questionnaire, a cover letter, and aninformal report on a service or product.

- Analyse the results of the survey and incorporate findings into an informal report.- Thinking/Inquiry

- Formulate precise survey questions and record and analyse answers.- Select, record and organize data on a specific topic in an an informal report and chart.

- Communication- Communicate data clearly and in a logical sequence.- Communicate information with the use of appropriate level of language.- Communicate information according to the format and conventions of the cover letter

and informal report.- Application

- Use correct spelling and grammar, with attention to punctuation, capitalization,pronouns and sentence structure.

- Apply various oral communication skills to conduct a survey and to presentinformation using an audio-visual aid.

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- Use electronic resources to incorporate an audio-visual aid into an oral presentationand to edit, format and print business texts.

- Make connections between English, their own experience, and the service or productsurveyed.

Extension

- Have students produce a news clip highlighting the results of their survey and giving theirrecommendations.

- Ask students to further analyse their surveys by charting the results demographically (e.g., bygender, by age group).

- Have students conduct their survey on the Internet.- If students conduct survey in another English class, ask the teacher there to complete a short

checklist to assess the students’ politeness, diction, speaking skills, use of time, andpreparation.


Appendix EAE3E 3.5.1: Achievement Chart - Find and Tell: The Informal Report

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Achievement Chart - English - Find and Tell: The Informal Report Appendix EAE3E 3.5.1

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:- demonstratesknowledge of theconventions of thesurvey, the cover letterand the informal report. - demonstratesunderstanding of theinformation conveyedby the results of asurvey.

The studentdemonstrateslimitedknowledge of thesurvey, the coverletter and theinformal report.

The studentdemonstrates someknowledge of thesurvey, the coverletter and theinformal report.

The studentdemonstratesconsiderableknowledge of thesurvey, the coverletter and theinformal report.

The studentdemonstratesthoroughknowledge of thesurvey, the coverletter and theinformal report.

Thinking/Inquiry

The student:- analyses the results ofa survey.- applies inquiry skillsto prepare a survey ona service or productand to analyse andorganize collectedinformation.

The student usesthinking andinquiry skills with limitedeffectiveness.

The student usesthinking andinquiry skills withmoderateeffectiveness.

The student usesthinking andinquiry skills withconsiderableeffectiveness.

The student usesthinking andinquiry skills witha high degree ofeffectiveness.

Communication

The student:- communicates information and ideason a service or product- communicates with asense of purposethrough a report and abusiness letter.- demonstratescommand in the use ofspeaking skills.

The studentcommunicatesinformation withlimited clarity,with a limitedsense of purposeand context, andwith limitedcommand ofform.

The studentcommunicatesinformation withsome clarity, withsome sense ofpurpose andcontext, and with amoderatecommand ofform.

The studentcommunicatesinformation withconsiderableclarity, with aclear sense ofpurpose andcontext, and with considerablecommand ofform.

The studentcommunicatesinformation with ahigh degree ofclarity, withconfidence, andwith a strongsense of purposeand context,demonstratingextensivecommand of form.

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Application

The student: - uses correct spellingand usage in businesstexts with attention todiction, sentencecombining, transitions,pronouns, verbs,capitalization andpunctuation. - uses oralcommunication skills toreport information.- uses a writing processcollaboratively to draftand revise businesstexts.- uses technology toedit, format and printbusiness texts and tochart information.- makes connections betweenEnglish, his/her ownexperience, and aservice or product.

The student useslanguageconventions and awriting processwith limitedaccuracy andeffectiveness anduses oralcommunicationskills andtechnology withlimitedeffectiveness,makingconnectionsbetween Englishand his/her ownexperience withlimitedeffectiveness.

The student useslanguageconventions and awriting processwith limitedeffectiveness, anduses oralcommunicationskills andtechnology withsomeeffectiveness,makingconnectionsbetween Englishand his/her ownexperience with moderateeffectiveness.

The student useslanguageconventions and awriting processwith considerableaccuracy andeffectiveness anduses oralcommunicationskills andtechnologyeffectively,makingconnectionsbetween Englishand his/her ownexperiencewith considerableeffectiveness.

The student useslanguageconventions and awriting processaccurately andeffectively all oralmost all of thetime and uses oralcommunicationskills andtechnologyeffectively andcreatively, makingconnectionsbetween Englishand his/her ownexperience with ahigh degree ofeffectiveness.


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UNIT 4 (EAE3E)

Recognizing Valour: Respond and Relate


In this unit, students apply various reading strategies to interpret a short contemporary novel(Suggested novel: Heroes by Robert Cormier) and to develop their knowledge of setting, plot,character and theme. In their critical and creative responses, students make connections betweenthe novel, media texts and their own values and interests. They write a narrative text, journalresponses, articles and a movie review, and role-play a key passage in the novel. Students assumevarious roles to write journalistic texts on the novel and to print them in the form of a classnewspaper with the aid of electronic resources.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 4 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1 - 2 - 3

Specific Expectations: EAE3E-L-For.1 - 3 - 4 - 5 - 6 EAE3E-L-Str.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 10 - 11 EAE3E-L-Inv.1 - 7 - 8 - 9 EAE3E-L-Crit.1 - 2 - 4 - 5 EAE3E-W-For.1 - 2 - 3 - 4 - 9 - 10 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 9 EAE3E-W-Res.1 - 3 - 6 - 7 EAE3E-W-Crit.1 - 2 - 3 - 4 - 5 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 - 2 - 4 - 5 EAE3E-O-Voc.1 - 2 - 3 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.1 - 2 EAE3E-M-For.1 - 2 - 4 - 5 EAE3E-M-Inv.1 - 2 - 3 - 4 EAE3E-M-Crit.1 - 2 - 3 - 4

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Activity Titles Time:

Activity 4.1: Get the Picture: Understanding Setting 240 minutesActivity 4.2: Reading Cues and Clues: Understanding Plot 360 minutesActivity 4.3: The Hero in Me: Understanding Character 300 minutesActivity 4.4: THE MEssage: Understanding Theme 180 minutesActivity 4.5: Read All About It: Newspaper Production 240 minutes







Security


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Resources


PedagogicalCORMIER, Robert, Heroes, New York, Random House, 2000, 135 p.*Note: The novel is set in the United States during WWII, but the characters (who all have

French names) and the setting of Frenchtown present many aspects of French-Canadian/Franco-American culture.

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Get the Picture: Understanding Setting


In this introductory novel activity, students apply their knowledge of plot, setting, character andtheme to analyse and assess the elements of short stories and a movie and to situate the context ofthe novel under study, in this case Heroes by Robert Cormier.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 EAE3E-W-OE.1 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 EAE3E-M-OE.2 - 3

Specific Expectations: EAE3E-L-For.5 EAE3E-L-Str.1 - 2 - 3 - 4 - 5 - 6 EAE3E-L-Inv.1 - 8 - 9 EAE3E-L-Crit.1 - 4 EAE3E-W-For.1 - 3 EAE3E-W-Gram.6 EAE3E-W-Res.1 - 3 - 6 EAE3E-W-Crit.1 - 3 - 4 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 - 4 EAE3E-O-Voc.1 - 2 EAE3E-O-GrSk.1 - 2 - 3 EAE3E-O-Crit.2 EAE3E-M-For.5 EAE3E-M-Inv.1 - 2 EAE3E-M-Crit.1 - 2 - 4

Planning Notes

- Select a current or well-known video set in World War II, with attention to copyright laws.- Reserve audio-visual equipment.

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- Prepare a questionnaire on the elements of fiction in the movie.- Reserve the school’s resource centre and give students access to encyclopedias in print and

electronic format.- Prepare an evaluation grid for the assessment of an oral presentation and for self-assessment

of research skills.


Introduction

- Ask students to write in their journal a review of their current favourite movie and to explaintheir preference to a peer and then to the class in a think-pair-share activity. (DE) (OD)

- Brainstorm with students examples of armed conflict past and present, asking them questionsthat lead them to reflect on the causes of war. (DE)

- Discuss with students their knowledge and perception of friends’ and/or relatives’ warexperiences. (DE)

Exploration

- Have students read two short stories (e.g., “After the Sirens” by Hugh Hood in Your Voiceand Mine 4, p. 148-159) that deal with the theme of war, asking them to indicate which onethey prefer; review with students the elements of fiction with reference to the stories; askstudents questions that bring out the similarities and differences between the two stories.(FE)

- Provide students with a questionnaire on the elements of fiction; ask them to answer thequestions in point form or in one-word answers as they watch the movie.

- Present a current or well-known war movie that emphasizes values and promotes reflection.Students watch the movie and apply their viewing, listening and note-taking skills to fill outthe questionnaire. (FE)

- Review with students their findings on the elements of fiction in the movie with a focus onsetting.

- Ask students to write their assessment of the movie in a one-paragraph response that presentsat least three reasons and supporting evidence to justify their views. (SE)

- Ask students to research individually or with a partner (search may take the form of ascavenger hunt) and to share it in a two-three minute oral presentation one aspect of thenovel’s context. Students are encouraged to consult encyclopedias and CD-ROMs at theschool’s resource centre and to find pictures as well. Suggested topics:- Pearl Harbour

- conscription- the Depression- Franco-American culture- the New England states- the role of women in the war

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- the origins of cosmetic surgery- the role of Canadians in both world wars (e.g., battles of Vimy, of Dieppe) (OD) (SE)

- Emphasize the selection of relevant information during the research process and the use ofvisual and textual cues. Students note their research in point form and explain their findingsto the class.

- Have students assess their research skills and identify their strengths and weaknesses with theuse of a grid.

Grammar and Usage, Spelling and Punctuation- Review the main rules of subject-verb agreement with students, emphasizing the correct use

of indefinite pronouns; students apply these conventions to edit passages provided by theteacher.

- Emphasize consistency in the use of pronouns and verb tenses in a paragraph response,having students proofread and edit their journal entry with attention to these conventions.


- Assess students’ ability to collaboratively research a topic with the use of print and electronicresources and to synthesize and convey information in a brief oral presentation, according tothe following four categories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate understanding and knowledge of the elements of fiction in a movie.- Demonstrate understanding of setting and various aspects of context.

- Thinking/Inquiry- Assess a movie and justify their opinion with reasons and evidence.- Select, record, organize and synthesize research on a given topic in the form of an

oral presentation.- Communication

- Communicate information and ideas clearly in a one-paragraph opinion text and in anoral presentation.

- Communicate with a sense of what is appropriate and relevant for an audience ofpeers.

- Communicate to convey ideas and information in both written and oral forms.- Application

- Use correct spelling, grammar and usage, with attention to subject-verb agreementand the consistent use of pronouns and verbs.

- Use various reading strategies to find, select, record and synthesize information on agiven topic.

- Use oral communication skills to report information on a given topic.- Make connections between English and their viewing habits and their knowledge of

current and past events.

Extension

- Find examples of war posters and have students examine the various images and messagesconveyed; determine with students what is and what is not propaganda.

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- Invite a United Nations peacekeeper or a war veteran to speak to students.- Ask students to select a review of a current movie from a local newspaper, to explain if they

agree or disagree with the views expressed, and to present their opinions to the class.- Have students further their research on World War II (e.g., research conscription, the life of

Winston Churchill).- Have students who are strong readers read a novel or passages from a Canadian war novel

(e.g., Timothy Findley’s The Wars, Jack Hodgins’s Broken Ground); students present theirindependent reading to the class using an audio-visual aid.


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Reading Cues and Clues: Understanding Plot


In this activity, students apply various reading strategies to interpret a short novel and to extendtheir vocabulary with attention to plot. They chart the timelines of the novel, present an oralreport on a chapter, produce a new cover for the novel, and write a narrative text in which theyrewrite the ending of the novel or compose an epilogue.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 EAE3E-W-OE.1 - 2 - 3 EAE3E-O-OE.1 - 2 - 3 - 4 EAE3E-M-OE.1

Specific Expectations: EAE3E-L-For.6 - 7 EAE3E-L-Str.1 - 7 - 8 - 11 EAE3E-L-Inv.1 - 9

EAE3E-L-Crit.5 EAE3E-W-For.1 - 9 - 10 EAE3E-W-Wri.1 - 2 - 3 - 4 - 7 - 8 - 10 EAE3E-W-Gram.1 - 4 - 6 EAE3E-W-Crit.1 - 2 EAE3E-O-List.1 EAE3E-O-Prod.1 - 2 - 4 - 5 EAE3E-O-Voc.1

EAE3E-M-For.1

Planning Notes

- Make a list of new or difficult words found in the opening chapters.- Set aside time for silent sustained reading of the novel, for preparation of reports, and for the

writing process.- Obtain a roll of flip-chart paper or recycled newsprint for the timeline of the novel.

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- Obtain necessary supplies or electronic resources for the production of a new cover for thenovel.

- Prepare an evaluation for the assessment of students’ oral reports on a chapter.


Introduction

- Discuss with students (a) their impressions of the novel’s cover/book jacket and (b) what thetitle means to them; ask questions that lead students to make predictions about the novel.

