L:EAE4C English.wp [PFP#822378296]ressources.cforp.ca/fichiers/esquisses-de-cours/english/...dramatize a scene based on conflict, assess the film version of the play and write an argumentative

ENGLISH

EAE4C

12e année

Écoles secondaires publiques de langue française de l’Ontario

Direction du projet : Claire TrépanierCoordination : Lauria RaymondRecherche documentaire : Céline PilonÉquipe de rédaction : Sylvie Beauchemin

Kim ChampagneSuzanne ChénierMichelle Filion

Consultation : Brigitte RaymondPremière 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 àterme par le CFORP au nom des douze conseils scolaires de langue française de l’Ontario. Cette publicationn’engage que l’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: Thinking Ahead: Information and Persuasion . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Activity 1.1: Reading and Writing About Issues: The Newspaper Article . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Activity 1.2: What Should I Do?: The Survey and Oral Report . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Activity 1.3: Have A Grand Grad: The Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Activity 1.4: Links to the Future: Electronic Sources of Information . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Activity 1.5: Get the Community Involved: The Proposal . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Unit 2: Defining Success: Exploring Death of a Salesman . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Activity 2.1: The American Dream: Death of a Salesman . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Activity 2.2: The Tragedy of the Common Man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Activity 2.3: Character Analysis in Print and Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Activity 2.4: Outlining: The Argumentative Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Activity 2.5: Summative Assessment Task - The Argumentative Essay . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Activity 2.6: Independent Reading: Modern Heroes and Heroines . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Unit 3: The World Out There: Communicating for a Purpose . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Activity 3.1: Organizational Strategies: The Pamphlet . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Activity 3.2: Get Your Priorities Straight: The Informal Essay . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Activity 3.3: Take a Stand: The Debate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Activity 3.4: Writing for the Workplace: The Business Letter and Report . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Activity 3.5: A Retrospective: The Career-Planning Portfolio . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Unit 4: Make a Difference: Social Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Activity 4.1: Shaped by Time, Place and Culture: Song and Poetry . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Activity 4.2: No Great Mischief: Focus on Setting and Plot . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Activity 4.3: From the Heart and the Head: Focus on Character . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Activity 4.4: Solutions and Resolutions: Focus on Themes and Issues . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Activity 4.5: Exploring Issues: The Editorial and Oral Report . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Unit 5: The Empowered Consumer: Critical and Creative Responses to the Media .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Activity 5.1: Let’s Talk About It: The Taped Interview . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Activity 5.2: Angles and Perspectives: The Film Review . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Activity 5.3: The Consumer is Always Right: The Letter of Complaint . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Activity 5.4: Marketing a Product: The Radio Advertisement . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Activity 5.5: World’s Funniest: The Promotional Video . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Table of Overall and Specific Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

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INTRODUCTION

In early 1999, the Ministry of Education unveiled the new curriculum for grades 9 and 10 andin June 2000 for grades 11 and 12. To facilitate implementation of this entirely newcurriculum for secondary schools, teams of teachers from all regions of Ontario were given amandate to draft, validate and assess profiles for each course, to be used as guides andworking tools by their fellow teachers.

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, activitieshave been formulated that would be unique to Catholic schools (e.g., The Arts). OPECOparticipated in formulating the profiles for Catholic schools.

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

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

The Course Profiles, whose use is optional, are primarily suggestions for pedagogical activity,and teachers are urged to modify them, personalize them and adapt them to meet their ownneeds.

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8

COURSE PROFILES

COURSEOVERVIEW

UNITS ACTIVITIESINFORMATION

To be completed (by the school)

Unit Description and Time Description and Time

Description/Rationale Strands and Expectations Strands and Expectations

Unit Titles andDescriptions

Activity Titles and Time Planning Notes

Teaching/LearningStrategies

Crosscurricular Links Activity Instructions

Assessment/EvaluationTechniques

Accommodations (for students withspecial needs)

Appendices

Resources Assessment/Evaluation Techniques

Ontario SecondarySchools, Grades 9 to12 - Program andDiploma RequirementsPolicy Applications

Security

Course Evaluation Resource

Appendices

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COURSE OVERVIEW (EAC4C)

To be completed (by the school)

School: School District:

Department: Department Head:

Course Developer(s): Development Date:

Course Title: English Grade: 12

Course Type: College Preparation School Course Code:

Secondary Policy Document: English, Le Curriculum Publication Date: 2000 de l’Ontario, 11e et 12e année

Ministry course Code: EAE4C Credit Value: 1

Prerequisite: English, Grade 11, College Preparation, or Canadian Literature, Grade 11,University/College Preparation

Description/Rationale

This course consolidates the reading, writing, oral communication and media literacy skillsneeded in college and beyond. Students will analyse and assess literary and informationaltexts from Canada and other countries; write a short essay, a business report, informationaltexts, and short creative texts; use specialized business and technical language effectively inoral and written presentations; analyse and independently and collaboratively design or createmedia works; and prepare a research paper, using primary and secondary source material.

Unit Titles and Descriptions (in sequence)

Unit 1: Thinking Ahead: Information and Persuasion Time: 20 HoursIn this unit, students explore various issues and themes that relate to their graduation. Theydevelop their critical thinking skills by analysing informational and persuasive texts and byresearching issues of their choice. They apply their knowledge and skills in the production ofa newspaper article, an oral report based on a survey, and a letter to the editor. They assessInternet sites as sources of information and write from the point of view of a service providerin the community.

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Unit 2: Defining Success: Exploring Death of a Salesman Time: 25 hoursIn this unit, students analyse themes such as family values, alienation, isolation, ambition, theconcept of the American Dream and the tragic hero in Arthur Miller’s Death of a Salesmanwhile exploring characterization, setting, plot, conflict, symbols and themes. Studentsdramatize a scene based on conflict, assess the film version of the play and write anargumentative essay focusing on character. They begin the independent reading of a novel (tobe completed and presented in Unit 5).

Unit 3: The World Out There: Communicating for a Purpose Time: 20 hoursIn this unit, students analyse and write various forms of non-literary texts such as pamphlets,informal essays and business letters. They apply their critical thinking and communicationskills by researching a media issue and presenting their views in a debate. They research acollege program of their choice and convey their findings in a business report. Students alsobuild a career portfolio for their personal use.

Unit 4: Make a Difference: Social Commentary Time: 25 hoursIn this unit, students analyse the elements of fiction in Alistair MacLeod’s No Great Mischiefwith attention to the role of the individual in society. Students trace a timeline of key events,characters and places in the novel, and explore social themes such as culture, family,individual rights and the role of work.. They convey their interpretation of the novel inopinion texts, short essay answers, oral reports and creative responses, including a narrativetext.

Unit 5: The Empowered Consumer: Critical and Creative Responses to the MediaTime: 20 hours

In this unit, students apply critical thinking skills to analyse and assess various shows, ads andfilms in terms of form, purpose and audience. They collaboratively prepare, rehearse andproduce an interview in the form of a talk show and a commercial parody or satire. Theydemonstrate their understanding of marketing techniques in the production of radio andmagazine ads promoting the biography selected for their Independent Reading (begun inEAE4C Unit 2). They demonstrate their consumer awareness in a film review and a letter ofcomplaint.

Teaching/Learning Strategies

In this course, the teacher selects various teaching and learning strategies. Detailedsuggestions for teaching/learning strategies are included with each activity. Some of theseactivities are: brainstorming, informal debate, group work, journal writing, whole-classlearning, questions and answers, comparison-contrast chart, conferencing, class discussion,work in pairs, oral presentation, computer-assisted learning, textual analysis, research, think-pair-share, listening to song lyrics, viewing a video.

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, TheOntario Curriculum, Grades 9-12, 2000, p. 13-16). Assessment and evaluation will be based

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on the provincial curriculum expectations and the achievement levels. Teachers must useassessment and evaluation 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 policydocument for each discipline;

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

- are appropriate for the learning activities used, the purposes of instruction, and the needsand experiences 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 aframework within which to assess and evaluate student achievement. This chart is organizedinto four broad categories of knowledge and skills: Knowledge/Understanding,Thinking/Inquiry, Communication, and Application/Making Connections. It also describesthe levels of achievement of the curriculum expectations within each category. Thedescriptions associated with each level serve as a guide for gathering assessment information,and enable teachers to make consistent judgements about the quality of student work andprovide clear and specific feedback to students and parents.

Level 3 (70-79%) is the provincial standard. A student whose achievement is below 50% atthe end of the course will not obtain a credit for the course. A final grade is recorded for everycourse, and a credit is granted and recorded for every course in which the student’s grade is50% or higher. The final 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 ofachievement throughout the course, although special consideration should be given tomore recent evidence of achievement.

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

In all of their courses, students must be provided with numerous and varied opportunities todemonstrate the full extent of their achievement of the curriculum expectations, across allfour categories 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:

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diagnostic- tasks usually found at the beginning of an activity such as: brainstorming, questions and

answers, chart, checklist, informal oral presentation, class discussion, journal writing,comparative grid, informal reports

formative- tasks during the course of an activity such as: journal writing, questions and answers, self-

evaluation, peer evaluation, checklist, quizzes, informal debate, oral report, conferencing,jigsaw method of collaborative learning.

- Self-Assessment: process by which students become self-directed learners through theassessment of personal strengths and weaknesses according to the course outcomes (e.g.,checklist, self-editing, pair-share). The statement which deals with self-assessment iscoded (SA)

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

activity and that assess one or more communication skills demonstrated by studentsthrough productions such as: short essay answer, survey, newspaper article, debate,proposal, role-playing, persuasive essay, poster, radio advertising, opinion text, pamphlet,letter, résumé, interview, video, movie analysis, research report, career planning portfolio.

Resources

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

PedagogicalADAMS, Janice, et al., Reading and Writing for Success Senior, Toronto, Harcourt Canada,

2001, 354 p.BARKER-SANDBROOK, Judith, Essays Patterns and Perspectives, Toronto, Oxford

University Press, 1992, 214 p.DAVIES, Richard, and Glen KIRKLAND, Canadian Writer’s Handbook, Toronto, Gage

Educational Publishing, 2000, 195 p.DONALDSON, Chelsea, The Communications Handbook, second edition, Toronto, Nelson

Canada, 1996, 224 p.KELLOW, Brian, and John KRISAK, Prose: Short Forms, Scarborough, Prentice-Hall Ginn

Canada, 1995, 390 p. LUENGO, Anthony, Canadian Writer’s Companion, Scarborough, Prentice-Hall Ginn

Canada, 1995, 390 p.NORTHEY, Margot, Impact /A Guide to Business Communication, fourth edition,

Scarborough, Prentice-Hall, 1998, 294 p. (Electronic Grammar Workbook is included.)NORTON, Sarah, and Brian GREEN, The Bare Essentials/Form A/English Writing Skills,

third edition, Toronto, Holt, Rinehart and Winston of Canada, 1990, 330 p.

Reference/ConsultationABRAMS, M. H., A Glossary of Literary Terms, New York, Holt, Rinehart and Winston,

1991, 197 p.

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BALDICK, Chris, Oxford Concise Dictionary of Literary Terms, Toronto, Oxford UniversityPress, 1996, 246 p.

BARRY, James, Coast to Coast: Canadian Stories, Poetry, Non-Fiction and Drama,Toronto, Nelson, 1995, 256 p.

BEATTY, Richard H., One Hundred and Seventy-Five High Impact Résumés (SecondEdition), New York, Wiley and Sons, 1999, 278 p.

BEATTY, Richard H., The Interview Kit: Second Edition, New York, John Wiley and Sons,2000, 240 p.

BENDER, Peter and Eric HELLMAN, Leadership From Within, Toronto, Stoddart, 1997, 236 p.

BLOCK, Jay A. and Michael BETNUS, One Hundred and One Best Résumés, Toronto,McGraw-Hill, 1997, 197 p.

CANFIELD, Jack, Mark VICTOR HANSEN and Kimberly KIRBERGER, Chicken Soup forthe Teenage Soul, Deerfield Beach, Health Communications, 1998, 340 p.

CRISCITO, Pat, Designing the Perfect Résumé, Colorado, Barron’s, 2000, 314 p.CRYSTAL, David, The Cambridge Encyclopedia of the English Language, New York,

Cambridge University Press, 1995, 443 p.DAVIDSON, Wilma, Business Writing: What Works, What Won’t (Revised Edition), New

York, St. Martin’s Griffin, 2001, 300 p.DUKE, Douglas, The Canadian Job Directory: The Ultimate Guide to Canada’s Hidden Job

Market, Toronto, Sen Publishing, 2000, 462 p.DUNNING, Donna, What’s Your Type of Career?, California, Davies-Black Publishing,

2001, 362 p. EDELSTEIN, Linda N., The Writer’s Guide to Character Traits, Cincinnati, Writer’s Digest

Books, 1999, 331 p.EDITORS’ ASSOCIATION OF CANADA, Editing Canadian English (Second Edition),

Toronto, MacFarlane, Walter and Ross, 2000, 258 p.FARR, J. Michael, and Ludden LAVERNE, Best Jobs for the Twenty First Century for

College Graduates, Indianapolis, Jist, 2000, 461 p. HACKER, Diana, A Canadian Writer’s Reference, Second Edition, Toronto, Nelson Canada,

1996, 357 p. (A separate exercise book is available.)HACKETT, Robert A., Richard GRUNEAU and Donald GUTSTEIN et al., The Missing

News: Filters and Blind Spots in Canada’s Press, Aurora, Garmond Press, 2000, 258 p.HELLER, Robert. Learning to Lead: Understanding Problem-Solving, Supporting Rewards,

Motivating, Training, Delegating, Inspiring, Empowering, Vision, Communicating, Trust,New York, DK Publishing, 1999, 72 p.

JANKOVICH-HARTMAN, Jackie L., and Elaine A. LEMAY, Presentation Success,Cincinnati, South-Western, 2001, 121 p.

JEROSKI, S. et al., Speak for Yourself, Scarborough, Nelson, 1990, 237 p.KILBOURNE, John, Can’t Buy my Love: How Advertising Changes the Way We Think and

Feel, New York, Touchstone Books, 1999, 366 p.LAMB, Jane, The Complete Newspaper Resource Book, Portland, J. Weston Walch, 1998,122 p.LEMAY, Bernadette, La boîte à outils, Esquisse de cours 9e, Vanier, CFORP, 1999. *OUSBY, Ian, The Cambridge Guide to Literature in English, Melbourne, Cambridge

University Press, 1996, 1411 p.PAXTON, Andrea, and Sandra POSTA, 201 Killer Cover Letters, New York, McGraw-Hill

1996, 258 p.

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PINSKEY, Raleigh, One Hundred and One Ways to Promote Yourself, New York, AvonBooks, 395 p.

ROBERTSON, Hugh, The Research Essay (Fifth Edition), Ottawa, Piperhill Publications,2001, 155 p.

ROSEBUCK, Chris, Effective Leadership: The Essential Guide to Thinking and WorkingSmarter, New York, Marshall Editions Developments, 1999, 95 p.

RUGE, Kenneth, Where Do I Go From Here?, Toronto, McGraw-Hill, 1998, 187 p.SARDAR, Ziauddin and Brian VAN LOON, Introducing Media Studies, New York, Totem

Books, 2000, 172 p.SEABROOK, John, Nobrow: The Culture of Marketing, the Marketing of Culture, New

York, First Vintage Press Books Edition, 2001, 226 p.SECRETAN, Lance, Inspirational Leadership, Toronto, Macmillan, 1999, 195 p.SILBER, Lee, Self-Promotion for the Creative Person, New York, Three Rivers, 2001, 333 p.TRAYKA, Buckley, and Gates TRAYKA, Simon and Schuster Handbook for Writers (First

Canadian Edition), Scarborough, Prentice-Hall, 1995, 820 p.VERHURST, Dirk, J., Far and Wide/Teacher’s Guide, Toronto, Nelson Canada, 1995, 56 p.WARWICK, Mal, How to Write Successful Fundraising Letters, San Francisco, Wiley, 2001,

304 p.WENDLETON, Kate, Targeting the Job You Want, third edition, Franklin Lakes, The Career

Press, 2000, 208 p.YEREMA, Richard, Canada’s Top 100 Employers: 2001 Edition, Toronto, Mediacorp

Canada, 2000, 302 p.

TechnologicalDeveloping a Thesis Statement (consulted July 31, 2001)

http://english.ttu.edu/uwc/thesis.htmlGuide to Grammar and Writing (consulted July 31, 2001)

http://ccc.commnet.edu/grammar/index2.htmMedia Awareness Network (consulted July 30, 2001)

http://www.media-awareness.ca/Media Watch (consulted July 30, 2001)

http://www.mediawatch.comNewsminute - Around the World in a Flash. (consulted July 30, 2001)

http://www.newsminute.com/Novelguide (consulted August 1, 2001)

http://www.novelguide.comOnline English Grammar (consulted July 23, 2001)

http://www.edunet.com/english/grammar/index.cfmOpinion-Pages (Opinions, Ideas and Commentary) (consulted April 4, 2001)

http://www.opinion-pages.org/Penguin Classics (consulted July 14, 2001)

http://www.penguinclassics.comResearch Guide for Students (consulted July 31, 2001)

http://www.geocities.com/Athens/Troy/8866/styleguides.htmlThe Weekly Schnews (consulted August 1, 2001)

http://www.schnews.org.uk/archive/news253htmWriter’s Resource Centre (consulted July 31, 2001)

http://www.poewar.com/Youth Resource Network of Canada (consulted August 1, 2001)

16

http://www.youth.gc.ca

OSS Policy Applications

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

Course Evaluation

Course evaluation is an on-going process. Teachers will be able to judge the effectiveness ofthis course 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 thesemester or school year

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

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

- 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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18

UNIT 1 (EAE4C)

Thinking Ahead: Information and Persuasion

Unit Description Time: 20 hours

In this unit, students explore various issues and themes that relate to their graduation. Theydevelop their critical thinking skills by analysing informational and persuasive texts and byresearching issues of their choice. They apply their knowledge and skills in the production ofa newspaper article, an oral report based on a survey, and a letter to the editor. They assessInternet sites as sources of information and write from the point of view of a service providerin the community.

Strands and Expectations

Strands: Literature Studies and Reading, Oral Communication, Writing, Media Studies

Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 5EAE4C-W-OE.1 - 2 - 3 - 5EAE4C-O-OE.1 - 2 - 3 - 4EAE4C-M-OE.1 - 2

Specific Expectations: EAE4C-LR-For.1 - 2 - 3 - 5EAE4C-LR-Str.1 - 2 - 3 - 4 - 5 EAE4C-LR-Inv.1 - 2 - 3 - 4 - 6EAE4C-LR-Crit.2 - 4 - 5EAE4C-W-For.1 - 3 - 4 - 7 - 8 - 9 - 10 - 11EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 3 - 4 - 5 - 7 - 8 - 9 - 10 - 11EAE4C-W-Res.1 - 2 - 4 - 5 - 6 - 9EAE4C-W-Crit.1 - 2 - 3 - 4EAE4C-O-List.1 - 2EAE4C-O-Prod.1 - 4EAE4C-O-Voc.1 - 2 - 3 - 4EAE4C-O-GrSk.1 - 3 - 4EAE4C-O-Crit.1 - 2 - 5EAE4C-M-For.1EAE4C-M-Inv. 6

Activity Titles Time

Activity 1.1: Reading and Writing About Issues: The Newspaper Article 300 minutes

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Activity 1.2: What Should I Do?: The Survey and Oral Report 240 minutesActivity 1.3: Have A Grand Grad: The Letter to the Editor 210 minutesActivity 1.4: Links to the Future: Electronic Sources of Information 180 minutesActivity 1.5: Get the Community Involved: The Proposal 270 minutes

Crosscurricular Links

When planning teaching and learning strategies, the teacher must integrate the followingcrosscurricular links: animation culturelle (AC), technology (T), career planning (CP) andother disciplines (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 acquaintedwith each student’s Individual Education Plan (IEP) and the unique learning characteristics,and to make the necessary accommodations. Teachers can find practical suggestions for theseaccommodations in La Boîte à outils, pages 11 to 21.


Assessment is an integral part of a dynamic learning process. Teachers must plan and developteaching and learning strategies jointly with evaluating strategies according to the four basiccategories of the Achievement Chart. Various evaluation techniques such as diagnosticevaluation (DE), formative evaluation (FE) and summative evaluation (SE) are suggested inthe section “Activity Instructions”.

Security

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

Resources

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

PedagogicalHILKER, D., et al., Your Voice and Mine 4, Toronto, Hall Rinehart and Winston, 1989, 384

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

Prentice-Hall, 1992, 218 p.

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SALIANI, Dom et al., Imprints 11, Toronto, Gage Educational Publishing Company, 2001,495 p.

Reference/ConsultationBARKLEY, Susanne, Judith COGHILL and Peter WEEKS, Canadian Students’ Guide to

Language, Literature and Media, Don Mills, Oxford University Press, 2001, 410 p.FRANZA, August, You and the Mass Media, Portland, J. Weston Walch, 1989, 141p.HALE, Don and Mark ZAMPARO, Beyond the News, Ottawa, The Ontario Newspaper in

Education Association, 1995, 62 p.

TechnologicalArthur Dale Heritage Organization (graduation stories) (consulted July 12,2001)

http://www.arthurdaleheritage.org/Past/graduati.htmCalgary Herald Online (consulted July 12, 2001)

http://calgaryherald.com/education/CACNL4C.htmlElle Magazine Online (consulted July 13, 2001)

http://www.ellegirl.com/Eve Magazine Online (consulted July 13, 2001)

http://www.evemag.com/Graduation Poem (consulted July 12, 2001)

http://www.amersol.edu.pe/_01acote/Poems.htmlGraduation Poems (consulted July 12, 2001)

http://www.edhs.org/vgs_gradpoems.htmlGraduation Stories (consulted July 12, 2001)

http://www.motivateus.com/stories/graduate.htmLiberal Arts Project (how to prepare a survey) (consulted July 12, 2001)

http://fs.broward.cc.fl.us/~hsorkin/LibArts/Projects/Spring2001/Bonaventure/steps.htmlMary-Kate and Ashley Magazine Online (consulted July 13, 2001)

http://www.mary-kateandashleymagazine.com/Ottawa Citizen (consulted July 6, 2001)

http://www.ottawa.citizen.com/Poems for Drunk Driving Victims (consulted July 12, 2001)

http://www.sxpress.com/~maddkp/advocacy/poems.htmlSeventeen Magazine Online (consulted July 13, 2001)

http://www.seventeen.com/Show What You Know: Reading and Writing Editorials (consulted July 12, 2001)

http://www.people.memphis.edu/~kshawes/editoril.htmlTeacher Web (examples of editorials) (consulted July 12, 2001)

http://teacherweb.ftl.pinecrest.edu/english1/webproject/editorial2.htmWorld Survey Organization (consulted July 12, 2001)

http://worldsurvey.org./

Yahoo Index of Ontario Newspapers (consulted July 13, 2001)http://ca.dir.yahoo.com/news_and_media/

Youth Organization of Canada (consulted July 14, 2001)http://www.youth.gc.ca/

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ACTIVITY INFORMATION 1.1 (EAE4C)

Reading and Writing About Issues: The Newspaper Article

Description Time: 300minutes

In this activity, students analyse various informational texts dealing with current issues.Students clarify their goals for this course and review the elements of the newspaper article.They analyse and write point-form outlines of selected articles. They assess their ownresearch and writing skills and write a newspaper article focusing on an alcohol-relatedincident.


Strands: Literature Studies and Reading, Writing, Oral Communication, Media Studies

Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 5EAE4C-W-OE.1 - 2 - 3 - 5EAE4C-O-OE.2EAE4C-M-OE.2

Specific Expectations: EAE4C-LR-For.1 - 2 - 3EAE4C-LR-Str.1 - 2 - 3 EAE4C-LR-Inv.1 - 2 - 3 - 6EAE4C-LR-Crit.2 - 4 - 5EAE4C-W-For.1 - 4 - 8EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 3 - 5 - 10 - 11EAE4C-W-Res.4 - 6EAE4C-W-Crit.1 - 3 - 4EAE4C-O-Voc.1 - 4EAE4C-O-GrSk.1EAE4C-O-Crit.5EAE4C-M-Inv.6

Planning Notes

- Find and select an article on college programs and at least two articles on career-planningfrom Internet sites, career pamphlets, the school’s guidance office, local newspapers oremployment offices.

- Prepare a questionnaire of students’ goals and expectations for the year.- Bring in current magazines and local newspapers, asking students to provide some of

their own.- Find newspaper articles dealing with the theme of alcohol.

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- Prepare comprehension questions for the newspaper articles read in class.- Provide chart paper and markers.- Provide access to computer lab for the printing of their articles.- Prepare a handout detailing the features of a good newspaper article.- Prepare an adapted assessment chart for summative evaluation of the newspaper article.- Prepare an evaluation grid for the formative assessment of students’ research and writing

skills.- Prepare an evaluation grid for the summative assessment of students’ newspaper articles.

Activity Instructions

Introduction

- Read with students an article on Ontario’s colleges of applied arts and technology (e.g.,from the Sun Media Guide to Ontario Colleges).

- Informally assess students’ interests and goals by discussing the ideas and information inthe article. (DE)(CP)

- Ask students to complete a questionnaire about their short-term and long-term goals aswell as their expectations for this course. Suggested questions: (DE)(CP)- Which college programs interest you?- Where do you expect to continue your education next year?- Which field of work interests you?- What communication skills and/or knowledge do you want to acquire in this course?- How do you think this course will prepare you for:

- college?- your chosen career?

- Instruct students (individually) to complete a web chart of the words and ideas theyassociate with success; students read an article on success (e.g., “Success Means ManyThings”, from the Ottawa Sun, July 10, 2001) and add words and ideas from the article totheir web chart. (CP)

- Have students compare and discuss, first in pairs and then in a whole-class activity, theirconcepts of success. (DE)(CP)

- Conduct a diagnostic assessment of students’ ability to read and interpret an informationaltext: students formulate written responses to questions on an article that deals with careerplanning (e.g., “Preparing for a Superb Entrance into Workplace” from the Ottawa Sun,July 10, 2001). (DE)(CP)

Experimentation/Exploration/Manipulation

- Review the elements of the newspaper article. Students note the following key elements:

- 1. First paragraph:- Tells who, what, when, where and why (5 Ws). Hooks the reader with a funny,

clever, or surprising statement. Begins with a question or a provocativestatement.

- 2. Second/Third/Fourth paragraphs:

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- Gives the reader the details. Includes quotations from various sources. Iswritten objectively.

- 3. Last paragraph: - Concludes forcefully with a quotation or a catchy statement.

- Have students, in pairs, brainstorm a list of reading strategies they use when exploring thenewspaper. The list could include:- skimming and scanning- reading headlines and captions- focusing on sections of interest (e.g. sports, entertainment, want ads, politics, world

news, economics, local news, arts and culture).- Instruct students, individually or in pairs, to skim and scan a number of current magazines

and local newspapers and to select two or three articles that deal with a similar issue or atopic of interest to them.

- Have students analyse the selected articles by completing the following comparison-contrast chart: (FE)

Element to be noted Article #1Title:

Article #2Title:

Article #3Title:

Specific Topic

Purpose

Targeted Audience

Form/Type

Main Message(s)

Secondary Idea(s)

Journalistic Conventions

Tone/Point of View

Organizational Pattern

Relevancy of Selected Details

Word Choice and Style

- Ask students to present their articles and their chart to their peers in a group or whole-class activity.

- Have students participate in a class discussion on a specific issue, in this case the subjectof driving under the influence of alcohol.

- Have students list on chart paper a series of questions related to this theme: Suggestedquestions:- What are the exact penalties for a first offence of driving while under the influence?- How much does one need to consume before being intoxicated?- Have you ever been in a situation where someone who was drinking took the wheel?- Who is responsible for the actions of under-aged drinkers?- What are the government regulations concerning television and print advertisements

involving alcoholic products (e.g., are they allowed to drink on television?)- Are the penalties severe enough for transgressors?

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- Should parents shoulder the responsibility of their children’s actions, especially whendrinking is involved? Why or why not?

- Instruct students to research one of these questions, in class and for homework. Suggestedresearch guidelines: (FE)- Skim, scan and survey at least three print and electronic sources and note interesting

and pertinent facts and information. (T)- Research the connection between media/communication industry practices (e.g.,

advertisements and programs where drinking is involved) and governmentregulations.

- Assess ideas, information and issues presented in texts and formulate views about theissues presented.

- Have students note their findings in their journals and share their findings orally withtheir classmates.

- Ask students to evaluate their own reading and research skills with the use of a preparedgrid: (SA)

CRITERIA YES NO STRATEGIES FORIMPROVEMENT

- Are my notes clear?- Are my notes complete?- Do I vary my resources?- Are my resources well chosen?- Have I noted relevant information?- Can I locate information quickly?- Can I quickly skim and scan a text effectively?

- Conduct a formative assessment of students’ application of language conventions andunderstanding of form, purpose and audience: students adopt the persona of a familymember or a close friend of a victim of an alcohol-related accident and write about it in ajournal entry. (FE)

- Instruct students, in pairs, to assess their own and each other’s journal entries according tothe following criteria: (FE)(SA)- understanding of topic- understanding of point of view and tone - relevancy of details- clarity of ideas- appropriate diction- organization and coherence of ideas- grammar, spelling, usage and punctuation

- Explain the summative assessment task: students write a (fictional or factual) newspaperarticle focusing on alcohol-related incidents, using various articles read in class as modelsfor their own writing. (SE)

- Have students follow the steps of a writing process, with the use of a checklist. Studentsare expected to :- determine the purpose and audience of the article- outline the article- research the article, including only relevant details- write the article, with attention to paragraphing and sequence- edit the article- have a peer proofread - rewrite the article and type it on the computer with attention to format and design

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- verify use of diction- do a spell check, with an understanding of the limitations of electronic spell-check

programs, using dictionaries to confirm spelling when in doubt.- verify for appropriate grammar conventions, including:

- appropriate and varied diction- appropriate sentence structure (with attention to misplaced modifiers)- correct use of punctuation and capitalization.

- Ask students to compare their article to a peer’s and to do the following:- participate in self and peer evaluation- focus on the use of appropriate language conventions- determine the weaknesses and strengths of their article- assess ideas and arguments in the written texts for relevance, persuasiveness, logic,

impact, unity and coherence- establish a work plan to improve their article. (FE) (SA)

- Have students use electronic resources to edit, format and print their articles. (T)- Instruct students to insert various self-assessment and evaluation grids into their writing

folders for future reference.

Grammar and Usage, Spelling and Punctuation- Ask students to use print and electronic resources to define unfamiliar terms read in theshort newspaper articles.- Have students define terms with the use of context clues: in pairs, students note in chart

form:- their definition of the word- the clue that led them to their definition- the dictionary definition of the word- a synonym for the new word- the level of language of the word.

- Have students use the newly acquired vocabulary in the newspaper article they willproduce.- Review the rules for correct punctuation; ask students to proofread their journal entries

and exercises provided by the teacher with attention to the avoidance of sentence errors.

Summative Evaluation

- Assess students’ ability to produce a newspaper article with attention to the requiredlanguage conventions and to the conventions of forms, according to the following fourcategories of the Achievement Chart for English Grade 12:- Knowledge/Understanding

- Demonstrate knowledge of the newspaper article’s forms and conventions.- Demonstrate understanding of information and ideas found in informational texts.

- Thinking/Inquiry- Apply inquiry skills in interpreting and selecting relevant research information.

- Communication- Communicate information on a specific issue clearly and logically.- Use appropriate level of language.

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- Demonstrate command of the newspaper article.- Application

- Communicate with the use of full sentences.- Apply language conventions correctly with attention to spelling and punctuation.- Apply steps of a writing process.- Use technology to edit, format and print a newspaper article.

Further Activities

- Invite a news reporter to the class and have him or her comment on the steps to newswriting.(CP)

- Have students explore the requirements for a career in journalism. (CP)- Organize a tour of a local (newspaper) printing facility.- Have students publish their articles in the form of a class newspaper.- Ask students to contribute to a local newspaper.- Invite a lawyer or a police officer to speak to students about the consequences of driving

under the influence of alcohol.

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

27


What Should I Do?: The Survey and Oral Report


In this activity, students read a series of case scenarios presenting personal dilemmasoccurring at social events. They assess different types of surveys and produce a surveydealing with one of these scenarios. They compile and analyse the results, and present theirdata in a formal oral report.



Overall Expectations: EAE4C-LR-OE.1 - 2 EAE4C-W-OE.2 - 3EAE4C-O-OE.1 - 2 - 3 - 4EAE4C-M-OE.1

Specific Expectations: EAE4C-LR-For.1 - 5EAE4C-LR-Str.1 - 2 - 3EAE4C-LR-Inv.1 - 3 - 4EAE4C-LR-Crit.5EAE4C-W-For.11EAE4C-W-Proc.2 - 3 - 4 - 5 - 8 - 9EAE4C-W-Gram.2 - 4 - 5 - 7 - 9EAE4C-W-Res.1 - 2 - 5 - 6 - 9EAE4C-W-Crit.1EAE4C-O-List.2EAE4C-O-Prod.1EAE4C-O-Voc.3EAE4C-O-GrSk.1EAE4C-O-Crit.1 - 2EAE4C-M-For.1

Planning Notes

- Reserve computer lab time for research on the Internet and for the printing of the survey.- Find surveys and texts on relevant social dilemmas or issues in current publications, teen

magazines, Web sites and class anthologies.- Prepare various case scenarios dealing with a personal dilemma that could occur at a

social event (e.g., peer pressure, drug use, alcohol abuse, sexual encounters, violence,harassment, intimidation).

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- Prepare an evaluation grid for the summative assessment of students’ survey and oralreport.


Introduction

- Have students search publications and the Internet for personal accounts (e.g., shortstories, letters of advices, poems, articles, journal entries) that deal with peer pressure,drugs, alcohol, sex, intimidation and/ or violence.(T)

- Conduct a diagnostic evaluation of the students’ ability to:- analyse an opinion text on peer pressure, drugs, alcohol, sex, harassment, intimidation

and/or violence- explain the text’s messages and social or ideological implications (e.g., commonly

accepted ideas and themes such as body image, gender identity, class status)- analyse organizational patterns and rhetorical elements- apply oral communication skills to present an informal report of their analysis to the

class. (DE)- Ask students to assess their own speaking skills and determine areas needing

improvement with the use of a grid. Suggested criteria: (SA)

Do I Use? YES NO Strategies forImprovement

- correct pronunciation?- correct grammar?- appropriate level of language?- precise vocabulary?- appropriate tone and tempo?- appropriate gestures?- a logical sequence of ideas?- strategies to maintain audienceinterest?

- Ask students to find different surveys (and accompanying result charts) on related themesfrom school textbooks (e.g., in Social Studies or Science), a technical publication, a classanthology (e.g., “Why Rock Stars Go Deaf” by John Watkins, from Reading and Writingfor Success Senior, p. 154) or an Internet site in order to: (DE) (OD) (T)- summarize the content of the survey- analyse the survey results and explain them in their own words.

- As a class, discuss the advantages of incorporating surveys in a magazine (e.g., to give asense of belonging, to inform, to self-assess).