- Begin reading the novel out loud with students, explaining new or difficult words along theway (e.g., tenement, gargoyle, duffel bag); ask questions to verify comprehension and tomaintain interest, relating events to students’own experiences (e.g., How do you feel whenyou know people are staring at you? Do people discriminate against people who are notphysically attractive? Would you date or befriend someone with such obvious physicalhandicaps? How is the title introduced in the first chapter? Would you say that the maincharacter is in love and why?) (DE)

- Allow students to continue reading the first chapter in class.

Exploration

- Ask students to list in their journals five unanswered questions about the first chapter (e.g.,Why does Francis want to kill Larry? Will he succeed in killing Larry? Will Francis ever seeNicole again? How did Francis injure his face? Why does Enrico consider Francis a hero?Why doesn’t Francis consider himself a hero?); review students’ questions emphasizing theelement of suspense. (FE)

- Provide students with a list of new or difficult words they will encounter in the novel.Students (in pairs) use print and electronic resources to define these words.

- Explain the timeline of the novel with reference to chapter 2; review with students theconcepts of flashback and point of view; chart the past and present timelines of the first twochapters with students’ input.

- Allow students to continue reading the novel. Students take notes during their reading bycharting (individually or in pairs) the past and present timelines of the novel in their notes oron chart paper.

- Assign different chapters for students (individually or in pairs) to present in an oral reportwhich includes:- a 10-12 line summary of the chapter.- a timeline in chart form of the chapter and an explanation of this chart.- definitions of three-five new or difficult words.- a title for the selected chapter and an explanation of its suitability.- three questions for the class to answer, followed by the answers. (SE)

- Review the chapters presented with students, having them compare their timeline chart withthe one presented; integrate activities on character and theme as explained in Activity 4.3 andActivity 4.4.

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- Assess students’ reading and comprehension through periodic quizzes that include some ofthe questions asked in the students’ reports; have students identify their own strengths andweaknesses as readers. (FE)

- Use students’ timeline charts at the end of the novel to identify key moments in the evolutionof the main character and moments of crisis or decision; highlight the events in earlierchapters that foreshadowed the outcome of the novel.

- Discuss the ending of the novel with students and/or have them give their impressions intheir journal (e.g., To what extent did you expect this outcome? Should the author give usmore information? Is Francis’s change of heart credible and/or right? Will Nicole and Francisreconcile? Francis is looking for a job - would you hire him and why? Will Francis go aheadwith cosmetic surgery? Do you like sad endings?) (FE)

- Assign a short (20-25 lines) narrative text to students in which they either (a) re-write theending of the novel or (b) write a sequel to the novel in the form of an epilogue. Studentsconsult with peers to revise their draft. (SE)

- Have students produce a new cover for the novel, being careful to clearly indicate the titleand the author’s name and to write a seven-eight line explanation of their illustration. (SE)

- Have students share their productions informally by reading their narrative and explainingtheir cover to small groups of students.

Grammar and Usage, Spelling and Punctuation- Emphasize the correct spelling and comprehension of new or difficult words found in the

novel.- Ask students to use these words in sentences of their own; to find synonyms and/or antonyms

for these words; to compare these words to their French equivalents.- Ask students to note the terms and references to French culture in the novel. (AC)


- Assess students’ ability to understand and interpret the plot of the novel through an oralreport, a narrative text and a visual aid, according to the following four categories from theAchievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate understanding and knowledge of the elements of fiction in a novel.- Demonstrate understanding of the connection between events in the novel - past and

present.- Demonstrate understanding of the devices used by the author to vary the plot and

maintain interest.- Thinking/Inquiry

- Assess the outcome of the novel.- Demonstrate creativity in the production of a narrative and of a new cover based on

the novel.- Summarize and chart the events in a chapter and formulate questions.

- Communication- Communicate information and ideas clearly in a narrative and in an oral report.- Communicate with a sense of what is appropriate and relevant for an audience of

peers.

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- Communicate to convey ideas and information in both written and oral forms.- Application

- Use correct spelling, grammar and usage, with attention to diction.- Use various reading strategies to find, select, record and summarize a chapter and to

chart the timelines of the novel.- Use oral communication skills to present a report on a chapter of a novel.- Use steps of a writing process to draft and revise a narrative.- Make connections between English and their own experiences and the novel under

study.

Extension

- Ask students to compose word games using the vocabulary from the novel.- Ask students to write a review of the novel and to print it on an educational Web site (e.g.,

SchoolNet).- Ask students to produce an advertisement for the novel in print, audio or video form.- Have students practise and then record their oral reading of a passage in the novel; students

submit the tape for assessment.


Appendix EAE3E 4.2.1: Achievement Chart - Reading Cues and Clues: Understanding Plot

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Appendix EAE3E 4.2.1Achievement Chart - English - Reading Cues and Clues: Understanding PlotAssessment 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 andunderstanding ofevents and elements offiction in a novel. - demonstratesunderstanding ofrelationships amongelements of fiction in anovel.- demonstratesunderstanding of theuses and effects ofdevices to maintaininterest.

The studentdemonstrateslimitedknowledge andunderstanding ofelements of fictionand limitedunderstanding of events and ofdevices.

The studentdemonstrates someknowledge andunderstanding ofelements of fictionand someunderstanding ofevents and ofdevices.

The studentdemonstratesconsiderableknowledge andunderstanding ofelements of fictionand considerableunderstanding ofevents and ofdevices.

The studentdemonstratesthoroughknowledge andunderstanding ofelements of fictionand thorough andinsightfulunderstandingevents and ofdevices.

Thinking/Inquiry

The student:- produces a newending and cover forthe novel.- applies inquiry skillsto formulate questionsand to summarize,chart and assess eventsin the novel.

The student usescritical andcreative skills withlimitedeffectiveness andapplies few of theskills of inquiry.

The student usescritical andcreative skills withmoderateeffectiveness andapplies some ofthe skills ofinquiry.

The student usescritical andcreative skills withconsiderableeffectiveness andapplies most ofthe skills ofinquiry.

The student usescritical andcreative skills witha high degree ofeffectiveness andapplies all oralmost all of theskills of inquiry.

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Communication

The student:- communicatesinformation and ideasin a narrative and anoral report. - communicates with asense of what isappropriate andrelevant for a peeraudience. - demonstratescommand of the narrative text and ofthe oral report.

The studentcommunicates information andideas in a narrativeand an oral reportwith limitedclarity and with alimited sense of appropriatenessand relevancy,demonstratinglimited commandof the narrativetext and the oralreport.

The studentcommunicatesinformation andideas in a narrativeand an oral reportwith some clarityand with somesense ofappropriatenessand relevancy,demonstratingmoderatecommand of thenarrative text andthe oral report.

The studentcommunicatesinformation andideas in a narrativeand an oral reportwith considerableclarity and with aclear sense ofappropriatenessand relevancy,demonstrating considerablecommand of thenarrative text andthe oral report.

The studentcommunicatesinformation andideas in a narrativeand an oral reportwith a highdegree of clarity,with confidenceand with a strongsense ofappropriatenessand relevancy,demonstrating extensivecommand of thenarrative text andthe oral report.

Application

The student: - uses the requiredlanguage conventionsand diction.-uses oralcommunication anda chart in a report.-uses reading strategiesto summarize, interpretand chart the events ofa novel.- uses a writing processto draft and revise anarrative.- makes connectionsbetween experiencesand the novel.

The student usesthe requiredlanguageconventions,diction, speakingskills and readingstrategies withlimited accuracyand effectiveness,uses a writingprocess withlimitedcompetence, andmakes connectionsbetweenexperiences andthe novel withlimitedeffectiveness.

The student usesthe requiredlanguageconventions,diction, speakingskills and readingstrategies withlimitedeffectiveness, usesa writing processwith moderatecompetence, andmakes connectionsbetweenexperiences andthe novel withmoderateeffectiveness.

The student usesthe requiredlanguageconventions,diction, speakingskills and readingstrategies withconsiderableaccuracy andeffectiveness, usesa writing processwith considerablecompetence, andmakes connectionsbetweenexperiences andthe novel withconsiderableeffectiveness.

The student usesthe requiredlanguageconventions,diction, speakingskills and readingstrategiesaccurately andeffectively all oralmost all of thetime, uses awriting processwith a highdegree ofcompetence, andmakes connectionsbetweenexperiences andthe novel with ahigh degree ofeffectiveness.


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The Hero in Me: Understanding Character


In this activity, students apply their reading skills to explore the theme of heroism and the maincharacter’s motivation by focusing on the key passages of a novel. Students write journalresponses and opinion texts, chart the protagonist’s evolution, and produce a collage or montagein which they relate the theme of the novel to media images and to their personal experiences.



Overall Expectations: EAE3E-L-OE.1 - 3 - 4 - 5 EAE3E-W-OE.1 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 EAE3E-M-OE.1 - 2 - 3

Specific Expectations: EAE3E-L-For.5 - 6 EAE3E-L-Str.1 - 2 - 3 - 6 EAE3E-L-Inv.1 - 7 - 9 EAE3E-L-Crit.1 - 2 - 5 EAE3E-W-For.1 - 2 - 3 - 4 EAE3E-W-Gram.1 - 4 - 5 - 7 EAE3E-W-Res.6 - 7 EAE3E-W-Crit. 3 - 4 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 - 2 - 4 - 5 EAE3E-O-Voc.1 - 3 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.1 - 2 EAE3E-M-For.1 - 4 - 5 EAE3E-M-Inv.1 - 2 - 4 EAE3E-M-Crit.1 - 2 - 3 - 4

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Planning Notes

- Prepare a chart of four columns for students to analyse the main character and explore thetheme of heroism.

- Prepare a list of key quotations and questions that relate to the theme of heroism in the novel.- Find two-three pictures of well-known media figures from magazines and/or newspapers.- Obtain necessary supplies for students’ collage (bristol board, markers) or montage (video

camera, televison, computer).- Bring in newspapers and magazines for students to scan, encouraging students to supply their

own as well.- Prepare an evaluation grid for the assessment of the collage, opinion text and oral

presentation.


Introduction

- Have students brainstorm the concept of heroism by listing and describing in their journalthree-five people (either well-known figures or individuals in their personal lives) whom theyconsider “heroic”. Students share their responses with a peer and then with the class in athink-pair-share activity. (DE) (OD)

- Discuss their journal responses with the students, leading them to define the characteristicsthat are common to heroes.

- Read a story or article about courage during times of war (e.g., the exploits of Laura Secordas presented in an encyclopaedia, a news report based on an interview with peacekeeper, apassage from The Diary of Anne Frank). Ask students questions that lead them to makeconnections between their journal responses and the characters in the text. (FE) (OD)

Exploration

- Determine with students which of the characteristics of the hero apply to the protagonist ofthe novel. Ask students (in pairs or small groups) to skim and scan the novel to findsituations or events in it that require the character to be heroic (with attention to theprotagonist’s final decision not to resort to violence and not to seek revenge). (FE)

- Have students use the above notes to complete three of the following four columns of a chartwhich consists: (1) the name of the character, (2) the situation/event in the novel (+ pagenumber) (3) the motivation/reasons for the character’s actions, and (4) the type of heroismdisplayed.(FE) or (SE)

- Ask students to post their charts and to share their analysis informally.- Review charts with students; ask students questions that lead them to identify the types of

heroism /heroes displayed in the novel (e.g., political, social, mythical, religious, local,unsung, private/public, war hero, sports hero, historical hero).

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- Brainstorm synonyms and concepts associated with heroism in the form of a web (e.g.,courage, admiration, sacrifice, generosity, survival, death); formulate a new definition ofheroism based on students’ feedback.

- Provide students with a list of quotations from the novel that refer directly to the image of thehero. Students (individually or in pairs) paraphrase these key passages and explain theirsignificance in the context of the novel. (FE)

- Review students’ explanations of the quotations with emphasis on the conflict between theprotagonist’s self-image and the public’s perception.

- Explain various symbols in the novel as they relate to the main character (e.g., the scarf as asymbol of his self-image, the back-pack as a symbol of his guilt). Ask students (individuallyand/or in small groups) written and oral questions on the protagonist’s self-image (e.g., Whyis Larry a role-model for Francis in his past? How could Larry’s personality have beendifferent if his parents had not died? Do you consider Larry shy and why? Did Larry sufferfrom a lack of self-esteem before going to war and why? How does Larry’s appearance affecthis personality? Why does Francis blame himself for not defending Nicole? Why doesFrancis blame Larry for his injury?). Discuss students’ answers in an informal debate,emphasizing the need to justify positions with specific examples and references. (FE) Assessone of the students’ responses summatively as a short opinion text. (SE)

- Examine with students three or more print images of heroes (e.g., a firefighter, a doctor,Terry Fox, Michael Jordan, Wayne Gretzky, Mother Theresa, Princess Diana). Ask studentsto compare and contrast these images (e.g., from the fields of entertainment, sports,community services, and/or politics) with the characteristics of the hero as defined in class.Discuss related concepts such as the similar/different images of men and women, the impliedvalues, role models, perceptions of beauty, the role of money. (FE)

- Ask students (in groups of three or four) to assess the media’s portrayal of the hero by findingthree - five video (from television shows, cartoons, news reports, commercials and/ormovies) or print (e.g., from newspapers, posters, ads, comic strips, magazines) images ofheroes to support their thesis or position in response to the following question: Are mediaimages of heroes realistic? (FE) (T)

- Provide class time and necessary resources for students to search print and media texts, tobrainstorm their position, and to prepare and present their montage/collage along with awritten explanation of 20-25 lines.