- Have students participate in one of these surveys and share their comments, first with apeer and then with the class, in a think-pair-share activity.


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- Provide students with case scenarios that deal with personal dilemmas occurring at asocial event. The following can be used as an example:- Lauria is at a social event and the designated driver of the vehicle she came in has

started to consume alcohol. She lives too far away to walk home. She assumes herparents are asleep and do not know she is at this party. After asking a friend’s advice,she immediately decides that it would be “uncool” to worry about her transportationneeds.

- Have students, in pairs or small groups, improvise a short skit where they explore andoffer possible solutions to these dilemmas. Their skit should include:- a focus on oral presentation skills (e.g., speak confidently and fluently, using inclusive

language and adapting level of language to setting, purpose, and audience)- a focus on vocabulary, syntax, register and voice (e.g., volume, pitch, pause).

- After each skit, have students identify main ideas of oral presentation and assess theeffectiveness of speaking skills and persuasive techniques used to convey a message.(FE)

- Have students offer their viewpoints on each solution proposed and take an active role ingroup discussions.

- Ask students to comment on the influence of peer pressure on decision making.- Have students brainstorm a list of topics that could be used in a survey dealing with teen

social dilemmas and the graduation party.- In pairs, have students draft a series of questions for their survey, reminding them that the

questions they ask must result in answers easily compiled and that questions must be - clear- focused- grammatically correct.

- Give examples of survey questions that limit variability. Possible questions: - How many times in the last month have you attended a social event with your

peers? Never 1-3 times 5-10 times- Do you think people spend too much money on their graduation party?

Yes Undecided No- How much do you intend to spend for your graduation party?

Less than $100.00 $100-200 $200-500 more than $500- How many times in the last month have you been a designated driver?

Never 1-3 times 5 times or more- Is alcohol usually consumed at parties/social events that you attend with your

friends?Never sometimes always- How many times in the last six months have you been a passenger in a car

driven by someone who has consumed alcohol?Never 1-3 times 5 times

- Have students note the design elements of an effective survey, with reference to thesurveys in the introductory activities as models. An effective survey...- is formatted clearly, neatly and consistently

- identifies the purpose of the research in a precise manner- identifies the targeted audience- identifies the method of gathering information (e.g., questioning individuals or large

groups by mail, in person or using the Internet)- sequences questions clearly and logically- presents questions that are concise, precise and to the point

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- tabulates data clearly and simply.- Have students conduct their survey in the class and then assess the effectiveness of their

questions according to the results and the above criteria.- Have students edit their survey with attention to:

- parallel structures- spelling- pronoun case- diction and level of language ( as well as inclusive language)- capitalization.

- Provide access to computer labs for printing of the survey. (T)- Instruct students to submit their survey for summative assessment. (SE)- Have students conduct the survey.- Have students analyse the results of their survey and draw conclusions (e.g., about the

most and least frequent responses and the possible reasons for these responses); studentscompile the results in chart form. (SE)

- Instruct students to explain their chart/graph and their conclusions to their peers in aformal oral report. Suggested criteria: (SE)- Results of the survey are presented in a CHART that is

- clear- logically organized- complete- visually appealing- neat and well-spaced

- Students apply the following ORAL COMMUNICATION SKILLS (for individualassessment) to present the results of the survey: - clear and complete information- logically sequenced information- appropriate tone and volume- appropriate tempo- correct pronunciation- correct grammar- appropriate level of language- appropriate posture and gestures- use of chart as an audio-visual aid.

Grammar and Usage, Spelling and Punctuation- Emphasize correct use of pronoun case and number in the formulation of questions.- Have students revise each other’s texts with attention to the consistent use of parallel

structures, appropriate diction, level of language, capitalization, and inclusive language.- Have students integrate specialized terms into the survey, using print and electronic

resources to verify meaning and spelling.


- Assess students’ ability to produce a survey and to analyse and present its results in anoral report, according to the following four categories of the Achievement Chart forEnglish Grade 12:- Knowledg/Understanding

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- Demonstrate knowledge and understanding of the form and purpose of the surveyas a research tool.

- Demonstrate understanding of the conventions of the research chart.- Thinking/Inquiry

- Select relevant information and data for oral presentation.- Eliminate unnecessary detail and wordiness in the synthesis of their research.- Analyse the results of a survey and draw conclusions.

- Communication- Communicate ideas and information in an oral report in a clear and logical

manner.- Communicate with the use of the appropriate level of language in an academic

context.- Application

- Use correct spelling, punctuation, capitalization and sentence structure.- Use electronic resources in the application of a writing process and in the

production of graphic and design elements.- Use oral communication skills to present data collected through a survey.- Make connections between the results of their survey and their own experience

and knowledge to draw conclusions about the issue under study.

Further Activities

- Have students publish their survey on a Web site or chat line. (T)- Present different kinds of graphs to students, asking them to present the results of their

survey as a pie chart, bar graph or line graph. (T)- Have students set up an e-mail account to which participants can send the answers to their

survey. (T)


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Have a Grand Grad: The Letter to the Editor

Description Time:210minutes

In this activity, students analyse various opinion texts (e.g., letter to the editor, advicecolumn, informal essays and personal letters) to determine the requirements of each: discusskey features of a successful graduation party; and write a letter of advice suggesting ways tomake the most of their graduation as well as a letter to editor defending the idea of having agraduation party.


Strands: Literature Studies and Reading, Writing

Overall Expectations: EAE4C-LR-OE.1 - 2 - 5EAE4C-W-OE.1 - 2 - 3 - 5

Specific Expectations: EAE4C-LR-For.1 - 3EAE4C-LR-Str.2 - 3EAE4C-LR-Inv.1 - 2 - 3EAE4C-LR-Crit.5EAE4C-W-For.1 - 4 - 7 - 9 - 10EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.4 - 5 - 8EAE4C-W-Crit.1 - 2 - 3

Planning Notes

- Ask students to bring in copies of current newspapers.- Find various models of letters to the editor, advice columns, informal essays and personal

letters for analysis.- Provide chart paper and markers.- Ensure access to computer lab for the printing of students’ opinion texts.- Prepare an evaluation grid for the formative assessment of the letter of advice.- Prepare an evaluation grid for the summative assessment of students’ letters to the editor.

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Introduction

- Conduct a diagnostic assessment of students’ ability to convey ideas and opinions: in theirjournals, students explain to an adult what a graduation (including ceremony as well asparty) means to them and to high school students in general. (DE)

- Instruct students to brainstorm, in groups, a list of essential elements needed to ensure asuccessful graduation party. The list could include:- appropriate attire- hairstylist and grooming needs- cosmetic needs- transportation needs- spending money for the evening- date (or not).

- Instruct students to indicate one of their graduation concerns (e.g., have no date, have nomoney, won’t graduate with friends, no family around) on a small slip of paper andcollect them.

- As a group, have students respond orally to these concerns and offer solutions; studentsinformally share their responses in a whole-class activity.


- Have students write a letter of advice to a Grade 9 student to help him/her succeed in highschool, with attention to the following elements:- organizational patterns (e.g., of the letter)- tone (e.g., informal) and diction- transitional devices to show relationships between ideas and ensure a smooth flow- clarity and precision- appropriateness of selected details.

- Have students, in groups, evaluate one another’s letters and make suggestions forimproving format, accuracy, clarity, coherence, comprehensiveness, use of conventions,persuasiveness and writing style. (SA)(FE)

- Circulate among groups and provide formative and constructive feedback. (FE)- Provide students with various models of letters to the editor, advice columns, and

informal essays for analysis.(e.g., Dear Abby, magazines, examples taken from theInternet).

- ask students, in groups, to complete a comparative chart in which they note the keystructural elements of the selected columns and essays under the following headings: (FE)

Criteria Elements of theLetter to the Editor

Elements of theAdvice Column

Elements of theInformal Essay

Elements of thePersonal Letter

Topic

Point ofview

Structuralelements

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Level oflanguage(e.g., formalor informal)

Purpose

Tone

Audience

Rhetoricalelements

- Instruct students to explain their charts to their peers in an informal oral presentation tothe class or in a jigsaw group activity.

- Lead an informal debate on the opinions expressed in the selected texts, asking studentsto justify their own views on the basis of their personal experience and knowledge.

- Review with students the criteria of the letter to the editor:- opening paragraph that clearly identifies topic and purpose of letter- clearly stated opinions that are supported with relevant evidence- at least one clearly stated counter-argument- examples from credible sources as well as personal experiences- rhetorical elements that add to the persuasiveness - use of formal but polite diction- a forceful closing that summarizes main points.

- Instruct students to skim and scan local newspapers, to select a letter to the editor and toidentify the structural elements previously listed.

- Have students research print and electronic resources to find examples of an editorial, andpossibly another letter to the editor.

- Have students compare the editorial to the letter to the editor, noting similarities anddifferences.

- Present the following scenario and summative assessment task to students: Town/ cityofficials have decided to ban graduation parties at the request of parents and local schools.Write a letter to the editor defending the idea of having a graduation party in response tothe decision made by the town/city. (SE)

- Have students brainstorm, outline and draft their letters to the editor, with reference to thetexts and grids in their writing folder and to texts read in class as models.

- Instruct students, in pairs, to read each other’s letters, noting similarities and differencesand making suggestions for improvement.

- Have students integrate feedback from teacher and peers into revisions of their own texts.- Provide access to the computer lab so the students can print their work.(T)- Have students print out their letters and submit them for summative evaluation according

to the list of criteria presented earlier in this activity. (SE)

Grammar and Usage, Spelling and Punctuation- Instruct students, in pairs, to proofread and edit their journal entries and their letters of

advice with attention to the elimination of wordiness and the use of transitions andconjunctions to ensure clarity.

- Review with students the use of sentence-combining techniques and of transitionalexpressions, using examples from the opinion texts under study during the activity.

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- Assess students’ ability to produce a letter to the editor with attention to the requiredlanguage conventions and to the conventions of forms, according to the following fourcategories of the Achievement Chart for English Grade 12:- Knowledge/Understanding

- Demonstrate knowledge and understanding of conventions of the letter to theeditor.

- Demonstrate understanding of the form, purpose and audience of the letter to theeditor.

- Demonstrate understanding of uses and effects of persuasive devices.- Thinking/Inquiry

- Justify opinions with convincing examples and well-chosen supporting details.- Demonstrate ability to consider various points of view.

- Communication- Communicate ideas and information clearly and in a logical manner.- Communicate with the use of the appropriate level of language and tone.- Demonstrate command of persuasive writing.

- Application - Use correct grammar and usage to communicate ideas.- Use appropriate transitional devices in the personal letter.- Use a writing process and technology to edit, format and print a letter to the editor.

Further Activities

- Instruct students to compare and contrast the editorial pages of an English newspaper withthose of a French newspaper, noting similarities and differences in format, vocabulary andissues under discussion. (AC)

- Have students write a letter seeking advice and submit it to an advice columnist.- Have students explore the letters of advice in teen magazines, in either print or electronic

form, and write a journal entry in which they give their opinion on the advice given.- Ask students to write a response to their letter to the editor, from the point of view of a

town/city official.

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

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Links to the Future: Electronic Sources of Information


In this activity, students establish the criteria of valid Internet sites as they research localservice providers and consult career-related sites. They analyse texts on technological issuesand informally debate the views presented.


Strands: Literature Studies and Reading, Writing, Oral Communication

Overall Expectations: EAE4C-LR-OE.1 - 2 - 5EAE4C-W-OE.5EAE4C-O-OE.2 - 3 - 4

Specific Expectations: EAE4C-LR-For.1 - 5EAE4C-LR-Str.2 - 3 - 4 - 5EAE4C-LR-Inv.1 - 3 - 6EAE4C-LR-Crit. 2EAE4C-W-Gram.2EAE4C-W-Res.4 - 5 - 6EAE4C-W-Crit.1EAE4C-O-Prod.1 - 4EAE4C-O-Voc.1 - 2 - 3 - 4EAE4C-O-GrSk.1 - 4

Planning Notes

- Find and note a few local firms that provide services useful for the preparation of thestudents’ graduation.

- Reserve sufficient lab time to conduct computer research and to consult the followingsite:

http://media-awareness.ca.- Provide chart paper and markers.- Select texts and articles on the impact of technology.- Consult the Government of Canada “Youth Link” publication or Internet site

(http://www.youth.gc.ca) for a list of career-related Internet sites.


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Introduction

- Have students brainstorm in groups the essential elements in a graduation planner (e.g.,time to reserve the limousine, the tuxedo, a hair appointment).

- Have students identify important elements in each group and share their findings with the class in a short informal presentation. (FE)

- Conduct a diagnostic assessment of students’ ability to select, synthesize, and organizeresearch information; students research at least two firms each that provide products andservices, to obtain prices of the goods they have deemed essential for their graduationparty.

- Remind students that services are accessible through the Internet, and instruct them to usethat venue in the compilation of their research. (T)(DE)

- Instruct students to (a) note relevant information in point form, (b) document their sourcesand (c) to determine which of the two Internet sites consulted is the better one and explainwhy. (T)(DE)

- Ask students to present their research information in a group activity; students insert theirresearch into their writing folders for the assessment task in Activity 1.5.

- Have same groups list on flip-chart paper the reasons or criteria which led the students tofavour a particular site; students post their criteria in the classroom.

- Have students skim and scan the flip charts in a class activity; students note recurringcriteria and integrate these criteria into one master list.


- Instruct students to brainstorm, individually or in pairs, a list of jobs that require the useof technology, and then to specify the type of technology they have in mind (e.g., jobswhere a cell phone would be a necessity; the type of technology used by a real estateagent, an auto mechanic, a legal assistant, or an air conditioner maintenance worker).(CP)(T)

- Instruct students to log on to the Media Awareness site and to read the information on thereliability and authenticity of Internet sites as research sources. (T)

- Ask students, individually or in pairs, to select and assess in chart form at least two careerInternet sites (of their choice or as suggested by the teacher) according to specific criteria.Suggested chart and criteria: (T)(CP)

EVALUATION CRITERIA SITE 1 SITE 2

- What is the purpose of the site?- What kind of information is provided by the site?- Why do you think this information is accurate (or not)?- Who is targeted by the site?- Who is the author of the site and what are his/hercredentials?- When was the site (a) created and (b) last updated?- How accessible and appealing is the design of the site?

- Instruct students to post their evaluation charts for future reference during work-relatedactivities in EAE4C Unit 3.

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- Assign the reading of at least two texts or articles on the effects of technology in theworkplace and /or in their daily lives (e.g., in The Ottawa Citizen (Tech Weekly Section)of Monday, September 3, 2001: “HOMEwork” by Marlen Orton, p.B2, and “War Games(for kids)” by John Tierney, p.B5; in Essays Patterns and Perspectives: “From Quill toComputer” by R. Sekuler, p. 162).

- Instruct students to identify the main and secondary ideas in the above texts and to notethe information sequentially according to the organizational pattern of the selected texts.

- Review students’ notes on the texts, providing them with the opportunity to debateinformally the views presented.

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

find other examples from articles and Internet sites. (T)- Instruct students to use print and electronic resources to spell and define various

technological terms, noting the French equivalents of the selected terms. (AC)(T)- During the course of this activity, ask students to note examples of typographical and

spelling errors in articles and Web pages. (T)- Have students explain in their own words the limitations of various computer programs in

the writing process.


(There is no summative evaluation task in this activity; students will use research notes fromthis activity to complete their proposal in Activity 1.5 )

Further Activities

- Have students research and debate in groups a technological issue of their choice (e.g.,cellphones and driving; the Internet and privacy; the Internet and censorship; the pros andcons of working from home; the computer as an educational tool); students present theirviews in the form of a panel discussion. (T)

- Instruct students to produce electronically a pamphlet for teenagers on the use of theInternet for homework and academic research. (T)

- Ask students to write an open-ended short story set in the future that warns its readersabout the dangers of technology.


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Get the Community Involved: The Proposal


In this activity, students examine different proposals according to form, purpose andaudience. Students write two proposals to the school graduation committee, the firstformative, and the second summative. The first (to be done in pairs) consists of a request forfunds for the promotion of a safe graduation; for the second, students assume the role of oneof the services researched in Activity 1.4 and write a proposal to obtain a contract. Studentsuse technology and steps of a writing process throughout the activity.


Strands: Literature Studies and Reading, Oral Communication, Writing

Overall Expectations: EAE4C-LR-OE.2EAE4C-W-OE.1 - 2 - 3 - 5EAE4C-O-OE.1 - 4

Specific Expectations: EAE4C-LR-For.1 - 3 - 5EAE4C-W-For.3 - 8 - 10 EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 4 - 5 - 8 - 9 - 10 - 11EAE4C-W-Res.6 - 9EAE4C-W-Crit.1 - 2EAE4C-O-List.1EAE4C-O-Prod.1EAE4C-O-Voc.1 - 4EAE4C-O-GrSk.1 - 3

Planning Notes

- Invite a lawyer, a police officer or a social worker to talk to the students.- Draw up a list of community organizations and services to complement student findings.- Prepare a checklist to review the key components of the proposal and find examples of

proposals in textbooks or business publications.- Prepare an evaluation grid for the student proposal.


40

Introduction

- Have students prepare a series of questions they will ask a guest speaker (e.g., lawyer, police officer, social worker) invited to lecture to them about some of the issues discussedduring this unit (e.g., drunk driving).(OD)

- Remind students of the results they recently compiled in their surveys (Activity 1.2). - Have students take note of the main ideas in the guest speaker`s presentation.- Invite students to put their questions to the guest.- After the presentation, have the students discuss the aspects which they found interesting

and/or surprising.- Have students identify the discrepancies between their assumptions, their surveys and the

facts presented in the oral presentation.- Ask a student to introduce and thank the speaker, following the rules of social etiquette.


- Have students draft a list of community organizations aimed at promoting the safety andwell-being of adolescents.

- Have students assess whether these organizations have succeeded in reaching theirtargeted audience.

- Have students reflect on the following questions:- How can we get adolescents to take advantage of these services?- What would be the best way to market these organizations?- Have incidences of adolescent crises (e.g., suicide, alcohol and drug addiction,

depression, violence, eating disorders) diminished or increased?- Are the parents aware of the services available to their children?- How can the school get involved in assisting troubled teens (e.g., teacher/mentor,

information sessions, guidance counsellor, graduation committee)? (OD)- Have students reflect on whether or not the actions of certain students have had an impact

on the planning of certain school activities (e.g., high school dances, sports, culturalactivities, organized outings, fun drives).

- Instruct students, in pairs, to outline a proposal to the school’s graduation committee inwhich they request funds to set up a promotion campaign for a safe graduation. (FE)

- Present examples of formal proposals to students (e.g., Chapter 9, “Formal Reports andProposals” in Impact by Margot Northey; “Request for Funding”, p. 165-167, in theCommunications Handbook by C. Donaldson).

- Have students list the important elements of a proposal:- the introduction includes a description of the problem, the need and the proposed

solution;- the body provides background information, describes problem or need, and suggests

criteria for evaluating possible solutions;- the body also provides the actual proposal including relevant information such as

implementation time, procedure, and cost;- information is presented in specific sections under clear headings;- the credentials describe the writer’s qualifications and experience;- the conclusion includes a summary of the benefits to be derived from the proposal;- the writing style is persuasive and appropriate for a business context.

(see Course Profile, Activity 4.2)- Have students conduct a brief research by consulting various Internet sites or by

contacting a marketing agency to determine the cost of at least two different forms of

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promotion - either a radio ad, a television ad, a newspaper ad, a poster, a T-shirt with aslogan, a pamphlet, a giveaway. (T)

- Have students draft their proposal, ensuring that the aforementioned criteria are used andunderstood. (SA)(FE)

- Conduct a formative evaluation of the students’ ability to:- apply the stages of a writing process; - write persuasively;- use appropriate organizational patterns to present ideas logically in their proposal;- use appropriate format and design elements such as headings, font and numbers;- use appropriate diction and level of language for the intended purpose, form and

audience. (FE)- Have students revise:

- sentences for sentence errors and misplaced modifiers, focusing on correct use ofpunctuation to achieve clarity and for effect;

- vocabulary and sentences to avoid wordiness and unnecessary details;- the use of coordinate, subordinate and correlative conjunctions and other connectives,

which show logic and combine ideas.- Instruct students to insert their proposals, checklists and notes into their writing folders.- Assign a proposal as a summative assessment task: students take on the role of one of the

services researched in Activity 1.4 and write a proposal to the graduation committee toobtain a contract. Possible topics or services: (SE)(CP)- a catering company- a limousine company- a disc jockey- a security company- a banquet facility- a tuxedo rental company.

- Provide class time for students to conduct additional research if necessary and toelectronically draft, format and revise their proposal according to the steps of a writingprocess. (T)

- Have various students take on the role of the graduation committee and assess the draftsof the proposals according to the previous list of criteria. (FE)

- Instruct students to integrate their peers’ suggestions and to refer to their notes in theirwriting folders as they finalize their proposal.

- Have students publish their proposal electronically with attention to format and design;students submit their proposal for summative assessment. (SE)

Grammar and Usage, Spelling and Punctuation- Have students revise one another’s texts with attention to precise and appropriate word

choice and correct sentence structure.- Instruct students to focus on correct use of punctuation.- Have students integrate specialized terms into the proposal, using print and electronic

resources to verify meaning and spelling.- Emphasize the importance of using coordinate, subordinate and correlative conjunctions

and other connectives, which show logic and combine ideas.- Instruct students to compare and contrast their proposal with the models examined in

class, noting design elements as well as the wording of headings; students revise theirheadings with attention to clarity, capitalization, consistency and the use of parallelstructure.

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- Assess students’ ability to produce a proposal with attention to the required languageconventions and to the conventions of form, according to the following four categories ofthe Achievement Chart for English Grade 12:- Knowledge/Understanding

- Demonstrate understanding of the conventions of business writing and morespecifically of the proposal.

- Understand the use and effect of persuasive techniques.- Understand the information gathered when conducting research.

- Thinking/Inquiry- Select relevant information.- Synthesize information concisely and precisely.

- Communication- Communicate ideas and information in a clear, logical and succint manner.- Integrate specialized terms into the proposal, using print and electronic resources

to verify meaning and spelling.- Demonstrate command of the proposal as a form of business text.

- Application - Apply language conventions correctly with attention to parallel structure and to

the use of conjunctions.- Apply steps of a writing process to draft, edit and format a proposal.- Use technology in the production of a professional-looking proposal.- Make connections between the ability to use English and various services in the

community.

Further Activities

- Have students write a thank-you note to the guest speaker.- Instruct students to write a cover letter that would accompany their proposal.(CP)- Have students prepare an oral presentation in which they explain to the class the outcomeof their proposal.- Instruct students to present their proposal orally to a group of students taking the role of

the graduation committee. (CP)- Have students assume the role of a graduation committee member and write a letter (of

refusal or acceptance) in response to the proposal. (CP)- Ask students to write summaries of the proposals presented as models, in order to develop

reading and writing skills.- Provide students with various examples of contracts, asking them to paraphrase various

passages and to define specialized terms.


Appendix EAE4C1.5.1: Achievement Chart - Get the Community Involved: The Proposal

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Achievement Chart - Get the Community Involved: The Proposal Appendix EAE4C 1.5.1

Assessment Techniques: diagnostic 9 formative 9 summative :

Categories andcriteria

50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4

Knowledge/Understanding

The student:- demonstratesknowledge of thecontent, forms andconventions of theproposal. - demonstratesunderstanding of theuses and effects ofrhetorical elements inpresenting a proposal.

The studentdemonstrateslimitedknowledge ofcontent, formsand conventionsand limitedunderstanding ofthe uses andeffects ofrhetoricalelements.

The studentdemonstratessome knowledgeof the content,forms andconventions andsomeunderstanding ofthe uses andeffects ofrhetoricalelements.

The studentdemonstratesconsiderableknowledge of thecontent, formsand conventionsand considerableunderstanding ofthe uses andeffects ofrhetoricalelements.

The studentdemonstratesthoroughknowledge of thecontent, forms andconventions andthorough andinsightfulunderstanding ofthe uses andeffects ofrhetoricalelements.

Thinking/Inquiry

The student:- selects relevant andconvincing details,synthesizinginformation.- estimates time,procedure and costbased on research.

The student usescritical thinkingskills withlimitedeffectiveness.

The student usescritical thinkingskills withmoderateeffectiveness.

The student usescritical thinkingskills withconsiderableeffectiveness.

The student usescritical thinkingskills with a highdegree ofeffectiveness.

Communication

The student:- communicatesinformation, clearly,logically andsuccinctly in aproposal- uses appropriatediction and specializedterms in a businesscontext.- demonstratescommand of theproposal and businesswriting.

The studentcommunicatesinformation andideas withlimited clarity,and demonstratesa limited sense ofbusiness contextand command ofthe proposal.

The studentcommunicatesinformation andideas with someclarity, anddemonstratessome sense ofbusiness contextand command ofthe proposal.

The studentcommunicatesinformation andideas withconsiderableclarity, anddemonstrates aconsiderablesense of businesscontext andcommand of theproposal.

The studentcommunicatesinformation andideas with a highdegree of clarityand withconfidence, anddemonstrates avery strong senseof businesscontext andcommand of theproposal.

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Application

The student: - uses the requiredlanguage conventionsin the proposal.- uses a writingprocess to write aproposal.- uses technology todraft, edit, format andprint a proposalaccording to therequired conventions.- makes connectionsbetween services inthe community and theEnglish program.

The student usesthe requiredlanguageconventions withlimited accuracyandeffectiveness, anduses a writingprocess andtechnology, andmakesconnections, withlimitedcompetence.

The student usesthe requiredlanguageconventions withlimited accuracyandeffectiveness, anduses a writingprocess andtechnology, andmakesconnections, withmoderatecompetence.

The student usesthe requiredlanguageconventions withconsiderableaccuracy andeffectiveness, anduses a writingprocess andtechnology, andmakesconnections, withconsiderablecompetence.

The student usesthe requiredlanguageconventionsaccurately andeffectively all oralmost all of thetime, and uses awriting processand technology,and makesconnections, witha high degree ofcompetence.

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

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46

UNIT 2 (EAE4C)

Defining Success: Exploring Death of a Salesman


In this unit, students analyse themes such as family values, alienation, isolation, ambition, theconcept of the American Dream and the tragic hero in Arthur Miller’s Death of a Salesmanwhile exploring characterization, setting, plot, conflict, symbols and themes. Studentsdramatize a scene based on conflict, assess the film version of the play and write anargumentative essay focusing on character. They begin the independent reading of a novel (tobe completed and presented in Unit 5).



Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 4 - 5EAE4C-W-OE.1 - 2 - 3 - 4 - 5EAE4C-O-OE.1 - 2 - 3 - 4 - 5EAE4C-M-OE.1 - 3

Specific Expectations: EAE4C-LR-For.2 - 3 - 4EAE4C-LR-Str.1 - 2 - 3 - 4 - 5 - 6EAE4C-LR-Inv.1 - 3 - 4 - 5EAE4C-LR-Crit.2 - 3 - 4 - 5EAE4C-W-For.1 - 2 - 5 - 6 - 8 - 9 - 10 - 11EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 3 - 4 - 5 - 7 - 8 - 9 - 10 - 11EAE4C-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Crit.1 - 2 - 3EAE4C-O-List.3EAE4C-O-Prod.1 - 3 - 4 - 6 - 8EAE4C-O-Voc.1 - 2 - 3 - 5EAE4C-O-GrSk.1 - 2 - 3 - 4EAE4C-O-Crit.1 - 2 - 3 - 4EAE4C-M-For.1EAE4C-M-Inv.2 - 3 - 5 - 7EAE4C-M-Crit.5


Activity 2.1: The American Dream: Death of A Salesman 420 minutesActivity 2.2: The Tragedy of the Common Man 270 minutes

47

Activity 2.3: Character Analysis in Print and Film 250 minutesActivity 2.4: Outlining: The Argumentative Essay 210 minutesActivity 2.5: Summative Assessment Task: The Argumentative Essay 80 minutesActivity 2.6: Independent Reading: Modern Heroes and Heroines 270 minutes




Teachers using this instructional planning support document are expected to be acquaintedwith each student’s Individual Education Plan (IEP) and unique learning characteristics, andto make the necessary accommodations. Teachers can find practical suggestions for theseaccommodations in La Boîte à outils, pages 11 to 21.



Security


Resources

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

PedagogicalLiterary Cavalcade, “The American Dream”, vol. 53, no. 7 (April 2001), Jefferson City,

Scholastic.MEYER, Ed Bruce, The Stories: Contemporary Short Fiction Written in English,

Scarborough, Prentice Hall Canada, 1997, 532 p.MILLER, Arthur, Death of Salesman, New York, Viking Penguin,, 1987, 139 p.

48

REINKING, James A., Andrew W. HART, and Robert VON DER OSTEN, Strategies forSuccessful Writing: A Rhetoric, Research Guide, Reader and Handbook, Toronto,Prentice-Hall Canada, 1999, 735 p.

MaterialDeath of a Salesman, Laslo Benedek dir., starring Fredric March, Mildred Dunnock, Kevin

McCarthy, Cameron Mitchell, Howard I. Smith and Royal Beal, Columbia Pictures, 1951,VHS, black and white, 115 min.

Death of a Salesman, Volker Schlondorff dir., starring Dustin Hoffman, Charles Durning,Stephen Lang, John Malkovich, Anchor Bay Entertainment, 1985, VHS, colour, 218 min.

Legends of Hockey, Derek Murray dir., Opus Pictures, 1996, VHS, colour, serie of 4 videos.JFK, Oliver Stone dir., starring Kevin Costner, Warner Bros., 1995, VHS, colour, 206 min.

TechnologicalDeath of a Salesman: Homework Online (consulted July 11, 2001)

http://www.homework-online.com/doas/Death of a Salesman Study Resource Center (consulted July 23, 2001)

http://www.deathofasalesman.com/study.htmDeath of a Salesman: Willy Loman Character Sketch (consulted July 11, 2001)

http://www.geocities.com/Athens/Olympus/2814/Willy_Sketch.htmDeath of a Salesman: Notes on Context of Play (consulted July 11, 2001)

http://www.sparknotes.com/lit/salesmanEarly History: Tragedy (consulted July 11, 2001)

http://www.stemnet.nf.ca/~hblake/tragedy1.htmlISU Play Concordances: Death of a Salesman (consulted July 11, 2001)

http://www.public.iastate.edu/~spires/Concord/death.htmlLiterary Terms Glossary (consulted July 08, 2001)

http://etza.llpi.ac.ru/WritersGuide/mastertoc.htmlThe System and the American Dream: Death of a Salesman (consulted July 11, 2001)

http://www.playwrites.net/salesman1.htmlTragedy and the Common Man: The Essay (consulted July 08, 2001)

http://theliterarylink.com/miller1.html

49


The American Dream: Death of a Salesman


In this activity, students read and analyse the play Death of a Salesman by Arthur Miller.They focus on the elements of fiction, and the theme of the American Dream. They explorethe context of the play and research the life and works of a celebrity figure from the post-warera. They convey their research in a paper and an oral report.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 4 - 5 EAE4C-W-OE.1 - 2 - 3 - 4 - 5EAE4C-O-OE.1 - 2 - 3 - 4 - 5EAE4C-M-OE.3

Specific Expectations: EAE4C-LR-For.3 - 4EAE4C-LR-Str.2 - 3 - 6EAE4C-LR-Inv.3 - 4 - 5EAE4C-LR-Crit.2 - 5EAE4C-W-For.6 - 8 - 10EAE4C-W-Proc.2 - 6 - 8EAE4C-W-Gram.4 - 5 - 9 - 10 - 11EAE4C-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Crit.1EAE4C-O-List.3EAE4C-O-Prod.1 - 3 - 4 - 6EAE4C-O-Voc.1 - 3 - 5EAE4C-O-GrSk.1 - 4EAE4C-O-Crit.2EAE4C-M-Inv.2 - 5

Planning Notes

- Obtain the video of Arthur Miller’s Death of Salesman and reserve necessary audio-visualequipment.

N.B. It is suggested that students view the video as they follow in their textbooks. (The videostarring Dustin Hoffman is a close rendition of the original play.)- Research the life and works of Arthur Miller, the concept of the American Dream and the

context of the play (see Literary Cavalcade - April 2001).

50

- Prepare written and oral questions on the play Death of Salesman.- Make a list of topics related to the play Death of a Salesman to be researched by students

(for the formative and summative assessment tasks).- Provide students with access to print and electronic resources.- Find examples of research papers to be used as models by students.- Make a grammatical checklist to guide students in the production of their research papers.- Prepare formative and summative assessment grids for students’ research papers and oral

reports.


Introduction

- Conduct a diagnostic assessment of students’ ability to make connections between theirpersonal experience and knowledge and the themes, events and context of the play: students note their reactions to a list of scenarios (which they will encounter during theirreading of the play). Suggested scenarios: What would you do and /or how would you feelif: (DE)

a) you lost your job?b) you found out your boyfriend/girlfriend was seeing someone else?c) your parents told you to move out of the house?d) a friend of yours was considering suicide?e) you got caught shoplifting?f) a teacher unfairly gave you a failing mark at an exam?g) your brother or sister yelled and screamed at your father or mother?h) your parents had financial problems?i) your father or mother was too old to take care of himself/herself?j) you saw someone bringing pens, paper, etc., home from work?k) you lent money to a friend or family member who did not pay you back?

- Ask students to note their responses to the above questions and to present one responseeach to their peers in a whole-class activity or a jigsaw group activity. (DE)

- Instruct students to assess their own and others’ speaking skills as they informally presenttheir responses using of a checklist. Suggested criteria: (DE)(SA)

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CRITERIA YES NO SUGGESTIONSCOMMENTS

1- The ideas are clear2- The ideas are well sequenced3- The ideas are convincing and complete4- The ideas are interesting and personal5- The speaker uses language conventionscorrectly6- The speaker uses appropriate vocabulary7- The speaker pronounces clearly, at anappropriate volume and pace


- Lead an informal discussion in which students share and compare/contrast their reactionsto the above situations.

- Introduce the play Death of a Salesman by emphasizing the relevancy and realism of itscharacters, themes, setting and events:- the play presents a traditional family consisting of two sons and two parents- most of the play occurs in the kitchen;- the main character is a middle-class worker facing the end of his career as a salesman.

- Read with students an article (or critic’s review) that explains the impact of the play andsuggests reasons for considering the play a modern classic (e.g., Preface to the 50thanniversary edition of Death of a Salesman published by Penguin Books; notes on thecontext of the play - http://www.sparknotes.com/lit/salesman).

- Ask students to explain, in a class discussion, the difference between a “classic” and abest-seller.

- Read with students the list of characters and their names, clearly identifying the role ofeach.

- Read the stage description as presented in the opening paragraphs of Act I, focusing onthe following elements:a) visual details that convey Willy’s state of mind (e.g., the sparsely furnished and

fragile-seeming home convey Willy’s vulnerability and the fragility of his hopes anddreams; the “angry” glow of the orange light);

b) auditory details (e.g., the flute, which creates a mood of sadness and nostalgia andwhich recalls Willy’s brother and father who made flutes);

c) the use of two stages or settings, one in the present and one in the past (in Willy’smind);

d) the terms used by Miller to describe Willy and Linda and their relationship (e.g.,“jovial”, “iron repression”, “loves”, “admires”, “mercurial”, “his temper”, “hismassive dreams”, “his little cruelties”, “turbulent longings”).