- Allow students to debate informally the views presented by the various groups.

Grammar and Usage, Spelling and Punctuation- Emphasize the use of persuasive techniques to convey ideas convincingly in an opinion text

and in a prepared oral presentation: revise diction, vary sentence structure, avoid needlessrepetition, use transition devices, incorporate examples.


- Assess students’ ability to interpret theme and character in a novel, to assess media images,and to apply writing and speaking skills to defend a position, according to the following fourcategories from the Achievement Chart for Grade 11 English:

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- Knowledge/Understanding- Demonstrate understanding and knowledge of the elements of fiction in a novel.- Demonstrate understanding of the connection between plot, character and theme.- Demonstrate understanding of symbols used by the author to convey theme and

character.- Thinking/Inquiry

- Assess media images.- Justify opinions with specific references and relevant details.

- Communication- Communicate information and ideas clearly to justify an opinion.- Communicate with a sense of persuasion.- Communicate to convey ideas and information in both written and oral forms.

- Application- Use correct spelling, grammar and usage, with attention to diction and sentence

structure.- Use various reading strategies to find, select, interpret and record key passages and

events in a novel.- Use oral communication skills to present opinions with the use of a visual in print or

electronic form.- Use technology to explore media images and to produce a visual aid for an oral

presentation.- Make connections between the novel, their own experiences, and the impact of the

media in their daily lives.

Extension

- Ask students to write a character sketch of one of the main characters of the novel.- Present a movie (e.g., Mask, Forrest Gump, The Man without a Face, The Lion King) that

deals with images and heroism; ask students to compare and contrast the characters andthemes of the movie with those of the novel.

- Organize a formal debate on media images, reviewing with students the accepted procedure. - Provide students with examples of heroes (e.g., Harry Potter, Snow White) in children’s

literature (e.g., fairy tales, cartoon characters, movies, stories, television shows); ask studentsquestions that lead them to identify the implied messages and values.


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THE MEssage: Understanding Theme


In this activity, students explore themes and issues in the novel and relate them to songs andpoems. They convey their opinions on the issues under study in written and oral responses.Students demonstrate their oral communication skills, their knowledge of media techniques andtheir understanding of themes by dramatizing a turning point in the novel in a group production.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1 - 2

Specific Expectations: EAE3E-L-For.5 - 6 EAE3E-L-Str.1 - 10 EAE3E-L-Inv.7 - 8 - 9 EAE3E-L-Crit.2 EAE3E-W-For.1 - 3 - 4 EAE3E-W-Wri.1 - 2 - 7 EAE3E-W-Gram.1 - 6 EAE3E-W-Crit.1 - 3 - 4 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 - 4 - 5 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.1 - 2 EAE3E-M-For.1 - 2 - 4 - 5 EAE3E-M-Inv.1 - 2 EAE3E-M-Crit.4

Planning Notes

- Select songs relating to the themes of heroism, war and self-esteem, with attention tocopyright laws, and reserve audio equipment.

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- Obtain various anthologies (possibly from the school’s resource centre) that include poemson themes relating to the novel.

- Set aside time for students to plan, rehearse and present their media productions, providingthe necessary equipment.

- Prepare a checklist for peer assessment of media productions.- Prepare an evaluation grid for assessment of opinion text and dramatization.


Introduction

- Have students listen to songs (as they read the lyrics) that relate to the themes of war (e.g.,“War, What is it Good For” by Bruce Springsteen; “Nautical Disaster” by The TragicallyHip; “Give Peace a Chance” by John Lennon), heroism (“Wind Beneath my Wings” by BetteMidler; “Heroes” by Mariah Carey) and self-esteem (“Unpretty” by TLC) explored inActivity 4.3; ask students to explain the thematic messages of the songs. (DE)

Exploration

- List other themes of the novel (e.g., unrequited love, alienation, revenge, forgiveness,violence, appearance and reality, guilt, responsibility, choices, good and evil, cruelty,escape); ask students (individually or in pairs) to identify the events in the novel that relate toeach theme and to compare and contrast their findings informally with their peers’. (FE)

- Provide students (in groups of three or four) with various anthologies; ask them to select atheme and to find and interpret three or four poems relating to that theme. Students determinewhich poem is most effective, in their opinion. Students read and explain their selectedpoems and preferences to other groups using the jigsaw method of collaborative learning.(FE)

- Lead an informal debate on the underlying issues in the novel by using the followingquestions as prompts: According to (a) the author and (b) you...- Should Francis carry out his plans for revenge?- Should Francis blame himself for not defending Nicole?- Should Francis pursue his love for Nicole?- Should Francis hold Larry responsible for his injuries?- Is Francis able to forgive Larry?- Is Francis able to leave the past behind him?- Is violence a valid solution?- Does one crime erase all the good a person has done? (FE)

- Explain quotations and symbols related to the above themes and issues (e.g., the WreckCenter, the gun).

- Make connections between the choices made by Francis and the decision-making processexplained in Activity 2.2; ask students to conclude the debate by responding to one of theabove questions in an opinion text with the use of supporting evidence. (SE)

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- Ask students (in groups of two or three depending on selected passage) to select anddramatize (live or in video format) a key event or turning point in the novel, in a three-minutepresentation. Students are also expected to incorporate some media techniques and/or audio-visual effects (e.g., lighting, sound effects, music, costumes) and to close their presentationby explaining how their scene is important in terms of the novel’s plot, characters and/orthemes. (SE) (T)

- Provide class time for students to read their selected passage, to rehearse their presentation(adding dialogue if necessary), and present their scene to their peers.

- Have students assess each group’s oral communication skills and use of media techniques.(FE)

Grammar and Usage, Spelling and Punctuation- Emphasize the consistent use of verbs and pronouns in their opinion text and their oral

presentation, with attention to subject-verb agreement.


- Assess students’ ability to understand and interpret the themes of the novel by writing a one-paragraph opinion text and by applying their knowledge of media conventions and theirspeaking skills to dramatize a key passage, according to the following four categories fromthe Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate understanding and knowledge of the elements of fiction in a novel.- Demonstrate understanding of the connection between theme, character and plot in

this novel.- Demonstrate understanding of the symbols used by the author to convey theme and of

the effect of various media techniques.- Thinking/Inquiry

- Defend their point of view about themes and issues developed in the novel.- Demonstrate creativity in the collaborative dramatization of a turning point in the

novel.- Select appropriate media techniques for their media production.- Explain the significance of a key passage in the novel.

- Communication- Communicate information and ideas clearly in a paragraph and in a media production.- Communicate with a sense of what is appropriate and relevant for an audience of

peers.- Application

- Use correct spelling, grammar and usage with attention to diction.- Use various reading strategies to find, select, record and interpret a key passage in the

novel.- Use oral communication skills and media techniques to dramatize a turning point in

the novel and to explain its significance.- Use technology to achieve a specific effect in a collaborative media production.- Make connections between English and their own views and the issues presented in

the novel.

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Extension

- Have students illustrate a passage in the novel or in one of the literary texts in this activity ina comic strip of at least eight - ten frames in which the dialogue conveys a specific theme.

- Have students find and present songs of their choice and explain to the class how the songsrelate to the themes of the novel.

- Invite a guest speaker from the Red Cross, Amnesty International and/or Canada’s peace-keeping forces to further students’ exploration of the themes of war and peace.


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Read All About It: Newspaper Production


In this activity, students examine newspaper texts and apply their writing skills and theirknowledge of journalistic conventions to produce a class newspaper on the novel. Groups ofstudents prepare a page of the newspaper including visuals, articles, stories, opinion texts andother features. They base their texts on previous exploration activities and writing tasks in thisunit.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 4 - 5 EAE3E-O-OE.1 - 2 - 4 EAE3E-M-OE.1 - 2 - 3

Specific Expectations: EAE3E-L-For.1 - 3 - 4 - 5 - 6 EAE3E-L-Str.1 - 2 - 4 - 5 - 6 EAE3E-L-Inv.1 - 9 EAE3E-L-Crit.2 - 5 EAE3E-W-For.2 - 3 - 4 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 2 - 3 - 5 - 6 - 7 - 9 EAE3E-W-Res.7 EAE3E-W-Crit.1 - 2 - 4 - 5 EAE3E-O-List.1 EAE3E-O-Prod.5 EAE3E-O-Voc.3 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-M-For.1 - 2 - 4 - 5 EAE3E-M-Inv.1 - 2 - 3 - 4 EAE3E-M-Crit.1 - 2 - 4

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Planning Notes

- Select (and/or have students select) news stories, articles and columns on current issues, onthemes related to the novel, and on topics of interest to students from pedagogical resources,local newspapers, Web sites and magazines.

- Obtain copies of the local newspaper (and ask students to bring some from home).- Select specialized software programs for students so that they can edit and format their texts

according to journalistic conventions, and give students access to computers during classtime.

- Arrange for the students’ newspaper to be photocopied.- Prepare a checklist for self-assessment of group skills and writing skills.- Prepare an evaluation grid for assessment of students’ writing skills and group skills in the

production of the class newspaper.


Introduction

- Survey students’ reading habits and interests informally or have them complete a shortquestionnaire on their knowledge and use of the newspaper. (DE)

- Read with students at least two articles on themes or topics relating to the novel; review the5W’s and other features of the news articles.

- Provide students with a copy of the local newspaper; ask them to read at least one article oftheir choice and to share their news item informally with the class. (FE)

Exploration

- Ask students (individually or in pairs) to find five items in the newspaper that are notconsidered news and to note their form and content; review students’ findings, leading themto identify the differences in purpose, style and audience. (FE)

- Have students (in pairs) compare and contrast two articles on the same topic, noting featuressuch as tone, objectivity, word choice, biases, selection of details, order of information;discuss students’ findings and the possible reasons for the differences. (FE)

- Have students look at various models of both French and English newspapers to get an ideaof techniques used in writing and layout of newspaper. (AC)

- Give instructions for the production of a class newspaper based on the exploration activitiesand writing tasks on the novel. It is suggested that assessment focus on the final product, onindividual work, and on group skills. (SE)

- Suggested topics - Students use journal responses, notes from oral presentations, summariesof chapters, movie review and opinion texts to produce journalistic texts on themes, topics,and issues relating to the novel such as:- an advice column on unrequited love or low self-esteem- a report on peacekeepeers’ efforts

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- an opinion text explaining the reasons why the novel would or would not make a goodmovie

- an opinion text on the pros and cons of cosmetic surgery- an article on the causes of war - an article on a Canadian hero- an editorial on media images- a review of a current war movie- a report on Canada’s contribution during the two world wars- an article on a local hero- a critique of the novel

Suggested steps:- Students form teams of three or four and assume different roles (e.g., editor, proofreader,

note-taker, lay-out, computer programmer).- Students divide tasks among themselves and individually write drafts of items to be

included in their page:Compulsory items: 2 - 3 articles/news stories

1 - 2 editorials/opinion texts1 ad1 visual with a caption

Three or more optional items: 1 advice column1 visual1 cartoon1 ad1 word game

- Students collaboratively apply steps of a writing process by reading each other’s items,making suggestions, and identifying errors in spelling, grammar or usage.

- Students conference with the teacher, identifying specific problems and asking relevantquestions.

- Students assume different roles to finalize their drafts and to produce a finished productwith the use of electronic resources. (T)

- Have the class select the page that they think would be most appropriate as the first page;students collaboratively re-format this page as the front page, print the newspaper, anddistribute it.

- Have students refer to prior knowledge acquired in Français to write articles and to preparetheir newspaper. (AC)

- Provide students with a checklist for self-assessment of their writing skills and group skills.(FE)

- Review the above process and final product with students, noting areas of success and areasneeding improvement; identify with students the roles and skills the above process which aretransferable to the workplace (e.g., team work, listening skills, problem-solving, wordprocessing, time management, writing skills).

- Brainstorm with students the various jobs available in the field of journalism, as well as jobsrequiring communication skills in French and English in the field of journalism. (CP) (FE)(AC)

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Grammar and Usage, Spelling and Punctuation- Emphasize proper journalistic style, tone and terminology according to the purpose and

audience of the specific news items or features.- Emphasize the avoidance of sentence and spelling errors as well as typographical errors.- Ask students to find errors in spelling, grammar and usage in newspapers provided in class;

discuss the limitations of spellcheck programs; provide examples of Canadian versusAmerican spelling (e.g., honour/honor). (FE)

- Emphasize accuracy and the avoidance of redundancy; review sentence-combiningtechniques.


- Assess students’ ability to understand newspaper texts and to apply writing and group skillsin the production of a class newspaper based on the novel under study, according to thefollowing four categories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate understanding and knowledge of the elements of a newspaper.- Demonstrate understanding of the connection between form, purpose and audience.- Demonstrate understanding of journalistic style and conventions.