- Present the video and/or read the text of the play with students up to Willy’s firstflashback (when Happy says, “Sh...Sleep, Biff.”)

- Review the opening scenes of the play with the students by asking them questions thatfocus on Willy’s character and his relationship with his family: (FE)

a) For what reason(s) is Willy depressed?b) What could lead us to think that Willy should not be working anymore?c) According to you, is Willy senile? Why do you think so?

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d) In what ways is Linda trying to help Willy?e) Should Linda try to convince Willy to stop working and why doesn’t she?f) How are Biff and Happy different?g) Why has Biff moved back home?h) What are Biff’s goals and ambitions in life?

- Instruct students, in groups of four or five, to debate informally in groups their views onthe following problems (presented in the play) in terms of their own experience andknowledge:

a) At what age is a young adult mature enough to move away from home?b) How much money does a young adult need to live on his/her own?c) Should a young adult who returns home (like Biff) be expected to pay room and

board? If so, how much?d) Should a young adult who returns home (like Biff) be expected to follow the rules

of the household as determined by his/her parents?e) Does a parent have to support or provide for his/her child once the child has

become an adult?- Discuss with students their responses to the above questions.- Explain the dramatic devices used by Miller to present Willy’s flashbacks on stage (e.g.,

the use of colour and lighting, the characters’ clothing, the “imaginary” wall-lines, theflute as a sign of time past) and the purpose of these flashbacks (e.g., to contrast Willy’s- present descriptions/past hopes and ambitions- present failure/dreams of success- inability to face reality/fantasies and memories of a happier time).

- Read and view the first flashback of Act I.- Brainstorm with students various definitions and synonyms of the term “dream” (e.g.,

illusion, goal, denial, hope, fantasy, ambition, delusion, nightmare, ideal, deception,image, imagination); ask students to explain

a) the ways in which these definitions apply to the characters in the play; b) the positive and negative concepts associated with being a “dreamer”.

- Review the flashback by asking students to define (orally or in writing) variouscharacters’ dreams:- Willy’s dreams for himself- Willy’s dreams for his sons- Biff’s dreams- Happy’s dreams- Linda’s dreams

- Ask students to select one character and to explain in chart form the positive and negativeaspects of his/her dreams. (FE)

- Review students’ responses, leading students to reflect on Willy’s definitions of success(e.g., being successful, being rich, having a good job).

- Ask students to make predictions about characters: will they make their dreams come trueand why (or why not)?

- Introduce the concept of the American Dream, emphasizing both its positive and negativeaspects; explain how Willy’s dreams represent the materialistic values of the society inwhich he lives, with reference to specific passages in the play.

- Have students read and/or view the subsequent scenes of Act I, up to the end of Willy’sconversation with Ben.

- Ask students to explain in written and oral responses the ways in which these scenesconvey the negative and positive aspects of the American Dream (e.g., consumerism andthe Hastings refrigerators; Willy and The Woman, Willy’s attitude to cheating, Biff’s

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stealing, Ben who “walked out” rich, Ben who says, “Never fight fair with a stranger”.)(FE)

- Discuss with students whether or not the values of the American Dream a) still apply to American society today?b) apply to Canadian society?c) apply to them, personally?

- Instruct students, in pairs or groups, to brainstorm a list of ways in which the play wouldbe different if Miller were writing it today (e.g., Linda would have a job, Biff would beyounger - probably 25, Happy would be less sexist).

- Review students’ answers.- Instruct students to define terms that are characteristic of the 1940s and 1950s (e.g.,

“simonize”, “buckle down”, “Regents” and/or which are new to students; students usecontext clues and refer to print and electronic resources to verify the meaning of words.

- List on the blackboard a series of topics to be covered and researched informally forhomework. Suggestions for these topics are: (FE)(OD)- the origin of a word or saying (e.g., Caesarian birth, Sticks and stones may break my

bones...)- a literary allusion (e.g., The Big Apple, Buffalo Wings, Midas Touch, To Be or Not to

Be)- the origin of a fashion trend (e.g., Bellbottoms, Pedal Pushers, Penny Loafers, Beehive

Hairstyle).- Instruct students to:

a) consult at least two different sources or Internet sites and to determine which source isbetter;

b) note their research point-form, including at least five items of information (FE)(T).- Have students informally share their research with the class.- Review their responses, noting with them various strategies and problems of their

research process as well as the characteristics of valid research sources or sites (withreference to Activity 1.4).

- Read with students an article or research document on Arthur Miller’s life and times,highlighting specific names and events relating to the political context of the 1950s andearly 1960s (e.g., the Cold War) and the entertainment business. (OD)

- Instruct students to write a short research paper of approximately 400 words on the lifeand work of a famous person from the second half of the 20th century. Some possiblefigures or celebrities are: McCarthy, Stalin, Churchill, Roosevelt, Indira Gandhi, MargaretThatcher, Neil Armstrong, René Levesque, Pierre Trudeau, Truman, Diefenbaker, CharlesDe Gaulle, Marilyn Monroe, Maurice Richard, John F. Kennedy, Joe DiMaggio, ElvisPresley. (SE) (OD) (AC)

- Have students research their topics on various Web pages and other sources of referenceand assess validity and relevance of their resources.(T)

- Provide students with examples of research papers (e.g., “Blowing the Whistle onConcussions” by P. Shillman in Reading and Writing for Success Senior, p. 124), to serveas models for their own writing.

- Have students analyse the elements of style and types of language used in the examplesand assess their value as models for their own writing.

- Distribute the following checklist to assist students in the composition of their researchpaper: (SA)QUESTIONS TO ASK WHEN WRITING A RESEARCH PAPER:- Does my introduction contain a clear topic sentence? Yes__ No

__

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- Does my introduction contain a well-written research question? Yes__ No__

- Do I develop only one major idea in each section? Yes__ No__

- Are the headings of each section appropriate? Yes__ No__

- Are my ideas organized logically? Yes__ No__

- Is my research accurate and complete? Yes__ No__

- Are the sources I used in my research paper properly documented? Yes__ No__

- Is the tone of the research paper objective? Yes__ No__

- Does my conclusion clearly and precisely summarize my research? Yes__ No__

- Remind students to vary their sources and review with them how to avoid plagiarism andcite sources accurately according to an accepted system of documentation (e.g., MLAStyle Manual or Chicago Manual of Style).

- Provide students with a grammatical checklist for this assignment. Suggested criteria:Does the student...- eliminate wordiness and revise vocabulary in sentences to ensure clarity and

precision?- use appropriate diction and level of language?- apply parallel structures correctly?- revise sentences for sentence errors and misplaced modifiers, focusing on correct use

of punctuation to achieve clarity and for stylistic effect?- identify and correct errors in punctuation and capitalization, paying attention to

conventions of form?- Have students present their research in a three-four minute oral report, for summative

assessment according to the checklist used earlier in this activity. (SE)

Grammar and Usage, Spelling and Punctuation- Remind students to use transitional devices to show relationships between sentences and

paragraphs, and to ensure a smooth flow of ideas.- Distribute a series of sentences where students can practice eliminating wordiness and

revising vocabulary to ensure clarity and precision.- Remind students to use appropriate diction and level of language in their research paper.- Have students apply parallel structures correctly.- Ensure that students revise their work, eliminating sentence errors and misplaced

modifiers, and focusing on the correct use of punctuation to achieve clarity.- Have students identify and correct errors in punctuation and capitalization before

submitting their research papers for summative evaluation.


- Assess students’ ability to collect and present research in a paper and in an oral reportwith attention to the required language conventions and the conventions of form, purposeand audience, according to the following four categories from the Achievement Chart forGrade 12 English:

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- Knowledge/Understanding- Demonstrate knowledge and understanding of the conventions of the research

paper.- Demonstrate understanding of information collected from a variety of sources for

research purposes.- Thinking/Inquiry

- Use critical thinking skills to clarify ideas, analyse research, synthesizeinformation, and hypothesize about research.

- Use inquiry skills to evaluate and interpret sources of objective information.- Communication

- Communicate information through logical organizational patterns in the researchpaper.

- Communicate ideas in an objective manner.- Communicate with the appropriate diction according to form, purpose and

audience.- Demonstrate command of the research paper.

- Application- Apply reading strategies to collect research information.- Apply technology in preparing and publishing a formal research paper.- Use appropriate grammar, usage, spelling and punctuation in the writing of a

research paper.- Apply oral communication skills to present research information.- Apply a writing process to a research paper.

Further Activities - Instruct students, in pairs, to conduct a mock interview with the author, Arthur Miller,

about his reasons for writing Death of a Salesman.- Ask students to list the ways in which the play would be different if there were more

female characters in the play (e.g., Charley’s wife, Willy’s mother, a sister for Biff andHappy, if Biff were a girl).

- Present one or more songs (and the accompanying lyrics) that deal with the theme ofdreams; ask students to make connections between the song and the play under study.

- Instruct students to write a creative response in which they assume the point of view ofone of the following characters:- Willy’s boss explaining the reasons why he wants to fire Willy;- a police officer writing a report of Willy’s car accident;- Mr. Birnbaum writing comments on Biff’s report card to explain his failing mark;- Biff writing home while he is working on a farm in Nebraska.



The Tragedy of the Common Man

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In this activity, students apply various reading and viewing strategies to interpret the playDeath of a Salesman and to analyse Miller’s concept of tragedy as it applies to Willy’sdreams and goals. Students reflect on their own career goals and write journal entries andshort essay answers in response to the play.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 3EAE4C-W-OE.1 - 2EAE4C-O-OE.2 - 4EAE4C-M-OE.3

Specific Expectations: EAE4C-LR-For.4EAE4C-LR-Str.5 - 6EAE4C-LR-Inv.3 - 5EAE4C-LR-Crit.4EAE4C-W-For.1 - 2 - 8 - 9 - 10EAE4C-W-Proc.6EAE4C-W-Gram.2 - 7 - 8 - 9 - 10 - 11EAE4C-W-Crit.2 - 3EAE4C-O-Prod.1EAE4C-O-GrSk 1 - 4EAE4C-M-Inv.2

Planning Notes

- Prepare a chart for students’ activity on career goals.- Reserve necessary audio-visual equipment to continue viewing the video of the play.- Find Miller’s article, “Tragedy and the Common Man”

(http://theliterarylink.com/Miller/.html).- Prepare written and oral questions on the play for formative and summative assessment

purposes.- Prepare an evaluation grid for the summative assessment of students’ short essay answers.


Introduction

- Conduct a diagnostic assessment of students’ ability to make connections and to structureshort-essay answers: (DE)(CP)

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- Students write three short journal entries in which they project into the future anddescribe themselves as they would like to bea) in two years’ time;b) at Biff’s age (or in their late twenties);c) at Willy’s age.

- Lead an informal discussion on students’ journal entries asking them questions orally tofurther their reflection: (CP)- What kind of work will you be doing?- What will determine if you are happy - money, family, satisfaction, success at work?- What if your plans don’t work out...what will you do then?

- Instruct students to complete their journal by outlining in chart form what they plan to doto achieve their personal and professional goals. Suggested headings for chart: (CP)

GOALS What can I do now? What can I plan to do later? What can I plan to do in the future?

in two years

in five years

in 10-12 years

in ____ years

in 25 years

in 30+ years

- Instruct students, in groups, to share their journal entries and charts and to list (in pointform) on flip-chart paper, their criteria of success (e.g., owning car, having their ownbusiness, owning a house, liking what they do, being rich, being famous).

- Have one spokesperson present each group’s criteria.- Lead an informal debate on students’ criteria while attempting to bring the class to a

consensus as to the definition of success.


- As a class, have students read the end of Act I.- Assign individual roles to the students, encouraging them to speak clearly, using proper

intonation and varying voice pitch; during the dramatic reading, remind students howatmosphere, tone and style contribute to the work’s theme.

- Have students identify how tone of voice can affect the interest and intensity of the play;students explain the various tones required to make an adequate and appropriate readingof the play.

- Discuss the end of Act I with students, focusing on the reasons why Willy on the onehand can be pitied for his failure and on the other hand respected for hisdevotion/commitment.

- Relate the ending of the act to students’ own reflection on goals by asking to respond tothe following questions:- Is a person a failure if he/she does not reach his/her goals? Why?(Possible answers: a person can set new goals; you can reach your goals and still not behappy; it’s the journey that counts, not the destination.)

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- Focus analysis of the end of Act I on Willy’s plans to commit suicide; students answerquestions individually and then in pairs before sharing their answers with the class (think-pair-share). Suggested questions: (FE)(SE)- How is Willy planning to commit suicide?- Is suicide an admission of failure in Willy’s case? Why?- Is suicide an escape and an act of cowardice in Willy’s case? Why?- Should Linda continue to pretend she doesn’t know about Willy’s plans when she

talks to him? Why?- What should Biff, Happy and Linda do to help Willy and to prevent further suicide

attempts?- Were Willy’s car “accidents” really accidents or were they also suicide attempts

according to you? Why?- Review students’ responses, emphasizing the use of examples and quotations to support

various opinions.- Present the video of Death of Salesman up to the end of Act I, asking students to explain

whether or not the media rendition matches their interpretation of Willy and of othercharacters.

- Present the video of the opening scenes of Act II (up to the end of Linda’s phone call),contrasting the mood and events with the end of Act 1.

- Ask students, individually or as a class, to explain Linda’s comment about Willy: “He’sonly a little boat looking for a harbor.” (FE)

- Ask students to explain in a whole-class discussion the reasons why Arthur Miller hassaid that this play is the “tragedy of a believer”; relate students’ answers to the conceptsof success, work and the American Dream (explained in Activity 2.1). (FE)

- Have students complete a word-map for the term “tragedy”, first individually and then asa class; use the word-map to clarify the concepts associated with tragedy (e.g., death,hero, suicide, classics, sadness, courage, despair, bad luck/fate).

- Read with students Miller’s article, “Tragedy and the Common Man”, highlighting four-five key concepts (e.g., dignity) and passages.

- Have students, in a whole-class activity, interpret the selected passages on tragedy andnote two events from the play that apply to each passage.

- Ask students, in a whole-class discussion, to find examples of tragic figures who areconsidered “heroic” (e.g., Terry Fox).

- Instruct students to describe, in a journal entry, one or two “common” heroes among theirfamily or friends, explaining the ways in which these unknown everyday heroes deserverespect and admiration. (FE)

- Have students share their journal entries on a “common” hero with a peer or in a whole-class discussion.

- Present the video scene of Willy’s visit to his boss, Howard; during the video, studentsnote the ways in which this particular scene conveys Miller’s concept of tragedy. (FE)

- Review students’ notes on Willy’s visit with attention to students’ interpretation of thefollowing passage: “You can’t eat the orange and throw the peel away - a man is not apiece of fruit!”

- Assign questions on the play for students to answer, including short-essay answers, as asummative assessment task. Possible questions: (SE)- How does Willy’s belief in the American Dream make him a person to be

a) respected?b) pitied?

- Is Willy right to encourage Biff by telling him that he has all kinds of “greatness”?- In what ways is Willy giving Biff false (or dishonest) values?

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- Is Linda helping Willy by feeding his fantasies?- Is Howard right in his decision not to have Willy represent his company?(It is suggested that this assessment task be done in class and that students be permitted torefer to the text of the play).

- Indicate to students that each answer should:- include three elements- provide supporting examples and quotations- include an introductory statement- convey their understanding and interpretation- be written in clear and complete sentences- follow the conventions of language

Grammar and Usage, Spelling and Punctuation- Provide students with examples of Canadian and American spelling (with examples from

the play) of words, insisting they employ the Canadian spelling in their text.- Review the rules of the correct use of pronoun case and number.- Review the correct use of coordinate, subordinate and correlative conjunctions; in pairs,

students proofread and edit one of the journal entries written in this activity for thepurpose of improving their text’s sentence structure by- using parallel structure- combining ideas- varying punctuation and the types of sentences- eliminating wordiness- avoiding sentence errors- avoiding dangling modifiers.


- Assess students’ ability to analyse the elements of fiction in drama by responding inshort-essay answers, according to the following four categories from the AchievementChart for Grade 12 English:

- Knowledge/Understanding- Demonstrate knowledge and understanding of the elements of fiction in a play.- Demonstrate understanding of the relationship among elements of fiction in the

play.- Thinking/Inquiry

- Analyse characters and events in a play, drawing their own conclusions about theauthor’s intent.

- Select relevant details and examples to support their interpretation of the play.- Formulate and defend opinions in response to a literary text.

- Communication- Communicate information and ideas clearly, precisely and completely in short-

essay answers- Communicate information and ideas in coherent and well-structured short-essay

answers.- Application

- Use correct spelling, grammar and usage with attention to pronouns and sentencestructure.

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- Use various reading strategies to find, select and record relevant details andquotations.

Further Activities

- Instruct students to find and analyse an example of a “common” hero in a current movieor television show and to explain (in an informal oral presentation) the ways in whichtheir selected media character matches Miller’s concept of heroism.

- Have students brainstorm a list of qualities and faults associated with the typical“salesman”. (CP)

- Instruct students to research the different kinds of job opportunities, positions and skillsassociated with “sales” in today’s job market. (CP)

- Invite a guidance counsellor or career counsellor from an employment center to explain tostudents how to set and achieve career goals. (CP)

- Invite a guidance counsellor or psychologist to speak to students about suicide - the signs,prevention, available help, etc.


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Character Analysis in Print and Film


In this activity, students analyse Miller’s development of characters as well as the cause andeffects of conflicts in Death of a Salesman. Students explore various motifs and symbols andpresent their interpretation informally to the class with the use of a collage. Students create,rehearse and present collaboratively a new scene based on a conflict in the play.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 EAE4C-W-OE.1 - 2EAE4C-O-OE.2 - 3 - 4 - 5EAE4C-M-OE.1

Specific Expectations: EAE4C-LR-For.4EAE4C-LR-Str.5 - 6EAE4C-LR-Inv.3 - 5EAE4C-LR-Crit.5EAE4C-W-For.2 - 8 - 9 - 11EAE4C-W-Gram.2 - 5 - 7EAE4C-O-List.3EAE4C-O-Prod.1 - 6 - 8EAE4C-O-Voc.3EAE4C-O-GrSk.1 - 2 - 3EAE4C-O-Crit.1 - 3EAE4C-M-For.1EAE4C-M-Crit.5

Planning Notes

- Find and select a recent song and short story that present a parent-child conflict.- Continue viewing the video Death of a Salesman.- Reserve necessary audio-visual equipment for the presentation of the song and the video,

and for students’ collaborative production of their media texts.- Prepare charts and oral and written questions on conflict and the closing scenes of the

play.- Prepare evaluation grids for the formative and peer assessment of students’ presentations.

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- Prepare an evaluation grid for the summative assessment of students’ written analysis andmedia text based on conflict.


Introduction

- Conduct a diagnostic assessment of students’ understanding of conflict and figurativelanguage by presenting at least one song that focuses on a parent-child conflict (e.g., “NoSon of Mine” by Phil Collins, “Cat in the Cradle” by Harry Chapin, “Father and Son” byCat Stevens); students explain a) the themes and figures of speech in the lyrics of the selected song;b) the ways in which the song relates to the play, Death of a Salesman. (DE)

- Assign the reading of a modern short story (e.g., “Powder” by Thomas Wolfe fromLiterary Cavalcade) that also presents a parent-child conflict; students explain the causes,effects and solutions of the conflicts presented as well as the author’s use of metaphor andsymbols. (DE)

- Brainstorm with students a list of the conflicts found so far in the play Death of aSalesman.

- Instruct students, in groups to analyse these conflicts by completing the following chart:

CONFLICT CAUSE(S) EFFECT(S) QUOTATION/REFERENCE

- Have a spokesperson present each group’s findings to the class or to other groups ofstudents.


- Instruct students to select one of the above conflicts and to write a letter of advice to oneor more characters in the play, suggesting ways to solve their conflict. (FE)

- Lead an informal discussion on students’ suggested solutions, asking students to makepredictions as to the outcome of the various conflicts.

- Continue the video of Death of a Salesman, asking students to complete their conflictchart as they view the meeting between Willy and Bernard and Biff’s visit to Boston.

- Review the concepts of symbol, motif and metaphor, asking students to explain in theirown words how Willy’s car and suitcases are symbols of the American Dream.

- Emphasize how symbols and motifs are used by Miller to convey themes and variouscharacters’ feelings and values.

- Provide examples of more specific symbols and motifs in the play (e.g., the Hastingsrefrigerator and the tape recorder as symbols of Willy’s obsolescence; the motif of thestockings associated with Willy’s unfaithfulness; the motif of the green slippers which areassociated with success and the death of the successful salesman; Biff’s Virginia Statesneakers as symbols of his dreams and goals).

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- Ask students (in pairs) to select a motif or symbol and to trace its development in the playby finding and explaining at least three related quotations or references; students illustratethis motif in a collage; students explain their motif with the use of their collage as anaudio-visual aid in an informal oral presentation. (FE)

- Relate students’ findings on motifs to the themes of the play (e.g., seeds andhope/survival; the fountain pen and dishonesty; the football hero and popularity; cityliving and entrapment; woods burning and suicide).

- Explain to students how the main conflicts of the play are inner conflicts and how theyrelate to the tension between appearance and reality, fantasy and truth, deception /denialand truth.

- Ask students to give examples of this inner conflict in the play as it relates to both Willyand Biff. (FE)

- Present the closing scenes of the play, asking students to note the inner and outer conflictspresented and their resolutions.

- Instruct students (in groups) to analyse the end of the play by completing the followingcharacter analysis chart as it relates to one of the following characters: Willy, Linda, Biffor Happy. (FE) Suggested chart:

Selected character:

What the character says: What this reveals about the character:

What other characters say about him /her: What this reveals about the character:

What the author tells us about this character: What this reveals about the character:

What the character does: What this reveals about the character:

- Have students present their analysis for formative assessment purposes, with attention to a) their understanding of the play and especially of characterizationb) their use of references and specific detailsc) the clarity of their chartd) their speaking skills (clarity, volume, temps, use of language conventions).

- Discuss students’ character analysis charts, relating their findings to the concepts of theAmerican Dream (explained in Activity 2.1) and of the tragic hero (explained in Activity2.2). Suggested questions for discussion:- Has your opinion of Willy’s suicide changed since the end of Act 1?- Why does Willy see his suicide as a solution?- Has the conflict between Willy and Biff been resolved?- Will either Biff or Willy make Willy’s dream come true?- Do you agree with Charley that, “Nobody dast blame this man [Willy]”? Why?

- Present a list of conflicts that could have happened (or probably did) during or after thecourse of the play:

1- Linda tries to convince Willy not to commit suicide.2- Linda and /or Biff confront Willy about his extra-marital affairs.

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3- Willy asks Ben for money; Ben refuses.4- Happy refuses to go into business with Biff.5- Linda blames Biff for Willy’s suicide.6- Bernard refuses to give Biff a job.7- Happy tries to convince Biff not to leave.8- Linda refuses to share the $20,000.00 with Biff and/or Happy.9- Biff explains to Willy the reasons why he will not go to college.

- Explain the summative assessment task to students: in groups of two (four-five minutepresentation), or three (six-seven minute presentation)A) - Students select one of the conflicts and dramatize it as if it were a new scene in the

play. Presentation may take the form of a video, a live skit or a puppet show.(SE)(T)

B) - Students analyse the causes and effects of the conflict presented in a short-essayanswer of one page. In their analysis, students are expected to:- situate the conflict in the play;- include at least three clear and complete ideas and references;- read their written text to the class before their presentation and then submit

their text for evaluation.- Provide class time for students to apply the following steps:

- select topic- write and revise script- rehearse script- integrate media devices into their production- prepare necessary material and equipment- rehearse their media text and make one- produce and present their media text.

- Assess students’ media texts, instructing students to also evaluate the presentation of theirpeers with the use of an evaluation grid. (SE) Suggested criteria:- creativity and originality (including use of props, special effects)- relevancy, completeness and coherence of script- delivery of script (voice, intonation, pace, clarity, pronunciation)- preparation (timing, organization, memorization).

Grammar and Usage, Spelling and Punctuation- Ask students to proofread their script with attention to the consistent and correct use of

pronouns and verb tenses. (SA)(FE)- Instruct students to assess their script in terms of level of language, identifying instances

when non-standard English might be acceptable. (SA)(FE)

Summative Assessment

- Assess students’ analysis of conflict in a written response and a media text, according tothe following four categories from the Achievement Chart for Grade 12 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of dramatic conventions and of theshort essay answer.

- Demonstrate understanding of media devices, conflict and character in drama.- Thinking/Inquiry

- Select relevant details to convey an insightful analysis of relationships in a play.- Make inferences about the causes and effects of conflicts.

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- Demonstrate creativity in the production of a media text based on a play understudy.

-- Communication- Communicate information clearly and in a logical sequence in a media and short

essay answer.- Communicate ideas appropriately for an audience of young adults.- Communicate information according to the format and conventions of the short

essay answer.- Application

- Use correct spelling and grammar with attention to the consistent use of pronounsand verbs.

- Apply oral communication skills and media techniques in the collaborativeproduction and dramatization of a conflict based on a play under study.

- Use technology to prepare, rehearse and present a media text.

Further Activities

- Present an older movie version on of the play Death of a Salesman and have studentswrite a comparative movie review.

- Have students debate the topic of euthanasia or mercy killing.- Have students write Willy’s suicide note to either Biff, Linda or Happy, in which they

assume Willy’s point of view.


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Outlining: The Argumentative Essay


In this activity, students further their analysis of the play Death of a Salesman by ArthurMiller and develop their knowledge and understanding of argumentation in preparation forthe summative assessment task in Activity 2.5.



Overall Expectations: EAE4C-LR-OE.1 - 5EAE4C-W-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE4C-LR-For.2 - 3EAE4C-LR-Str.2 - 3 - 6EAE4C-LR-Inv.1EAE4C-LR-Crit.2 - 3 - 5EAE4C-W-For.8 - 9 EAE4C-W-Proc.1 - 2 - 3 - 4 - 9EAE4C-W-Gram.1 - 9 - 11EAE4C-W-Res.1 - 2 - 6 EAE4C-W-Crit.1

Planning Notes

- Find examples of argumentative essays for student analysis (e.g., Chapter 14, “ThePersuasive Essay”, from Reading and Writing for Success Senior, p. 206).

- Prepare a review sheet outlining the requirements of the argumentative essay andappropriate terminology associated with the writing of the essay.- Prepare outline template and sample outlines for students (e.g., Reading and Writing for

Success Senior, p. 58-59, p. 290-291).- Reserve computer lab for students to do research pertaining to their chosen topic.

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Introduction

- Have students, as a class, compile a list of the key elements in effective persuasion andargumentation. The list can include:- soundness of arguments- logical organization- content and evidence- objectivity - pertinence of evidence.

- Have students, as a class, draw up a list of the characters in Death of a Salesman anddetermine what purpose they have in the play.

- Review with students how to write a thesis for an argumentative essay (e.g., choose atopic, comment on it, prepare a detailed outline to organize your ideas).

- Distribute examples of argumentative essays and have them locate the thesis statementand the topic sentences of the work (suggested essays: “If Questions Could Kill” byCatherine Forster in The Process of Writing, p. 52-54; “Blossoms, Fireworks, and Glitter”by Rev. Alan Reynolds in The Process of Writing, p. 55-56; “A Comparison” by SylviaPlath in Imprints 11, p. 293-295). (DE)

- Ask students to analyse how language is used in these essays to communicate ideas, information and arguments.

- Have students note how organizational patterns (chronological, comparison-contrast,example, importance) and rhetorical elements (e.g., hyperbole, repetition) enhance themeaning in the argumentative essay.

- Have students practice writing thesis statements by giving them a topic and asking themto give their position (for or against it) as well as supporting arguments. Simple topicsmay include:- school uniforms- mandatory extracurricular activities- reality TV- mandatory teacher evaluation- violence on television- municipal curfews


- Review with students the key elements in effective persuasion and argumentation.- Draw up a list of the characters in Death of a Salesman with students, and discuss what

purpose each has in the play.- Explain the summative assessment task to the students: the in-class argumentative essay.- Have students choose one of the following questions and generate a specific thesis

statement for it, keeping in mind the form, purpose, intended audience and focus of thewriting task:- Has Willy Loman’s life been a complete waste?- Is Linda Loman a model wife?- Is Happy Loman a victim of his parents’ neglect?- Could Linda, Biff or Happy have prevented Willy’s suicide?- Is Happy correct in wanting to continue in his father’s footsteps?

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- Should Biff leave home and pursue his goals on his own terms?- Should Biff have confronted his father at the end of the play?

- Have students develop a detailed research plan (e.g., critical path) to identify and exploreappropriate print and electronic sources of information, considering topic, purpose andaudience.

- Remind students that they should apply various reading strategies to interpret stated and implied meanings of individual words and that these words should serve as models for

their own writing.- Present examples of outlines to students as well as the following template:

- Introduction: General Introductory Statement (one to three sentences)Thesis Statement with Outline

- Body 1: Topic SentenceSupport 1Support 2Support 3Transition

Body 2: Topic SentenceSupport 1Support 2Support 3Transition

Body 3: Topic SentenceSupport 1Support 2Support 3Transition

Conclusion: Thesis reiteratedGeneral Concluding Statement regarding topic

- Ask students to note features of the outline such as the use of headings and parallelstructure, capitalization and punctuation.

- Instruct students to present a detailed outline in anticipation of writing an essay.- Have students do their research and complete their outline in point form, using various

print and electronic resources to research and vary diction in the essay. - Instruct students that the only complete sentence allowed in the outline is their thesis

statement and thesis statement reiterated.- Have students submit their outline for formative evaluation. (FE)- Ask students to write a rough draft of their essay; although this essay will not be

submitted for evaluation, students should be able to discern whether or not they are readyfor the assessment task. (SA)

- Instruct students to insert notes, checklists ( refer to checklist in Activity 2.5) and samplesinto their writing folders for consultation during the summative assessment task inActivity 2.5.

Grammar and Usage, Spelling and Punctuation- Emphasize the correct use of punctuation in the essay when integrating quotations,

examples and points of support.- Emphasize the use of transitional devices to indicate order of information and of ideas in

the argumentative essay and to clarify logic.

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- Ensure that students revise their work, eliminating sentence errors and misplacedmodifiers, and focusing on the correct use of punctuation to achieve clarity.

- Have students identify and correct errors in punctuation and capitalization beforesubmitting their argumentative essays for summative evaluation.

- Emphasize clear and correct sentence structure in students’ work.


- See Activity 2.5.

Further Activities

- Have students informally debate the position they have taken in their essays in front of theclass.

- Have students research careers where argumentative skills are required. (CP)- Have students create posters highlighting the main ideas in their essays and post these

throughout the class.- Instruct students, in groups, to read a selected article or essay and to outline the text’s

main and secondary ideas, giving each section appropriate headings and sub-headingsaccording to the template provided by the teacher.


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Summative Assessment Task: The Argumentative Essay


For this summative assessment task, students demonstrate their reading, writing and criticalthinking skills by producing an argumentative essay based on their analysis of a character andhis/her relationships in the play Death of a Salesman by Arthur Miller.



Overall Expectations: EAE4C-LR-OE.1 - 2EAE4C-W-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE4C-LR-For.4EAE4C-W-For.5 - 8 - 9 - 10EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8EAE4C-W-Gram.1 - 2 - 4 - 5 - 10 - 11EAE4C-W-Res.4 - 8EAE4C-W-Crit.1 - 2 - 3

Planning Notes

- Prepare a review sheet outlining the requirements of the argumentative essay andappropriate terminology associated with the writing of the essay.- Prepare Student Booklet, Achievement Chart and self-assessment grid for this activity.- Provide access to computers during the editing, revising and printing stages of the writing

process.



- Explain the summative assessment task to the students: the in-class argumentative essay;students are to write a formal persuasive essay on the play under study, Death of aSalesman, in which they formulate a thesis and develop three supporting arguments withdirect references to the text.

- Have students choose one of the following questions and generate a specific thesisstatement for it, keeping in mind the form, purpose, intended audience and focus of thewriting task:

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- Has Willy Loman’s life been a complete waste?- Is Linda Loman a model wife?- Why is Biff Loman the only character to offer promise at the end of the play?- Is Happy Loman a victim of his parents’ neglect?- Could Linda, Biff, or Happy have prevented Willy’s suicide?- Is Happy correct in wanting to continue in his father’s footsteps?- Should Biff leave home and pursue his goals on his own terms?- Should Biff have confronted his father at the end of the play?

- Outline the criteria for this assignment:- work must be completed in writing folder;- final product should be approximately 450-500 words in length;- essay should consist of five paragraphs (one for introduction, three for body, one for

conclusion);- introduction must consist of topic sentence, thesis statement and summary of main

points;- body paragraphs must consist of transitional links, topic sentences, details and

concluding sentence, respectively;- the point of view must be formal;- arguments must be presented through quotations, examples and details.

- Instruct students that they are to use for the writing of this essay the detailed outlineprepared in Activity 2.4.

- Review with students the required format and documentation methodology.- Instruct students to refer to their writing folders throughout this activity; students are

expected to consult notes, writing samples and evaluation grids as they revise and edittheir essay to produce a final version.

- Explain the overall expectations that will be used to assess the students’ knowledge andskills according to the criteria of Achievement Chart EAE4C 2.5.1. Students are expectedto:- use formal diction and inclusive language;- formulate and support a thesis convincingly with well-chosen examples, quotations

and evidence from the play;- sequence ideas clearly and logically according to a prepared outline;- integrate transitional devices into essay for clarity and coherence;- use correct and clear sentence structure;- document quotations and references according to accepted methodology;- write persuasively;- incorporate a counter-argument into the essay;- use print and electronic resources during steps of a writing process, verifying

grammar, usage, spelling and punctuation;- use correct punctuation, integrating quotations correctly;- use electronic resources to format and print a visually appealing text in the required

format;- assess their writing skills, identifying their strengths and weaknesses. (SA)

- Distribute the instructions for each step and the Achievement Chart.

- The following time line is suggested for the completion of this summative assessmenttask:Step 1: Pre-writing 20 minutesStep 2: Revising Draft 40 minutes

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Step 3: Printing 20 minutes


Appendix EAE4C 2.5.1: Achievement Chart - The Argumentative EssayAppendix EAE4C 2.5.2: Student Booklet - The Argumentative Essay

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Achievement Chart - The Argumentative Essay Appendix EAE4C 2.5.1



50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstratesknowledge of thecharacteristics andconventions of theargumentative essay. - demonstratesunderstanding of thecharacters, themes,events andrelationships in Deathof a Salesman.- demonstratesunderstanding of theuses and effects ofpersuasive devices todefend a position in anessay.

The studentdemonstrateslimitedknowledge of theconventions of theargumentativeessay and ofpersuasivedevices, andlimitedunderstanding ofthe characters,themes, eventsand relationshipsin a modern play.

The studentdemonstratessome knowledgeof theargumentativeessay and ofpersuasivedevices, and someunderstanding ofthe characters,themes, eventsand relationshipsin a modern play.

The studentdemonstratesconsiderableknowledge of theargumentativeessay and ofpersuasivedevices, andconsiderableunderstanding ofthe characters,themes, eventsand relationshipsin a modern play.

The studentdemonstratesthoroughknowledge of theargumentativeessay and ofpersuasivedevices, andthorough andinsightfulunderstanding ofthe characters,themes, eventsand relationshipsin a modern play.

Thinking/Inquiry

The student:- supports a thesiswith well-developedarguments.- assesses thearguments.- selects and integratesconvincing andrelevant supportingdetails and examplesinto an essay.

The student usescritical thinkingskills withlimitedeffectiveness 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 and applies all oralmost all of theskills of inquiry.

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Communication

The student:- communicates information and ideasthat are clear,complete and logicallysequenced, integratingtransition words andexpressions.- uses formal dictionfor academicpurposes.- demonstratescommand of thepersuasive essayincluding anintroduction with athesis statement, threecoherent arguments,and a forcefulconclusion.

The studentcommunicateswith limitedclarity, logic andsense of purpose,and demonstrateslimitedcommand of theessay.

The studentcommunicateswith someclarity, logic andsense of purpose,and demonstratessome commandof the essay.

The studentcommunicateswithconsiderableclarity, logic andsense of purpose,and demonstratesconsiderablecommand of theessay.

The studentcommunicateswith a highdegree of clarity,and withconfidence, logicand sense ofpurpose, anddemonstratesextensivecommand of theessay.

Application

The student: - uses the requiredlanguage conventionswith attention tospelling, grammar,punctuation, andsentence structure.- uses a writingprocess to outline,draft, revise and editan essay.- uses technology toproofread, format andprint an essay.

The student usesthe requiredlanguageconventions withlimited accuracyandeffectiveness, anduses a writingprocess andtechnology withlimitedcompetence.

The student usesthe requiredlanguageconventions withmoderateaccuracy andeffectiveness andand uses a writingprocess andtechnology withmoderatecompetence.

The student usesthe requiredlanguageconventions withconsiderableaccuracy andeffectiveness anduses a writingprocess andtechnology withconsiderablecompetence.

The student usesthe requiredlanguageconventionsaccurately andeffectively all oralmost all of thetime and uses awriting processand technologywith a highdegree ofcompetence.


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Student Booklet Appendix EAE4C 2.5.2

The Argumentative Essay

ASSIGNMENT

Writing Tasks1. Choose one of the following questions and generate a specific thesis statement for it:

- Has Willy Loman’s life been a complete waste?- Is Linda Loman a model wife?- Why is Biff Loman the only character to offer promise at the end of the play?- Is Happy Loman a victim of his parents’ neglect?

- Could Linda, Biff, or Happy have prevented Willy’s suicide?- Is Happy correct in wanting to continue in his father’s footsteps?

- Should Biff leave home and pursue his goals on his own terms? - Should Biff have confronted his father at the end of the play? 2. Write an argumentative essay according to the following criteria:

- length of 450-500 words- five paragraphs (one for introduction, three for body, one for conclusion)- introduction that consists of a thesis statement and an outline- body paragraphs that consist of transitional links, topic sentences, arguments,

counter-arguments, and concluding sentences, respectively- a point of view that is formal- arguments that are presented through quotations, examples, and details- arguments that are organized logically according to a prepared outline- must follow MLA guidelines.

Step 1: Pre-writing Activity: Individual/In-class Time: 20 minutes

- Review and revise your outline prepared in Activity 2.4.- Skim and scan your notes and the novel, selecting relevant and convincing references and

quotations.- Integrate references to arguments, noting the page number in the play.- Sequence your arguments and references.- Conference with the teacher.

Step 2: Writing and Revising Draft Activity: Individual/In-classTime: 40 minutes

- Write a draft of your essay (it is suggested that this be done as homework).- Revise your thesis statement.- Develop your arguments and secondary ideas, inserting quotations and examples from the

play.- Refer to class notes and references, incorporating relevant concepts and specialized terms.

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- Insert footnotes into draft and prepare a bibliography. - Revise punctuation, vocabulary and sentence structure for clarity and emphasis; eliminate

wordiness.- Incorporate persuasive devices into draft.- Use print and electronic resources to verify spelling, grammar and usage.- Refer to writing samples, notes and evaluation grids in your writing folder.- Use the following self-assessment checklist to revise and edit your draft:

1. Does the INTRODUCTION- clearly state the topic, the title of the play, and the author’s name?- include a well-formulated and complete thesis statement?- present an overview of the essay’s main arguments?

2. In its DEVELOPMENT, does the essay- develop three complete arguments?- develop and explain ideas thoroughly?- integrate key quotations and references?

3. In its ARGUMENTATION, does the essay- relate each argument to the thesis?- use persuasive devices for emphasis?- focus on one main point in each paragraph?

4. In its ORGANIZATION, does the essay- avoid repetition?- divide arguments into three main sections?- present arguments in a logical sequence?- use transitional words and phrases to link ideas?

5. Does the CONCLUSION- present an overview of the essay’s main ideas?- end the essay with emphasis and/or originality?

6. Does the essay follow- the required FORMAT?- the required documentation METHODOLOGY?- the steps of a WRITING PROCESS and the suggested DEADLINES?

7. Does the essay apply the following LANGUAGE CONVENTIONS correctly?- spelling- punctuation- capitalization- avoidance of sentence errors- consistent and correct use of verbs- consistent and correct use of pronouns

8. Does the essay use STYLE and DICTION appropriately?- Are sentences subordinated and/or coordinated properly?- Is the word choice accurate and precise?- Are formal diction and style used?- Is non-sexist language used?

- Refer to this checklist after the essay has been assessed for summative purposes by theteacher to determine whether the revision process was effective and whether problemswere identified and addressed appropriately; identify areas needing improvement as wellas the strategies to address these needs in future writing assignments.

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Step 3: Publishing Activity: Individual/In-classTime: 20 minutes

- Use electronic resources to finalize revision and proofreading.- Incorporate necessary documentation information (e.g., footnotes, bibliography) into the

text.- Print out a well-formatted and visually appealing text, submitting your essay for

summative assessment.

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Independent Reading: Modern Heroes and Heroines


In this activity, students independently read, analyse and assess a work of non-fiction basedon a true event or the life of a well-known public figure. They maintain a reading journalconsisting of a vocabulary log, a timeline, research data and a reading log. They use the notesin their reading journal to formulate written responses to specific questions, and to produce aradio ad and a magazine ad promoting their selected work.. It is suggested that students’Independent Reading be assessed at the end of Unit 5, in conjunction with Activity 5.4.


Strands: Literature Studies and Reading, Writing, Oral Communications, Media Studies

Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 4 - 5EAE4C-W-OE.1 - 3EAE4C-M-OE.3

Specific Expectations: EAE4C-LR-For.4 - 6EAE4C-LR-Str.1 - 4 - 5 - 6EAE4C-LR-Inv.3 - 4EAE4C-LR-Crit.2EAE4C-W-For.1 - 2EAE4C-W-Proc.1 - 2 - 5 - 6EAE4C-W-Gram.2 - 3 - 4 - 5 - 10 - 11EAE4C-W-Res.4EAE4C-W-Crit.1 - 3EAE4C-O-Prod.1 - 3EAE4C-O-Voc.2 - 3EAE4C-O-Crit.4EAE4C-M-Inv.3 - 7

Planning Notes

- Select and obtain a video or documentary presenting the life of a public figure orcelebrity; reserve necessary audio-visual equipment.

- Prepare instruction sheets and questions for students’ independent reading.- Provide class time for silent sustained reading and conferencing.- Prepare a list of titles of works of non-fiction suitable for students’ independent reading,

allowing students to suggest some of their own (school librarian might be of someassistance).

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- Provide class time for research on the context of selected works.- Prepare evaluation grids for the summative assessments of students’ work.


Introduction

- Present a segment of a video biography (e.g., from the Arts and Entertainment series;from a fictional account based on historical events such as JFK, directed by Oliver Stone;from a documentary such as Legends of Hockey). (OD)(T)

- Instruct students to note the following information as they view the video: (T)(OD)(DE)- the elements of time and place- the selected figure’s character traits- the selected figure’s accomplishments- the challenges or obstacles faced by the selected figure- the reasons for this selected figure’s fame or acclaim.

- Review students’ responses, noting differences in students’ information and askingstudents questions about the validity of the information presented. Possible questions:(DE)(T)- Does the video make the viewer feel sympathetic toward the selected figure? Why?- What obvious details about the figure’s life have been omitted?- What devices are used in the video to ensure credibility and realism (e.g., black and

white images, narrative account, historically exact costumes, documentary footage,on-the-scene filming)?

- From whose point of view is the figure’s story presented?


- Explain the summative assessment task to students, indicating that they will present theirindependent reading in Activity 5.4.- Students independently read, analyse and assess a literary work of non-fiction by

a) responding to a series of prepared questions;b) producing a radio ad and magazine ad promoting their selected book (as explained

in Activity 5.4).- List the various kinds of non-fiction genres of literature (e.g., biography, autobiography,

true crime stories, historical narratives, true drama /adventures).- Brainstorm with students a list of famous figures and events that have been portrayed in

movies and books. (OD) Suggestions:Names: Princess Diana, Céline Dion, Maurice Richard, Gandhi, Jim Morrison, PierreTrudeau, Margaret Trudeau, Marilyn Monroe, Terry Fox, Wayne GretzkyMovies/Books: Alive, Angela’s Ashes, The Perfect Storm, The Titanic, Pearl Harbor,

Obasan- Provide class time for students to search the Internet and the school library as they decide

which book of non-fiction to read. (T)- Approve students’ selected work of non-fiction.- Provide class time throughout the course for silent sustained reading.- Instruct students to take notes as they read and to incorporate these notes in a reading

journal. The reading journal might consist of: (one page is suggested for each element)

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- a vocabulary log in which they define 15-20 words, first as they understand them, withthe use of clues, and second, according to print and electronic resources;

- a timeline in which they list the main events in the selected figure’s life or in theselected real-life account;

- research data on the context of the book (e.g., time, place, historical period)- a reading log, which may take the following form: (FE)

Name: Title:Reading Log Author:

Date Relevant Passage orQuotation

Turning Point orPivotal Moment

KeyRelationship

PageNo.

- Conference with students as they complete their reading journal.- Allow class time for students to briefly research the context of their selected work so that

they can note information on the geographical locations mentioned in the work, and otherdetails such as the identity of various historical or political figures, or the nature of theevents that serve as a backdrop to the work. (OD)(T)

- Assign questions for students to answer in well-structured paragraphs of approximately15 lines each. (SE) Possible questions:a) Explain whom or what your selected work is about.b) Explain at least three reasons why the main figure or event described in the work is

well-known.c) Describe at least three conflicts or obstacles that are faced by the main character in the

selected work.d) Explain what each of these conflicts reveals about the main character’s personality.e) Summarize at least three pivotal moments or turning points in the selected work.f) Explain how each of these moments or turning points contributed to the main

character’s evolution or growth.g) Select and explain at least three quotations in the text that reflect the main character’s

values and views about life.h) Assess the selected work by determining to what extent the information presented

seems:- real- authentic- complete- accurate- objective- relevant or interestingProve your point with at least three examples.

- Have students submit their written responses for summative assessment during or afterActivity 5.4. Suggested criteria: (SE) - coherence of answers- organization of ideas- relevance of selected examples and quotations

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- completeness of ideas- clarity of ideas- depth of analysis- ability to summarize and synthesize- level of language and use of vocabulary- use of language conventions- avoidance of wordiness and repetition.

Grammar and Usage, Spelling and Punctuation

- Emphasize the use of correct punctuation to integrate quotations into a text; studentsshould refer to their notes and evaluation of the argumentative essay in Activity 2.5.

- Have students further their understanding of the words defined in their vocabulary log: a) Students find a synonym or antonym for each word as well as its French equivalent;b) Students note words that are examples of dialects or of non-Canadian expressions or

terms. (AC)- Instruct students to proofread their written answers with attention to spelling, grammar

and the avoidance of sentence errors; students refer to previously assessed texts in theirwriting folder and identify their most frequent spelling errors or errors in usage. (SA)

Summative Assessment

- Assess students’ ability to read, analyse and assess a work of non-fiction independently,according to the following four categories from the Achievement Chart for Grade 12English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of setting, character, events, conflictand

key passages in a work of non-fiction.- Thinking/Inquiry

- Assess the accuracy and reliability of information.- Select, record and synthesize ideas and information as they read a work of non-

fiction.- Analyse the evolution of the main character of a selected work.

-- Communication- Communicate information and ideas clearly in coherent and complete short-essay

answers.- Communicate with the appropriate level of language and precise vocabulary.

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

avoidance of sentence errors.- Use various reading strategies to find, select, record and synthesize information.

Further Activities

- Instruct students to present the main character of their selected work in a dramaticmonologue in which they assume the point of view of this character.

- Ask students to imagine a meeting with the main character of their selected work, inresponse to the following prompt: if you were to meet ________________ (name) today,what would you ask him or her?

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- Have students create a photo album of the main characters and key events in their selectedwork, including newspaper articles of the day, personal items, etc.


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UNIT 3 (EAE4C)

The World Out There: Communicating For a Purpose

Unit Description Time: 20 hours In this unit, students analyse and write various forms of non-literary texts such as pamphlets,informal essays and business letters. They apply their critical thinking and communicationskills by researching a media issue and presenting their views in a debate. They research acollege program of their choice and convey their findings in a business report. Students alsobuild a career portfolio for their personal use.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 5EAE4C-W-OE.1 - 2 - 3 - 4 - 5EAE4C-O-OE.1 - 2 - 3 - 4 - 5EAE4C-M-OE.2 - 3

Specific Expectations: EAE4C-LR-For.1 - 2 - 3 - 5EAE4C-LR-Str.1 - 2 - 3 - 4 - 5 EAE4C-LR-Inv.1 - 2 - 3 - 6EAE4C-LR-Crit.2 - 3 - 4 - 5EAE4C-W-For.1 - 3 - 5 - 8 - 9 - 10 - 11EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 11EAE4C-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 8 - 9EAE4C-W-Crit.1 - 2 - 3 - 4 EAE4C-O-List.1 - 2 - 3EAE4C-O-Prod.1 - 3 - 4 - 5 - 6EAE4C-O-Voc.1 - 2 - 3 - 4 - 5EAE4C-O-Grsk.1 - 2 - 3 - 4EAE4C-O-Crit.1 - 2 - 3 - 5EAE4C-M-For.3EAE4C-M-Inv.1 - 3 - 4 - 5 - 6 - 7EAE4C-M-Crit.1 - 2 - 3 - 4

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Activity 3.1: Organizational Strategies: The Pamphlet 220 minutesActivity 3.2: Get Your Priorities Straight: The Informal Essay 260 minutesActivity 3.3: Take a Stand: The Debate 300 minutesActivity 3.4: Writing for the Workplace: The Business Letter and Report 270 minutesActivity 3.5: A Retrospective: The Career-Planning Portfolio 150 minutes







Security


Resources


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

p.

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HILKER, Douglas, and Sue HARPER, Foundations of English 11, Toronto, HarcourtCanada, 2001, 324 p.

PERRIN, Carl, Survival Writing Skills for the Workplace, Portland, J. Weston WalchPublisher, 1997, 93 p.

SALIANI, Dom et al., Imprints 11, Toronto, Gage Educational Publishing Company, 2001, 495 p.

Reference/ConsultationDROLET, Susan Quirk and Ann Farrell SEGUIN, Technically Speaking.../Writing, Reading,

and Listening/English at Work, St-Laurent, Renouveau pédagogique, 2000, 234 p.

MaterialListen to Me, Douglas Day Stewart, dir., starring Kirk Cameron, Jamie Gertz, Roy Scheider,

Tim Quill, Columbia Pictures, VHS, colour, 107 min.

TechnologicalA Concise Guide to Style (consulted July 21, 2001)

http://www.infoplease.com/ipa/A0001600.htmlCyber North: How to Write a Résumé (consulted July 22, 2001)

http://www.cyber-north.com/resume/Employ Me: How to Write a Cover Letter (consulted July 22, 2001)

http://little.nhlink.net/nhlink/employme/howlett.htmHow to Write a Cover Letter (consulted July 22, 2001)

http://www.casdn.neu.edu/journalism/coverletter.htmlHuman Resources Development Canada (consulted July 22, 2001)

http://www.hrdc-drhc.gc.ca/Interview Tips (consulted July 22,2001)

http://www.dunhillhouston.com/interview_tips.htmL.A. Times: Tips to Résumé Writing (consulted July 22, 2001)

http://careers.latimes.com/htg_tips_resumes.htmlMonster.Com: How to Write a Résumé (consulted July 22, 2001)

http://content.monster.com.sg/resumes/art07/Ontario Student Debating Union (consulted July 29, 2001)

http://www.osdu.oise.utoronto.ca/Rick’s College: How to Write a Cover Letter (consulted July 22, 2001)

http://www.ricks.edu/ricks/academics/placementcenter/covlet.htmRick’s College: How to Write a Resumé (consulted July 22, 2001)

http://www.ricks.edu/ricks/academics/placementcenter/howto.htm Student Jobs (consulted July 18, 2001)

www.studentjobs.comThe Association of Colleges of Arts and Technology of Ontario (ACAATO) (consulted

October 21, 2001).http://www.acaato.on.ca

The Career Center (consulted July 22, 2001)http://www.uky.edu/CareerCenter/resumehowto.html

University of Victoria’s Writer’s Guide (consulted July 22, 2001)http://www.clearcf.uvic.ca/writersguide/Pages/InformalEssay.html

You Debate (consulted July 17, 2001)http://www.youdebate.com

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Organizational Strategies: The Pamphlet


In this activity, students identify the skills they have acquired as learners and as part-timeemployees. Through class discussions, they assess the value of these skills, determining whatare some of the best organizational strategies to ensure good work habits. They examinepamphlets, focusing on catchy titles, pictures, captions and format. They create aninformational pamphlet detailing an organizational strategy.



Overall Expectations: EAE4C-LR-OE.2 - 3 - 5EAE4C-W-OE.1 - 2 - 3 - 5EAE4C-O-OE.4

Specific Expectations: EAE4C-LR-For.1 - 2 - 3 - 5EAE4C-LR-Str.1 - 5EAE4C-LR-Crit.5EAE4C-W-For.1 - 9 - 11EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 3 - 4 - 5 - 8 - 9 - 11EAE4C-W-Res.6EAE4C-W-Crit.1 - 4EAE4C-O-Voc.1EAE4C-O-GrSk.1 - 2 - 3

Planning Notes

- Prepare a tracking sheet to identify important organizational skills required for success in education and in the work force.

- Bring examples of effective pamphlets to class (e.g., from government offices, from thecommunity services listed in EAE4C Activities 1.4 and 1.5; from the school’s guidanceoffice).

- Ask students to bring examples of effective pamphlets from home, including pamphletson graduation services.

- Prepare a checklist to guide students in the editing and assessment of their own pamphlet.

- Provide students with access to computers.- Prepare an evaluation sheet for the summative assessment of students’ pamphlet.Activity Instructions

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Introduction

- Instruct students to write a journal entry describing which life skills they have acquired asstudents, part-time employees or volunteers. (OD)(CP)(DE)

- Have students share their comments in an informal class discussion.- Have students share with their peers the skills and organizational strategies that have

helped them to be successful at school and in the work force.- Use students’ feedback to classify the various strategies under specific headings. Some

possible headings are: (CP)Strategies to organize:- my time- my desk- my computer files- my budget- my mail- my research documents- my assignments- my priorities.

- Have students draft two questions related to organizational strategies they have neverused as students and as employees, to ensure they understand the strategy in question.Examples could include the following: (CP)- How can a day-planner assist me in meeting deadlines?- What would be the advantages of arriving early at my place of employment?

- Have students choose one of the aforementioned strategies and tell them to incorporate itinto their daily activities for one week.

- Distribute a tracking sheet to students and ask them to take note of instances where thestrategy has been employed:

Student Tracking Sheet

Name of student:________________________________

Duration of activity:_____________________________

Day of the week Instances where I used anorganizational strategy

Advantages of using thisorganizational strategy athome

Advantages of using thisorganizational strategy atwork/school

- Instruct students to insert this tracking sheet into their writing folders since they willsubmit it with the summative evaluation of this activity.


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- Ask students, in groups of two, to examine a variety of pamphlets and to make a checklistidentifying the components of an effective pamphlet . The checklist should include thefollowing criteria:

- a powerful message- a slogan- visual appeal- clarity- originality- use of colour- use of graphics and font- spacing- appropriate of images- effective of message (see Course Profile EAE3C, Activity 2.3). (DE)

- Have students assess their pamphlets for the elements they have identified and share theirfindings through informal class discussions. (DE)

- Have students identify the target audiences of two or more pamphlets and explain how theproducer’s awareness of the target audience affects the form and content of the works(e.g., if producers wish to target a teen audience, they will use symbols and language that appeal to teens).

- Have students identify the elements of a good pamphlet:- accuracy of information- correct use of language conventions- legibility and visual appeal- original and relevant graphics- succinctness and accuracy- attention-getting devices- organization and sequence of information- appropriate diction.

- Explain to the students that the form and style of the pamphlet convey messages withsocial or ideological implications (e.g., peace symbols appeal to a teen audience).

- Have students determine whether the language has been modified to communicate ideaseffectively (e.g., through the evolution of language “until” has become “’til”, “night” hasbecome “nite”).

- Instruct students to take note of contexts where spelling changes are appropriate andinappropriate (e.g., the use of “thru” is inappropriate in a formal writing assignment butappropriate for their pamphlet).

- For homework, ask students to identify in a chosen magazine article examples of thespelling changes.

- Have students identify rhetorical elements (e.g., symbols, hyperbole) in the pamphlet anddiscuss how these devices enhance meaning and target a specific audience.

- Have students refer to a checklist of what they consider to be the essential itemsassociated with prom night, in Activity 1.3:

- attire- limousine services- hairstylists- hall decoration- food services.

- Conduct a formative evaluation in which students, in pairs, determine in an outline:

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a) the information they would include in a pamphlet destined to promote these productsand services to their friends;

b) the design layout appropriate in such a production. (FE) (CP)- Have students present their pamphlets to their peers in a group activity; students assess

one another’s pamphlets according to the following criteria: (FE)- the key design elements used to relay important information- the presentation techniques (e.g., graphics and visual features)- the language used (e.g., idioms, slang, Canadian diction)- the clarity and accuracy of the information- the sequence or organizational pattern- the rhetorical elements used to capture reader’s attention- the tone- the level of language.

- Have students complete their notes with the following list of key elements used whencreating an effective pamphlet:- determine purpose- identify audience- find a way to capture audience’s attention- plan, select and organize important items.

- Explain the summative assessment task to students: students use electronic resources anda writing process to produce a pamphlet detailing an organizational strategy and targetinggraduating students. (T)(SE)(CP)

- Have students plan the presentation and form of their pamphlet, by using the examplesstudied in class as models for their work.

- Have students select appropriate design elements (e.g., headings, graphs, spacing,typeface) to enhance the clarity and visual appeal of their pamphlet.

- Instruct students to assess the relevance of the ideas and information communicated in thepamphlet and make judgments about the effectiveness of techniques used as well as theoverall impact it makes to the reader.

- Have students integrate feedback from peers into revisions of their pamphlets.- Have students use electronic resources effectively to edit, format and print their

pamphlets, focusing on varying diction and integrating business and technical languageinto their text. (T) (CP)

- Have students submit their pamphlets for summative evaluation. (SE)- Ask students to list in their journal the various skills they have applied in the production

of the pamphlet that they think will help them succeed (a) in college and (b) in the workforce; students explain their list to a peer in a think-pair-share activity. (SA)

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

find other examples from magazine articles and pamphlets under study.- Remind students to use appropriate print and electronic resources to edit for spelling,

grammar and punctuation and to format text.- Have students revise sentences for variety, clarity, emphasis and correctness, with

attention to the elimination of unnecessary words and details.- During the course of this activity, ask students to note examples of typographical and

spelling errors in articles and pamphlets read in class.

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- Have students explain in their own words the limitations of various computer programs inthe writing process.

- Instruct students to edit and revise headings to ensure clarity, parallel structure,consistency and correct capitalization.


- Assess students’ ability to produce a pamphlet with attention to the required language conventions and to the conventions of form, according to the following four categories of

the Achievement Chart for English Grade 12:- Knowledge/Understanding

- Demonstrate understanding of the form and purpose of the informationalpamphlet.

- Demonstrate understanding of information and data collected through research.- Demonstrate understanding of the uses and effects of rhetorical elements.

- Thinking/Inquiry- Select relevant information for the publication of the pamphlet.- Demonstrate creativity in the design of the pamphlet.- Apply critical and inquiry skills to assess information and to select relevant data.- Apply inquiry skills to synthesize information.

- Communication- Communicate ideas and information in a clear, logical and succinct manner.- Use precise vocabulary and appropriate diction.- Integrate specialized terms into the pamphlet.- Demonstrate command in the informational pamphlet.

- Application - Apply language conventions correctly with attention to spelling, grammar and

sentence structure.- Apply steps of a writing process to draft and revise a pamphlet, integrating peers’

feedback.- Use technology in the production of a professional-looking pamphlet.

Further Activities

- Ask students to submit the formative pamphlet to the school graduation committee.- Invite a guest speaker from the local college who is currently enrolled in a graphic design

program to talk to the students about his or her field of study. (CP)

- Instruct students to research the various careers relating to graphic design. (CP)- Ask students to prepare a budget for their first year of college. (OD)


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Get Your Priorities Straight: The Informal Essay


In this activity, students read and analyse short informal and formal essays. They identify thestructural elements needed to write both a formal and an informal essay. They research mediaregulations and practices and defend their views in an informal essay on the impact of themedia.


Strands: Literature Studies and Reading, Writing, Media Studies

Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 5EAE4C-W-OE.1 - 2 - 3 - 4 - 5EAE4C-M-OE.2 - 3

Specific Expectations: EAE4C-LR-For.1 - 2 - 3EAE4C-LR-Str.1 - 2 - 3 - 4 - 5EAE4C-LR-Inv.1 - 2 - 3EAE4C-LR-Crit.2 - 3 - 4 - 5EAE4C-W-For.1 - 5 - 8 - 9 - 10EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8EAE4C-W-Gram.2 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 8EAE4C-W-Crit.1 - 2 - 3EAE4C-M-For.3EAE4C-M-Inv.1 - 3 - 4 - 5 - 6 - 7EAE4C-M-Crit.1 - 2 - 3 - 4

Planning Notes

- Provide students with examples of formal and informal essays for analysis.- Prepare a comparative grid outlining the differences between the formal and informalessay.- Record clips of two genres of media texts for student analysis and assessment.- Consult the Media Awareness site for students’ research on rules and regulations

governing the media industry (http://www.media-awareness.ca).- Prepare a list of topics students will explore in their essay.- Prepare the summative assessment chart to evaluate the informal essay.- Provide students with access to print and electronic resources during the research and

writing process.

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Note: Students will use their research notes and refer to their informal essays in thepreparation and presentation of a formal debate in the next activity, Activity 3.3.


Introduction

- Have students read examples of the two different types of essays: formal and informal. (Examples of informal or personal essays: “The Shack” by Margaret Laurence in Imprints

11, p. 301-304, “Chicken Hips” by Catherine Pigott in Imprints 11, p. 319-321, “Armingthe Spirit” by George Faludy in Imprints 11, p. 311-313. Examples of formal essays: “TheTime Factor” by Gloria Steinem in Imprints 11, p. 276-279, “Progress” by Alan Lightmanin Imprints 11, p. 272-275, “It’s Time to Think About Visors” by Ken Dryden in Imprints11, p. 248-250, “Where Do You Get Your Ideas From?” by Ursula K. Le Guin inViewpoints 11, p. 348-356.)

- Conduct a diagnostic assessment of students’ ability to understand and analyse essays:students fill out a comparative grid outlining the differences in format, point of view,purpose, audience, diction (use of idioms, slangs, colloquialisms), organizational patterns,word choice and tone. The grid should look like the following: (DE)

Elements of style Informal Essay Formal Essay

1. Format

2. Point of View

3. Purpose

4. Audience

5. Diction (use of idioms,slang, colloquialism)

6. Organizational Patterns

7. Word Choice

8. Tone

9. Rhetorical Elements(Persuasive Devices)

- Instruct students to explain in their notes the techniques used to convey opinions, valuesand perspectives in the texts and how they are used to convince readers of their validity.

- Have students use knowledge of word origins and French vocabulary to understandspecialized vocabulary and expressions in the essays under study. (AC)

- Have students infer the main idea or argument presented in these discussions byanswering written questions on the essays that require analysis of supporting details andarguments.

- Have students assess the ideas, information and issues presented in the essays, assessingtheir validity and relevance through an informal debate. (DE)


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- Review with students the requirements of the informal essay:- Thesis statement- Topic sentences

- Order of arguments- Supporting evidence- Use of transitions- Tone- Point of view- Subjectivity and objectivity- Use of quotations.

- Submit a series of topics that the students can choose from to write their informal essay; itis suggested that topics relate to the impact of the media on its audience and society ingeneral.- Are video games appropriate for children?- Do movies exploit violence and sex unnecessarily?- Do music videos promote stereotypes?- Do the media maintain a balance between the public’s right to know and the

celebrity’s right to privacy?- Are the media a reliable source of information?- Do the media promote fear and violence by sensationalizing the news?- Do sitcoms convey a realistic portrait of families and relationships?- Does society influence the media or does the media influence society?- Are current teen pop idols negative or positive role models?

- Initiate students’ research by instructing students to examine and note various regulationsgoverning the media industry by consulting the following Internet site: http://www.media-awareness.ca. (T)

- Review note-taking and research skills with students, asking students to use a checklist toidentify the skills that they used to collect information from this Internet site: Did they:- highlight?- paraphrase?- quote word for word?- summarize?- distinguish main and secondary ideas?- refer to headings?- note key words?- document the sources? the page numbers?- select only relevant details?- sequence their information logically? (DE)(SA)

- Present clips of at least two genres of media (e.g., news broadcasts and a sitcom), askingstudents to determine in groups or in a whole-class activity a) the stated and unstated messages and assumptions of the media texts;b) the targeted audience and the text’s appropriateness c) to what extent the media texts follow the media industry’s and government’s

regulations. (T)- Have students compare and contrast their assessment of the media texts in a group or

whole-class discussion; emphasize the use of specific examples and details as studentsconduct their discussion.

- Instruct students to refer to their notes on the media industry in their informal essay and toinsert them in their writing folders for future reference in Activity 3.3.

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- Instruct students to brainstorm their ideas and to determine their position by completing apro-con chart in response to their selected essay question or topic.

- Explain to students that the list of ideas that contradict their chosen position should bebriefly integrated into their essay as a counter-argument; provide students with examplesof counter-arguments from the essays read in the introduction.

- Instruct students to write an outline of their essay consisting of their topic and statedposition, three or four well formulated opinions and a closing statement

- Review with students the criteria of effective Internet sites as explained in Activity 1.4.- Have students research their essay topic on the Internet, instructing them to skim, scanand survey at least three different sources to locate pertinent facts and information. (T)- Have students keep well-maintained writing folders for the various stages of their essays

as they draft and revise them according to the following criteria:Do they:- Convey ideas and information clearly and persuasively?- Integrate relevant research and details into the essay?- Determine form, purpose, and intended audience of the essay?- Acknowledge research sources when necessary?- Eliminate wordiness and revise vocabulary to suit purpose?- Use examples from current media texts?- Use transitional devices effectively to show relationships between ideas and between

sentences and paragraphs?- Use appropriate organizational patterns to present ideas logically (e.g. order of

importance, chronological order, cause and effect, problem and solution,induction/deduction)?

- Use appropriate diction and level of language?- Use active and passive voices correctly?

- Have students offer constructive criticism and suggestions to peers; students integratefeedback from teacher and peers into revisions of their own texts. (SA)

- Have students submit their informal essays for summative evaluation. (SE)- Once the essays have been returned to students, inform them that they will be using their

research notes and their essays to prepare a formal debate in Activity 3.3.

Grammar and Usage, Spelling and Punctuation- Have students integrate transitional devices and connectives to clarify sequence of ideas

in their informal essays, with attention to parallel structure.- Have students choose appropriate diction to communicate their arguments fluently and

confidently.- Emphasize the correct use of pronouns and subject-verb agreement in students’ essays.- Select examples of sentences written in the passive voice (if possible from the texts under

study in this activity); ask students to convert them to the active voice..


- Assess students’ ability to write an informal essay on the impact of the media withattention to the required language conventions and to the conventions of forms, accordingto the following four categories of the Achievement Chart for English Grade 12:- Knowledge/Understanding

- Demonstrate knowledge of the purpose and conventions of the informal essay - Demonstrate understanding of the chosen media issue.- Demonstrate understanding of the use and effect of persuasive techniques.

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- Thinking/Inquiry- Analyse and assess research information.- Use critical thinking skills in the planning of the informal essay and in the

selection of appropriate supporting detail.- Formulate and convincingly defend their own opinions in response to a prompt.

- Communication- Communicate opinions using specialized terms and appropriate diction.- Communicate ideas clearly and logically with relevant examples.- Demonstrate command of persuasive writing.

- Application - Use correct grammar and usage with attention to pronouns, subject-verb

agreement, and the use of the passive and active voices.- Apply correct spelling and sentence structure.- Apply a writing process to brainstorm, outline, draft and revise an essay.- Use technology to research an issue relating to the media.- Make connections between their research and their own viewing habits.

Further Activities

- Have students submit their informal essays to a local newspaper or a school Web site.- Have students offer a writing workshop to junior classes.- Instruct students to produce a media-awareness poster targeting high school students.- Have students compare and contrast two news broadcasts from two different channels

(possibly one in French and one in English) and to report their findings to the class.(T)(AC)


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Take a Stand: The Debate


In this activity, students develop their critical thinking skills by preparing and presenting adebate on the issues examined in Activity 3.2. Students assess their own and peers’ speakingskills and group skills throughout the process.


Strands: Writing, Oral Communication, Media Studies

Overall Expectations: EAE4C-W-OE.3EAE4C-O-OE.1 - 2 - 3 - 4 - 5EAE4C-M-OE.2 - 3

Specific Expectations: EAE4C-W-Proc.1EAE4C-W-Gram.4 - 5 - 7EAE4C-W-Res.4 - 6EAE4C-O-List.1 - 2 - 3EAE4C-O-Prod.1 - 3 - 4 - 5 - 6EAE4C-O-Voc.3 - 5EAE4C-O-GrSk.1 - 2 - 3 - 4EAE4C-O-Crit.1 - 2 - 3 - 5EAE4C-M-Inv.1 - 3 - 4 - 5 - 7EAE4C-M-Crit.1 - 2 - 3 - 4

Planning Notes

- Find examples of fictitious or authentic debates and television talk shows for studentviewing.

- Prepare an instruction sheet listing the rules of the formal debate.- Schedule time for the preparation and presentation of students’ debates.- Prepare evaluation grids for students’ peer-assessment of the debate and self-evaluation of

their speaking skills and group skills.- Prepare the formative and summative assessment charts for the debate.