- Thinking/Inquiry- Assess their own and others’ written texts.- Demonstrate creativity in the production of news articles, stories and features.

- Communication- Communicate information and ideas clearly in journalistic texts.- Communicate with a sense of journalistic tone, style and diction.- Demonstrate command of newspaper forms and conventions.

- Application- Use correct spelling, grammar and usage, with attention to diction and sentence

structure.- Use oral communication skills to work in groups, listening to and making

suggestions.- Use steps of a writing process to draft and revise their texts both individually and

collaboratively.- Make connections between the novel and their own experiences or opinions, and

current events or issues.

Extension

- Invite a guest speaker who works in the field of journalism.- Have students produce ads to promote their newspaper in the school.- Have students print articles on Web sites.- Have students produce audio and/or video news reports of their articles.- Have students approach local companies for donations to cover costs of publication; in

return, students produce and/or print ads for these companies in the class newspaper anddistribute the paper in the school.

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UNIT 5 (EAE3E)

Planning Ahead: Create and Design


In this unit, students focus on personal and professional aspirations and make predictions aboutthe future. Students produce a poster on health and safety in the workplace and develop timemanagement skills; they also produce an instructional pamphlet on maintaining a balancedlifestyle. In pairs, they assume the role of an entrepreneur and produce various forms of businesscorrespondence to be compiled and printed in the form of a business portfolio.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 4 - 5 EAE3E-O-OE.1 - 2 - 3 - 4 - 5 EAE3E-M-OE.1 - 2 -3

Specific Expectations: EAE3E-L-For.1 - 4 - 5 - 7 EAE3E-L-Str.1 - 2 - 3 - 4 - 5 - 6 - 9 - 10 - 11 EAE3E-L-Inv.1 - 2 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-L-Crit.1 - 2 - 3 - 4 EAE3E-W-For.1 - 2 - 7 - 8 - 9 - 10 - 11 - 12 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 EAE3E-W-Res.1 -6 - 7 EAE3E-W-Crit.1 - 2 - 4 - 5 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 - 2 - 4 EAE3E-O-Voc.1 - 2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.1 - 2 - 3 EAE3E-M-For.1 - 3 EAE3E-M-Inv.1 - 2 - 4 - 5 EAE3E-M-Crit.1- 2 - 4

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Activity Titles Time:

Activity 5.1: Be Careful: Health and Safety in the Workplace 240 minutesActivity 5.2: The Young and the Stress-less: Lifestyle Issues 240 minutesActivity 5.3: What the Future May Hold: Change in the Workplace 240 minutesActivity 5.4: Starting up a Business: The Entrepreneur 240 minutesActivity 5.5: Writing it Right: The Business Portfolio 180 minutes






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


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Be Careful: Health and Safety in the Workplace


In this activity, students apply listening and reading skills to explore regulations, instructions andtexts on health and safety in the workplace. They demonstrate their awareness of health andsafety issues by producing a poster targeting young adults in the workplace.


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

Overall Expectations: EAE3E-L-OE.1 - 3 - 4 EAE3E-O-OE.1 - 2 - 4 - 5 EAE3E-M-OE.1 - 3

Specific Expectations: EAE3E-L-For.4 EAE3E-L-Str.1 - 2 - 4 - 5 - 6 - 9 - 10 - 11 EAE3E-L-Inv.1 - 2 - 5 - 6 -10 EAE3E-L-Crit.2 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 EAE3E-O-Voc.1 - 2 EAE3E-O-GrSk.1 - 4 EAE3E-O-Crit.1 - 3 EAE3E-M-For.1 - 3 EAE3E-M-Inv.1 - 2 - 4 EAE3E-M-Crit.4

Planning Notes

- Invite a guest speaker from the school’s co-op program or a government agency to speak tostudents about health and safety in the workplace.

- Find instructions, regulations, and texts from pedagogical resources and/or local businesseson health and safety in the workplace.

- Find examples of print or media ads that promote health and safety in the workplace (e.g., intrade magazines, on the radio, from the Safety Council)

- Obtain necessary material for the production of a poster.- Prepare grids for peer and summative assessment of the poster.

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Introduction

- Ask students to describe a situation at work when an accident occurred and/or when they feltthat their own (or someone else’s) health and/or safety was in jeopardy. (DE) (CP)

- Brainstorm with students jobs or fields of work (e.g., firefighter, police officer, securityguard, electrician, construction worker) that can be considered high-risk.(DE) (CP)

Exploration

- Invite a guest speaker (or parent) to talk to students on health and safety in the workplace.(CP)

- Read with students at least one informational text (e.g., Survival Skills in the World of Workby Fred Pyrczak, p. 27-31; Unit 9: “Risk Factors” in Bridges by Zeien and Anderson, p. 81-94) on health and safety; ask students questions to verify comprehension of main andsecondary ideas and of specialized vocabulary. (FE) (CP)

- Read with students a set of instructions found on a household product (e.g., a bottle of Javex,a can or bottle of insect repellent), emphasizing the meaning of various words, symbols andcolours; lead students to identify the risks involved in common circumstances and jobsconsidered low-risk (e.g., restaurant work, computer work). (FE) (CP)

- Have students (in groups of three or four) highlight and paraphrase the main and secondaryideas in at least two different informational texts (e.g., instructions, business policies,regulations) on health and safety. Students practice reading the texts out loud to each other.Students define specialized terms in the texts with the help of print and electronic resources.The groups share their findings informally with the other groups using the jigsaw method ofcollaborative learning. (FE) (CP)

- Have students listen to instructions (on audiotape or read by the teacher) on work safety in aparticular field of work (e.g., auto mechanic, counsellor at a day camp, school bus driver);ask students questions that require short answers, to practise listening skills. (FE) (CP)

- Review information in above texts informally emphasizing the importance of reading andlistening skills in the workplace.

- Assess students’ reading skills through an objective test requiring that students read andanswer questions on an informational text selected by the teacher. (SE) (CP)

- Examine with students the print and media ads that promote health and safety in theworkplace; ask them to note the features (e.g., word choice, sound effects, setting, colour)that are determined by form, purpose and audience. (FE)

- Assign to students (in pairs) the production of a poster targeting young adults and promotinghealth and safety in a particular field of work. Poster should include:- an attention-getting heading on health safety- an illustration or symbol- two -three prevention tips. (SE) (CP)

- Provide time in class for students to work in pairs. Suggested steps for students to follow:- Select a field of work.- Brainstorm messages and prevention tips to be presented.

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- Determine the main point or message of the poster.- Brainstorm headings for the poster.- Produce various sketches or computer images that relate to the chosen message.- Select the heading, illustration and prevention tips that will be included in the poster and

make a draft of the poster.- Proofread draft of poster and adjust visual components (e.g., spacing, size of font,

contrast in colours) to ensure clarity, visual appeal, neatness, and impact. (OD)- Have students present their poster informally to the class. Students assess their peers’ posters

according to the above criteria; students display their posters in the classroom. (FE)

Grammar and Usage, Spelling and Punctuation- Emphasize the correct spelling and use of specialized vocabulary relating to health and safety

issues (e.g., combustible, corrosive).- Ask students to refer to print and electronic resources to define specialized terms.- Emphasize the use of textual and visual cues (e.g., colours, symbols) for the understanding of

specialized terms in informational and media texts.


- Assess students’ ability to understand informational texts and specialized vocabulary and todemonstrate their awareness of health and safety issues by producing a poster, according tothe following four categories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of the conventions of the poster.- Demonstrate understanding of information and ideas relating to health and safety

issues.- Thinking/Inquiry

- Assess informational texts in terms of audience, purpose and form.- Identify and explain main and secondary ideas in informational texts.

- Communication- Communicate clearly to summarize ideas and information. - Communicate effectively with the use of appropriate diction and specialized

vocabulary.- Convey a clear message in the form of a poster.

- Application- Use required language conventions when speaking for academic purposes.- Apply media conventions in the production of a poster.- Apply various reading strategies to locate information in texts and to interpret ideas.- Make connections between English, their own experiences, and the expectations of

the workplace.

Extension

- Present a video documentary on health and safety (usually available at a government office).- Have students research and report on related fields such as ergonomics, recreational and

physical therapy, air quality control.

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- Have students present their posters to other classes, talking briefly about the importance ofhealth and safety issues.

- Prepare an audio or video ad promoting health and safety in a workplace known to students.


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The Young and the Stress-less: Lifestyle Issues


In this activity, students interpret literary and informational texts in order to develop strategies toreduce stress, manage time, and maintain a balanced lifestyle. Students examine their own habitsthrough a chart and a survey, and explore the connection between the media and lifestyles.Students produce an instructional pamphlet on maintaining a balanced lifestyle.


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

Overall Expectations: EAE3E-L-OE.1 -2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 5 EAE3E-M-OE.1 - 2 - 3

Specific Expectations: EAE3E-L-For.5 EAE3E-L-Str.1 - 3 EAE3E-L-Inv.1 - 5 - 7 - 8 - 9 EAE3E-L-Crit.1 - 2 EAE3E-W-For.1 - 2 - 11 - 12 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 3 - 8 - 9 EAE3E-W-Crit.1 - 4 EAE3E-M-For.1 EAE3E-M-Inv.1 - 4 - 5 EAE3E-M-Crit.1 - 2

Planning Notes

- Select informational and literary texts that deal with lifestyle issues, stress and timemanagement.

- Find examples of print or media ads that promote and/or portray balanced as well asunbalanced lifestyles.

- Design charts for students to analyse lifestyle issues in everyday situations and to track theirown time management over a period of a week.

- Obtain flip-chart paper.- Find or prepare a survey and/or questionnaire on stress management.

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- Set aside time for students to apply steps of a writing process and to access specializedsoftware for the production of their pamphlet.

- Prepare an evaluation grid for the assessment of the pamphlet.


Introduction

- Present print and/or media texts to students, asking them to identify those that portraybalanced and or unbalanced lifestyles (e.g., images of overworked people, of peopledependent on cell phones, of reckless drivers, of parent-teenager conflict, of polite andhelpful salesclerks, of family harmony). (DE)

- Brainstorm with students the elements of a balanced lifestyle versus an unbalanced lifestyle,leading students to reflect on the causes (e.g., lack of sleep, eating habits, technology,dependency on cars, consumerism, overworking) of both.(DE)

Exploration

- Read with students at least one article (e.g., “Why TV is Killing the Idea of Childhood” byNeil Posetman in Your Voice and Mine 4, p. 225-228; “The Lost Generation” by JaniceTurner in Your Voice and Mine 4, p. 347-349) on lifestyle issues; ask students to explain theintended messages of the text and to paraphrase key passsages. (FE)

- Have students complete a survey and a questionnaire (e.g., Unit 3: “Lifestyles” in Bridges byZeien and Anderson, p. 17-23) on their own lifestyles or on one specific issue (e.g., timemanagement, stress management); ask students to review their definition of balanced andunbalanced lifestyles on the basis of their answers.

- Ask students (in pairs or groups of three) to fill out a chart (on flip chart paper) on the short-and long-term consequences of certain lifestyle choices in specific everyday situations.(FE)Suggested headings for chart:- situation- short-term advantages- long-term advantages- short-term disadvantages- long-term disadvantagesSuggested situations:- Leisure: Jeremy spends four hours a night surfing the Internet.- Work: Sixteen-year-old Sally is a high school high student who has a part-time job in

which she works 25 hours a week.- Friends: Sixteen-year old Bob likes to go out with his friends during the week, not just

during the weekend; he has no curfew.- Health: Mary decides to skip lunch to lose weight.- School: Tom agrees to babysit the night before an exam.- Friends: Sue has access to a car and always gives rides home to her friends after school.

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- Time Bill has three assignments due the same day and has two days to do them.- Stress: Every time there’s a test, Judy draws a blank on at least two questions.

- Have students explain their charts in a short informal presentation, comparing andcontrasting various responses. (FE)

- Ask students to suggest solutions for the above situations, with attention to the situationsinvolving time management.

- Read with students an informational text or pamphlet on effective time management, askingthem to explain those strategies that work best for them. (FE)

- Provide students with a blank schedule (e.g., from their school agenda); ask them to fill outthe schedule (if possible, in hours) daily for a week (e.g., the amount of time at the computer,on entertainment, on sports, on transportation, on sleep, on school work, at a part-time job,with family, with friends). (FE)

- Ask students to review their schedule and to draw conclusions in a journal responseexplaining the reasons why they think their lifestyle is or is not balanced. (FE)

- Have students read at least two short stories (e.g., “What Can Dreams Do” by VictoriaFriesen in Cycle 4, p. 50-55) relating to lifestyle issues; ask questions on the strategies usedby the characters to deal with the issues. Students give their opinion of the stories in responseto the following prompts: Which story do they prefer and why? Are the characters’ strategiesand choices valid? (FE)

- Ask students to explain why the situations in the above stories and/or in the initial chartcould be considered stressful by many people (though not by others). Ask students to definestress and to share in an oral or written response their strategies for handling stress. (FE)

- Assign an instructional pamphlet to students to be formatted and printed with the use ofspecialized computer programs. Pamphlet should consist of eight-ten tips and at least twovisuals, including other conventions of thepamphlet (e.g., heading, numbers, cover page,referral number and address). Students determine their audience and select one of thefollowing topics:- How to manage time- How to handle stress- How to balance work, family and friends. (SE) (T) (CP)

- Allow time for students to brainstorm and draft their text, to revise text in consultation withthe teacher and peers, and to format and print the final product.