Note: Students’ debate is based on the informal essay and research conducted in Activity 3.2.

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Introduction

- Generate a class discussion on the following controversial celebrity figures: Dr. Laura,Howard Stern, Gerry Springer, Tom Green, Dennis Rodman and various radio talk showhosts (e.g., Lowell Green from Ottawa). Possible questions for discussion:- What is the impact of controversial statements and actions on young people? - Why do many people become fans of antics presented on talk shows?

- Have students assess the efficiency of the medium used by each figure to vehicle her orhis controversial messages (e.g., television or radio talk show, newspaper article,television program, sport, movie).

- Instruct students to explore one of these media for homework: students identify and notethe following elements:- the guests- the issues- the medium- the target audience(s)- the main ideas presented- the implied messages/unstated assumptions- the provocation techniques used by the people involved- the validity of the statements made- the conduct of controversial figures and guests (if applicable)- the level of language used- the speaker`s credentials- the tone of the discussion.

- Have students share their findings with the class through an informal presentation.- Instruct students to assess (with the use of a checklist; refer to “Inventory of Oral

Communication Skills” in Reading and Writing for Success Senior by J. Adams et al.,p.320) their ability to speak confidently and fluently, to use inclusive language and toadapt the level of language to the informal setting, to organize information and ideas.(DE)

- Have students view a formal debate (fictitious or factual) and contrast it with theapproach used by the celebrity figure in the previous activity (e.g., students will note thedifferences in tone, credibility, validity of statements made, level of language used,purpose, form, persuasive devices, efficiency, arguments used by the different partiesinvolved).

- Have students take note of the elements of a successful debate (e.g., objectivity,argumentation, tone, questioning, evidence, formality, pronunciation, pitch and voicelevel, body language, organization of ideas, persuasive devices).


- Instruct students to list jobs where persuasive speaking skills are a requirement or asset(e.g., lawyer, sales clerk or representative, marketing agent, promoter, public relationsofficer, real estate agent, teacher); students informally share and explain their list of jobs.(CP)

- Present the steps of a modified formal debate to students as well as the specializedterminology. (SE)

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The modified formal debate of approximately 25 minutes’ duration should consist of:- (4 minutes) 1st affirmative constructive- (3 minutes) 1st negative constructive- (3 minutes) 2nd affirmative constructive- (5 minutes) 2nd negative constructive /1st negative rebuttal- (3 minutes) 1st affirmative rebuttal- (4 minutes) 2nd negative rebuttal- (3 minutes) 2nd affirmative rebuttal.

- Ask students, in groups of four or six, to follow these steps to debate a proposition.Topics for the formative debate could focus on the following issues: (FE)- Mandatory school uniforms across the province- Mandatory participation in extra-curricular activities- Parental accountability for young offenders’ transgressions- Gun control regulations in Canada- Hate crimes committed in high schools- Censorship on the Internet.

- Instruct students to research their position and issue briefly using electronic resources andto note details which they consider convincing, relevant and credible. (T)

- Instruct students to prepare point-form notes for the presentation of an affirmativeconstructive, a negative constructive, an affirmative rebuttal and a negative rebuttal. (FE)

- Instruct students to present their debate to another group and to assess one another’sargumentation and speaking skills (as well as their ability to follow instructions) with theuse of a checklist; groups review their peers’ assessment and determine strategies toaddress areas requiring improvement. (SA)

- Remind students that a good debate consists primarily in recognizing weaknesses in theirown and their opponents’ arguments.

- Have students review the major fallacies committed when debating. These logicalfallacies include the following:

- generalizations- leaps in logic- coincidence- non sequiturs- either/or reasoning- ad hominem arguments- circular or repetitive arguments- the bandwagon effect.

- Have students identify these fallacies in their own arguments and discuss their findingswith the teacher. (SA)

- Present the summative assessment task: in groups of four or six (depending on class size),students select essays, articles or excerpts read in Activity 3.2 as they relate to the topic oftheir informal essay; formulate a proposition relating to the issue; develop arguments forand against the proposition; and debate the pros and cons of the views or ideologiesexpressed.

- Have students form groups of four or six; students who researched the same question orissue should be working together as much as possible.

- Provide class time for students to prepare and rehearse their debate: students take notes onindex cards to which they can refer during the debate and which will be submitted as partof the summative assessment.

- Instruct the audience of students to assess the debate on a scale of 1 to 4, with the use of achecklist. Suggested criteria:

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- Is the proposition complete? clear?- Is the proof adequate?- Is the reasoning valid?- Are arguments communicated clearly? convincingly?- Is the speaker’s word choice accurate? precise? appropriate?- Does the team work well together?- Who is the best debater on each side and why?- Who is the best overall debater and why?

- Assess students’ debate in terms of:- the GROUP SKILLS:

- use of time- organization- preparation- collaboration- ability at following instructions- ability at solving problems and making adjustments.

- the individual student’s SPEAKING SKILLS:- volume- pace- courtesy- avoidance of repetition- persuasiveness- body language- eye contact- precision- level of language- language conventions

- the CONTENT of the individual student’s arguments:- relevance of evidence- validity of arguments- avoidance of logical fallacies- coherence.

- Have students choose the best debate and identify the fallacies listed above in their andother teams’ arguments. (SA)

- Have students identify careers and college programs that would require the use of oralcommunication skills such as those utilized in the debate. (CP)

- Have students identify, informally, the weaknesses and strengths of their speaking skillsin order to create an action plan to address their specific needs. (SA)(OD)

- Distribute a self-evaluation sheet on which students evaluate their participation in andcontribution to their project as a whole (e.g., they helped generate ideas, they contributedinformation, they asked questions to confirm understanding). The sheet may resemble thefollowing: (SA)

Group Work Most of thetime

Some of the time Rarely

I used class time effectively.

I helped generate ideas during group discussions.

I helped motivate group members to stay on task.

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I accepted and respected the ideas put forth by the othermembers of my group.

I did my share of the work assigned to me.

I asked questions to help confirm understanding of thetask.

Grammar and Usage, Spelling and Punctuation- Review the use of transitional devices to clarify sequence of ideas in students’ debates.- Have students choose appropriate diction to communicate their arguments fluently and

confidently.- Emphasize the correct use of pronouns and subject-verb agreement in students’ debates.


- Assess students’ ability to debate with attention to the required language conventions andto the conventions of forms, according to the following four categories of theAchievement Chart for English Grade 12:- Knowledge/Understanding

- Demonstrate knowledge and understanding of a specific issue.- Demonstrate knowledge of the specific purpose of the persuasive speech: to

convince using relevant and appropriate support.- Demonstrate understanding of the uses and effect of persuasive techniques.

- Thinking/Inquiry- Use critical thinking skills to consider divergent points of view.- Use critical thinking skills in the planning of a debate and in the selection of

appropriate supporting detail.- Analyse ideas and draw conclusions about an issue to formulate and defend an

opinion.- Communication

- Communicate arguments using specialized terms and appropriate diction.- Communicate ideas in a logical manner featuring supporting details and relevant

examples.- Demonstrate command of debating skills.

- Application - Use correct grammar and usage with attention to pronouns and subject-verb

agreement.- Use effective oral communication skills in the delivery of their debate.- Make connections between the issue presented and their own knowledge and

experience.

Further Activities

- Have students teach the prerequisites of a good debate to junior English classes.- Recommend the viewing of the movie Listen to Me in order to analyse the debatingelements explored in it.- Encourage students to participate in the school’s debating club or form one of their own. - Suggest that the gifted speakers participate in public speaking contests held in the

community.

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- Record students’ debates (with students’ help) using the video, for students’ self-assessment of their debating skills. (T)


Appendix EAE4C 3.3.1: Achievement Chart - Take a Stand: The Debate

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Achievement Chart - Take a Stand: The Debate Appendix EAE4C 3.3.1



50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstratesunderstanding of theuse and effect ofpersuasive techniques.- understands themedia issue underdebate.- understands the keyideas in others’debates.

The studentdemonstrateslimitedunderstanding ofrelationshipsamong facts,ideas, concepts.

The studentdemonstratessomeunderstanding ofrelationshipsamong facts,ideas, concepts.

The studentdemonstratesconsiderableunderstanding ofrelationshipsamong facts,ideas, concepts.

The studentdemonstratesthoroughunderstanding ofrelationshipsamong facts,ideas, concepts.

Thinking/Inquiry

The student:- plans a debate andselects appropriatesupporting details.- assesses own andother’s debating skills.- draws conclusionsand analyses ideas anddivergent points ofview to formulate anddefend his/her ownopinions.

The student usescritical andcreative thinkingskills withlimitedeffectiveness andapplies few of theskills involved inan inquiryprocess.

The student usescritical andcreative thinkingskills withmoderateeffectiveness andapplies some ofthe skillsinvolved in aninquiry process.

The student usescritical andcreative thinkingskills withconsiderableeffectiveness andapplies most ofthe skillsinvolved in aninquiry process.

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

Communication

The student:- communicatesarguments usingspecialized terms andappropriate diction.- communicates ideasin a logical mannerfeaturing supportingdetails and relevantexamples.- demonstratescommand of thedebate.

The studentcommunicatesinformation andideas withlimited clarityand demonstrateslimitedcommand of thedebate.

The studentcommunicatesinformation andideas with someclarity and demonstratesmoderatecommand of thedebate.

The studentcommunicatesinformation andideas withconsiderableclarity and demonstratesconsiderablecommand of thedebate.

The studentcommunicatesinformation andideas with a highdegree of clarityand withconfidence, anddemonstratesextensivecommand of thedebate.

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Application

The student:- uses correctpronouns, subject-verb agreement andtransitional devices.- uses oralcommunication skillsto defend opinions ina formal debate.- uses group skills anda writing process toprepare for a debate.

The student useslanguageconventions andoralcommunicationskills withlimited accuracyand effectivenessand uses groupskills and awriting processwith limitedcompetence.

The student useslanguageconventions andoralcommunicationskills withlimitedeffectiveness anduses group skillsand a writingprocess withlimitedcompetence.

The student useslanguageconventions andoralcommunicationskills withconsiderableaccuracy andeffectiveness anduses group skillsand a writingprocess withlimitedcompetence.

The student useslanguageconventions andoralcommunicationskills accuratelyand effectivelyall or almost allof the time anduses group skillsand a writingprocess withlimitedcompetence.


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Writing for the Workplace: The Business Letter and Report


In this activity, students review the requirements of the résumé, the cover letter and the e-mailmessage. Students apply their knowledge of business forms and conventions to produce aletter of request and a report on a specific college program..



Overall Expectations: EAE4C-LR-OE.1 - 5EAE4C-W-OE.1 - 2 - 3

Specific Expectations: EAE4C-LR-For.1 - 3 - 5EAE4C-LR-Str.1 - 3EAE4C-LR-Inv.6EAE4C-LR-Crit.2 - 5EAE4C-W-For.3 - 8EAE4C-W-Proc.1 - 2 - 3 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 4 - 5 - 6 - 7 - 9 - 11EAE4C-W-Res.1 - 5 - 6 - 9EAE4C-W-Crit.1 - 2 - 4

Planning Notes

- Consult the Internet site on Ontario’s colleges: http://www.acaato.on.ca.- Prepare or find examples of well-written résumés, business letters, e-mail messages and

reports.- Provide students with access to print and electronic resources as they conduct their

research on a college program and as they format and print their letter and report.- Prepare checklists and grids for the formative and summative assessment of students’

letters and reports.

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Introduction

- Brainstorm with students a list of different forms of correspondence and communicationin the workplace (e.g., the Internet, fax, e-mail, memo, minutes of meetings). (T)(CP)

- Discuss with students possible problems associated with these methods of communicationsuch as unclear communication, wordy text, ambiguous message.

- Explain how new technology is affecting communication in the workplace, with newemphasis on shorter, concise and clear messages. (T)

- Present a model résumé and cover letter using the overhead and ask students to identifykey components and qualities.

- Hand out a checklist of the elements of an effective résumé and cover letter (concisevocabulary, major headings, relevant factual information, appropriate and professional-looking format, appropriate diction).

- Have students compare and contrast their résumé from the previous year with the modeland the checklist. (SA)

- Ask students to make necessary changes and add new information to their résumé such asrecent work experiences and bilingual skills. (CP)


- Ask students to suggest personal situations where they use e-mail messages andworkplace situations where e-mails are a useful tool.

- Have students, as a whole-class activity, devise a list of tips when writing e-mails (e.g.,avoidance of wordiness, proofreading the e-mail carefully and avoiding the transmissionof private information). (T)(CP)

- Present the format of the e-mail:- To:- From:- Subject:

- Instruct students to write an e-mail in class based on a situation presented by the teacher. Suggested situation:- An individual from company headquarters will visit the plant in a few days to

investigate whether all safety regulations are being followed. All staff should inspecttheir work areas thoroughly and report possible problems immediately. The messageoriginates from Joan Bell, Operations Department .(T)(CP)

- Assess, as a whole-class activity, the writing of the e-mail in terms of form, content andpurpose; students conduct a peer assessment of their text. (FE)

- Hand out a model of a letter of request to the students and have them note format, contentand style.

- Review elements of the business letter such as the inside address, salutation, body,complimentary close, signature.

- Have students note that the body features the substance of the letter, the first paragraphintroduces the subject of the letter, the second paragraph elaborates the message and thethird concludes it.

- Explain the following summative assessment task: students assume the role of a localbusiness person who is requesting information about a college program before hiring acollege graduate. (SE)(CP)

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- Have students select a field of work or college program that relates to their own careerinterests or goals; instruct students to select a fictional or authentic business and employerfor their letter.

- Have students follow a writing process and conduct peer and teacher conferencingfocusing on the correct format of the letter, specific and clear ideas in the body,appropriate diction, and correct use of punctuation, capitalization, spelling and grammar.

- Ask students to hand in a typed copy of the letter of request and to place the correctedcopy of the letter in their writing folder. (FE)(T)

- Instruct students to write (a) a letter of response to the above letter of request and (b) atwo-page report outlining the chosen college program. (CP)(T)

- Have students collect data on their chosen college program by contacting a college viaphone or Internet and by skimming and scanning various college pamphlets orpublications. Research should focus on elements such as: (CP)(T)- types of courses- knowledge acquired- skills acquired- practical training or experience- graduation requirements or standards- the percentage of graduating students and/ or graduates who find employment within a

year- comments/reactions of local employers who have hired graduates.

- Provide students with at least two examples of business reports (e.g., Chapter 8,“Informal Reports” in Impact by M. Northey; Chapter 12, “Reports” in Reading andWriting for Success Senior by J.Adams, et al.); review the components of the businessreport with students emphasizing format, use of headings, sequence of information, andavoidance of wordiness and unnecessary details. Report should include:- a summary of the main point of the report- an introduction that explains the focus of the report, and other relevant background

information- detailed information organized under specific headings and subheadings- a conclusion that summarizes the above information and leaves a lasting impression.

- Provide class time for the various stages of a writing process, including peer and teachersuggestions. (FE)

- Hand out a report writing checklist to be completed by student.- When writing the report I should:

- make sure I understand the purpose of the report;- know enough about the targeted audience in order to use the appropriate language

level;- break up the presentation material into clearly identified and logically sequenced

sections;- focus on relevant information and eliminate unnecessary details;- use headings to mark off the various aspects of my topic clearly;- use the conclusion section of the report to summarize my findings and leave a

lasting impression;- proofread my report to make sure that all ideas are clear, concise, courteous and

correct;- proofread for spelling, grammar and typing errors. (SA)

- Have students hand in a typed final copy of their report along with their outline, draft(s)and checklist for evaluation. (T)

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- Instruct students to insert their research notes, letters, reports and grids into their writingfolders in preparation for the next Activity 3.5.

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

of the business letter and report.- Explain the use of parallel structure and how it is used in a report (e.g., parallel

headings and sub-headings, parallel sentence structure, consistent verb and pronoun use).- Emphasize the correct use of pronouns and subject-verb agreement in students’ letters and

reports.- Have students proofread, edit and format their letters and reports with attention to

spelling, diction, capitalization and punctuation.- Explain the use of the passive voice (with reference to specific examples) as a means of

adding formality to their report.


- Assess students ability to write a business letter and report on a college programaccording

to the following four categories of the Achievement Chart for English Grade 12:- Knowledge/Understanding

- Demonstrate knowledge of conventions and format of the letter of request and thebusiness report.

- Understand information and ideas in print and electronic sources on a specificresearch topic.

- Thinking/Inquiry- Select relevant ideas and information.- Synthesize information.- Assess their own writing skills.

- Communication- Communicate information clearly, logically and effectively.- Use appropriate diction in a business context.- Demonstrate command of the business letter and report.

- Application- Use correct spelling and usage with attention to spelling, pronouns, verbs,

capitalization and punctuation.- Apply technological resources to document their research properly.- Follow a writing process.- Use technological resources to format, proofread and print their letters and reports.- Make connections between their research and their own career interests.

Further Activities

- Have students write a letter of request for a service or product to a local company.- Instruct students to share their research on their chosen college program in an oral

presentation.- Invite a college graduate (possibly a former student at the school) to speak to the students

about his/her studies and chosen field of work. (CP)

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- Invite an employer to speak to the students about qualities deemed essential in an employee.(CP)

- Have students prepare and publish a survey determining how many hours the averagehigh school student works per week, using appropriate print and electronic resources.(T)(CP)- Have students debate the advantages and disadvantages of working part-time while goingto school. (CP)


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A Retrospective: The Career-Planning Portfolio


In this activity, students produce a career-planning portfolio that outlines their workexperience and scholastic achievements. They include the résumé and cover letter (Activity3.4) and add various certificates, awards, reference letters and outstanding school work thatthey have accumulated since the beginning of high school. They focus on the use of businessvocabulary and the strategies involved in making the most of this information for a jobinterview or application to a college program.



Overall Expectations: EAE4C-LR-OE.1EAE4C-W-OE.1 - 2 - 3EAE4C-O-OE.2 - 4

Specific Expectations: EAE4C-LR-Str.3EAE4C-LR-Inv.6EAE4C-W-Proc.1 - 2 - 3 - 6 - 8 - 9EAE4C-W-Gram.1 - 2EAE4C-W-Crit.1 - 4EAE4C-O-Voc.1 - 2 - 4EAE4C-O-GrSk.1EAE4C-O-Crit.2

Planning Notes

- Select short stories and newspaper articles related to the theme of career searches andcareer planning.- Reserve computer lab for the printing of students’ career planning portfolio.- Obtain examples of English and French business correspondence.- Consult the curriculum “Exploration des choix de carrières” so that students’ career

portfolio complements their Grade 10 career portfolio as they build a bilingual portfolio.

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Introduction

- Have students enact various mock interviews prepared by the teacher, which highlight thedo’s and don’ts of the job interview. Ideas may include the following: exaggerated gum-chewing, nervous ticks, inappropriate attire, use of slang and colloquialisms, poormanners, bad breath, bad attitude, poor posture, lateness, lack of eye contact. (CP) (DE)

- Have students comment on the situation and offer possible solutions to correct theinappropriate behaviours.

- Have students brainstorm a list of the attributes an employer usually looks for in a futureemployee (e.g., honesty, punctuality, sincerity, self-confidence, good appearance,knowledge) with reference to their own experiences and past job interviews. (DE)

- View, with students, a video that details the employability skills of successful jobapplicants (available at Student Employment Centres). (CP)


- Have students read various short stories and newspaper articles related to career searchesand planning (Suggested readings: “Leaving” by M.G. Vassanji in Elements of English11, p. 228-232, “Summer Jobs” by Camille Bains in Elements of English 11, p. 81-83,“Toughest Interview Questions Should be Your Own” by Michael Stern in Elements ofEnglish 11, p. 77-79, “Which Career is Right for You?” by David Campbell inTechnically Speaking, p. 7-10). (CP)

- Have students outline the importance of having an action plan in order to achieve theiracademic and professional goals.

- Instruct students to write in their journals what college program they have chosen orwhich college they plan to attend, stating the reasons for their choice. (CP)

- Ask students to outline the different types of courses they will follow in their first year ofcollege, and the skills they deem essential for a successful completion of it. (CP)

- Have students research the literacy and communication requirements of their chosenprogram. (CP)

- Have students assess their strengths and weaknesses in these literary and communicationrequirements and create an action plan to address their identified needs. (SA)

- Have students set goals for themselves in this course and write them down in theirjournals. (SA)

- In a class discussion, outline the steps students must take in order to put together a career-planning portfolio. The checklist should include the following: - selecting one or more references and asking permission to include them in their

résumé;- asking former employers, teachers, principals and/or professionals to write a reference

letter;- obtaining required training and qualifications;- gathering various certificates, awards, outstanding scholastic achievements and work

evaluations;- writing a cover letter and résumé following the specific guidelines outlined in Activity

3.4.- Before submitting for formative assessment, have students share their portfolios with their

peers in order to edit for content, style and structure.

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- Have students produce a career-planning portfolio, which must include the itemspreviously mentioned in the checklist. (FE)

Grammar and Usage, Spelling and Punctuation- Instruct students to skim and scan various forms of business correspondence and to

highlight specialized vocabulary and business terms. (CP)- Ask students to use print and electronic resources to (a) define unfamiliar terms and

verify spelling and (b) find their French equivalents. (T)(AC)(CP)- Brainstorm with students a list of jobs (and college programs) where bilingualism is an

asset or a requirement. (CP)(AC)- Discuss with students the challenges of building a bilingual portfolio.


- There is no summative assessment task since the career portfolio is intended for students’personal use.

Further Activities

- Invite students to visit the Employment Centre in their community to gather information related to career planning. (CP)

- Have students invent jobs which will be popular in the year 2050 and describe them intheir journals. (CP)- Have students prepare a Web page designed to promote the use of a career-planning

portfolio. (T)- Suggest that students adopt the persona of an employer and dramatize instances where job

interviews went wrong. (CP)- Have students write a thank-you letter to an employer who has granted them an interview(if applicable). (CP)


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UNIT 4 (EAE4C)

Make a Difference: Social Commentary


In this unit, students analyse the elements of fiction in Alistair MacLeod’s No Great Mischiefwith attention to the role of the individual in society. Students trace a timeline of key events,characters and places in the novel, and explore social themes such as culture, family,individual rights and the role of work. They convey their interpretation of the novel inopinion texts, short essay answers, oral reports and creative responses, including a narrativetext.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 4 - 5EAE4C-W-OE.1 - 2 - 3 - 4 - 5EAE4C-O-OE.1 - 2 - 3 - 4 - 5EAE4C-M-OE.3

Specific Expectations: EAE4C-LR-For.1 - 2 - 3 - 4 - 5EAE4C-LR-Str.1 - 2 - 3 - 4 - 5 - 6EAE4C-LR-Inv.1 - 2 - 3 - 4 - 5 EAE4C-LR-Crit.1 - 2 - 3 - 4 - 5EAE4C-W-For.1 - 2 - 4 - 7 - 8 - 9 - 10 - 11EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.2 - 3 - 4 - 5 - 7 - 8 - 9 - 10 - 11EAE4C-W-Res.1 - 4 - 5 - 6 - 8 EAE4C-W-Crit.1 - 2 - 3 - 4EAE4C-O-List.1 - 2 - 3EAE4C-O-Prod.1 - 2 - 3 - 4 - 5 - 6EAE4C-O-Voc.1 - 2 - 3 - 5EAE4C-O-GrSk.1 - 2 - 3 - 4EAE4C-O-Crit.1 - 2 - 4 - 5EAE4C-M-Inv.7EAE4C-M-Crit.4


Activity 4.1: Shaped by Time, Place, and Culture: Song and Poetry 210 minutesActivity 4.2: No Great Mischief: Focus on Setting and Plot 360 minutesActivity 4.3: From the Heart and the Head: Focus on Character 300 minutesActivity 4.4: Solutions and Resolutions: Focus on Themes and Issues 300 minutesActivity 4.5: Exploring Issues: The Editorial and Oral Report 330 minutes

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Teachers using this instructional planning support document are expected to be acquaintedwith each student’s Individual Education Plan (IEP) and unique learning characteristics , andto make the necessary accommodations. Teachers can find practical suggestions for theseaccommodations in La Boîte à outils, pages 11 to 21.



Security


Resources


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

p.DAVIES, Richard, and Glen KIRKLAND, Connections 3: Discovering, second edition,

Toronto, Gage Publishing, 1990, 248 p.MACLEOD, Alistair, No Great Mischief, Toronto, McClelland and Stewart, 2001, 283 p.

TechnologicalPreparing Effective Oral Presentations (Consulted July 31, 2001)

http://www.ece.utoronto.ca/ece496/formal-presentation-introduction.html

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Shaped by Time, Place and Culture: Song and Poetry


In this activity, students listen to and read a variety of poems and songs on culture. Theyreview elements of poetry. They analyse and assess a poem or song of their choice andpresent it to the class with the use of an audio-visual aid. Students are introduced to thecultural context of the novel No Great Mischief by Alistair MacLeod.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 4EAE4C-W-OE.1EAE4C-O-OE.2 - 3 - 4EAE4C-M-OE.3

Specific Expectations: EAE4C-LR-For.2 - 3 - 4EAE4C-LR-Str.5 - 6EAE4C-LR-Inv.2 - 3 - 4 - 5EAE4C-LR-Crit.1 - 4EAE4C-W-For.1 EAE4C-W-Gram.3EAE4C-O-List.1EAE4C-O-Prod.1 - 5 -6EAE4C-O-Voc.1 - 3EAE4C-O-GrSk.1 - 4EAE4C-O-Crit.2EAE4C-M-Inv.7EAE4C-M-Crit.4

Planning Notes

- Select a variety of poems and/or songs that deal with Canadian culture andmulticulturalism (from Breaking Through or from the following Internet sitehttp://windoms.sitek.net/˜lyrics/ (consulted Sept.29, 2001).

- Obtain necessary audio equipment.- Provide students with copies of Alistair MacLeod’s No Great Mischief.- Prepare summative assessment grid for students’ presentations of a poem or song of their

choice.

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Activity Instructions Introduction

- Have students listen to a song (and read its lyrics as they listen) that relates to the themesof cultural harmony and multiculturalism (e.g., “We Are the World” by U.S.A. Africa,“Survivor” by Destiny’s Child, “Imagine” by John Lennon).

- Conduct a diagnostic assessment of students’ ability to interpret figurative language andto make connections between a literary text and their own experiences by asking themoral questions on the selected song’s purpose, audience and form (e.g., What is thesignificance of the title? What is the point of view? How do the closing verses relate totheme? What is the connection between the music and the message?). (DE)


- Read with students two poems that relate to the theme of multiculturalism in Canada(e.g., from Breaking Through: “Immigrant” by M. Coopsammy p.152-153, “Grandfather”by G. Bowering p.140-141, “The Immigrants” by M. Atwood p.135-136); ask studentswritten and oral questions that focus on the meaning of key passages; the use of figures ofspeech and other stylistic devices; the tone and point of view of the speaker.

- Review students’ answers, leading them to note similarities and differences in the twoauthors’ intended messages; students informally debate their reasons for agreeing ordisagreeing with the messages or views on immigration presented in the poems.

- Lead a discussion on the role of music and the arts in general as a form of individual andcultural expression.

- Assign a journal entry in which students explain what culture means to them; studentsshare their journal entries informally in a whole class activity. (DE) (OD)

- Conduct an informal survey in the class: students take turns identifying and listing theirvarious cultural origins in groups or in a whole-class activity. (OD)

- Review the results of the informal survey and students’ journal entries, leading students todefine “Canadian” culture and “culture” in general. (OD) (AC)

- Present to students at least two other songs (if possible, provided by students) that reflectstudents’ various cultural origins, asking students to paraphrase and explain these songsinformally. (OD) (T)

- Provide students, in groups, with a variety of poems on multiculturalism (or on relatedthemes), assigning a different poem to each group; students prepare a dramatic reading oftheir selected poem and analyse it by explaining elements such as: (FE)- its subject- its structure/organizational pattern- its rhythm and rhyme scheme or pattern- its figures of speech

- its poetic devices- its themes.

- Instruct students to present their poem and their analysis to other groups according to thejigsaw method of collaborative learning.

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- Review students’ analyses, asking them to determine which poem is the most effectiveaccording to them and to justify their informal assessment; ask students to relate theirknowledge of poetic terms and devices to their knowledge of French poetry. (AC)

- Assign the following summative assessment task to students (to be done individually or inpairs): students skim and scan anthologies, Internet sites and/or listen to songs and selecta poem or song on culture (or a related theme) for analysis. (SE)

- Conference with students as they complete the following steps of the assessment task:- They prepare a dramatic reading of the poem or lyrics.- They analyse the elements of the poem or lyrics.- They present their poem or song and their analysis with the use of an audio-visual aid

(e.g., background music, overhead of text).- They present an assessment of their poem or song, explaining the reasons for their

choice of text.- Assess students’ analyses and presentation with attention to the following oral

communication skills: (SE)- pronunciation- voice and tone- tempo and use of time- ability to maintain peers’ interest- use of audio-visual aid- organization of ideas and information- clarity and accuracy of ideas and information.

- Read to students the English version of the song “ Cumha Ceap Breatuinn” “Lament forCape Breton” (p.16-17) presented in Chapter 1 of No Great Mischief by AlistairMacLeod, and explain the Scottish and Canadian context of the novel.

- Review with students the use of Gaelic terms or expressions in the opening chapter.- Read the first three pages of the novel with students, emphasizing time, place and

context; relate specific passages to the themes of Canadian culture and multiculturalism.- Assign the reading of the first two chapters to students, providing some class time for

silent sustained reading.

Grammar and Usage, Spelling and Punctuation- Examine the use of non-standard English, dialects and poetic conventions in the texts

under study in this activity.- Instruct students to maintain a vocabulary log of new or unfamiliar terms as they read

various poetic texts and begin to read the assigned novel; students note the limitations ofvarious electronic references. (T)


- Assess students’ ability to analyse and assess a poem or lyrics of a song, according to thefollowing four categories from the Achievement Chart for English Grade 12:

- Knowledge/Understanding- Demonstrate knowledge of poetic forms.- Demonstrate understanding of the elements of poetry.- Demonstrate understanding of uses and effects of poetic devices (such as

repetition, rhyme, rhythm, imagery, symbolism).- Thinking/Inquiry

- Analyse the elements of poetry in a selected text.

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- Assess a poetic text, justifying criticism with clear reasons.- Communication

- Communicate mood, feelings and messages effectively in the dramatic reading ofa poem.

- Use vocabulary that is appropriate and accurate in an oral presentation.- Demonstrate command of oral communication skills.

- Application- Apply technology to integrate an audio-visual aid into an oral presentation.- Analyse and assess a selected poem or song.- Apply speaking skills to present a poem or song.- Use language conventions appropriately and correctly.

Further Activities

- Have students write a poem or song on a theme relating to culture and multiculturalism(e.g., freedom, justice, equality, fear, alienation, belonging, pride, self-esteem).

- Have students organize a poetry reading of their favourite descriptive songs and present itto another English class in a manner they deem appropriate.

- Have students research the evolution of music throughout history and present theirfindings to the class. (OD)

- Invite a parent or member of the community to speak to students about the experiences ofnew Canadians.


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No Great Mischief: Focus on Setting and Plot


In this activity, students analyse the setting and plot of the first chapters of AlistairMacLeod’s No Great Mischief. Students research the context of the novel, analyse specificpassages and devices, and illustrate the chronology of past and present events in a timeline.They apply a writing process to write a biographical text on a topic relating to the novel.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 4EAE4C-W-OE.1 - 2 - 3EAE4C-O-OE.2 - 4

Specific Expectations: EAE4C-LR-For.2 - 3 - 4EAE4C-LR-Str.2 - 3 - 4 - 5 - 6EAE4C-LR-Inv. 3 - 4 - 5EAE4C-LR-Crit.4 - 5EAE4C-W-For.1 - 2 - 7 - 9 - 10 - 11EAE4C-W-Proc.1 - 2 - 3 - 4 - 6 - 7 - 8EAE4C-W-Gram.2 - 4 - 5 - 8 - 10 - 11EAE4C-W-Res.6EAE4C-W-Crit.1 - 3EAE4C-O-Prod.3 - 4EAE4C-O-Voc.1 - 2 EAE4C-O-GrSk.1 - 3

Planning Notes

- Obtain markers, bristol board, chart paper, glue and other art material for the productionof students’ collage and timeline.

- Instruct students to bring in one or two pictures of places that hold special memories forthem.

- Prepare a list of various geographical locations mentioned in the novel.- Select an example of a biographical text (e.g., “Too Close to the Falls” by Catherine

Geldiner in Reading and Writing for Success Senior, p. 32).- Prepare evaluation grids for the formative and summative assessments of students’

biographical texts.

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- Provide class time for silent sustained reading during the activity as students read chapters3 to 7 of the novel No Great Mischief.


Introduction

- Instruct students, in pairs or groups, to locate various key locations (in the novel No GreatMischief) by referring to atlases and Internet sites (e.g., Cape Breton, Sudbury, Highway401, Toronto, Yonge Street in Toronto, Aberdeen and the Highlands and Western Isles ofScotland, Bangor in Maine, Calgary, Halifax, Elliot Lake). (OD)

- Have students note information such as population, industry, geographical details, countryor province and historical details about one location. (OD)

- Provide time for students to consult print and electronic resources; students present theirfindings in the form of a collage and explain it to the class. (T)(OD)

- Instruct students to bring from home one or two pictures of a place that holds specialmemories for them; conduct a diagnostic assessment of students’ ability to write narrationand description: students describe the place (and the events associated with this place) ina journal entry. (DE)

- Ask students to read their journal entry to a peer or in small groups; students assess eachothers’ texts for - clarity- order and coherence- interest/variety- relevance of details- use of vocabulary- use of language conventions. (DE)

- Instruct students to identify the strengths and weaknesses of their journal entries, to reviseareas needing improvement and to insert their texts, grids, and notes into their writingfolders for the summative assessment task.


- Brainstorm with students a list of events and characters in the opening chapters of thenovel.

- Instruct students to review the names and roles of the main characters (up to the end ofchapter 7), in groups or in a whole-class activity, by drawing a family tree of thenarrator’s family, starting with his immediate family.

- Instruct students to add the approximate year of birth and/or death of the various familymembers.

- Ask students to explain in their own words a) how different deaths (e.g., of his great-grandfather in Bangor, Maine, of his parents, of

his brother Colin) affected the narrator’s life according to the novel and according totheir personal experience and knowledgel;

b) how they think this story and the narrator’s life would have been different if thesedeaths had not occurred. (FE)

- Ask students to interpret, individually or in a whole-class discussion, the ways in whichthe following quotation applies to the opening chapters of the novel: (FE) or (SE)

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“This is a story of lives which turned out differently than was intended. And obviouslymuch

of this information is not really mine at all – not in the sense that I experienced it.” (p.57)- Lead a discussion on the characteristics of the biographical/autobiographical genre (with

reference to their Independent Reading as explained in Activity 2.6); ask students toreflect on the link between fiction and non-fiction and to draw conclusions about thereasons for the popularity of this genre.

- Explain to students the main techniques (e.g., flashback, dreams, stream-of-consciousness, point of view, tangents, word association) used by the author/narrator todescribe his past with the use of specific examples of flashback (e.g., the opening andclosing paragraphs of chapters 5 and 6); for each example, ask students to identify thetriggering event, the ensuing complications/conflicts, and the outcomes.

- Instruct students, in groups, to clarify the chronology of the novel; students draw on flip-chart paper a double timeline of the first seven chapters – one timeline for the events inthe narrator’s past and childhood and one timeline for the adult narrator in the present.

- Have students add dates and details of place to the timeline with reference to their notes.(e.g., He is three years old on March 28, when his parents die.)

- Instruct students to each find two or three pictures, slogans and/or magazine articles thatrelate to the events, characters, places and dates on the timeline; students add them totheir timeline chart.

- Have students post their timelines in the class; students informally present andcompare/contrast their timelines and visuals; students refer to their charts and add to thetimelines in the subsequent activities as they continue reading the novel.

- Have three students read chapter 8 out loud as if it were a one-act play (since most of thechapter consists of dialogue).

- Review the chapter with students asking students toa) note elements of time, place, and character;b) to informally debate the closing line, “Living in the past is not living up to our

potential”;c) to explain what this conversation reveals about the narrator. (FE)

- Ask students to examine the use of dialogue and stylistic devices in chapter 8 for narrativepurposes; emphasize elements of biographical writing such as descriptive vocabulary,chronology, transitional devices, selection of details, and use of dialogue to revealcharacter. (FE)

- Have students read a short biographical text; students analyse the text by answeringquestions that focus on the biographical elements (identified previously). (Chapters 2 and3 on “The Narrative Essay” and “The Biography” respectively from Reading and Writingfor Success Senior might be used.) (FE)

- Review students’ analysis, emphasizing concepts of form, purpose and audience.- Instruct students to write a biographical text (of approximately two or three pages in

length) in response to one of the following prompts (note: prompts all relate to variousscenarios in the novel No Great Mischief): (SE)- a person I should have learned to appreciate (or know more)- I wish things could have been different...- a person or event that changed me forever- a childhood memory I cherish- the day my childhood ended- a challenge that helped me become strong- I would not be who I am today if...

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- Ask students to select and brainstorm a topic, and then to determine their intendedaudience.

- Instruct students to outline the events in their narrative (possibly in a story board), thecharacters to be included and the sequence of the events.

- Ask students to explain how these topics are developed by MacLeod in his novel.- Review with students the steps to the writing process (e.g., drafting, editing and revising);

students write the first draft of their text.- Distribute student checklist to assist students in the writing of their biographical text.

(SA) Suggested criteria:CHARACTERS:- Does the story include one or two main characters? Yes__ No

__- Are there enough details to develop the characters in depth? Yes__ No

__- Do I convey the character’s feelings? Yes__ No

__- Do the events and dialogue reflect the personality of the characters? Yes__ No

__SETTING:- Does my setting describe where and when the story takes place? Yes__ No

__- Do I include well-placed details to set the story? Yes__ No

__- Is the setting appropriate for the story? Yes__ No

__THE DEVELOPMENT/STORY LINE- Does my story focus on a problem or turning point? Yes__ No

__- Does the problem stem from the details I have developed about my main

character(s)? Yes__ No__

- Is this problem realistic? Yes__ No__

- Does my story contain a good mix of dialogue and narration? Yes__ No__

- Do I change paragraph every time a different person starts to speak? Yes__ No__

- Do I include imagery and descriptive vocabulary in my story? Yes__ No__

- Is the sequence of events clear? Yes__ No__

- Are the transitions logical and clear? Yes__ No__

- Is there an engaging conclusion to the text? Yes__ No__

- Does the conclusion satisfy the reader? Yes__ No__

- Instruct students, in the writing of their short story, to focus on:- the correct use of punctuation of dialogue- the correct use of verb forms and tenses

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- the use of vivid and precise vocabulary- the correct use of transitional devices- the correct use of coordinate, subordinate and correlative conjunctions- the correct spelling

- Have students read their text in groups for peer-editing; students review the commentsmade by their peers and incorporate the criticism into their text.

- Have students use electronic resources to edit and print their text; students submit theirbiographical text for summative evaluation. (T)

Grammar and Usage, Spelling and Punctuation- Ask students to share their journal entries (from the introduction) with a partner; instruct

students to assess informally the use of descriptive adjectives in each other’s entries andto suggest ways to make the description more vivid, concrete and precise.

- Remind students to maintain a vocabulary log as they read the novel, with attention to theuse of descriptive terms and of dialect.

- Review with students strategies for defining new or unfamiliar words (e.g., context,semantic clues, word origins, dictionary, electronic resources, thesaurus) (refer to Tutorial5 of Reading and Writing for Success Senior p. 37-40).

- Instruct students, in groups, to map various words in the novel by noting their origins,synonyms, part of speech and French equivalents. (AC)

- Ask students to write sentences of their own that illustrate their understanding of theselected words.

- Have students present their word maps and sentences to other groups according to thejigsaw method of collaborative learning.(FE)


- Assess students’ ability to write a biographical text with attention to the required languageconventions and the conventions of form, purpose and audience, according to thefollowing four categories from the Achievement Chart for Grade 12 English:- Knowledge/Understanding

- Demonstrate knowledge of the narrative form and of the elements of thebiography.

- Demonstrate knowledge of the use and effects of literary/stylistic devices fordescription.

- Demonstrate understanding of the relationship between elements of fiction.- Thinking/Inquiry

- Demonstrate creativity in the ideas and events presented in a biographical text.- Select relevant details to convey character, setting and events.- Assess their own and others’ texts in terms of form, purpose and audience.

- Communication- Communicate ideas and events clearly and sequentially in a coherent biographical

text.- Demonstrate a command of narrative and descriptive devices to write creatively.- Communicate with the appropriate diction according to form, purpose and

audience, integrating dialogue into text.- Application

- Use appropriate grammar, usage, spelling and punctuation.- Use a writing process to write and revise a biographical text.- Make connections between a novel under study and personal experiences.

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Further Activities

- Assign the research of a historical or political event that relates to a date or time period onstudents’ timeline; students informally report their research to the class (e.g., the Battle ofthe Plains of Abraham, the Vietnam War, Bonnie Prince Charlie and the battle of 1745).(OD)

- Have students design a trivia quiz or crossword based on their word-maps of words intheir vocabulary log.

- Have students make a collage to illustrate their biographical text, asking them to present itto the class.

- Instruct students to design a travel brochure of a location in the novel, with reference totheir research in the introduction . (OD)



From the Heart and the Head: Focus on Characters


In this activity, students continue to analyse the novel No Great Mischief with a focus on therelationships among characters, and the theme of the family. They convey their analysis ofcharacters in journal entries, written and oral responses, and a creative text in which theyassume the point of view of a character.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 4EAE4C-W-OE.1 - 2 - 3EAE4C-O-OE.2 - 3 - 4

Specific Expectations: EAE4C-LR-For.2 - 4EAE4C-LR-Str.1 EAE4C-LR-Inv.3 - 4 - 5 EAE4C-LR-Crit.5EAE4C-W-For.1 - 2 - 7 - 9 - 10 - 11EAE4C-W-Proc.1 - 2 - 3 - 4EAE4C-W-Gram.2 - 3 - 5 - 7 - 10EAE4C-W-Crit.1EAE4C-O-List.1 - 2 - 3EAE4C-O-Prod.1 - 3 EAE4C-O-Voc.1 - 3EAE4C-O-GrSk.1 - 3 - 4

Planning Notes

- Prepare a series of written and oral questions on the novel No Great Mischief.- Prepare a diagnostic quiz on the assigned chapters.- Prepare evaluation grids for the formative and summative assessments of students’

creative responses and analyses of characters.- Provide markers and flip-chart paper for students’ comparison/contrast chart on the

family.- Provide class time for silent sustained reading.- Plan for students to complete their timelines and vocabulary logs as they continue reading

the novel.


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Introduction

- Conduct a diagnostic assessment of students’ ability to understand the elements of fictionand to convey analyses of character by having studentsa) complete a short answer test or quiz on the assigned reading;b) write a journal entry entitled “A Day in the Life of...” in which they focus on one the

main characters in the novel. (DE)- Instruct students, in groups, to review the assigned chapters by continuing their timeline,

noting once again details of time, place and plot as they happen to the narrator in thepresent and in the past. (DE)


- Instruct students to research their name(s) (by asking their parents, consulting a dictionaryof names, and /or searching Internet sites):- the reasons why they were given that name- the etymology of the name- the cultural origins of the name.

- Have students explain in an informal one-minute presentation their research and feelingson their given name(s) (including nicknames):- the reasons why they like or dislike this name- the ways in which this name does or does not reflect their personality and identity.

- Review students’ presentation, asking students to reflect the ways in which their namesreflect their heritage.

- Ask students to skim and scan passages that focus on language and the meaning ofvarious words and names (e.g., “Glencoe” p. 96, “Piseag” p. 212).

- Ask students, in pairs or groups, to explain the ways in which the following quotationapplies to the characters and relationships in the novel so far: “Always look after yourown blood.” (e.g., the grandparents who take in the narrator and his sister when theybecome orphans; the funeral of Alexander MacDonald; the narrator who visits hishomeless brother in Toronto). (FE)

- Instruct students to explain their analysis of this quotation to other groups according tothe jigsaw method of collaborative learning.

- Instruct students to analyse the relationship between the narrator and his brother Calumby writing a well-structured paragraph in response to the following prompt: (FE)- Is the relationship between the narrator and Calum typical of relationships between

brothers?- Justify your opinion with references from the novel.

- Review with students the methods used by writers to convey character (as explained inActivity 2.3).

- Have students submit their paragraphs for formative assessment according to thefollowing criteria: (FE)- clarity of ideas and opinions- selection of relevant references- explanation of references and examples- insight into characters’ feelings and motivations- coherence of paragraph- knowledge and understanding of elements of fiction- use of language conventions with attention to spelling, punctuation and pronouns.

- Discuss students’ analyses of the narrator’s relationship with his brother.

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- Ask students written and oral questions on other relationships in the novel (e.g., thenarrator and his maternal grandfather, the narrator and his sister, the narrator and hispaternal grandparents), asking them to determine to what extent these relationships arerealistic or typical. (FE)

- Have students informally debate, in groups and then in a whole-class activity, thefollowing questions on sibling relationships as they relate to the novel and to students’personal experience and knowledge: (FE)- In what ways does birth order affect one’s personality?- In what ways does birth order affect relationships among siblings?- In what ways does birth order affect parents’ relationships with their children?- Do the narrator and his sister have preferential treatment because they are the

youngest in the family?- Why does the narrator develop a special bond with Calum, his eldest brother, and not

with his other brothers?- In what ways does the relationship between twins (e.g., the narrator and his sister)

differ from standard sibling relationships?- Ask students (in class or for homework) to find and explain in their journals at least one

quotation on the family and each of the following themes as they continue their reading ofthe novel: (possibly up to the end of chapter 25)- tradition- culture- heredity- loyalty- honour. (FE)

- Review students’ quotations on the above themes, asking students to note the speaker andcircumstances of the quotations.

- Instruct students, in groups, to compare and contrast in chart form the concepts of thefamily presented in the novel and the family in today’s society. Possible headings orpoints of comparison: (FE)- role of the mother- role of the father- role of grandparents- relationships with siblings- living conditions- role of culture/traditions- role of religion- role of marriage- childcare- level of education

- role of work- economic/social status.

- Have students take turns presenting two or more aspects of their chart in an informal oralreport.

- Instruct students to complete their timelines and vocabulary logs as they complete theassigned reading.

- Ask students to examine their timelines and to highlight in different colours the momentswhen various characters acteda) from the “heart” (in red)

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b) from the “head” (in yellow).- Have students compare and contrast their highlighting and informally explain the

differences.- Explain to students how the French language is often referred to as “la langue du coeur”

and the English language “la langue de la tête” for Franco-Ontarians. (Refer to LisePaiement’s song “Mommy” or the play Par Osmose written by teachers and students ofÉcole secondaire Macdonald-Cartier, if teacher is familiar with these texts) (AC)

- Explain the following summative assessment task to students: (SE)a) Students assume the point of view of one character in the novel and explain his or her

motives for a particular action or decision in a well-structured response ofapproximately 300 words. Possible topics: (SE)- Calum: Why I’ve gotten in trouble with the law- narrator: Why I left home to work in the mines- Calum: Why I preferred to live on my own and not at my

grandparents’- narrator’s sister: Why I went back to Scotland- narrator: Why I must pursue my education- Grandma: Why I took in my two orphaned grandchildren- maternal grandfather: Why I never re-married- Grandpa: Why I’ll never live in another place- narrator: Why I visit my brother in Toronto

b) Students explain in a short paragraph the ways in which their response reflects thepersonality of their chosen character.

- Instruct students to complete the summative assessment task according to the criteria ofthe formative assessment task (“A Day in the Life...”); provide class time for students to- select a character and topic- brainstorm their ideas- outline their ideas- write a draft- skim and scan their notes and the novel for specific details- revise and edit their draft- finalize and re-copy their text- formulate their explanation of the chosen character’s motives.

- Time permitting, have students read their creative responses out loud in groups or in aninformal presentation.

- Assign the next five or six chapters of the novel, providing class time for silent sustainedreading

Grammar and Usage, Spelling and Punctuation- Review with students the various levels of language; ask them to explain occasions when

non-standard English might be appropriate; emphasize the appropriate use of tone,vocabulary and level of language in their creative text.

- Remind students of the limitations of spell-check programs and encourage them to usedictionaries to confirm spelling when in doubt.

- Review with students the use of pronoun cases and have them use them correctly andconsistently in their written texts.

- Ensure that students revise their sentences and correct errors such as punctuation andmisplaced modifiers.

- Review the use of transitional devices to show relationships between ideas and betweensentences and paragraphs.

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- Assess students’ ability to write a creative text to convey their analyses of character,according to the following four categories from the Achievement Chart for English Grade12 :- Knowledge/Understanding

- Demonstrate understanding of narrative a point of view.- Demonstrate understanding of character and other elements of fiction in a novel.

- Thinking/Inquiry- Demonstrate creativity in assuming point of view.- Analyse a character’s motives and make inferences.- Select relevant details to convey character.

- Communication- Communicate ideas and information about a character in a clear and coherent text.- Use vocabulary that is appropriate and accurate.- Demonstrate command of narrative point of view.

- Application- Apply reading strategies to find and select relevant details.- Use language conventions correctly with attention to spelling, punctuation and

pronouns.- Apply the steps of a writing process to respond creatively to a literary text.

Further Activities

- Have students present their creative text to the class as a dramatic monologue.- Have students interview a grandparent or aunt or uncle about their family’s past, their

heritage and their traditions; ask students to record the interview, take notes andsynthesize the information in a short paragraph.

- Present excerpts from a movie set in Scotland to clarify concepts of culture, familyheritage and tradition in the novel.

- Have students write a narrative about a time when they had to choose between actingfrom the “ heart” or acting from the “head”.

- Instruct students to analyse the role of animals (e.g., dogs, Christy, whales, cats) in thenovel and to report their findings to the class.


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Solutions and Resolutions: Focus on Themes and Issues

Description Time: 300 hours

In this activity, students analyse conflicts, themes and issues in the novel No Great Mischiefby Alistair MacLeod. They examine reviews of the novel and express their own opinionsabout the novel. They draw conclusions about the author’s intended messages and conveytheir interpretation of the novel’s themes in journal responses, informal oral presentations,opinion texts and brief written analyses.


Strand: Literature Studies and Reading, Writing, Oral Communication

Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 5EAE4C-W-OE.1 - 2 - 3EAE4C-O-OE.2 - 4

Specific Expectations: EAE4C-LR-For.2 - 3 - 4EAE4C-LR-Str.1 - 2 - 6EAE4C-LR-Inv.1 - 2 - 3 - 5EAE4C-LR-Crit.1 - 4 - 5EAE4C-W-For.1 - 2 - 8 - 9 - 11EAE4C-W-Proc.1 - 2 - 3 - 6 - 7 EAE4C-W-Gram.8 - 9EAE4C-W-Crit.1 - 3EAE4C-O-Prod.4 - 5EAE4C-O-GrSk.1 - 3 - 4

Planning Notes

- Obtain two reviews of the novel No Great Mischief (from the following Internet site:http://www.canoe.ca/JamBooksReviews; the National Post, Saturday, June 16, 2001:“Not a Little Mischief”).

- Prepare evaluation grids for the peer and self-assessment of students’ opinion texts, inpreparation for Activity 4.5.

- Select key passages and prepare written and oral questions and grids for the formative andsummative assessment of students’ analyses of the novel.


Introduction

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- Read with students a review of the novel, asking them to identify and explain the critic’sposition, main arguments and supporting evidence; students informally debate theirreasons for agreeing or disagreeing with the critic’s views.(DE)

- Conduct a diagnostic assessment of students’ ability to interpret and assess opinion textsand to defend their opinions.

- Assign the reading of a second review of the novel asking studentsa) to answer in writing questions on the critic’s views;b) to write an opinion text in which they explain their reasons for agreeing or disagreeing

with the critic. (DE)- Review students’ answers to the questions; ask students to compare and contrast the

second review with the first and to determine which is more effective in terms of form,purpose and audience.

- Ask students to identify and explain the persuasive devices used in both reviews and todetermine whether or not these devices (e.g., specific examples, rhetorical questions,repetition, varied sentence types, antithesis) are found in their own opinion text.(SA)(DE)

- Instruct students to integrate persuasive devices into their opinion text and to verify theuse of level of language and vocabulary; students insert their notes on persuasion andtheir opinion texts into their writing folders for future reference in Activity 4.5.


- Brainstorm with students a list of popular and/or well-known slogans, proverbs andsayings (e.g., “Don’t count your chickens before they hatch”, “A bird in the hand is worthtwo in the bush”, “Don’t cry over spilt milk”, “To travel hopefully is better than toarrive”, “Every cloud has a silver lining.”)

- Instruct students, in groups or in a whole-class activity, to paraphrase the above sayingsand to find the French equivalent of the traditional proverbs (e.g., “Ne pas vendre la peaud’ours avant de l’avoir tué” for “Don’t count your chickens before they hatch.”).

- Discuss with students their interpretation and translation of the sayings, noting with themthe use of metaphor and other figures of speech.

- Ask students to identify and explain in their journals one or two sayings or proverbs thatreflect their family’s “golden rule” or values (e.g., “Be true to yourself”, “Always do yourbest”, “Learn from your mistakes”).

- Conduct a formative assessment of students’ ability to collect and interpret specificpassages and to formulate their own opinions:a) students skim and scan the novel and find three sayings, statements or proverbs that

reflect the narrator’s (and his family’s) values; b) students paraphrase and explain the sayings;c) students select one saying and explain in an opinion text the reasons why they agree or

disagree with the sayings. Suggested statements: (FE)- “All of us are better when we’re loved.” (p. 283, p. 272)- “You’ve got to take the bitter with the sweet.” (p. 282)- “No one said life was going to be a bed of roses.” (p. 282)- “My hope is constant in thee, Clan Donald.” (p. 92, p. 88)- “You can’t worry about everything.” (p. 87)- “We’re not here for a long time but for a good time.” (p.70)- “A penny saved is a penny earned.” (p.48)- “Waste not, want not.” (p. 38)

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- Instruct students to read and discuss their opinion texts with a peer in a think-pair-shareactivity; students assess each other’s opinion texts and make suggestions with the use of aprepared grid. (SA) Suggested criteria:

Criteria Yes No Suggestions

Are opinions- clearly formulated?- complete and accurate?- well supported and convincing?- organized logically?- engaging and thought-provoking?Are the following language conventions usedcorrectly:- spelling?- grammar?- punctuation?

- Have students add the selected sayings and statements to their timeline; ask studentswritten and oral questions that lead them to make connections between these statementsand the themes of the novel.

- Focus on the title of the novel, asking students to relate the title to the plot and themes ofthe novel. (FE)

- Instruct studentsa) to add the events of the closing chapters of the novel to the timeline;b) to highlight the event that they consider to be the climax (Fern Picard’s death) of the

novel;c) to scan the timeline and to circle the previous events that directly prepare and/or lead

to the climax.- Ask students written and oral questions on the various causes of this final confrontation,

emphasizing the following elements: (FE)a) how previous unresolved conflicts led to this confrontation (e.g., the death of

Alexander MacDonald);b) the various underlying issues at stake (e.g., the ethnic division among the miners, the

exploitation of the miners by the owners).- Instruct students, in groups or in a whole-class activity, to brainstorm a list of the various

conflicts in the novel, and to list in chart form the causes and outcomes of these conflicts(e.g., the narrator’s fight with Alexander MacDonald as a child; Calum’s problems withthe law; the rivalry between Fern and Calum; the dishonesty of the “American”Alexander MacDonald).

- Ask students to respond orally or in writing to one or both of the following prompts: (FE)- What could the narrator have done (in a chosen situation) to resolve this conflict?- What advice would you give the narrator at this point in the novel?

- Ask students to read out loud their responses to the prompt(s), having them notesimilarities and differences.

- Use students responses and notes on conflicts and on family sayings to list the themes andissues developed in the novel:- violence- justice and the law

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- poverty- homelessness- alcoholism- illiteracy- workers’ rights- discrimination- ethnic division- the plight of immigrants- the plight of ex-convicts- the plight of minorities- Franco-Ontarian history and culture.

- Assign one or two of the above themes or issues to different groups of students: studentsexplain in writing what they think the author is saying in the novel about the themes orissue(s) and find two or three references to support their interpretation of the author’smessage. (OD)(FE)

- Have students share their analyses of theme(s) or issue(s) with other groups according tothe jigsaw method of collaborative learning.

- Assess students’ understanding of the elements of fiction in the novel by asking them toread and analyse a selected passage in the novel and to answer four or five questions thatrequire them to explain (with references to their notes) how this passage relates orcontributes to the novel’s plot, characters, conflicts and themes. (SE) Possible passages:- p. 79 Calum pulls his tooth out;- p.106 the narrator’s graduation;- p.181 the conversation about parents between the narrator and Calum;- p. 187 Calum’s meeting with Marcel Gingras years later, in Toronto;- p.218 Calum’s account of Alexander MacDonald’s death.

- Emphasize to students that their responses should - consist of well-structured paragraphs- include specific references- be complete, accurate and insightful- be formulated in clear and grammatically correct sentences. (SE)

Grammar and Usage, Spelling and Punctuation- Instruct students, in pairs, to select a journal entry or opinion text written during the

course of this activity and to assess the texts’ sentence structure as well as their use ofparallel structure and conjunctions to show logic, to combine ideas, to vary wording foremphasis and interest, to clarify a point.

- Ask students, in pairs, to apply their knowledge of sentence structure in revising andrewriting their selected texts.


- Assess students’ ability to analyse the elements of fiction in a novel under study,according to the following four categories from the Achievement Chart for Grade 12College English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of the elements of fiction in a selectedpassage as it relates to the novel in general.

- Demonstrate understanding of the relationship among elements of fiction.- Thinking/Inquiry

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- Analyse the elements of fiction in a selected passage.- Make connections between a selected passage and the novel in general.

- Communication- Communicate information clearly, correctly and precisely, in coherent paragraphs.- Communicate with the appropriate diction.

- Application- Use language conventions with attention to sentence structure and the use of

conjunctions.- Use reading strategies to analyse a selected passage and to select specific

references.

Further Activities

- Instruct students to research one or more literary references in the novel (e.g., Keats (p.1);Margaret Laurence’s The Diviners (p. 193); Wordsworth’s “Lucy Gray” (p.50) ) and topresent their findings to the class in an informal presentation.

- Have students write an obituary for Calum.- Instruct students to produce a video news clip reporting the death of Fern Picard or of the

red-haired Alexander MacDonald. (T)- Have students write a news article in which they report one of the following incidents:

- the riot or violence at the mines- Calum’s confrontation with the RCMP at Alexander’s funeral- Calum’s arrest and imprisonment- the accidental death of the narrator’s parents.

- Assign the mock trial of Calum: groups of students prepare and role-play the script of thetrial of Calum for the murder of Fern Picard. Various students assume the roles ofwitnesses, the accused, the judge, the jury, the Crown attorney and the defending lawyer,the police officer(s), the owner(s) of the mine. (OD)

- Ask students to write their own review of the novel, using the two reviews from theintroduction as models.



Exploring Issues: The Editorial and Oral Report


In this activity, students explore the various fields of work presented in the novel No GreatMischief. They research an issue from the novel and convey their own opinions about thisissue in an editorial and oral report.

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Overall Expectations: EAE4C-LR-OE.1 - 2 - 3 - 5EAE4C-W-OE.1 - 2 - 3 - 4 - 5EAE4C-O-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE4C-LR-For.1 - 2 - 3 - 5EAE4C-LR-Str.1 - 2 - 3EAE4C-LR-Inv.1 - 2 - 3EAE4C-LR-Crit.2 - 3 - 4 - 5EAE4C-W-For.1 - 4 - 9 - 10EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.2 - 3 - 4 - 5 - 8 EAE4C-W-Res.1 - 4 - 5 - 8EAE4C-W-Crit.1 - 2 - 3 - 4EAE4C-O-List.1 - 2 - 3EAE4C-O-Prod.1 - 2 - 3 - 4 - 5 - 6 EAE4C-O-Voc.1 - 3 - 5EAE4C-O-GrSk.1 - 2 - 3 - 4EAE4C-O-Crit.1 - 2 - 5

Planning Notes

- Select editorials from current newspapers, anthologies and Internet sites (e.g.,http://www.opinion-pages.org/).

- Prepare checklists for students’ peer and self-assessment of their research and oralcommunication skills.

- Provide class time for students to conduct research and to apply steps of a writingprocess.

- Prepare evaluation grids for the summative assessment of students’ editorials and oralreports.


Introduction

- Brainstorm with students a list of the occupations (or fields of work) held by variouscharacters in the novel No Great Mischief: (CP)- dentistry- farming/agriculture- carpentry- publishing- mining- Coast Guard- fishing

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- hospital management- building maintenance.

- Have students, in pairs, select one field of work and skim and scan the novel to noteinformation on this field of work. (CP)

- Ask students to assess their ability to locate and collect facts and to identify theirstrengths and weaknesses as researchers with the use of a checklist. (SA) (DE) Possible criteria:

Am I able to adjust my reading strategies to the task, purposeand type of reading material?

Yes Sometimes No

Do I read at an adequate speed? Yes Sometimes No

Do I use textual clues such as headings and font, to locateinformation?

Yes Sometimes No

Can I distinguish between main and secondary ideas? Yes Sometimes No

Do I usually select relevant and useful information? Yes Sometimes No

Do I record information so that my notes are clear, completeand brief?

Yes Sometimes No

Do I organize my notes logically and clearly? Yes Sometimes No

- Instruct students to prepare and present an interview (based on their research) consistingof eight-ten questions in which one of the characters answers questions about his/herchosen occupation on a local talk show. (CP) Possible questions:- Why did you choose this career?- What skills are required to work in this field?- What kind of person is best suited to work in this field?- What different jobs are related to this field and what does your job consist of?- Do you like your field of work? Why?

- After interviews, have students evaluate their own ability to listen and speak in oralpresentations, identifying strategies to improve their effectiveness by completing a self-assessment chart resembling the following: (SA)(DE)

Listening/Speaking Skill My Weakness Ways I can improve my performance

...


- Assign the reading of an editorial on a current issue or an issue relating to the novel NoGreat Mischief. (Refer to “Editorials”, chapter 13 of Reading and Writing for SuccessSenior, p. 198.)

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- Ask students written and oral questions on the selected editorial that focus on form,purpose and audience; emphasize design elements, level of language, journalisticconventions and persuasive techniques.

- Have students research the Internet to find and read an editorial focusing on an issuefound in the novel No Great Mischief and listed in Activity 4.4.

- Instruct students to summarize the ideas and information in their selected editorials. (FE)- Through a summary of one article, conduct a formative assessment of students’ ability:

(FE)- to analyse and make judgments about the ideas, information and issues presented in

the article:- to infer the main ideas presented in these texts by analysing supporting details.

- Have students connect ideas and information in texts under study to personal experiencesand to the novel No Great Mischief.

- Have students record and read their text to their peers in small groups.- Ask students to identify the use of subjective and objective language in texts:

Examples: SUBJECTIVITY OBJECTIVITY-feelings -graphs-opinions -statistics-reactions -studies

-surveys- Ask students (still in groups) to assess the selected texts by determining which one is the

most convincing and most credible (or reliable) according to them.- With reference to students’ texts and notes, brainstorm a list of the criteria of an effective

editorial, in a whole-class activity. Suggested criteria:- engaging opening- clear and well formulated opinions- relevant and convincing- evidence and research- well-chosen details and examples- logical divisions and sequence- varied and persuasive writing style- appropriate level of language- precise vocabulary- use of journalistic style and conventions- strong closing statement- neat format, incorporating appropriate design elements- correct use of language conventions.

- Explain the following summative assessment task to students; students research an issuepresented in the novel No Great Mischief and express their views on this issue in aneditorial and an oral report.(SE)

- Have students select an issue; formulate a research question; and narrow their topic (e.g.,the rehabilitation of ex-convicts, the availability of shelters for the homeless).

- Provide class time for students to conduct their research, specifying that students areexpected to consult at least three different print and electronic resources; students are alsoexpected to take notes and to list their sources in a separate bibliography. (T)

- During the research process, ask students to explain the reasons why they consult certainresources and reject others; use students’ feedback to list characteristics of valid researchsites (e.g., recently updated, clear links, clearly acknowledged authorities andqualifications, reliable sources). (T)

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- During the writing process, have students revise their editorial in pairs, by proofreadingeach other’s texts, discussing each other’s views and making suggestions forimprovement.

- Instruct students to use electronic resources to edit, format and print their editorialsaccording to journalistic conventions.

- Have students present their issue and their views in an two-minute oral report, givingstudents the opportunity to debate their peers’ views informally after each presentation.(SE)

- At the end of each presentation, ask students to evaluate their own and their peers’ reports completing the following chart: (SA)

Criteria Yes No Suggestions forImprovement

1. Speaker is able to listen andcommunicate effectively.

2. Information and ideas are clear andconvincing.

3. The means of communication used inthe presentation are effective.

4. The content of the presentation iscurrent, reliable and valid.

5. Speaker is well prepared and organized.

6. Speaker’s use of English is correct andappropriate.

- Ask students, once they have completed this assessment, to compare their current writing,research and oral communication skills with those required for success in careers andcollege programs, and create an action plan to address their identified needs. (SA)

Grammar and Usage, Spelling and Punctuation- Emphasize the use of an appropriate level of language according to journalistic

conventions; emphasize the use of gender-neutral language.- Have students extend their vocabulary by consulting print and electronic resources to

spell and define new or unfamiliar words, with attention to Canadian usage.- Instruct students to revise vocabulary and sentence structure to eliminate wordiness, using

various conjunctions and transitional devices to ensure coherence.


- Assess students’ ability to convey opinions and research on an issue, in an editorial andoral report, according to the following four categories from the Achievement Chart forGrade 12 College English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of the form, purpose and audience ofeditorials.

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- Demonstrate understanding of information and ideas collected through research.- Demonstrate understanding of persuasive devices and journalistic conventions.

- Thinking/Inquiry- Synthesize research information on a specific issue.- Assess and select relevant information and details as evidence.- Formulate and support opinions convincingly.

- Communication- Communicate information and ideas clearly, logically and precisely, in an editorial

and an oral report.- Communicate information and ideas with appropriate word choice and precise

vocabulary according to form, purpose and audience.- Demonstrate command of the editorial and the oral report.

- Application- Apply a writing process and technological resources to research, draft, edit, format

and print an editorial.- Apply language conventions correctly, avoiding wordiness and using appropriate

sentence structure.- Apply appropriate reading strategies to conduct research.- Apply oral communication skills to convey opinions and information in an oral

report.- Make connections between a novel under study and a current issue.

Further Activities

- Have students produce a collage or photo essay on their selected issue, for use as anaudio-visual aid during their oral report.

- Ask students to investigate the various careers available to those who wish to pursue thefield of social services or early childhood development. (CP)

- Assign a formal research report on one of the fields of work found in the novel,instructing students to consult two or three career sites to find the necessary information.

- Have students prepare and produce a talk-show interview with Alistair MacLeod, theauthor of No Great Mischief.


Appendix EAE4C 4.5.1: Achievement Chart - Exploring Issues: The Editorial and OralReport

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Appendix EAE4C 4.5.1Achievement Chart - Exploring Issues: The Editorial and Oral report



50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstratesknowledge of thecharacteristics andconventions of theeditorial. - demonstratesunderstanding ofinformation and ideascollected throughresearch.- demonstratesunderstanding ofpersuasive devices.

The studentdemonstrateslimitedknowledge andunderstanding ofthe editorial, ofresearch, ofinformation andof persuasivedevices.

The studentdemonstratessome knowledgeandunderstanding ofthe editorial, ofresearch, ofinformation andof persuasivedevices.

The studentdemonstratesconsiderableknowledge andunderstanding ofthe editorial, ofresearch, ofinformation andof persuasivedevices.

The studentdemonstratesthoroughknowledge andinsightfulunderstanding ofthe editorial, ofresearch, ofinformation andof persuasivedevices.

Thinking/Inquiry

The student:- supports a positionin an editorial.- synthesizes researchinformation and ideason an issue.- assesses and selectsconvincing andrelevant supportingdetails.

The student usescritical thinkingskills withlimitedeffectiveness 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 and applies all oralmost all of theskills of inquiry.

Communication

The student:- communicates information and ideasclearly and logically.- uses appropriatediction and precisevocabulary.- demonstratescommand of theeditorial and the oralreport.

The studentcommunicateswith limitedclarity and logic,and demonstratesa limited sense ofdiction andlimitedcommand of theeditorial and theoral report.

The studentcommunicateswith some clarityand logic, anddemonstratessome sense ofdiction and somecommand of theeditorial and theoral report.

The studentcommunicateswithconsiderableclarity and logic,and demonstratesconsiderablesense of dictionand command ofthe editorial andthe oral report.

The studentcommunicateswith a highdegree of clarity, confidence andlogic, anddemonstrates anexcellent sense ofdiction and extensivecommand of theeditorial and theoral report.

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Application

The student: - uses the requiredlanguage conventions.- uses readingstrategies to conductresearch. - uses a writingprocess to draft, reviseand edit an editorial.- uses technology toproofread, format andprint an editorial.- uses oralcommunication skillsto convey opinions onan issue in an oralreport.- makes connectionsbetween the themes ofa novel and his/herown opinions on anissue.

The student usesthe requiredlanguageconventions andreading strategieswith limitedaccuracy andeffectiveness, anduses speaking andwriting skills, awriting processand technologywith limitedcompetence,makingconnections withlimitedeffectiveness.

The student usesthe requiredlanguageconventions andreading strategieswith moderateaccuracy andeffectiveness anduses speaking andwriting skills, awriting processand technologywith moderatecompetence,makingconnections withmoderateeffectiveness.