Grammar and Usage, Spelling and Punctuation- Emphasize the use of gender-neutral language with attention to the avoidance of slang and

the correct use of pronouns and verbs in the production of the pamphlet.- Emphasize conventions that are particular to the pamphlet, allowing students to present their

information in point form: capitalization, punctuation, parallel structure.- Emphasize autonomy in the application of the writing process, providing students with print

and electronic resources so that they can proofread their text.


- Assess students’ writing skills and ability to apply steps of a writing process in theproduction of an instructional pamphlet on maintaining a balanced lifestyle, according to thefollowing four categories from the Achievement Chart for Grade 11 English:

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- Knowledge/Understanding- Demonstrate knowledge and understanding of conventions of the instructional

pamphlet.- Demonstrate understanding of various lifestyle issues.- Demonstrate ability to vary content and style for effect.

- Thinking/Inquiry- Demonstrate creativity and judgement in the selection of original and relevant details

and design features.- Assess their own text in terms of form, purpose and audience.

- Communication- Communicate clearly to present ideas and information on an issue. - Communicate effectively in an academic context with the use of gender-neutral

language.- Communicate information clearly in a well-formatted pamphlet.

- Application- Use required language conventions with attention to spelling, punctuation,

capitalization and parallel structure.- Apply the conventions of the pamphlet, using electronical resources and specialized

software to format and print their text.- Apply steps of a writing process both individually and collaboratively.- Make connections between English, their own experiences, and lifestyle issues.

Extension

- Have students (in groups of three or four) role-play a well-known talk show in which theyassume different roles (e.g., host, expert, guest) to discuss a lifestyle issue.

- Assign a letter of advice to students in which they write to a character in one of the abovestories.

- Ask students to read different advice columns and to explain in written or oral form (a) whatthe problem is and (b) the reasons why they agree or disagree with the advice given.


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What the Future May Hold: Change in the Workplace


In this activity, students interpret informational and literary texts that focus on personal andprofessional aspirations and possibilities for the future. They watch a science fiction video andexamine trends in the workplace. Students make predictions about the future in a journalresponse, a poem, a panel discussion and a narrative.



Overall Expectations: EAE3E-L-OE.1 - 2 - 3 - 4 - 5 EAE3E-W-OE.1 - 2 - 3 - 4 - 5 EAE3E-O-OE.1 - 2 - 3 - 5 EAE3E-M-OE.2 - 3

Specific Expectations: EAE3E-L-For. 5 - 7 EAE3E-L-Str.1 - 2 EAE3E-L-Inv.1 - 2 - 9 EAE3E-L-Crit.2 - 3 EAE3E-W-For.1 - 2 - 8 - 9 - 10 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 7 - 8 - 9 EAE3E-W-Gram.1 - 4 - 5 - 9 EAE3E-W-Crit.1 - 2 - 4 EAE3E-O-List.1 - 2 EAE3E-O-Prod.1 - 4 EAE3E-O-Voc.1 EAE3E-O-GrSk.4 EAE3E-O-Crit.1 - 2 EAE3E-M-Inv.1 - 2 - 5 EAE3E-M-Crit.1

Planning Notes

- Find a science fiction video or excerpt from a movie or television show, with attention tocopyright laws, and reserve audio-visual equipment.

- Select articles on trends in the workplace and on strategies for coping with change.

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- Select poems, short stories and articles that develop futuristic themes.- Prepare instructions and topics for poem, narrative text and panel discussion.- Set aside time for consultation during the writing process.- Prepare a checklist for peer assessment of oral communication skills and persuasiveness of

participants during panel discussion.- Prepare an evaluation grid for assessment of poem and narrative.


Introduction

- Present a science fiction movie or excerpt, asking students to note aspects of the video thatthey consider plausible or realistic. (DE)

- Ask students to identify changes in their daily lives brought on by new technology (e.g.,Interac payments, DVD) as well as other changes (e.g., cloning, genetically engineered food,laser eye surgery) in the world during their lifetime. (T)

Exploration

- Present examples of jobs that have become obsolete in the last century (e.g., milkman,blacksmith, lamplighter, nail maker); ask students to identify jobs that may become obsoletein the future (e.g., bank teller, cashier, teacher, librarian). (CP)

- Read with students two articles on trends and changes in the workplace, asking them whetherthese changes are positive or not and where these changes will lead; have students identifythe fastest growing sectors of work based on their readings. (FE) (CP)

- Ask students to predict (as a class or in small groups) how the workplace will change;suggest sub-topics such as trends and changes in office equipment, in personnel, in salaries(e.g., Will we become a cashless society?), in the kinds of jobs (e.g., Will prolonged lifeexpectancy open up new fields of work?), in the role of computers (e.g., Will computers beimmunized against viruses?), in the working environment, in work location (e.g., Will morepeople work from home?), in transportation, in telecommunications (e.g., Will the computerreplace television as we know it today?). (FE) (CP) (T)

- Have students discuss language requirements in the workplace of the future (eg., Will therebe only one universal language? Will the French language be able to compete with otherlanguages in a world economy? Will students need to learn more than two languages to beable to access jobs or markets around the world?). (AC)

- Read and discuss two poems (e.g., “Flight One” by Gwendolyn McEwen in Cycle 4, p. 302-303; the “Technically Speaking” and “Looking Out” units in Prism of Poetry, p. 225-240)that deal with futuristic themes and/or settings; have students read and interpret two poemson the future in pairs or small groups; ask students to explain which poem they preferred.(FE)

- Have students project themselves into the future by responding in their journal to one or moreof the following prompts: Where will you live? Who will be important to you? Will youattain your goals? Will you be happy? How will you earn a living? Which three wishes will

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come true for you? How will you contribute to society? Would you like to know your futureand why? (FE)

- Assign to students an “I Am...” poem set in 25 years’ time; students use the above journalresponse as a brainstorming and complete at least 10 of the following sentences as if theywere 25 years older: - I see...- I love...- I fear...- I regret...- I am proud of...- I feel...- I wish...- I look...- I need...- I like...- I hate...- I have...- I know... (FE) or (SE)

- Have students share their poems by reading them to the class and/or by posting them in theclassroom.

- Have students read two short stories with futuristic themes or issues (e.g., Unit 6: “FutureWorlds” in Cycle 4; “The Flying Machine” by Ray Bradbury in Prose/Short Forms, p. 66-70); ask students oral and written questions to verify comprehension of the authors’ intendedmessages and of devices such as figures of speech, irony, and narrative point of view. (FE)

- Organize a panel discussion in which groups of four or five students make predictions aboutthe future and justify their points of view. Groups prepare their responses to four or fivequestions, and group members take turns sitting on the panel as spokespersons for theirgroup. Suggested topics:- Will life expectancy be doubled?- Will a cure be found for cancer (or AIDS)?- Will we live in a lawless society?- Will we holiday in space?- Will overpopulation cause a food shortage?- Will marriage become obsolete?- Will computers run our lives?- Will cars run on fuel?- Will we wear masks to protect ourselves from air pollutants? (FE)

- Have students determine which of the groups has the most convincing presentation for eachquestion, with the use of a prepared checklist. (FE)

- Discuss students’ predictions, leading them to reflect on the consequences of theirpredictions in the workplace (e.g., holidays in space and the travel industry; the auto repairindustry and electric cars).

- Assign a one-page narrative (Possible title: “Dream a Little”) to students in which they givean account of their first day at their ideal job (in the near or far future). Students brainstormthe characteristics of their ideal job including details such as working conditions, work

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environment, type of work, responsibilities; students conference with the teacher and peersduring the revision of their draft. (FE) (CP)

Grammar and Usage, Spelling and Punctuation- Emphasize the use of transition devices to sequence ideas and to combine sentences.- Review poetic conventions with attention to capitalization and punctuation.- Emphasize the use of pronouns and verb tense since the narrative is set in the future and is

written from the first person point of view.- Conference with students during the revision of the poem and the narrative, focusing on the

use of descriptive vocabulary for variety, accuracy and impact.


- Assess students’ ability to respond creatively to texts and to make predictions in a poem anda short narrative set in the future, according to the following four categories from theAchievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of poetic and narrative forms.- Explore trends in the workplace.- Use point of view and descriptive vocabulary effectively in poetic and narrative texts.

- Thinking/Inquiry- Assess their own and others’ creative responses.- Make predictions and draw conclusions in creative responses.

- Communication- Communicate ideas clearly in creative responses on future trends. - Communicate effectively according to a chosen form and purpose.- Demonstrate command of poetic and narrative forms of text.

- Application- Use the required language conventions with attention to spelling, capitalization,

punctuation, and pronoun and verb consistency; use transitional devices to combinesentences and to indicate the sequence of events.

- Apply steps of a writing process to revise creative responses in consultation with yourteacher and peers.

- Make connections between a knowledge of English, trends in the workplace, andtheir personal and professional aspirations.

Extension

- have students prepare and present orally (to the class or to small groups) a time-capsule ofthemselves for them to open in 25 years, including items that reflect who they are today aswell as their future goals (e.g., their “i am” poem, a current photograph, a baby photo, theirnarrative text, their favourite movie and/or song, an award certificate, an object ofsentimental value, an object reflecting a hobby or interest).

- read with students pamphlets on strategies for coping with change in the workplace and intheir personal lives.

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

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Starting up a Business: The Entrepreneur


In this activity, students examine the aptitudes, strategies and resources required to be anentrepreneur by reading various informational texts and preparing a short report on a successfulentrepreneur. In pairs, students electronically produce a logo, a business card, a letterhead and amemo for a new business in a field of their choice, in preparation for Activity 5.5.



Overall Expectations: EAE3E-L-OE.1 - 3 - 4 EAE3E-W-OE.1 - 2 - 3 EAE3E-O-OE.1 - 2 - 3 - 4

Specific Expectations: EAE3E-L-For.1 - 4 EAE3E-L-Str.1 - 2 - 3 - 6 EAE3E-L-Inv.1 - 2 - 4 - 6 - 10 EAE3E-L-Crit.4 EAE3E-W-For.2 - 7 - 11 - 12 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 3 - 9 EAE3E-W-Res.1 - 6 EAE3E-W-Crit.1 - 2 - 5 EAE3E-O-List.1 EAE3E-O-Prod.1 - 2 - 4 EAE3E-O-Voc.1 - 2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5 EAE3E-O-Crit.3

Planning Notes

- Invite at least one local entrepreneur (perhaps a parent) to speak to students.- Find informational texts on self-employment and entrepreneurship, contacting employment

agencies and government offices.

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- Find examples of logos, business cards, letterhead and memos in pedagogical resources, inthe community, and on the Internet.

- Set aside time for students to work in groups and to make use of electronic resources andspecialized programs.

- Prepare an evaluation grid for assessment of students’ report on an entrepreneur.


Introduction

- List with students examples of local business people (e.g., restaurateur) who are self-employed and who run their own business. (DE)

- Brainstorm with students the names of businesses where knowledge of French, English, andpossibly other languages is required. (AC)

- Invite at least one local business person, perhaps a parent, to speak to students about thechallenges of starting up and running a business and about the pros and cons of self-employment. (CP)

Exploration

- Read with students two or more informational texts (e.g., “Going it Alone” by Joe Chidley inBrass Ring 2, p.76-68) and pamphlets on self-employment (e.g., application for grants,procedure for registering a business); define with students the concept of entrepreneurship;ask students to identify the resources and strategies needed to start up a business, asexplained in the texts and in the guest speaker’s presentation.

- Have students review their career inventory and various surveys done in class. Studentsreflect in their journal on the reasons why they think they would or would not choose to beentrepreneurs. (FE) (CP)

- Brainstorm with students the names of local success stories, of famous entrepreneurs, and/orself-made millionaires, adding to the list if necessary (e.g., Conrad Black, Robert Campeau,Bill Gates, the Reichman brothers, the McCain family, William R. Hearst, Howard Hughes).

- Ask students (in groups of three) to search print and electronic resources and to prepare areport on the accomplishments and characteristics of one of the above entrepreneurs,selecting and noting relevant details only. Students use their notes to present their findings ina two to three minute oral presentation. (FE)

- Review the above presentations with students, asking them how communication skills (mayhave) contributed to the success of these entrepreneurs. Lead students to reflect on their owncommunication skills and to identify in an oral or written response those skills that can helpthem reach their career goals. (CP)

- Ask students (in pairs) to assume that they have decided to start up a business with a partnerupon completing high school. Ask students to determine what kind of business this will be,where it will be located, and what name it will have. Assign the production of anelectronically produced logo, business card, letter head and memo for this new business.(CP) (T) (SE)

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- Provide examples of logos, business cards and letter heads from local businesses and fromthe Internet and examine with students the different formats of memos found in pedagogicalresources (e.g., Success on the Job/Understanding What You Read by Helder and Lampert, p.85-93; “How to Write Better Business Letters” by Andrea B. Geffner,p. 121). Students’ 15-20 line memo should be addressed to the employees of the new business from the twopartners during the first week of business. Suggested topics:- working hours- dress code- health and safety procedures- sick leave and holidays- upcoming staff meeting (T) (CP)

- Give students access to computers and specialized programs; conference with students duringthe production process, emphasizing the need for clarity, neatness, accuracy and visualappeal.

- Have students display their logos in the classroom.

Grammar and Usage, Spelling and Punctuation- Emphasize the avoidance of spelling and typographical errors in their business documents, as

well as correct capitalization and punctuation (e.g., of names, titles, addresses, headings).- Review the importance of gender-neutral language and the avoidance of slang.- Ask students to proofread and re-write a memo provided by the teacher in which they focus

on the above language conventions.


- Assess students’ ability to produce various forms of business texts using electronic resources,according to the following four categories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of forms of business texts.- Demonstrate understanding of the concept of entrepreneurship.

- Thinking/Inquiry- Select appropriate, relevant and accurate details in the production of business texts.

- Communication- Communicate clearly and precisely to convey information in business texts.- Communicate effectively in a business context with the use of appropriate diction and

gender neutral language.- Communicate effectively in a business memo.

- Application- Use required language conventions with attention to spelling, punctuation and

capitalization.- Apply steps of a writing process to proofread and revise business texts.- Use electronic resources to edit, format and publish business texts.- Make connections between learning English, achieving their own career goals, and

the way businesses in the community operate.

139

Extension

- Ask students to interview local entrepreneurs about their work and report their findings orallyto the class.

- Ask students to find and examine data on the local job market (e.g., feasibility, competition).


140


Write it Right: The Business Portfolio


In this activity, pairs of students assume the role of partners who are starting up a business, asexplained in Activity 5.4, and apply the steps of a writing process. Students demonstrate theirwriting skills and knowledge of business correspondence acquired during this course byelectronically producing the various forms of correspondence involved in setting up a businessand presenting them in a portfolio.


Strand(s): Writing, Oral Communication

Overall Expectations: EAE3E-W-OE.1 - 2 - 3 - 4 - 5 EAE3E-O-OE.1 - 4

Specific Expectations: EAE3E-W-For.2 - 7 - 8 - 11 EAE3E-W-Wri.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 EAE3E-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 EAE3E-W-Res.7 EAE3E-W-Crit.1 - 2 - 5 EAE3E-O-List.1 - 2 EAE3E-O-GrSk.1 - 2 - 3 - 4 - 5

Planning Notes

- Have students review their former assignments for this course with the use of their writingportfolio.

- Find different examples of portfolios.- Provide students with models of the various forms of business correspondence required in

this activity.- Set aside time for conferencing and editing, giving students access to electronic resources and

specialized programs.- Prepare a checklist, a time line and grids for self-assessment and summative assessment.

141


Introduction

- Review the expectations of the course with students through a discussion or questionnaire,asking them questions about their favourite activities, and about their perception of therelevancy of this course and of the communication skills required in the workplace.

- Have students explain orally and/or in their journal the importance of communication skillsrequired in English and French in various businesses. (AC) (FE)

Exploration

- Explain the format and purpose of the business portfolio, using different kinds of portfoliosas examples.

- Give students instructions, a checklist, and a timeline for this activity, which requires thatthey assume the role of partners starting up a business and compile a business portfolioconsisting of the business texts produced in Activity 5.4 and of the following forms ofbusiness correspondence (note: each text should be one page long at most) :- an agenda of the first staff meeting- minutes of the first staff meeting- a promotional ad of their business for the Yellow Pages of the phone book- at least two of the following forms of business letters:

- a letter of request for a loan- a letter of inquiry about a service or product- a letter of reply to a complaint.- a letter of refusal to a job applicant. (CP) (SE)

- Give students access to computers and to specialized programs, asking them to format textsaccording to conventions and to incorporate their logo and letterhead from Activity 5.4 intotheir correspondence. (T)

- Provide models of business correspondence for students, reminding them to review their ownnotes and hand-outs from previous activities.

- Have students (in pairs or small groups) compare and contrast various forms of French andEnglish business correspondence. (AC) (FE)

- Conference with students during the writing process, having them review correctedassignments from previous activities to correct weaknesses in writing.

- Provide students with a grid for self-assessment that focuses on group skills, the applicationof a writing process, writing skills and technological skills, to lead them to identify theirareas of strength and weakness and to find strategies for improvement.

Grammar and Usage, Spelling and Punctuation- Review the use of gender-neutral language with attention to the avoidance of slang in

business texts.- Emphasize proofreading skills and the limitations of spell-check programs (eg., for the use of

the apostrophe to indicate possession); have students proofread business texts provided bythe teacher.

142

- Review the use of parallel structure, transitional devices, and sentence combining techniques,with attention to the avoidance of sentence errors in order to maintain a sense of formality inthe above forms of business correspondence.


- Assess students’ ability to produce various forms of business texts using electronic resources,according to the following four categories from the Achievement Chart for Grade 11 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of forms of business correspondence- Demonstrate understanding of the connection between form, purpose and audience.- Demonstrate understanding of the concept of entrepreneurship.

- Thinking/Inquiry- Assess their own texts in terms of form, purpose and audience.- Select appropriate, relevant and accurate details in the production of business texts.

- Communication- Communicate clearly and precisely to convey information in business

correspondence.- Communicate effectively in a business context using appropriate diction and gender-

neutral language.- Demonstrate command of forms of business correspondence.

- Application- Use required language conventions with attention to spelling, grammar and sentence

structure.- Apply steps of a writing process to proofread and revise business correspondence.- Use electronic resources to edit, format and print business correspondence.- Make connections between a knowledge of English, their own career goals, and the

communication skills required in the workplace.

Extension

- Have students role-play their first staff meeting (with reference to their agenda and minutes),asking peers to take turns assuming the roles of employees.

- Have students role-play a situation where they are at a bank to request a loan to start up theirbusiness or where they must fire an employee after only a few weeks on the job.

- Have students design a cover for their portfolio.- Have students design a Web page or an audio or video ad for their new business.


Appendix EAE3E - 5.5.1: Achievement Chart - Write it Right: The Business Portfolio

143

Achievement Chart - Write it Right: The Business Portfolio Appendix EAE3E 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 forms ofbusinesscorrespondence.- demonstratesunderstanding of theconcept ofentrepreneurship. - demonstratesunderstanding of theconnection betweenform, purpose andaudience in businesstexts.

The studentdemonstrateslimitedknowledge offorms of businesscorrespondenceand limitedunderstanding of the concept ofentrepreneurshipand of theconnectionbetween form,purpose andaudience.

The studentdemonstrates someknowledge offorms of businesscorrespondenceand someunderstanding ofthe concept ofentrepreneurshipand of theconnectionbetween form,purpose andaudience.

The studentdemonstratesconsiderableknowledge offorms of businesscorrespondenceand considerableunderstanding ofthe concept ofentrepreneurshipand of theconnectionbetween form,purpose andaudience.

The studentdemonstratesthoroughknowledge offorms of businesscorrespondenceand thorough andinsightfulunderstanding ofthe concept ofentrepreneurshipand of theconnectionbetween form,purpose andaudience.

Thinking/Inquiry

The student:- assesses own texts interms of form, purposeand audience.- applies inquiry skillsto eliminate irrelevantdetails in businesscorrespondence.

The student uses critical thinkingskills with limitedeffectiveness andapplies few of theskills of inquiry.

The student usescritical thinkingskills withmoderateeffectiveness andapplies some ofthe skills ofinquiry.

The student usescritical thinkingskills withconsiderableeffectiveness andapplies most ofthe skills ofinquiry.

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

Communication

The student:- communicates information and ideasin businesscorrespondence.- uses appropriatediction in a businesscontext.

The studentcommunicatesinformation andideas with limitedclarity and with alimited sense of appropriate dictionin a businesscontext,demonstratinglimited commandof forms.

The studentcommunicatesinformation andideas with someclarity and somesense of appropriate dictionin a businesscontext,demonstratingmoderatecommand offorms.

The studentcommunicatesinformation andideas withconsiderableclarity and a clearsense of appropriate dictionin a businesscontext,demonstratingconsiderablecommand offorms.

The studentcommunicatesinformation andideas with a highdegree of clarity,with confidence,and with a strongsense of appropriate dictionin a businesscontext,demonstratingextensivecommand offorms.

144

Application

The student: - uses correct spelling,grammar and sentencestructure in businesscorrespondence.- uses a writing processto proofread and revisebusinesscorrespondence.- uses technology toedit, format and printbusinesscorrespondence in theform of a portfolio.- makes connectionsbetween English,career goals, and thecommunication skillsrequired in theworkplace.

The student uses languageconventions withlimited accuracyand effectivenessand uses a writingprocess andtechnology withlimitedcompetencemakingconnectionsbetween English,their career goals,and thecommunicationskills required inthe workplacewith limitedeffectiveness.

The student useslanguageconventions withlimitedeffectiveness anduses a writingprocess andtechnology withmoderatecompetencemakingconnectionsbetween English,their career goals,and thecommunicationskills required inthe workplacewith moderateeffectiveness.

The student useslanguageconventions withconsiderableaccuracy andeffectiveness anduses a writingprocess andtechnology withconsiderablecompetencemakingconnectionsbetween English,their career goals,and thecommunicationskills required inthe workplacewith considerableeffectiveness.

The student useslanguageconventionsaccurately andeffectively all oralmost all of thetime and uses awriting processand technologywith a highdegree ofcompetencemakingconnectionsbetween English,their career goals,and thecommunicationskills required inthe workplace witha high degree ofeffectiveness.


145

TABLE OF OVERALL AND SPECIFIC EXPECTATIONS

ENGLISH Units

Strand: Literature Studies and Reading 1 2 3 4 5

Overall Expectations

EAE3E-L-OE.1 read and demonstrate an understanding of a range ofcontemporary informational and literary texts from Canadaand other countries, focusing on opinion texts, reports,business correspondence, short essays, a novel, short stories,poetry and drama;

1.11.21.31.4

2.12.22.32.5

3.13.23.43.5

4.14.24.34.44.5

5.15.25.35.4

EAE3E-L-OE.2 apply knowledge of genres, forms and techniques to interpretinformational and literary texts, and explain howorganizational structures and rhetorical elements help toconvey meaning;

1.2 2.12.22.32.5

3.43.5

4.14.24.44.5

5.25.3

EAE3E-L-OE.3 apply a range of reading strategies to interpret informationaland literary texts;

1.11.21.4

2.12.22.32.5

3.13.23.43.5

4.14.24.34.44.5

5.15.25.35.4

EAE3E-L-OE.4 identify and explain ideas, information and issues ininformational and literary texts and reference sources, relatingthem to their personal lives and career goals;

1.11.2

2.12.22.32.5

3.13.23.43.5

4.14.24.34.44.5

5.15.25.35.4

EAE3E-L-OE.5 respond critically to informational and literary texts,supporting their positions convincingly.