The student usesthe requiredlanguageconventions andreading strategieswithconsiderableaccuracy andeffectiveness anduses speaking andwriting skills, awriting processand technologywithconsiderablecompetence,makingconnections withconsiderableeffectiveness.

The student usesthe requiredlanguageconventions andreading strategiesaccurately andeffectively all oralmost all of thetime and usesspeaking andwriting skills, awriting processand technologywith a highdegree ofcompetence,makingconnections witha high degree ofeffectiveness.


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UNIT 5 (EAE4C)

The Empowered Consumer: Critical and Creative Responses to the Media


In this unit, students apply critical thinking skills to analyse and assess various shows, ads andfilms in terms of form, purpose and audience. They collaboratively prepare, rehearse andproduce an interview in the form of a talk show and a commercial parody or satire. Theydemonstrate their understanding of marketing techniques in the production of radio andmagazine ads promoting the biography selected for their Independent Reading (begun inEAE4C Unit 2). They demonstrate their consumer awareness in a film review and a letter ofcomplaint.



Overall Expectations: EAE4C-LR-OE.1 - 2 - 4 - 5EAE4C-W-OE.1 - 2 - 3EAE4C-O-OE.1 - 2 - 3 - 4 - 5EAE4C-M-OE.1 - 2 - 3

Specific Expectations: EAE4C-LR-For.1 - 2 - 3 - 4EAE4C-LR-Str.1 - 6EAE4C-LR-Inv.1 - 2 - 3 - 4 - 5EAE4C-LR-Crit.3 - 5EAE4C-W-For.1 - 3 - 4 - 7 - 8 - 9 - 10EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 3 - 5 - 8 - 10 - 11EAE4C-W-Res.1 - 3 EAE4C-W-Crit.1 - 2 - 3EAE4C-O-List.1 - 2 - 3EAE4C-O-Prod.1 - 2 - 3 - 8EAE4C-O-Voc.1 - 3 - 4EAE4C-O-GrSk.1 - 2 - 3 - 4EAE4C-O-Crit.1 - 2 - 3 - 4 - 5EAE4C-M-For.1 - 2 - 3EAE4C-M-Inv.1 - 2 - 3 - 5 - 7EAE4C-M-Crit.1 - 2 - 3 - 4 - 5


Activity 5.1: Let’s Talk About It: The Taped Interview 270 minutes

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Activity 5.2: Angles and Perspectives: The Film Review 270 minutesActivity 5.3: The Consumer Is Always Right: The Letter of Complaint 120 minutesActivity 5.4: Marketing a Product: The Radio Advertisement 270 minutesActivity 5.5: World’s Funniest: The Promotional Video 270 minutes






Assessment is an integral part of a dynamic learning process. Tteachers must plan anddevelop teaching and learning strategies jointly with evaluating strategies according to thefour basic categories of the Achievement Chart. Various evaluation techniques such asdiagnostic evaluation (DE), formative evaluation (FE) and summative evaluation (SE) aresuggested in the section “Activity Instructions”.

Security


Resources


PedagogicalMARKELL, Mike, Technical Communication, Toronto, Nelson Canada, 1996, 240 p.

Reference/ConsultationDAWE, Robert, and Paul MALOTT, Reference Points: A Guide to Language, Literature and

Media, Toronto, Prentice Hall Canada, 2001, 406 p.

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KINSELLA, W. P., Shoeless Joe Jackson Comes to Iowa: Stories, Dallas, SouthernMethodist University Press, 1993, 141 p.

LEVIN, Michael, The Writer’s Internet Source Book, No Starch Press Publisher’s GroupWest, 1997.

SWAN, Michael, Practical English Usage, second edition, Oxford University Press, 1997.

MaterialAustin Powers: The Spy Who Shagged Me, Jay Roach dir., starring Mike Myers, Heather

Graham and Michael York, New Line Cinema, 1999, VHS, colour, 95 min.Field of Dreams, Phil Alden Robinson dir., starring Kevin Costner, Amy Madigan, Gaby

Hoffman, Ray Liotta and James Earl Jones, Universal Studios Home Video, 1989, VHS, colour, 107 min.

The Naked Gun, David Zucker dir., starring Leslie Nielson, George Kennedy, PriscillaPresley, and Ricardo Montalban, Paramount Pictures, 1988, VHS, colour, 85 min.

TechnologicalAnalysing Media Texts (consulted August 1, 2001)

http://www.southaxholme.doncaster.sch.uk/english/analysing_media.htmEntertainment: How to Write a Movie Review (consulted August 1, 2001)

http://www.millikin.edu/mr/Entertainment/howto2.htmlHow to Write a Movie Review (consulted August 1, 2001)

http://members.tripod.com/MJsWalkAbout/moviehow-to.htmlKent's Shoeless Joe Resource Page (consulted August 1, 2001)

http://www.geocities.com/Athens/Olympus/2060/kent.shoeless.htmlMassMedia: Issues and Language (consulted August 1, 2001)

http://www.netspace.net.au/~engclub/massmedia.htmlW.P. Kinsella Author Biography (consulted August 1, 2001)

http://www.mcdougallittell.com/lit/guest/garchive/kinsella.htm

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Let’s Talk About It: The Taped Interview


In this activity, students view taped interviews from various talk shows or entertainmentprograms. They identify the differences between a formal and an informal interview,formulate questions appropriate for each type of interview and produce a video of a mockinterview with a celebrity of their choice.



Overall Expectations: EAE4C-W-OE.1EAE4C-O-OE.1 - 3 - 4 - 5EAE4C-M-OE.1 - 3

Specific Expectations: EAE4C-W-For.1EAE4C-W-Proc.2 - 3 - 4EAE4C-W-Res.1 - 3 EAE4C-O-List. 2 - 3EAE4C-O-Prod.1 - 2 - 3EAE4C-O-Voc.1 - 3 - 4EAE4C-O-GrSk.1 - 2 - 3EAE4C-O-Crit.1 - 2 - 3 - 5EAE4C-M-For.1 - 2 - 3EAE4C-M-Crit.4 - 5

Planning Notes

- Select and record clips of informal and formal interviews from various talk shows orentertainment programs.

- Prepare a diagnostic assessment of students’ ability to plan an interview and todistinguish the difference between a formal and an informal interview.

- Reserve video cameras for students to record their interviews.- Prepare a tracking chart in which students identify the differences between a formal and

an informal interview.- Reserve the computer lab for student research.

- Set aside class time to view students’ taped interviews; and obtain the necessary audio-visual equipment.

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- Prepare achievement chart for taped interviews.


Introduction

- Present clips of informal interviews from various talk shows or entertainment programs (e.g., Open Mike With Mike Bullard).

- Present clips of more formal interviews (e.g., A&E’s Biography, The Actor’s Studio, TheJournal, Inside Politics).

- Conduct a diagnostic evaluation of students’ ability:- to foresee the necessary steps to planning for a successful interview, such as the ones

viewed in class:- to extend their knowledge of successful interviews to the job interview; (CP) (SA)- to identify the differences between a formal and an informal interview in a tracking

chart, such as the following:

Criteria Formal Interview Informal Interview

Attire

Tone of interviewer

Tone of interviewee

Focus of questions (e.g.,accomplishments, personal life,opinions). Cite examples.

Knowledge and expertise ofinterviewer in the field

Purpose of interview

Targeted audience

- Have students write their responses in a journal entry and submit for diagnosticevaluation. (DE)


- Have students participate in a class discussion where they discuss past experiences ofdifferences of opinions between their parents and themselves regarding the media theyconsume (e.g., there are some videos their parents do not approve of, there is somereading material they wish their children to read, there are some song lyrics parents mightfind offensive).

- Assign the following formative task as homework: (FE)- Students interview a parent or grandparent and ask them what media were popular

twenty, thirty or forty years ago, using appropriate interview skills.

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- Students view a music video with them and have the parents or grandparents answerthe questions students previously discussed. (Note: Interview might be conducted inFrench). (AC))

- Distribute an instruction sheet detailing the steps of a sound interview:INSTRUCTION SHEET: THE INTERVIEW- Select a good candidate for your interview.- Clearly explain your purpose to the person with whom you have requested an

interview.- Agree on a time and a place where you may conduct the interview.- Prepare a set of well-organized questions to elicit the best possible responses from the

person you are interviewing.- Ensure that your interview becomes relaxed. Do not simply ask the questions:

generate a lively discussion based on the answers provided to you.- Apply active listening skills and focus on what is being said.- Take notes during the interview: jot down information in point form, avoiding long,

complete sentences.- Make sure you practise before you move on to the actual interview.- Write a brief summary of what was said during the interview.

- Ask students to share the results of their interviews in an informal oral presentation.- Instruct students to assess their own and their peers’ oral communication skills with the

use of a prepared checklist. Suggested criteria: (SA) (FE)Does the speaker:- Speak clearly and correctly?- Speak at an appropriate rhythm, with a minimum of hesitation?- Present information in an interesting fashion?- Involve the audience in the presentation?- Appeal to the audience’s emotions and needs?- Sequence ideas logically?- Use appropriate tone, vocabulary and diction to suit the audience?- Demonstrate knowledge of the chosen topic?

- Explain the summative assessment task to students: students, in pairs, prepare and presenta video of a mock interview with a celebrity or famous personality of their choice.

- Have them follow the following steps in preparing an outline and a detailed research plan: - Identify the purpose or goal of their interview (e.g., to entertain, to inform, to generate

interest) as well as the intended audience.- Research a short biography of the chosen person (e.g., date of birth, city of origin,

social and economic background, education, work experience, accomplishments, riseto fame, family, current and future goals) with reference to print and electronicresources. (T)

- Prepare a series of questions that:- avoid generating one-word answers or simple yes or no answers- create a mix of formal and informal discussion- generate interesting discussion- highlight anecdotes and past experiences to enliven the interview.

- Submit an outline of their interview for formative evaluation. (FE)- Rehearse their interview and plan the media techniques they will integrate into their

video. (T)- Film their interview, with one group member playing the interviewer while the other

plays the role of the interviewee. (T)- Have students present their clip to the class. (SE)

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- Ask students to compare current oral communication skills with those required forsuccess in job interviews, work situations and post-secondary studies.

- Ask students to assess the media techniques and the relevance of information in theinterview and offer constructive criticism to their peers.

Grammar and Usage, Spelling and Punctuation- Emphasize the use of a level of language appropriate for the context of the taped

interview.- Instruct students to verify the meaning of specialized terms relating to the media in print

and electronic resources (e.g., long shot, tracking shot, dubbing, scores, trailers,breakdown script, framing, cut); students note the limitations of reference sources indefining some of the new technical terms. (T)


- Assess students’ ability to produce a taped interview with attention to the requiredlanguage conventions and the conventions of form, purpose and audience, according tothe following four categories of the Achievement Chart for Grade 12 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of the taped interview to inform, to draw attention to a given subject, and to entertain.

- Demonstrate knowledge of information and ideas relating to the taped interview.

- Thinking/Inquiry- Demonstrate creativity in the making of the taped interview.- Use critical thinking skills in the planning stage and in the selection of

appropriate information.- Select appropriate detail and information related to the interview topic.

- Communication- Communicate information clearly, correctly and precisely, using appropriate

pronunciation and voice level.- Communicate ideas with the appropriate diction, according to form, purpose and

audience.- Application

- Apply technological resources in the production of a taped interview.- Use oral communication skills effectively in the delivery of a taped interview.- Use language conventions correctly.

Further Activities

- Have students conduct research on a francophone celebrity or an interesting person intheir community, interview the person, and write a thank-you letter to them once theinterview is complete.(AC)

- Invite a camera-person from a local television station to talk to the students about his orher educational background and the requirements of his or her career. (CP)

- Have students draw pictures of the person they have chosen to interview, explaining howthe details (colour, appearance, gestures) reflect the personality of this person.

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- Instruct students to research one or more employment opportunities in the media andentertainment business (e.g., camera operator, set designer, set builder, costume designer,makeup artist, sound technician, film editor) and to present their research in an oralreport. (CP)


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Angles and Perspectives: The Film Review


In this activity, students apply critical thinking skills and knowledge of media techniques toevaluate the media production of a literary work, in this case the film A Field of Dreams andthe short story “Shoeless Joe Jackson” by W.P. Kinsella. Students develop their ability towrite persuasively by conveying their opinions in a film review.


Strands: Literature Studies and Reading, Writing, Media Studies

Overall Expectations: EAE4C-LR-OE.1 - 2 - 4 - 5EAE4C-W-OE.1 - 2 - 3EAE4C-M-OE.1 - 3

Specific Expectations: EAE4C-LR-For.1 - 3 - 4EAE4C-LR-Str.1 - 6EAE4C-LR-Inv.1 - 2 - 3 - 4 - 5EAE4C-LR-Crit.3 - 5EAE4C-W-For.1 - 4 - 8 - 9EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE4C-W-Gram.1 - 2 - 3 - 5 - 10 - 11EAE4C-W-Crit.1 - 2 - 3EAE4C-M-Inv.2 - 5EAE4C-M-Crit.4

Planning Notes

- Select a current song for students to review; reserve the necessary audio equipment.- Find examples of current movie reviews from newspapers or on the Internet, asking

students to provide some of their own.- Reserve television and VCR for the viewing of the film Field of Dreams.- Prepare a checklist outlining the major components of an effective film review. - Prepare the summative assessment grid for the film review.


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Introduction

- Conduct a diagnostic assessment of students’ ability to develop a critical response:present a song to students, asking them to rate it on a scale of 1 to 4 and to justify theirevaluation in a journal entry. (DE)

- Have students compare and contrast their assessment of the song with an actual reviewfrom a newspaper or magazine. (DE)

- Explain the characteristics and conventions of the review (e.g., background information,special effects, types of arguments, supporting details and evidence, terminology,sequence) with reference to students’ journal entries and the above review.

- Brainstorm the various kinds of reviews (e.g., restaurant, film, theatre, concert, book,musical recordings), asking students to bring in at least one review of a movie they haveseen plus another type of review.

- Review with students the criteria used in the various types of review (e.g., appearance,taste, quality, interest, originality, audience, purpose, use of devices).

- Have students react to their selected film review in a journal response: they explain thereasons why they agree or disagree with the critic’s review; students compare and contrasttheir opinions with their peers’. (DE)

- Brainstorm with students the similarities and differences between an editorial and areview, emphasizing persuasive devices, form and audience.


- Assign the short story “Shoeless Joe Jackson” by W.P. Kinsella, providing some classtime for silent sustained reading.

- Have students respond to written and oral questions on the story in groups and in a whole-class activity and analyse the story’s cultural, historical and social context, noting howthese elements are essential in understanding it; each group focuses on one element offiction -either plot, setting, theme, character, conflict and symbolism.

- Instruct students to present their analyses of the story to other groups according to thejigsaw method of collaborative learning.

- Present the film Field of Dreams, starring Kevin Costner and James Earl Jones. - Assign a short opinion text on the film: students explain the reasons why the film is or is

not a valid rendering of the short story.- Assess students’ opinion texts, focusing on student’s ability: (FE)

- to compare and contrast the short story with the film production of it- to write persuasively- to suggest alternative interpretations of the various elements (e.g., plot, themes,

setting, character)- to support opinions with examples and relevant details.

- Have students share their opinion texts with their peers and note similarities anddifferences in opinions.

- As a class, have students brainstorm the various factors they look for when evaluating afilm’s worth. The list could include:- their personal response to the film- the dramatic quality of the film- whether or not the film achieves its objective and purpose (e.g., to be funny, to be

serious)- the quality of the acting- the cinematography (e.g., is it appropriate and realistic?)

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- the themes- the editing (e.g., do the producers give away too much information too soon?)- the length- the design and lighting techniques (e.g., do the design elements complement the

work? (T)- the sound track and sound effects (i.e., Do the sound effects and music enhance the

genre?) ( e.g., Is there frightening music in a horror movie?) (T)- In groups of two, have students share their opinions of a recent film they have viewed at a

theatre or at home; students focus on the factors listed above in their brainstorming.- Instruct students to research the Internet to find film reviews on their chosen film. (T)- Have them compare the reviewer’s analysis with their opinions.- Have them note the basic structure of the movie review by inferring the main idea of each

paragraph.- Complete a checklist with the students to outline the major components of an effective

film review. A film review should:- Identify the name of the film and its director, main actors and length early in the

review.- Give a brief summary of the plot, making sure not to give away the ending.- Assess characterization: development of character, actors’ abilities, believability of

characters, type of character (e.g., round or flat).- Analyse the production values (e.g., special effects, lighting, costumes, sound track)

and their influence on the themes of the film.- Compare and contrast the storyline of the film version with the book (if applicable).- Rate the film and convince readers of the validity of the critic’s assessment.

- Have students write the introduction and conclusion and one paragraph of a movie reviewfor this film.

- Instruct students to assess their own and a peer’s review according to the followingcriteria: (FE)(SA)- strong opening- use of evidence and details- use of persuasive devices- sequence of ideas- analysis of content- assessment of techniques- tone, voice- clearly targeted audience- final recommendation.

- Have the students write a movie review of Field of Dreams by following the steps of awriting process (e.g. brainstorming, outlining, drafting, revising, printing).

- Have students participate in self and peer editing, offering constructive criticism andintegrating it within their work. (SA)

- Instruct students to use print and electronic resources to format their texts, vary diction,integrate appropriate terminology in their work and print their film review. (T)

- Have students submit their film reviews for summative evaluation, according to thecriteria listed previously. (SE)

Grammar and Usage, Spelling and Punctuation- Have students practise the rules of punctuation and capitalization as they quote from the

short story or the movie in order to assist them in writing their film review.- Review with students the rules of sentence combining as they respond to ideas in the film.

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- Emphasize the use of correct diction and level of language in their film reviews.- Encourage students to verify spelling with the use of print and electronic resources.


- Assess students’ ability to analyse and review a film adaptation of “Shoeless Joe Jackson”(entitled Field of Dreams), with attention to the required language conventions and the conventions of form, purpose and audience, according to the following four categoriesfrom the Achievement Chart for Grade 12 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of media techniques.- Demonstrate knowledge and understanding of conventions of the film review.- Demonstrate understanding of uses and effects of persuasive devices.

- Thinking/Inquiry- Use critical thinking skills to analyse a film portrayal of a work of fiction through

comparison and contrast.- Assess accuracy of the film by evaluating dramatic quality, acting abilities,

editing, cinematography and visual and sound effects of the film.- Support their assessment of a film with convincing examples and well-chosen

details.-- Communication

- Communicate ideas and information clearly, logically and convincingly.- Communicate with the appropriate diction.- Demonstrate command of the film review.

- Application- Use language conventions correctly with attention to spelling and sentencestructure.- Apply a writing process and technology to draft, edit, format and print a film

review. - Apply reading strategies and knowledge of the media to collect notes and

information from both reading and viewing and synthesize it within the filmreview.

- Make connections between the film under study and their own viewing habits andpreferences.

Further Activities

- Ask students to adopt the persona of a film critic and conduct an oral presentation inwhich they rate various recent films.

- Have students visit a local movie complex, conduct a survey to see what types of movies appeal to different age groups and publish their results in an informal report.

- Encourage students to make a collage of their favourite film, including pictures and catch phrases reflecting the themes and plot line of the story.

- Have students view and evaluate an international film with attention to the filmtechniques used; students read film critiques of international films. (AC)

- Assign the reading of the novel Shoeless Joe by W.P. Kinsella, asking students to explain(a) the ways in which the film is or is not a valid rendition of the novel and (b) the waysin which the novel further develops the elements of fiction of the original short story.

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The Consumer is Always Right: The Letter of Complaint


In this activity, students assess the effectiveness of various ads and commercials and theirimpact on their lives. They write a letter of complaint with attention to form, purpose andaudience.



Overall Expectations: EAE4C-W-OE.1 - 2 - 3EAE4C-O-OE.2 - 4EAE4C-M-OE.2 - 3

Specific Expectations: EAE4C-W-For.3 - 4 - 9 - 10EAE4C-W-Proc.1 - 2 - 3 - 4 - 5 - 8EAE4C-W-Gram.2 - 5 - 8 - 10 - 11EAE4C-W-Crit.1EAE4C-O-Prod.1EAE4C-O-GrSk.1 - 3 - 4EAE4C-O-Crit.1 - 3 - 4EAE4C-M-For.3EAE4C-M-Inv.1 - 3 - 5 - 7EAE4C-M-Crit.2 - 3 - 4

Planning Notes

- Find and photocopy examples of letters of complaint.- Prepare evaluation grids for the formative and summative assessment of students’ letters.- Record two - three television commercials for students to evaluate; reserve the necessary

audio-visual equipment.


Introduction

- Brainstorm with students a list of the possible advantages (e.g., informing the public, tointroduce new products, making money for the advertiser, creating jobs) and

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disadvantages (e.g., misleading, increasing cost of product, creating consumer over-consumption) of ads and commercials. (DE)

- Discuss with students the impact of ads in their lives (e.g., purchase of brand names,pressure sales, overuse of credit, over-consumption).

- Have students work in pairs on the theme of consumer dissatisfaction with a product.They proceed in the following manner:- identify and describe a situation that caused them to be dissatisfied with a service or

product (e.g., complaint about an improperly cooked meal in a restaurant; returning anarticle of clothing);

- recreate the problem situation in front of their peers;- ask the audience to identify the problem and to volunteer suggestions on how to

resolve it in a satisfactory fashion.- Ask students to identify different ways of resolving disputes: writing a letter of complaint,

telephoning, going in person. (DE)

Experimentation /Exploration/Manipulation

- Ask students to list and discuss examples of current ads they find objectionable, draw alist on the blackboard.

- Have students classify the ads under different headings (e.g., misleading ads, sexist ads,stereotypical ads ).- Present two or three pre-recorded television commercials asking students to note (a) the

stated and implied messages and (b) the reasons why these ads are or are notobjectionable; ask students also to explain the ways in which these ads could be changedto become more acceptable.

- Review students’ notes, discussing the social implications of these ads: - identify incidents of sexism, bias or stereotyping;- discuss the impact viewers and/or consumers have on the types of ads produced;- discuss which types of people would find these ads offensive;- identify which ads have been created for their shock value and/or potential to draw

consumers’ attention.- Review important elements in letter writing: format, paragraph structure, content,

sentence structure and word choice.- Ask students to write a letter of complaint about one of the ads presented or a current ad

they believe to be objectionable. (FE)- Instruct students to follow the conventions of the business letter and to incorporate the

following elements in their letter: (CP) (as explained in Activity 3.4)- opening paragraph: identify source of complaint;- body: provide an explanation and put forth suggestions in a courteous style;- conclusion: be courteous and end on a positive note.

- Instruct students to share their letter with other members of the class.- Hand out a checklist evaluating the letter of complaint and have students rate one

another’s letters according to the checklist: (SA)- Is the letter:

- concise and precise?- neat and well formatted?- placed evenly on the page?- signed?- sincere and courteous?- clear in its purpose in the opening paragraph?

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- well organized?- complete?- making use of transitional words? (first, second, then...)- following language conventions?

- Tally the student scores on the blackboard for each of the ten criteria in the checklist.(DE)

- Have students note areas of weaknesses that need to be addressed in their letters ofcomplaint. (FE) (SA)

- Present effective models of letters of complaint to address student difficulties.- Read the letters as a whole-class activity and identify the complaints and suggestions; list

positive elements of these letters. The letter- states the main point of the source of the complaint clearly at the start;- uses only the key details;- presents examples that suit the main point and relate to one another;- includes enough details to answer the targeted audience’s questions/concerns;- suggests remedies to the complaint;- arranges the details in a logical sequence using transitional devices;- ends on a positive and courteous note.

- Present a list of scenarios that could require the writing of a letter of complaint; studentsselect a scenario (or suggest a scenario for approval) and write a letter of complaint.Possible scenarios:(a) You have bought a used car from a local dealership and have experienced

mechanical problems. The dealership refuses to pay for the repairs.(b) The cellphone that you purchased has broken down repeatedly or does not do all

that the ad claims. You want to return the cellphone and get a new phone or a fullrefund. (CP)(SE)

- Ask students to find fictional or authentic names (and addresses) for the chosen companyand product.

- Have students follow the stages of a writing process: brainstorming, outlining, drafting,revising (with peers) and editing.

- Instruct students to submit their typed, well-formatted letter of complaint for summativeassessment. (SE)

Grammar and Usage, Spelling and Punctuation- Remind students to use appropriate diction and to integrate transitional devices into their

letters to ensure coherence.- Have students vary sentence structure, length and type of sentence and word choice for

emphasis.


- Assess students’ ability to write a letter of complaint with attention to the requiredlanguage conventions of form, purpose and audience, according to the following fourcategories of the Achievement Chart for Grade 12 English:- Knowledge/Understanding

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- Demonstrate knowledge and understanding of the conventions of the letter ofcomplaint.

- Demonstrate understanding of form, purpose and audience.- Thinking/Inquiry

- Select convincing arguments for their letter of complaint.- Communication

- Communicate information and ideas clearly, logically and convincingly.- Use a level of language appropriate for a letter of complaint.- Demonstrate command of business correspondence.

- Application- Apply steps of a writing process to revise and edit their letter.- Apply technological resources in formatting a letter of complaint.- Apply correct spelling, grammar, punctuation and sentence structure.- Make connections between the scenario and their own consumer habits.

Further Activities

- Distribute a number of short contracts and business transactions (e.g., warranties, requestsfor loans, car leases); have students apply various reading strategies to read these textsand to answer written and oral questions verifying their comprehension.

- Prepare a series of scenarios where the student receives various complaints and he or shemust solve them to the customer’s satisfaction; instruct students to role-play one of thescenarios presented.

- Invite a graphic artist to explain how the format and design of ads are planned to have aspecific purpose on a targeted audience.


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Marketing a Product: The Radio Advertisement


In this activity, students analyse and assess the techniques used in advertisements tocommunicate meaning and appeal to target audiences. They apply their knowledge of mediatechniques to produce radio and magazines advertisements promoting the biography selectedfor their Independent Reading (EAE4C Activity 2.6).


Strands: Oral Communication, Media Studies

Overall Expectations: EAE4C-O-OE.1 - 2 - 3 - 5EAE4C-M-OE.1 - 2 - 3

Specific Expectations: EAE4C-O-List.1 - 2 - 3EAE4C-O-Prod.1 - 8EAE4C-O-Voc.3 - 4EAE4C-O-GrSk.1 - 4EAE4C-O-Crit.1 - 3 - 4EAE4C-M-For.1 - 2EAE4C-M-Inv.1 - 3 - 5 - 7EAE4C-M-Crit.1 - 2 - 4 - 5

Planning Notes

- Obtain magazines targeting young adults, asking students to provide some of their own.- Prepare a comparative chart to assist students in identifying the differences among

different types of media.- Provide flip-chart paper, markers and art materials for students’ comparative chart and

magazine ad.- Obtain audio-cassettes and cassette players production of for the students’ radio ads.- Prepare a formative evaluation to evaluate students’ ability to explain media conventions

and techniques.- Prepare formative and summative assessment grids for students’ magazine and radio

advertisements of their Independent Reading.

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Introduction

- Ask students to skim and scan various magazines targeting young adults.- Have students, in an informal discussion, share the reasons they enjoy reading these

magazines.- Have students count the number of advertisements found in their selected magazine.- Conduct a diagnostic evaluation of students’ ability to analyse and assess media texts in

terms of form, content, purpose and audience; students, in pairs, complete the followingcomparison-contrast chart: (DE)

Criteria Magazine #1Title:

Magazine #2Title:

Size of advertisements

Targeted audience

Number of advertisements

Product marketed

The implicit messagestransmitted by theadvertisements (e.g., theunderlying message, such as“You must be young andbeautiful to have a date onFriday”)

The explicit messagetransmitted by theadvertisement (e.g., the directmessage such as “If you usethis product, this is theresult”)

The overall effectiveness ofthe advertisements

- Instruct students to present their charts informally to the class.- Review students’ charts by asking students, in a whole-class activity, to list the

characteristics of effective advertisements.


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- Instruct students (for homework) to track the types, number and nature of the radioadvertisements they listen to daily on their favourite radio station, for a period of twodays, and share their findings with the class.

- Present two ads from an electronic medium (e.g., television, radio, Internet).- Ask students to analyse and assess the two ads, focusing on elements such as:

- use of humour- psychological appeal (e.g., acceptance)- use of colour, music and other techniques for effect (e.g., fade-in, camera angles)- use of illusion (e.g., dreams, fantasy, aspirations)- use of allusion (e.g., Greek Mythology, biblical, literary)- significance of images (e.g., Coke commercial with Santa Claus on lighted train or

Polar Bears)- examples of bias or slant. (FE)

- Have students re-read these ads, noting the stated and implied meaning of individualwords and how they have been chosen by advertisers to send a message to a targeted audience.

- Ask students to identify the ways in which the advertisers have drawn attention to theirproduct (e.g., by appealing to one’s intellect, emotions, senses, confidence, wishes).

- Instruct students to invent a product and prepare a 60-second radio advertisement in orderto market their newly-invented product, integrating various media conventions andtechniques.

- Distribute the guidelines to follow when making a radio advertisement:(FE)(T)- Choose or invent an interesting product.- Choose an audience.- Think of ways to appeal to your targeted audience.- Find a way to generate interest in your product.- Write a text that does not exceed one page in length.- Include catchy words, appropriate diction and rhetorical devices to appeal to your

targeted audience.- Make your advertisement a length of 30-60 seconds.- Keep your message simple, short and creative.- Add dialogue, sound effects and/or background music for effect. (T)

- Have students tape their radio advertisements and present them to the class for formativeevaluation. (FE)

- Have students assess one another’s radio advertisements. (FE) Suggested criteria:The ad:- hooks the listener;- uses sound effects for variety and impact;- maintains listener’s interest;- uses appropriate diction;- generates a need for the product;- persuades listener to act.

- Explain the following assessment task, with reference to the Independent Readingexplained in Activity 2.6:a) Students produce a 60-second taped radio advertisement and a magazine

advertisement that targets young adults and promotes their selected biography.b) Students present their advertisements to the class and explain the ways in which their

ads relate to their selected biography.- Provide class time for students to: (SE) (T)

164

- draft the text and visual elements of their magazine advertisement;- draft the text of their radio advertisement;- select and plan, sound effects/media techniques of their advertisement;- conference with a peer by exchanging magazine and radio advertisements and making

suggestions for improvement (FE)- draft the text of their one-page explanation of their advertisements as they relate to

their selected biography.- Have students present and explain their advertisements to their peers for peer and

summative assessment according to the criteria of effective advertisements listed in thisactivity; assess students’ oral communication skills according to the following criteria:(SE) (T)- clarity- completeness- use of time- sequence/organization- use of diction- use of language conventions- ability to maintain audience’s interest- use of their advertisement’s as audio-visual aids.

- Instruct students, in groups, to list the advantages and disadvantages of a print ad versusan electronic or radio ad; discuss with their findings in a whole-class activity. (T)

Grammar and Usage, Spelling and Punctuation- Instruct students, in pairs, to apply listening and writing skills by writing the transcript of

one or two radio ads, with attention to spelling and punctuation.- Have students note examples of informal diction and non-standard English in the print

and electronic ads presented in class, with attention to the use of slang, capitals, verbtenses and pronouns.

- Have students use print and electronic resources to spell and define specialized mediaterms. (T)


- Assess students’ ability to produce a taped radio advertisement and a magazine ad withattention to the required language conventions and the conventions of form, purpose andaudience, according to the following four categories from the Achievement Chart forGrade 12 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of forms and conventions of print andradio advertisements.

- Demonstrate knowledge of the uses and effects of language and media techniques.- Demonstrate understanding of the concepts of purpose and audience in the

production of their magazine and radio advertisements.- Demonstrate understanding of persuasive devices.

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

details and techniques in the making of magazine and radio advertisements.- Use inquiry skills to evaluate implicit and explicit messages in

advertisements.- Use critical skills to assess peers’ media texts.

165

- Communication- Communicate information and ideas through media texts.- Communicate ideas with appropriate diction, demonstrating a sense of form,

purpose and audience.- Application

- Use language conventions correctly.- Apply technological resources in the production of magazine and radio

advertisements.- Use oral communication skills effectively in the delivery of the radio

advertisement and the explanation of the advertisements in an oral presentation.

Further Activities

- Ask students to research the history of a medium (e.g, television, radio). (T)- Have students investigate the mandate of the Canadian Broadcasting Corporation (CBC)and evaluate its role in Canadian culture.- Have students conduct a survey to determine where and when most people listen to the

radio; students publish their results in graph or chart form on posters. (T)- Ask students to interview a disc jockey to determine the range of responsibilities and

training required for the job. (CP)- Instruct students, in pairs, to compare and contrast two ads for the same product, one from

a French publication and the other from an English publication; students share theirfindings and discuss possible reasons for the differences. (AC)


166


World’s Funniest: The Promotional Video


In this activity, students explore the use of humour in the media by analysing variouscommercials, films and shows in terms of form, purpose and audience. They produce andpresent their own commercial parody or satire. They explore the concepts of satire and parodyin the media, in essays and in comic strips.


Strands: Literature and Reading, Writing, Oral Communication, Media Studies

Overall Expectations: EAE4C-LR-OE.1 - 5EAE4C-W-OE.1EAE4C-O-OE.4EAE4C-M-OE.1 - 2 - 3

Specific Expectations: EAE4C-LR-For.2EAE4C-LR-Str.6EAE4C-LR-Inv.2EAE4C-LR-Crit.5EAE4C-W-For.1 - 7EAE4C-O-GrSk.1 - 2 - 3EAE4C-O-Crit.3EAE4C-M-For.1 - 2 - 3EAE4C-M-Inv.1 - 3 - 5 - 7EAE4C-M-Crit.2 - 3 - 4 - 5

Planning Notes

- Select and record examples of humourous television commercials and parodies or satireson film for student viewing

- Schedule class time for viewing of film segments and students’ commercials; reserve thenecessary video equipment.

- Prepare the definitions of parody and satire on an overhead transparency.- Ask students to bring in samples of their favourite comic strips or cartoons.- Prepare the summative assessment grid for students’ satirical commercial.


167

Introduction

- In a journal entry, have students express their preferences and views on comedy:- What is your definition of “funny” or “comical”?- Who is your favourite comedian?- What types of comical movies do you enjoy most? (slapstick, spoof, dark comedy,

farce, burlesque)- What types of funny commercials appeal to you? How was comedy achieved in these

commercials?- Present clips of humourous television commercials and ask students to.look at the

elements that make the commercial funny such as:- characterization- manipulation of symbols- absurdity- elements of fantasy- exaggeration- situation- play on words.

- Present humourous French commercials or commercials that use words or expressionsfrom other languages for effect (e.g., names of perfumes, of restaurants); discuss theimpact of language on the audience’s response.

- Conduct a diagnostic assessment of students’ understanding of humour and satire: presenta sitcom (or clips of a sitcom) asking students to (a) note incidents of humour, (b) explainthe techniques used to create humour, and (c) explain the purpose of the humour. (DE)


- Present the definition of parody and satire.Parody: humourous imitation of a piece of writing, film or drama that mocks the originalby exaggerating or distorting some of its salient features (Hilker and Harper, Elements ofEnglish 11, p. 311).Satire: literary work that ridicules human vices and follies, often with a purpose ofteaching a lesson or encouraging change (Hilker and Harper, Elements of English 11, p.313).

- Present examples of parodies or satires; students view clips of satirical film such asAustin Powers: The Spy Who Shagged Me, Airplane, Naked Gun or programs such asThis Hour Has Twenty-Two Minutes, Royal Canadian Air Farce, Saturday Night Live.

- Ask students, in an in-class discussion, to identify the elements of the above films orprograms that constitute parody or satire.

- Through short written responses, conduct a formative evaluation of students’ ability toanalyse the following aspects of comedy:- the use of humour- the devices used to create humour- the elements parodied or satirized. (FE)

- Discuss with students the concept of “political correctness” in terms of the clipspresented:- Is humour politically correct?- Why can humour be offensive for one person and not for another?- At what point should humour be censored?

168

- Assign the reading of various satirical essays or articles (e.g., essays on the media inEssays Patterns and Perspectives, ed. By J. Backer Sandbrook: “Why I Want a Wife” byJudith Sybers, p. 22, “Why We Crave Horror Movies” by Stephen King,,p. 23, “Beautyand the Beef” by Joly Green, p. 121); students, in groups, analyse their chosen text interms of form, purpose and audience by explaining the purpose of the satire (e.g., What iscriticized or ridiculed?) And the literary devices that produce humour (e.g., irony,sarcasm, exaggeration, contrast).

- Instruct students to share their analysis with other groups according to the jigsaw methodof collaborative learning.

- Ask students to bring in comic strips and favourite cartoons: students, individually or inpairs, analyse their chosen comic strip in terms of form, purpose and audience; studentsexplain the satirical element of their comic strip to their peers in an informal presentation.

- Instruct students, in groups, to prepare a parody or satire of a television commercial thatexposes the dangers or weaknesses of media works (e.g., negative body image, genderissues, racism, sexism, stereotypes).

- Have students brainstorm a list of the essential components of an effective commercialparody or satire. The list could include ridicule or exaggeration of: - stereotypes (e.g., “dumb blondes” who can’t fix a car)- gender issues (e.g., what makes a “real” man vs. what makes a “real” woman?)- racism (e.g., white, well-groomed person who drives a sedan)- sexism (e.g., only women seem to be preoccupied with household products)- negative body image (e.g., diet products, Slim-Fast bars or shakes, exercise equipment

that promises results in two days)- Conduct a formative evaluation of the students’ outlines or storyboards of their

commercial, by assessing their ability:- to identify and analyse stated and unstated assumptions in media works;- to use satire or parody to expose the vices in media works;- to use effective persuasive devices and techniques in achieving their goal (e.g., to

expose a media issue). (FE)- Have students finish preparing and filming their commercials, making necessary

adjustments.- Have students present their commercials to the class. (SE)- In their journals, ask students to assess the effectiveness of their own and their peers’

commercials, and to explain the rationale for choices made during the production process.(SA)

Summative evaluation

- Assess students’ ability to produce a parody or satire of a television commercial withattention to form, purpose and audience, according to the following four categories fromthe Achievement Chart for Grade 12 English:- Knowledge/Understanding

- Demonstrate knowledge and understanding of media conventions and forms.- Demonstrate understanding of concepts of satire and parody.- Demonstrate understanding of uses and effect of advertising techniques.

- Thinking/Inquiry- Demonstrate creativity in the production of a satirical ad.

- Select appropriate details and media techniques according to form, purpose andaudience.

169

- Communication- Communicate for a specific purpose and audience, using appropriate diction. - Demonstrate command of advertising conventions and techniques.

- Application- Apply required language conventions and media techniques in a commercial.- Use technology to collaboratively produce a satirical commercial.

Further Activities

- Have students review a humorous film of their choice..- Have students view a series of commercials without sound; students identify the visual

aspects that make them so successful and explain the impact of sound on meaning.- Instruct students to design a comic strip (of four or five panels) that targets young adults

and that ridicules their peers’ viewing habits and/or preferences.- Ask students to research the lives and careers of famous Canadian comedians (e.g., John

Candy, Michael J.Fox, Mike Myers, Jim Carey).


Appendix EAE4C 5.5.1: Achievement Chart - World’s Funniest: The Promotional Video

170

Achievement Chart - World’s Funniest: The Promotional Video Appendix EAE4C 5.5.1



50 - 59 %Level 1

60 - 69 %Level 2

70 - 79 %Level 3

80 - 100 %Level 4


The student:- demonstratesknowledge andunderstanding ofconcepts of parodyand satire and ofmedia conventionsand techniques incommercials.

The studentdemonstrateslimitedknowledge andunderstanding ofthe conventions ofa televisioncommercial andof the uses ofsatire and parody.

The studentdemonstratessome knowledgeandunderstanding ofthe conventions ofa televisioncommercial andof the uses ofsatire and parody.

The studentdemonstratesconsiderableknowledge andunderstanding ofthe conventions ofa televisioncommercial andof the uses ofsatire and parody.

The studentdemonstratesthoroughknowledge andunderstanding ofthe conventions ofa televisioncommercial and ofthe uses of satireand parody.

Thinking/Inquiry

The student:- selects appropriatedetails and techniquesto achieve a purpose –in this case, satire.- demonstratescreativity in theproduction of acommercial parody orsatire.

The student usescritical andcreative thinkingskills withlimitedeffectiveness.

The student usescritical andcreative thinkingskills withmoderateeffectiveness.

The student usescritical andcreative thinkingskills withconsiderableeffectiveness.

The student usescritical andcreative thinkingskills with a highdegree ofeffectiveness.

Communication

The student:- communicates for aspecific audience andpurpose.- demonstratescommand of mediaforms and conventionsin a televisioncommercial.- chooses theappropriatevocabulary and dictionfor a satiricalcommercial.

The studentcommunicateswith a limitedsense of audienceand purpose anddemonstrateslimitedcommand of thetelevisioncommercial.

The student communicateswith some senseof audience andpurpose anddemonstratesmoderatecommand of thetelevisioncommercial.

The studentcommunicateswith a clearsense of audienceand purpose anddemonstratesconsiderablecommand of thetelevisioncommercial.

The student communicateswith a strongsense of audienceand purpose anddemonstratesextensivecommand of thetelevisioncommercial.

171

Application

The student:- uses the requiredlanguage, mediaconventions andtechniques to create acommercial.- uses technology,such as the tapedmedium and soundeffects in acommercial.

The student usesoralcommunicationand mediaconventions andtechniques withlimitedeffectiveness anduses technologywith limitedcompetence.

The student uses oralcommunicationand mediaconventions andtechniques withsomeeffectiveness anduses technologywith moderatecompetence.

The student uses oralcommunicationand mediaconventions andtechniques withconsiderableaccuracy andeffectiveness anduses technologyeffectively.

The student usesoralcommunicationand mediaconventions andtechniquesaccurately andeffectively all oralmost all of thetime and usestechnologyeffectively andcreatively.


172

TABLE OF OVERALL AND SPECIFIC EXPECTATIONS

ENGLISH Units

Strand : Literature Studies and Reading 1 2 3 4 5

Overall Expectations

EAE4C-LR-OE.1 read and demonstrate an understanding of a range ofcontemporary informational and literary texts fromCanada and other countries for different purposes,focusing on the opinion text, report, research paper,business/occupational publication, essay, novel, shortstory, drama, and poetry.

1.11.21.31.4

2.12.22.32.42.52.6

3.23.43.5

4.14.24.34.44.5

5.25.5

EAE4C-LR-OE.2 apply knowledge of genres, forms, and techniques toanalyse and make judgements about a variety ofinformational and literary texts, assessing ideas,information, issues, themes, and styles.

1.11.21.31.41.5

2.1 2.22.32.52.6

3.13.2

4.14.24.34.44.5

5.2

EAE4C-LR-OE.3 adjust reading strategies to comprehend texts that arecharacterized by complex ideas and sophisticatedbusiness and technical vocabulary.

1.1 2.12.22.32.6

3.13.2

4.24.34.44.5

EAE4C-LR-OE.4 analyse informational and literary texts in terms oftheir cultural, historical, and social contexts,supporting their analysis with research from a varietyof sources.

2.12.6

4.14.24.3

5.2

EAE4C-LR-OE.5 analyse ideas, information, and issues presented ininformational and literary texts and reference sourcesin an objective, critical, and open-minded manner,assessing their validity and relevance.

1.11.31.4

2.12.42.6

3.13.23.4

4.44.5

5.25.5

Specific Expectations: Forms and Techniques

EAE4C-LR-For.1 analyse content, format, and design elements ofinformational texts, determining to what extent theyachieve a specific purpose and target a specificaudience.

1.11.21.31.41.5

3.13.23.4

5 5.2

EAE4C-LR-For.2 analyse how language is used in various ways tocommunicate ideas, information, and argumentseffectively (e.g., assess the effectiveness of plainlanguage in examples of business and technicalwriting).

1.1 2.4 3.13.2

4.14.24.34.44.5

5.5

EAE4C-LR-For.3 analyse how organizational patterns (e.g.,chronological order, comparison and contrast) andrhetorical elements (e.g., hyperbole, symbolism) ininformational and literary texts enhance meaning.

1.11.31.5

2.12.4

3.13.23.4

4.14.24.44.5

5.2

EAE4C-LR-For.4 analyse the elements of fiction in literary texts,explaining the connection between the author’spurpose and the literary/stylistic devices used.

2.12.22.32.52.6

4.14.24.34.4

5.2

ENGLISH Units


173

EAE4C-LR-For.5 analyse the design elements of texts, assessing theirimpact on the content and their effect on the reader’sinterpretation of the material (e.g., analyse how thedesign layout of a magazine article emphasizes certaininformation).

1.21.41.5

3.13.4

4.5

Specific Expectations: Strategies ant Cues

EAE4C-LR-Str.1 select and use reading strategies according to purposefor reading, type of reading material, and amount oftime available.

1.11.2

2.6 3.13.23.4

4.34.44.5

5.2

EAE4C-LR-Str.2 use various cues (e.g., textual, syntactic) to identify thethesis or main points of informational texts (e.g.,newspaper editorials).

1.11.21.31.4

2.12.4

3.23.3

4.24.44.5

EAE4C-LR-Str.3 skim, scan, and survey various electronic sources (e.g.,Web sites, CD-ROMs) to pinpoint sections containingpertinent facts and information.

1.11.21.31.4

2.12.4

3.23.43.5

4.24.5

EAE4C-LR-Str.4 use knowledge of word origins and French vocabularyto understand specialized vocabulary and expressionsin increasingly complex texts.

1.4 2.42.6

3.2 4.2

EAE4C-LR-Str.5 identify idioms, slang, and other characteristics ofCanadian diction used to achieve a specific effect (e.g.,to enhance characterization, to establish setting ortone) in informational and narrative texts, referring toprint and electronic resources to verify the meaning ofunfamiliar words.

1.4 2.22.32.6

3.13.2

4.14.2

EAE4C-LR-Str.6 apply various reading strategies to interpret stated andimplied meanings of words, with an emphasis ondiscerning the nuance, precision, and impact ofindividual words.

2.12.22.32.42.6

4.14.24.4

5.25.5

Specific Expectations: Investigation and Analysis

EAE4C-LR-Inv.1 infer the main idea or argument presented in a text byanalysing supporting details and arguments.

1.11.21.31.4

2 3 4.44.5

5.2

EAE4C-LR-Inv.2 compare ideas, values, and perspectives in texts,explaining the techniques used to convey their meaningand to convince readers of their validity.

1.11.3

3.2 4.14.44.5

5.25.5

EAE4C-LR-Inv.3 connect ideas and information in texts under study tothose in other texts, to personal experiences, or tohistorical or current events.

1.11.21.31.4

2.12.22.32.6

3.2 4.14.24.34.44.5

5.2

EAE4C-LR-Inv.4 analyse literary texts in terms of their cultural,historical, and social contexts, and explain howunderstanding the contexts helps readers interpret thesetexts.

1 2.12.6

4.14.24.3

5.2

ENGLISH Units


174

EAE4C-LR-Inv.5 explain how the atmosphere, tone, and style of aliterary work contribute to the work’s theme,demonstrating an understanding of the elements offiction.

2.12.22.3

4.14.24.34.4

5.2

EAE4C-LR-Inv.6 research literacy and communication requirements ofvarious careers and college programs of their choice.

1.11.4

3.43.5

Specific Expectations: Critical Thinking

EAE4C-LR-Crit.1 justify their preference for particular authors’ works,citing key passages to support their position.

4.14.4

EAE4C-LR-Crit.2 assess the validity of ideas, opinions, and informationin print and electronic texts (e.g., Web sites) todetermine their relevance for research purposes.

1.11.4

2.12.42.6

3.23.4

4.5

EAE4C-LR-Crit.3 demonstrate an understanding of the principles ofargumentation by evaluating arguments in variousopinion texts.

2.4 3.23.3

4.5 5.2

EAE4C-LR-Crit.4 demonstrate appreciation of diverse points of view intheir exploration of current issues in informational andliterary texts, explaining the influence of personal andcultural values of both authors and readers.

1.1 2.2 3.2 4.14.24.44.5

EAE4C-LR-Crit.5 analyse the elements of style and types of languageused in a variety of informational and literary texts,and assess their value as models for their own writing.

1.11.21.3

2.32.4

3.13.23.43.5

4.24.34.44.5

5.25.5

175

ENGLISH Units

Strand : Writing 1 2 3 4 5


EAE4C-W-OE.1 convey ideas and information clearly andpersuasively in a variety of written texts, focusing onbusiness correspondence, short persuasive essays, aresearch paper, a business report, newspaper andmagazine articles, and short creative texts.

1.11.31.5

2.12.22.32.42.52.6

3.13.23.43.5

4.14.24.34.44.5

5.15.25.35.45.5

EAE4C-W-OE.2 apply organizational patterns and techniques that willcommunicate ideas and information effectively tosuit topic, purpose, and audience.

1.11.21.31.5

2.12.22.32.42.5

3.13.23.43.5

4.24.34.44.5

5.25.3

EAE4C-W-OE.3 apply the stages of a writing process to revise formaland informal writing, individually andcollaboratively, focusing on use of appropriatelanguage conventions and design elements to conveyinformation clearly, precisely, and comprehensively.

1.11.21.31.5

2.12.42.52.6

3.13.23.33.43.5

4.24.34.44.5

5.25.3

EAE4C-W-OE.4 convey information gathered from primary andsecondary print and electronic resources in a researchpaper, avoiding plagiarism and citing sourcesaccurately, according to an accepted system ofdocumentation.

2.12.42.5

3.2 4.5

EAE4C-W-OE.5 assess ideas and arguments in their own written textsand in research material for relevance,persuasiveness, logic, impact, unity, and coherence.

1.31.41.5

2.12.42.5

3.13.2

4.5


EAE4C-W-For.1 record their critical responses to texts, topics, andissues presented or discussed in this course in ajournal maintained for this purpose.

1.11.3

2.12.22.6

3.13.2

4.14.24.34.44.5

5.15.25.5

EAE4C-W-For.2 write short essay-type answers using coherentparagraphs in response to specific questions,choosing organizational patterns (e.g., compare andcontrast, example and illustration) according to therequirements of the question.

2.22.32.6

4.24.34.4

EAE4C-W-For.3 write a business report or proposal and businesscorrespondence, choosing styles of presentation andfeatures that are appropriate for topic, purpose, andaudience.

1.5 3.4 5.3

EAE4C-W-For.4 write newspaper/magazine articles on current eventsor issues (e.g., feature articles on sports, editorials),choosing organizational structure and level oflanguage appropriate to topic, purpose, and audience.

1.11.3

4.5 5.2

ENGLISH Units


176

EAE4C-W-For.5 write an argumentative essay to defend opinionsconvincingly, effectively using rhetorical elementsand persuasive techniques (e.g., forceful repetition,rhetorical questions, sentence inversion) found intexts under study, and effectively using differenttypes of research material (e.g., statistics, examples,surveys) as evidence.

2.5 3.2

EAE4C-W-For.6 write a research paper on a current topic, issue, ortheme, including the following elements: effectiveintroduction, clear thesis, convincing supportingarguments and relevant evidence, and effectivesummary/conclusion.

2.1

EAE4C-W-For.7 write short creative texts (e.g., narrative texts,descriptive texts, poetry), integrating a variety ofliterary/stylistic devices (e.g., tone, mood, imagery)to achieve desired effect or purpose.

1.31.4

4.24.3

5.5

EAE4C-W-For.8 use appropriate organizational patterns to presentideas logically (e.g., order of importance,chronological order, cause and effect, problem andsolution, induction/deduction) in essays and reports.

1.11.5

2.12.22.32.42.5

3.23.4

4.4 5.2

EAE4C-W-For.9 use appropriate structures and patterns to organizeexpressive writing and multimedia presentations(e.g., present events leading to a crisischronologically in a script).

1.3 2.22.32.42.5

3.13.2

4.24.34.44.5

5.25.3

EAE4C-W-For.10 use transitional devices effectively to showrelationships between ideas and between sentencesand paragraphs, and to ensure a smooth flow.

1.31.5

2.12.22.5

3.2 4.24.34.5

5.3

EAE4C-W-For.11 present information in a visual form (e.g., graph,table) to illustrate or highlight an aspect of aprepared report, using word-processing, spreadsheet,or presentation software.

1.2 2.3 3.1 4.24.34.4

Specific Expectations: Writing as a Process

EAE4C-W-Proc.1 maintain a well-organized writing folder containingsamples of their writing in various stages ofcompletion, including research on careers andcollege programs and drafts of creative texts.

1.11.31.5

2.42.52.6

3.13.23.33.43.5

4.24.34.44.5

5.25.3

EAE4C-W-Proc.2 use pre-writing activities (e.g., brainstorming,mapping, reading about and researching a topic) thatare appropriate to form of writing and personal style,independently and effectively.

1.11.21.31.5

2.12.42.52.6

3.13.23.43.5

4.24.34.44.5

5.15.25.3

EAE4C-W-Proc.3 determine the form, purpose, intended audience, andfocus of writing task.

1.11.21.31.5

2.12.5

3.13.23.43.5

4.24.34.44.5

5.15.25.3

ENGLISH Units


177

EAE4C-W-Proc.4 outline ideas in drafts, revising as necessary toensure smooth and logical flow of ideas.

1.11.21.31.5

2.42.5

3.13.2

4.24.34.5

5.15.25.3

EAE4C-W-Proc.5 revise content, ensuring that ideas are valid, specific,and clear and that arguments are supported withrelevant evidence.

1.11.21.31.5

2.52.6

3.13.2

5 5.25.3

EAE4C-W-Proc.6 revise their own and peers’ texts to improvevocabulary and to ensure accuracy, clarity,coherence, comprehensiveness, correct use ofconventions, and effective writing styles.

1.11.31.5

2.12.22.52.6

3.13.23.43.5

4.24.44.5

5.2

EAE4C-W-Proc.7 offer constructive criticism and suggestions to peers,and integrate feedback from teachers and peers intorevisions of their own texts.

1.11.31.5

2.5 3.13.23.4

4.24.44.5

5.2

EAE4C-W-Proc.8 use electronic resources effectively to compose,revise, format, and publish texts.

1.11.21.31.5

2.12.5

3.13.23.43.5

4.24.5

5.25.35.4

EAE4C-W-Proc.9 select appropriate design elements (e.g., headings,graphs, spacing, typeface) to enhance the clarity andvisual appeal of written texts.

1.11.21.31.5

2.4 3.13.43.5

4.5 5.2

Specific Expectations: Grammar and Usage, Spelling, and Punctuation

EAE4C-W-Gram.1 use print and electronic resources to vary diction andto integrate business, technical, and literary termsinto written texts as appropriate.

1.11.5

2.42.5

3.13.43.5

5.2

EAE4C-W-Gram.2 spell correctly common words and business,technical, and literary terminology.

1.11.21.41.5

2.22.32.52.6

3.13.23.43.5

4.24.34.5

5.25.3

EAE4C-W-Gram.3 demonstrate an understanding of limitations ofelectronic spell-check programs, using dictionaries toconfirm spelling when in doubt.

1.1 2.6 3.1 4.24.34.5

5.2

EAE4C-W-Gram.4 eliminate wordiness and revise vocabulary insentences to ensure clarity and precision.

1.21.31.5

2.12.52.6

3.13.23.33.4

4.24.5

EAE4C-W-Gram.5 use appropriate diction and level of language, as wellas inclusive language.

1.11.21.31.5

2.12.32.52.6

3.13.23.33.4

4.24.34.5

5.25.3

EAE4C-W-Gram.6 use active and passive voices correctly.. 3.23.4

EAE4C-W-Gram.7 apply all rules of pronoun case and number correctly,revising drafts to ensure consistency in use ofpronouns.

1.2 2.22.3

3.23.33.4

4.3

ENGLISH Units


178

EAE4C-W-Gram.8 use coordinate, subordinate, and correlativeconjunctions and other connectives correctly to showlogic and to combine ideas.

1.31.5

2.2 3.13.2

4.24.44.5

5.3

EAE4C-W-Gram.9 apply parallel structures correctly (e.g., use samegrammatical form for items in a list, use imperativeconsistently when writing instructions).

1.21.5

2.12.22.4

3.13.2 3.4

4.4

EAE4C-W-Gram.10 revise sentences for sentence errors and misplacedmodifiers, focusing on correct use of punctuation toachieve clarity and for stylistic effect.

1.11.5

2.12.22.52.6

4.24.3

5.25.3

EAE4C-W-Gram.11 identify and correct errors in punctuation andcapitalization, paying attention to conventions ofform (e.g., addresses, titles, abbreviations).

1.11.5

2.12.22.42.52.6

3.13.4

4.2 5.25.3

Specific Expectations: Research as a Process

EAE4C-W-Res.1 generate a specific research question related to anidea, opinion, or issue discussed in a text under studyin this course.

1.2 2.1 3.23.4

4.1 4.5

5.15.2

EAE4C-W-Res.2 identify purpose for writing and information needs,and develop a focused research plan to acquireinformation and ideas from primary and secondarysources.

1.21.5

2.1 3.2

EAE4C-W-Res.3 develop a detailed research plan (e.g., critical path)to identify and explore appropriate print andelectronic sources of information, considering topic,purpose, and audience.

2.1 3 5.1

EAE4C-W-Res.4 select and assess information from primary andsecondary sources on the basis of its validity andrelevance, focusing on accuracy, objectivity, clarity,and consistency.

1.11.4

2.12.52.6

3.23.3

4.44.5

EAE4C-W-Res.5 synthesize ideas and information gathered from printand electronic resources in point form, organizingcontent clearly, eliminating irrelevant information,avoiding plagiarism, and citing sources accurately,according to an accepted system of documentation(e.g., Modern Language Association [MLA]).

1.21.4

2.1 3.23.4

4.5

EAE4C-W-Res.6 organize ideas and information according to formand purpose, adjusting headings and order whennecessary and applying the conventions of thechosen form.

1.11.21.41.5

2.1 3.13.23.33.4

4.2

ENGLISH Units


179

EAE4C-W-Res.7 present research in a research paper, paying attentionto conventions of the form (e.g., title page, table ofcontents, appendices, bibliography) and including thefollowing elements;- an introduction that sets out a thesis statement and

summarizes findings;- an appropriately organized discussion of research

collected, methodology used, and supportingevidence and/or statistics;

- a conclusion that connects the findings to thethesis statement.

2.1

EAE4C-W-Res.8 quote, paraphrase, and summarize findings, avoidingplagiarism and citing all sources accurately,according to an accepted system of documentation.

2.12.5

3.2 4.5

EAE4C-W-Res.9 use electronic resources effectively to incorporateresearch into reports and essays, clarifying andenhancing texts with appropriate graphic and designelements (e.g., use word-processing, spreadsheet, orpresentation software to incorporate headings andcharts).

1.21.5

2.1 3.4


EAE4C-W-Crit.1 demonstrate initiative, responsibility, and autonomyin the application of writing and research processes.

1.11.21.31.41.5

2.12.42.52.6

3.13.23.43.5

4.24.34.44.5

5.25.3

EAE4C-W-Crit.2 support their opinions about current issues, textsunder study, media works, or business topics in awritten text with relevant, appropriately documentedresearch (e.g., statistics, case studies) synthesizedfrom a variety of print and electronic resources.

1.31.5

2.22.5

3.23.4

4.5 5.2

EAE4C-W-Crit.3 identify recurring errors in their writing and apply avariety of problem-solving strategies (e.g., consultstyle guides) to improve their writing skills.

1.11.3

2.22.52.6

3.2 4.24.44.5

5.2

EAE4C-W-Crit.4 compare current writing skills with those required forsuccess in college programs and careers of theirchoice, and create an action plan to addressidentified needs.

1.1 3.13.43.5

4.5

180

ENGLISH Units

Strand : Oral Communication 1 2 3 4 5


EAE4C-O-OE.1 listen critically to a variety of formal and informalpresentations, identifying and assessing purpose, thesis,and organizational patterns used.

1.21.5

2.1 3.3 4.5 5.15.4

EAE4C-O-OE.2 use oral communication skills effectively in classroomdiscussions and more formal presentations andactivities, focusing on appropriate use of business andtechnical language.

1.11.21.4

2.12.22.3

3.33.5

4.14.24.34.44.5

5.35.4

EAE4C-O-OE.3 select and use appropriate vocabulary, level oflanguage, and language conventions in formal andinformal presentations.

1.21.4

2.12.3

3.3 4.1 4.34.5

5.15.4

EAE4C-O-OE.4 participate effectively in group activities,communicating ideas and information clearly andaccurately, respecting others’ points of view, andnegotiating solutions and courses of action.

1.21.41.5

2.12.22.3

3.1 3.33.5

4.14.24.34.44.5

5.15.35.5

EAE4C-O-OE.5 assess relevance of ideas and informationcommunicated in their own and others’ oral/ visualpresentations, and make judgements about effectivenessof techniques used and overall impact.

2.12.32.4

3 4.5 5.15.4

Specific Expectations: Listening Skills

EAE4C-O-List.1 apply a variety of active-listening strategies to enhancecomprehension of oral presentations (e.g., take notes,paraphrasing main ideas and other information; confirmmeaning by asking questions; add own ideas andprovide examples to further discussion).

1.5 3.3 4.14.34.5

5.4

EAE4C-O-List.2 identify main and secondary ideas in oral/visualpresentations, assessing the effectiveness of rhetoricalelements and persuasive techniques used to convey amessage.

1.21.5

3 4.34.5

5.15.4

EAE4C-O-List.3 listen critically to oral presentations to identify theeffective communication skills of other speakers and tooffer constructive criticism and suggestions to peers.

2.12.3

3.3 4.34.5

5.15.4

Specific Expectations: Production and Presentation Skills

EAE4C-O-Prod.1

speak confidently and fluently, using inclusive languageand adapting level of language to setting, purpose, andaudience.

1.21.41.5

2.12.22.3

3.3 4.14.34.5

5.15.35.4

EAE4C-O-Prod.2

demonstrate appropriate interview skills. 4 4.5 5.1

EAE4C-O-Prod.3

plan and deliver effective independent and collaborativeoral/visual presentations, using appropriately creditedand/or documented research to support their theses.

2 3 4.24.34.5

5.1

ENGLISH Units


181

EAE4C-O-Prod.4

explain research findings clearly and logically inoral/visual presentations (e.g., seminars).

1.4 2.1 3.3 4.24.44.5

EAE4C-O-Prod.5

use various persuasive techniques effectively indefending a point of view in formal and informalpresentations.

3.3 4.14.44.5

EAE4C-O-Prod.6

use presentation techniques effectively, focusing onclear organization, use of parallel structures, inclusionof evidence that supports thesis, inclusion of audience-participation activities, review and summary of materialpresented, and effective tone of delivery.

2.12.3

3.3 4.14.5

EAE4C-O-Prod.7

demonstrate flexibility in meeting audience’s needs andpreparedness for audience’s questions (e.g., by invitingand considering questions, responding thoughtfully).

EAE4C-O-Prod.8

use appropriate electronic resources to produce relevantaudio-visual aids (e.g., video clips, charts, graphs,illustrations) to clarify and enhance oral/visualpresentations and to summarize or highlight key pointsor ideas.

2.3 5.4

Specific Expectations: Vocabulary Skills

EAE4C-O-Voc.1 apply a variety of strategies to extend vocabulary, withan emphasis on nuance and precision in the use ofbusiness and technical terminology.

1.11.41.5

2.1 3.13.5

4.14.24.34.5

5.1

EAE4C-O-Voc.2 explain similarities and differences between French andEnglish words, phrases, and expressions.

1.4 2.6 3.5 4.2

EAE4C-O-Voc.3 adapt vocabulary, syntax, register, and voice (e.g.,volume, pitch, pause) in oral presentations according tosetting, purpose (e.g., to entertain, to inform), andaudience, using appropriate levels of language andconventions of standard Canadian English.

1.21.4

2.12.3

3.3 4.14.34.5

5.15.4

EAE4C-O-Voc.4 demonstrate understanding of specialized vocabularyrelated to specific fields of study or careers of theirchoice, applying a variety of strategies and cues to inter-pret increasingly complex ideas and information.

1.11.41.5

3.5 5.15.4

EAE4C-O-Voc.5 eliminate wordiness in formal presentations, revisingvocabulary for clarity, precision, accuracy, and effect.

2.1 3.3 4.5

ENGLISH Units


182

Specific Expectations: Group Skills

EAE4C-O-GrSk.1

take an active role in group discussions, making positiveand productive contributions (e.g., help generate ideas,contribute information, ask questions to confirmunderstanding).

1.11.21.41.5

2.12.22.3

3.13.33.5

4.14.24.34.44.5

5.15.35.45.5

EAE4C-O-GrSk.2

manage time efficiently, meeting deadlines and makingnecessary adjustments in consultation with other groupmembers.

2.3 3.1 3.3

4.5 5.15.5

EAE4C-O-GrSk.3

use individual and collaborative problem-solvingstrategies effectively in response to questions andinstructions related to a variety of assigned tasks.

1.5 2.12.3

3.13.3

4.24.34.44.5

5.15.35.5

EAE4C-O-GrSk.4

defend a personal point of view to others with fluencyand clarity in small and large group discussions,respecting and acknowledging differences of opinion.

1.4 2.12.2

3.3 4.14.34.44.5

5.35.4


EAE4C-O-Crit.1 assess content of oral/visual presentations, focusing onits currency, reliability, and validity.

1.2 2.3

3.3 4.5 5.15.35.4

EAE4C-O-Crit.2 assess their own ability to listen and speak in a varietyof situations, identifying strategies to improve theireffectiveness.

1.2 2.1 3.33.5

4.14.5

5.1

EAE4C-O-Crit.3 assess appropriateness and effectiveness of techniques(e.g., graphics, multimedia elements) used in oral/visualpresentations.

2.3 3.3 5.15.35.45.5

EAE4C-O-Crit.4 assess advantages and disadvantages of various formsof communication in achieving a specific purpose (e.g.,speaking is immediate and faster than writing; speakinguses non-verbal cues).

2.6 4.2 5.35.4

EAE4C-O-Crit.5 compare current oral communication skills with thoserequired for success in careers and college programs oftheir choice and in community life, and create an actionplan to address identified needs.

1.1 3.3 4.5 5.1

183

ENGLISH Units

Strand : Media Studies 1 2 3 4 5


EAE4C-M-OE.1 design or create effective media works independentlyand collaboratively, demonstrating an understanding ofthe relationships among form, purpose, audience, andproduction techniques, as well as the ability to useappropriate technological tools.

1.2 2.3 5.15.25.45.5

EAE4C-M-OE.2 analyse connections among form, audience, productiontechniques, and industry practices to explain howvarious media texts communicate meaning.

1.1 3.23.3

5.35.45.5

EAE4C-M-OE.3 assess validity of ideas and information conveyed invarious media works and effectiveness of techniquesused, citing specific examples and supporting theirassessment with reference to specific features.

2.12.22.6

3.23.3

4.1 5.15.25.35.45.5


EAE4C-M-For.1 design or create media works (e.g., taped interview,radio ad) independently or collaboratively, based onideas, issues, and themes examined in this course,respecting the characteristics of the chosen form,applying techniques specific to the medium (e.g.,camera angles, sound effects), and establishing aparticular mood and tone.

1.21.3

2.3 5.15.45.5

EAE4C-M-For.2 integrate multimedia elements and use technologicalresources effectively to present information clearly andaccurately in a media work (e.g., promotional video,Web site), assessing the effect of these elements andresources during production and making necessaryadjustments.

5.15.45.5

EAE4C-M-For.3 explain how forms, styles, and production techniquesin media works are used to convey messages withsocial or ideological implications.

3.2 5.15.35.5

Specific Expectations: Investigation and Analysis

EAE4C-M-Inv.1 identify target audiences of two or more media works,explaining how the producers’ awareness of the targetaudience affects the form and content of the works.

3.23.3

5.35.45.5

EAE4C-M-Inv.2 compare and contrast a work of fiction with a mediaproduction of it, and suggest alternative interpretationsof various elements (e.g., plot, theme, setting,character).

2.12.2

5.2

EAE4C-M-Inv.3 identify and analyse stated and unstated assumptions inmedia works.

2.6 3.23.3

5.35.45.5

EAE4C-M-Inv.4 synthesize information from media texts for researchpurposes, assessing the validity and authenticity ofinformation gathered before selecting material that isrelevant.

3.23.3

ENGLISH Units

Strand : Media Studies 1 2 3 4 5

184

EAE4C-M-Inv.5 analyse a media work (e.g., advertisement) in terms ofits content, language (e.g., vocabulary, tone, level oflanguage), visual features, and production techniques.

2.1 3.23.3

5.25.35.45.5

EAE4C-M-Inv.6 analyse the connections between media/communicationindustry practices (e.g., marketing, distribution) andgovernment regulations (e.g., assess the effects ofCanadian-content regulations on local radio andtelevision programming).

1.1 3.2

EAE4C-M-Inv.7 analyse how spoken language and non-verbaltechniques (e.g., colour, music) are used to producespecific responses in readers/viewers.

2.6 3.23.3

4.1 5.35.45.5


EAE4C-M-Crit.1 assess validity and relevance of information conveyedby various news media, focusing on accuracy,objectivity, reliability, clarity, and consistency.

3.23.3

5.4

EAE4C-M-Crit.2 assess effectiveness of various persuasive devices andtechniques used in media works (e.g., music, cameraangle) in achieving the producers’ goals (e.g., to marketa product, to change viewers’ opinions).

3.23.3

5.35.45.5

EAE4C-M-Crit.3 explain positive and negative effects of a particularmedium on society.

3.23.3

5.35.5

EAE4C-M-Crit.4 respond critically to ideas and opinions conveyed inmedia works, supporting and justifying their own pointof view.

3.23.3

4.1 5.15.25.35.45.5

EAE4C-M-Crit.5 assess effectiveness of own and others’ media works,focusing on the rationale for choices made duringproduction process.

2.3 5.15.45.5

Documents

L:EAE4C English.wp [PFP#822378296]ressources.cforp.ca/fichiers/esquisses-de-cours/english/...dramatize a scene based on conflict, assess the film version of the play and write an argumentative