1.2 2.12.22.3

3.4 4.34.44.5

5.25.3

Specific Expectations: Forms and Techniques

EAE3E-L-For.1 identify defining features of various models of businesscorrespondence (e.g., letters of application, résumés withcovering letters) and expository texts (e.g., human intereststories, feature articles, film reviews), and explain how thesefeatures help readers understand the letters and other texts;

1.11.31.4

2.32.5

3.13.43.5

4.5 5.4

EAE3E-L-For.2 demonstrate an understanding of the wording and structure ofwritten agreements (e.g., warranties, conditions of sales, shortcontracts, car rental leases, insurance policies);

2.22.5

3.1

EAE3E-L-For.3 explain how writers vary form, vocabulary and tone inbusiness correspondence and expository texts to communicatedifferent messages to different target audiences (e.g., thepersonnel manager of a high-tech company in a memo toworkers; a magazine article aimed at teenagers);

1.21.3

2.32.5

3.4 4.5

ENGLISH Units


146

EAE3E-L-For.4 explain how authors and editors use the format and designelements of informational texts to organize content andcommunicate ideas (e.g., using headings, subheadings andillustrations in a report; placing supplementary information inboxes in magazine articles);

1.3 2.3 3.23.43.5

4.5 5.15.4

EAE3E-L-For.5 use knowledge of elements of fiction to understand andexplain social themes and issues in literary texts;

2.12.22.5

3.4 4.14.34.44.5

5.25.3

EAE3E-L-For.6 explain effects of author’s tone (e.g., ironic, serious, tongue-in-cheek) and literary/stylistic devices used in a literary text;

2.22.3

3.4 4.24.34.44.5

EAE3E-L-For.7 identify point of view (e.g., distinguish between first andthird person) in a literary text and point out advantages anddisadvantages of the chosen point of view;

3.4 4.2 5.3

Specific Expectations: Strategies and Cues

EAE3E-L-Str.1 select and use effective reading strategies to understand themeaning of texts (e.g., scan table of contents, reread);

1.11.4

2.12.32.5

3.13.23.43.5

4.14.24.34.44.5

5.15.25.35.4

EAE3E-L-Str.2 highlight main ideas, important supporting ideas and facts ininformational texts to aid in interpretation;

1.11.2

2.12.3

3.13.23.5

4.14.34.5

5.15.35.4

EAE3E-L-Str.3 paraphrase complex passages in texts (e.g., consumer guides,manuals, trade articles) to facilitate understanding;

3.2 4.14.3

5.25.4

EAE3E-L-Str.4 use headings and subheadings effectively to preview thecontent of expository texts (e.g., business reports, résumés,feature articles);

2.32.5

3.13.23.5

4.14.5

5.1

EAE3E-L-Str.5 apply textual and visual cues (e.g., headings, subheadings) tointerpret main and secondary ideas in businesscorrespondence and expository texts (e.g., instructionalhandbooks, pamphlets, business articles);

1.1 2.32.5

3.13.23.43.5

4.14.5

5.1

EAE3E-L-Str.6 select relevant information on a given topic by skimming,scanning and surveying current publications, researchdocuments and electronic resources;

1.3 2.12.3

3.13.23.5

4.14.34.5

5.15.4

EAE3E-L-Str.7 use knowledge of French vocabulary, root words, prefixesand suffixes to determine the meaning of unfamiliarvocabulary;

2.12.3

3.1 4.2

EAE3E-L-Str.8 apply a variety of strategies to extend vocabulary throughreading, with an emphasis on recognizing synonyms,antonyms, homophones and homonyms;

1.2 2.3 3.1 4.2

ENGLISH Units


147

EAE3E-L-Str.9 apply knowledge of specialized vocabulary (e.g., inhospitality industry) to further understanding of work-relatedtexts (e.g., pamphlets, instructions, agendas, reports);

1.11.3

3.13.4

5.1

EAE3E-L-Str.10 apply textual cues (e.g., punctuation, phonetics) when readingaloud to ensure correct pronunciation and appropriateintonation and speed;

2.32.5

4.4 5.1

EAE3E-L-Str.11 use print and electronic resources effectively to confirmunderstanding of unfamiliar words and to define specializedvocabulary related to various fields of work (e.g., publicrelations, retail sales);

1.11.31.4

2.5 3.13.2

4.2 5.1

Specific Expectations: Investigation and Analysis

EAE3E-L-Inv.1 explain in their own words the main and secondary ideas in avariety of informational texts (e.g., editorials, reports);

1.11.21.4

2.12.22.3

3.23.43.5

4.14.24.34.5

5.15.25.35.4

EAE3E-L-Inv.2 research current trends in the workplace (e.g., job openings,working conditions, salaries, tenure), obtaining informationfrom a range of reliable print and electronic sources as well aslocal organizations;

1.2 3.13.2

5.15.35.4

EAE3E-L-Inv.3 analyse a variety of publications (e.g., pamphlets, manuals)and Web sites to identify job requirements and expectationsin fields of work that relate to their personal interests andcareer goals, and use this material to prepare for jobinterviews;

1.11.3

2.3 3.43.5

EAE3E-L-Inv.4 summarize and explain information from a variety of sourcesrelated to the requirements for different jobs (e.g., jobdescription, qualifications, salary, future prospects);

1.11.4

3.13.23.4

5.4

EAE3E-L-Inv.5 summarize information gathered from a wide range of career-related material to explore issues in the workplace (e.g.,benefits and dangers of technology, workplace safety);

1.2 2.12.22.5

3.23.33.5

5.15.2

EAE3E-L-Inv.6 interpret simple charts and results of surveys that relate totheir own research, explaining their implications;

3.13.5

5.15.4

EAE3E-L-Inv.7 analyse motivations of main characters in a work of fictionand explain how their motivations lead to certain actions orconsequences;

2.22.5

3.4 4.34.4

5.2

EAE3E-L-Inv.8 identify similarities and differences among literary works interms of plot development, theme, setting and character,relating these elements to their reading preferences;

4.14.4

5.2

ENGLISH Units


148

EAE3E-L-Inv.9 interpret elements of fiction in contemporary literary works(e.g., novella, short story, drama, poetry), focusing on workswith themes that relate to personal or workplace situations;

2.22.5

3.4 4.14.24.34.44.5

5.25.3

EAE3E-L-Inv.10 research literacy and communication requirements of avariety of careers and personal interests;

3.13.23.4

5.15.4

Specific Expectations: Critical Thinking

EAE3E-L-Crit.1 express and support their preferences for particular genresand styles of texts;

1.2 2.3 4.14.34.4

5.2

EAE3E-L-Crit.2 assess ideas, opinions and information conveyed in texts foraccuracy, objectivity and reliability;

2.12.3

3.4 4.34.44.5

5.15.25.3

EAE3E-L-Crit.3 analyse effectiveness (e.g., compare the strengths andweaknesses) of business texts of the same type (e.g., two orthree résumés, reports or memos);

1.3 2.5 3.5 5.3

EAE3E-L-Crit.4 distinguish relevant from irrelevant information in print andelectronic sources during research;

1.3 2.3 3.13.2

4.1 5.4

EAE3E-L-Crit.5 demonstrate judgement and logic in organizing informationgathered from a variety of print and electronic sources,classifying it clearly (e.g., use graphic organizers).

1.3 2.3 3.13.2

4.24.34.5

149

ENGLISH Units

Strand: Writing 1 2 3 4 5


EAE3E-W-OE.1 apply appropriate vocabulary, level of language andconventions of form in writing a variety of texts for theworkplace and for personal expression, including journalresponses, business correspondence, a report, and shortcreative texts;

1.11.31.41.5

2.12.22.42.5

3.23.43.5

4.14.24.34.44.5

5.25.35.45.5

EAE3E-W-OE.2 select and use an appropriate form to produce written textsfor specific purposes and audiences;

1.11.31.41.5

2.12.22.42.5

3.23.43.5

4.24.5

5.25.35.45.5

EAE3E-W-OE.3 apply a writing process, emphasizing correct use ofvocabulary and language conventions when revising, andusing the appropriate format and design elements whenpublishing;

1.11.21.31.41.5

2.12.22.42.5

3.23.43.5

4.24.5

5.25.35.45.5

EAE3E-W-OE.4 organize ideas and information collected from print andelectronic sources, using an outline and citing sourcesaccurately, according to an accepted system ofdocumentation;

3.13.23.3

4.5 5.35.5

EAE3E-W-OE.5 develop and support a point of view in a written text dealingwith current issues or work-related topics to suit a specificpurpose and audience.

1.2 2.12.22.4

3.5 4.14.34.44.5

5.25.35.5


EAE3E-W-For.1 record their critical responses to texts and topics presentedor discussed in this course in a journal maintained for thispurpose;

2.12.22.5

4.14.24.34.4

5.25.3

EAE3E-W-For.2 select and use appropriate organizational structures topresent information in written communications;

1.31.5

2.42.5

3.13.23.33.43.5

4.34.5

5.25.35.45.5

EAE3E-W-For.3 compose a variety of paragraphs that illustrate a pointthrough the use of examples;

2.1 3.23.4

4.14.34.44.5

EAE3E-W-For.4 justify their opinion (e.g., in a letter to the editor) on acurrent issue or text under study, using evidence from printand electronic sources;

1.2 2.22.4

4.34.44.5

EAE3E-W-For.5 write their own résumés based on their assessment of theirskills and interests and on personal knowledge, followingthe conventions of the form;

1.31.5

ENGLISH Units


150

EAE3E-W-For.6 respond to job postings (e.g., classified ads, notices onemployment centre bulletin boards) by writing a letter ofapplication and a résumé, using the conventions of theforms;

1.11.21.31.5

EAE3E-W-For.7 write an informal business report and a variety of businesscorrespondence (e.g., thank-you letters, letters of complaint,letters requesting interviews), choosing the appropriateform, respecting the conventions of the form chosen, andusing an appropriate level of language;

1.11.41.5

2.5 3.5 5.45.5

EAE3E-W-For.8 write one-paragraph responses to texts that present variouswork-related issues and situations, identifying problems(e.g., in employer/employee relationships) and generatingpossible solutions;

2.12.2

3.4 5.35.5

EAE3E-W-For.9 apply knowledge of forms and techniques to write anarrative text or script that focuses on a topic or themerelevant to their lives (e.g., accepting differences,overcoming obstacles, being honest, developing self-esteem);

2.5 4.2 5.3

EAE3E-W-For.10 write short creative texts (e.g., narrative texts, descriptivetexts, poetry), using literary/stylistic devices (e.g., similes,metaphors) effectively to achieve a desired effect orresponse;

2.2 4.2 5.3

EAE3E-W-For.11 select and use appropriate formatting features (e.g.,headings, paragraphing, spacing) for various forms ofbusiness correspondence (e.g., letters of application, memos,covering letters) and work-related texts (e.g., agendas, Webpages, promotional material);

1.11.31.41.5

2.5 3.23.43.5

5.25.45.5

EAE3E-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 processng,spreadsheet or presentation software;

1.2 3.13.23.33.43.5

5.25.4

Specific Expectations: Writing as a Process

EAE3E-W-Wri.1 maintain a folder containing samples of their writing invarious stages of completeness, including journal responses,research notes and creative texts;

1.11.21.31.41.5

2.12.22.42.5

3.23.43.5

4.24.44.5

5.25.35.45.5

EAE3E-W-Wri.2 use pre-writing activities (e.g., brainstorming), as well asideas and information from personal experience, priorknowledge and research, to generate ideas;

1.11.21.31.41.5

2.42.5

3.23.43.5

4.24.44.5

5.25.35.45.5

ENGLISH Units


151

EAE3E-W-Wri.3 determine the form, purpose, intended audience and focus ofa writing task;

1.11.21.31.5

2.12.22.42.5

3.23.33.43.5

4.24.5

5.25.35.45.5

EAE3E-W-Wri.4 outline, develop and express ideas in draft form; 1.11.21.31.41.5

2.42.5

3.23.43.5

4.24.5

5.25.35.45.5

EAE3E-W-Wri.5 select and use appropriate structures and patterns toorganize written work (e.g., use categories and examples toorganize a presentation on employability skills);

1.31.5

2.42.5

3.23.33.43.5

4.5 5.25.35.45.5

EAE3E-W-Wri.6 use headings effectively to organize information (e.g., inreports, in résumés), formulating specific headings, keepingheadings short, and making headings parallel;

1.31.5

3.23.33.43.5

4.14.5

5.25.45.5

EAE3E-W-Wri.7 revise written texts to strengthen content, improve dictionand clarity of expression, and eliminate irrelevant details;

1.11.21.31.5

2.42.5

3.23.33.43.5

4.24.44.5

5.25.35.45.5

EAE3E-W-Wri.8 offer constructive criticism and suggestions to peers andintegrate feedback from teacher and peers into revisions oftheir own texts;

1.21.5

2.42.5

3.23.5

4.24.5

5.25.35.45.5

EAE3E-W-Wri.9 demonstrate attention to detail in the editing and printing oftexts, checking and correcting spelling and grammar, andensuring format is appropriate and all relevant formattingfeatures are integrated into the text;

1.11.21.31.41.5

2.42.5

3.23.33.43.5

4.5 5.25.35.45.5

EAE3E-W-Wri.10 use electronic resources (e.g., word processng software) topresent a neat and legible text in an appropriate format;

1.11.31.41.5

2.42.5

3.23.33.43.5

4.24.5

5.25.45.5

Specific Expectations: Grammar and Usage, Spelling, and Punctuation

EAE3E-W-Gram.1 spell common words correctly, using print and electronicsources to verify spellings of unfamiliar words, commonlyconfused words, and business terms;

1.11.21.31.41.5

2.42.5

3.13.23.33.43.5

4.14.24.34.44.5

5.25.35.45.5

EAE3E-W-Gram.2 demonstrate an understanding of limitations of electronicspellcheck programs, using dictionaries to confirm spellingwhen in doubt;

1.3 3.13.23.43.5

4.5 5.5

EAE3E-W-Gram.3 revise vocabulary and level of language to suit context andaudience, using inclusive (e.g., gender-neutral) languageeffectively;

1.11.21.31.41.5

2.4 3.13.23.33.43.5

4.14.5

5.25.45.5

ENGLISH Units


152

EAE3E-W-Gram.4 use various transitional devices (e.g., adverbs, conjunctions,numbers) to connect ideas;

2.5 3.13.43.5

4.24.3

5.35.5

EAE3E-W-Gram.5 vary sentence type, structure and length, and word choice,for emphasis (e.g., reposition key words);

2.5 3.2 4.34.5

5.35.5

EAE3E-W-Gram.6 identify and correct errors in sentence structure, use ofpronouns, pronoun case, verb tense consistency, andsubject-verb agreement;

1.21.4

2.12.22.4

3.43.5

4.14.24.44.5

5.5

EAE3E-W-Gram.7 combine sentences to eliminate needless repetition and tovary sentence structures;

2.12.4

3.5 4.34.5

5.5

EAE3E-W-Gram.8 apply parallel structures to make grammatical elementsmatch;

3.23.43.5

5.25.5

EAE3E-W-Gram.9 apply conventions of capitalization and punctuationcorrectly;

1.11.21.31.5

2.12.42.5

3.23.43.5

4.5 5.25.35.45.5

Specific Expectations: Research as a Process

EAE3E-W-Res.1 use effectively a variety of strategies (e.g., interest inventorytests) and sources (e.g., the Internet, government agencies,card catalogues) to generate ideas and gather information onfuture careers and other research topics;

3.13.23.5

4.1 5.4

EAE3E-W-Res.2 establish and narrow focus of research, and formulate aspecific thesis statement or topic;

2.4 3.2

EAE3E-W-Res.3 develop a research plan to acquire information for a specificthesis or topic from appropriate print and electronic sourcesof information, considering purpose and audience;

2.4 3.13.23.5

4.1

EAE3E-W-Res.4 select and use appropriate Web sites for research purposes,distinguishing reliable and authentic sources of informationfrom personal opinions and inaccurate information;

2.3 3.13.2

EAE3E-W-Res.5 record and classify information on a service (e.g., anInternet service, the cost of travelling by bus) or product(e.g., fast food) systematically, using various strategies (e.g.,Internet bookmark, index card, chart);

3.5

EAE3E-W-Res.6 select, paraphrase, summarize and chart information from arange of print and electronic sources in response to aspecific research question, organizing it systematically andeliminating irrelevant details;

3.13.23.3

4.14.3

5.4

ENGLISH Units


153

EAE3E-W-Res.7 organize ideas and information clearly and in a logicalsequence, following a specific format (e.g., the coveringletter) or organizational pattern (e.g., order of importance,chronological order);

2.4 3.13.23.33.43.5

4.34.5

5.5

EAE3E-W-Res.8 present research in a short report (e.g., sales report on foodsold in school cafeteria) that includes:– an explanation of the purpose of the report;S a three-point discussion of information collected,

organized under specific headings and with sources citedaccurately, according to an accepted system ofdocumentation (e.g., Modern Language Association[MLA]);

– a conclusion listing recommendations;

3.23.5

EAE3E-W-Res.9 use electronic resources (e.g., word processng orspreadsheet software) effectively to incorporate researchinto reports and essays (e.g., incorporate charts, use anumbering system, use typefaces consistently, use spacingeffectively);

3.23.33.5

Specif Expectations: Critical Thinking

EAE3E-W-Crit.1 demonstrate initiative and autonomy in the application ofwriting and research processes;

1.11.21.5

2.12.42.5

3.13.23.43.5

4.14.24.44.5

5.25.35.45.5

EAE3E-W-Crit.2 identify problem areas in their own and others’ written texts,proposing solutions and making recommendations forimprovements;

1.21.31.5

2.5 3.23.43.5

4.24.5

5.35.45.5

EAE3E-W-Crit.3 select appropriate evidence from print and electronicsources to defend a position or to convey information on anissue or work-related topic;

1.2 3.13.23.3

4.14.34.4

EAE3E-W-Crit.4 express their own values, beliefs and opinions in writtentexts about personal interests and various work-relatedissues;

1.2 2.12.22.42.5

3.43.5

4.14.34.44.5

5.25.3

EAE3E-W-Crit.5 compare current writing skills with those required in avariety of careers, training courses and workplace situations,and create an action plan to address identified needs.

1.11.31.5

2.5 3.4 4.5 5.45.5

154

ENGLISH Units

Strand: Oral Communication 1 2 3 4 5


EAE3E-O-OE.1 apply active-listening strategies in a variety of situations,focusing on the comprehension of instructions and directions;

1.21.41.5

2.12.22.42.5

3.13.33.43.5

4.14.24.34.44.5

5.15.35.45.5

EAE3E-O-OE.2 use oral communication skills effectively in classroomdiscussions and formal presentations, focusing on using anappropriate level of language;

1.21.41.5

2.12.22.32.42.5

3.13.33.43.5

4.14.24.34.44.5

5.15.35.4

EAE3E-O-OE.3 use appropriate vocabulary and language conventions in oralcommunications;

1.21.31.41.5

2.12.42.5

3.13.33.43.5

4.14.24.34.4

5.35.4

EAE3E-O-OE.4 demonstrate ability to work with others, fulfilling differentroles and tasks involved in group activities;

1.21.41.5

2.12.22.5

3.13.33.43.5

4.14.24.34.44.5

5.15.45.5

EAE3E-O-OE.5 assess their own and others’ ability to listen and speakeffectively in a variety of situations.

1.41.5

2.22.5

3.13.3

4.4 5.15.3

Specific Expectations: Listening Skills

EAE3E-O-List.1 demonstrate the ability to listen actively to classroomdiscussions and formal presentations by questioning to focusattention and extract information and by repeating orparaphrasing what was said;

1.21.41.5

2.12.22.5

3.13.33.43.5

4.14.24.34.44.5

5.15.35.45.5

EAE3E-O-List.2 identify speaker’s purpose, message and tone in oralpresentations;

3.3 4.14.34.4

5.15.35.5

Specific Expectations: Producing and Creating

EAE3E-O-Prod.1 speak clearly to communicate information and expressopinions, adjusting vocabulary and varying level of languageaccording to setting, purpose and audience;

1.21.31.41.5

2.12.22.5

3.13.33.43.5

4.14.24.34.4

5.15.35.4

EAE3E-O-Prod.2 deliver an oral report based on research related to a personalor career interest, presenting information in a clear andlogical order;

1.2 2.1 3.13.33.5

4.24.3

5.4

EAE3E-O-Prod.3 demonstrate appropriate interview skills, focusing onpreparing for the interview, participating in the interview, andfollowing up on the interview, paying attention to appearance,non-verbal skills, and use of appropriate level of language;

1.41.5

3.4

ENGLISH Units


155

EAE3E-O-Prod.4 apply correct tone, pronunciation and grammatical structureswhen speaking on a given topic;

1.21.41.5

2.1 3.13.33.43.5

4.14.24.34.4

5.35.4

EAE3E-O-Prod.5 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 processng,spreadsheet, or presentation software);

1.2 2.22.5

3.13.33.43.5

4.24.34.44.5

Specific Expectations: Vocabulary Skills

EAE3E-O-Voc.1 demonstrate ability to extend vocabulary through reading andlistening (e.g., keep a personal list of significant new words),and by applying knowledge of French words, phrases andexpressions;

1.3 2.1 3.13.33.5

4.14.24.3

5.15.35.4

EAE3E-O-Voc.2 integrate vocabulary related to different fields of work intooral presentations and media texts, using diction that is clear,accurate and precise;

1.41.5

2.12.5

3.13.33.43.5

4.1 5.15.4

EAE3E-O-Voc.3 analyse word choices in various media, recognizing wordsthat contain bias and stereotypes;

1.2 2.12.32.4

4.34.5

Specific Expectations: Group Skills

EAE3E-O-GrSk.1 participate in group activities, assuming a variety of roles andaccomplishing tasks that contribute to the achievement ofgroup goals in the production of oral/visual presentations;

1.21.41.5

2.12.22.5

3.13.33.43.5

4.14.34.44.5

5.15.45.5

EAE3E-O-GrSk.2 demonstrate ability to focus on task and manage timeefficiently;

1.21.41.5

2.12.22.5

3.13.33.43.5

4.14.34.44.5

5.45.5

EAE3E-O-GrSk.3 use appropriate techniques to communicate effectively ingroups (e.g., prepare for discussions, restate and paraphraseinformation, ask questions to confirm understanding,contribute additional information, summarize discussions,work towards consensus);

1.21.41.5

2.12.22.32.5

3.13.33.43.5

4.14.34.44.5

5.45.5

EAE3E-O-GrSk.4 respond to others’ ideas in a positive manner, offeringconstructive suggestions;

1.21.41.5

2.12.22.42.5

3.13.33.43.5

4.34.44.5

5.15.35.45.5

EAE3E-O-GrSk.5 explain personal points of view clearly and fluently in smalland large group discussions;

1.21.41.5

2.12.22.32.42.5

3.13.33.43.5

4.34.44.5

5.45.5

ENGLISH Units


156


EAE3E-O-Crit.1 analyse oral/visual presentations, identifying speaker’s topic,message and purpose and making judgements aboutpresentation techniques (e.g., sound effects, props), as well asvocabulary and language conventions used;

2.12.42.5

3.3 4.34.4

5.15.3

EAE3E-O-Crit.2 make connections between ideas presented and their ownpoints of view, agreeing or disagreeing constructively andrespectfully;

1.2 2.12.32.42.5

3.43.5

4.14.34.4

5.3

EAE3E-O-Crit.3 compare their oral communication skills with those requiredin a variety of workplace settings, and create an action plan toaddress identified needs.

1.41.5

3.13.3

5.15.4

157

ENGLISH Units

Strand: Media Studies 1 2 3 4 5


EAE3E-M-OE.1 design or create a media work based on ideas, issues andthemes studied in this course, respecting the characteristics ofthe chosen form and using appropriate and effectivetechniques to convey their messages;

1.4 2.22.42.5

3.13.33.43.5

4.24.34.44.5

5.15.2

EAE3E-M-OE.2 identify messages communicated in a range of media texts,focusing on values conveyed, as well as possible stereotypesand clichés;

1.2 2.12.4

3.2 4.14.34.44.5

5.25.3

EAE3E-M-OE.3 explain how ideas and opinions conveyed in media textsaffect their personal lives.

2.12.32.4

4.14.34.5

5.15.25.3


EAE3E-M-For.1 design or create a media work based on ideas, themes andissues studied in this course (e.g., design a poster thatillustrates the theme of a book read in this course and thatpromotes the book), making connections among form,purpose and audience;

2.22.42.5

3.43.5

4.24.34.44.5

5.15.2

EAE3E-M-For.2 apply knowledge of conventions (e.g., logical presentation ofmaterial) and techniques (e.g., charts, videos, overheadprojection) and use appropriate print and electronic resources(e.g., surveys, Web sites) to present research collected forbusiness reports;

1.4 3.13.23.33.43.5

4.44.5

EAE3E-M-For.3 integrate vocabulary related to different fields of work intomedia texts (e.g., instructional videos), using appropriatetone;

1.4 2.5 3.13.23.33.4

5.1

EAE3E-M-For.4 integrate multimedia elements (e.g., Web pages, music,videos, props) into a collaborative production, assessing theimpact of these elements during rehearsal/ production stageand making necessary adjustments;

1.4 2.2 3.33.43.5

4.34.44.5

EAE3E-M-For.5 describe and compare key elements of a variety of mediaforms (e.g., theme or character in print and film versions of astory);

2.1 3.2 4.14.34.44.5

Specific Expectations: Investigation and Analysis

EAE3E-M-Inv.1 identify main and secondary ideas in media texts (e.g., films,posters), explaining their purpose and identifying targetedaudience;

1.2 2.12.32.4

3.2 4.14.34.44.5

5.15.25.3

EAE3E-M-Inv.2 interpret a text or a production in a particular medium (e.g.,film, advertisement, television show), making connectionswith other texts, personal experiences, and prior knowledge;

1.21.4

2.12.22.42.5

3.23.4

4.14.34.44.5

5.15.3

ENGLISH Units

Strand: Media Studies 1 2 3 4 5

158

EAE3E-M-Inv.3 explain differences and similarities in presentation of thesame news story in the same medium and among differentmedia (e.g., the treatment of a news story in two newspapers,as well as on television and on radio);

2.3 4.5

EAE3E-M-Inv.4 analyse relationship between industry practices (e.g.,marketing, distribution) and target audience choices andpreferences (e.g., with respect to popular films, fashiontrends, fast-food restaurants);

1.2 2.1 3.2 4.34.5

5.15.2

EAE3E-M-Inv.5 explain impact of technology (e.g., faxes, cellular phones,voice mail, e-mail, the Internet) on the workplaceenvironment (e.g., ability to work from home, informationoverload, long-distance access to clients);

1.2 2.3 5.25.3


EAE3E-M-Crit.1 assess validity of ideas and information presented in mediatexts (e.g., criticize an advertisement claim), supporting pointof view effectively with research;

1.2 2.12.32.4

3.2 4.14.34.5

5.25.3

EAE3E-M-Crit.2 identify the effect mass media have on their daily lives,assessing the influence of various media on their behaviour,values and beliefs;

1.2 2.1 3.2 4.14.34.5

5.2

EAE3E-M-Crit.3 analyse how media images of men and women influencepersonal attitudes, self-images, and career interests;

2.1 4.3

EAE3E-M-Crit.4 assess appropriateness of content and effectiveness of designelements of various media texts (e.g., news reports,documentaries, anti-smoking ads) in conveying messagesaimed at specific audiences.

1.2 2.12.22.32.4

3.2 4.14.34.44.5

5.1

Documents

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