Course
Profile English,
Grade 11, College Preparation, Public
Unit 1: You’ve Got Mail
Time: 22 hours
Activity 1.1 | Activity
1.2.1 | Activity 1.2.3 | Activity 1.3 | Activity
1.4 | Activity 1.5 |
Students
focus on the various forms of personal and business communication. They read
letters used in a fictional context to gain an understanding of the importance
of written communication in their private and public life. The use and
implications of on-line communication is considered. The culminating activity
is a collection of correspondence tied together by a common thread.
Strand(s): Literature Studies and Reading, Writing, Language, Media Studies
Overall
Expectations: LSV.01, LSV.02, LSV.03,
WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LAV.02, MDV.01, MDV.02.
|
Act 1.1 |
Making
a Connection |
8
minutes |
|
Act
1.2.1 |
Literature:
“Intimate Strangers” by Jill Smolowe |
140 minutes |
|
Act
1.2.2 |
Literature:
“Macbeth” Act I, Scene 5 by William Shakespeare |
70 minutes |
|
Act
1.2.3 |
Literature:
“Identities” by W.D. Valgardson |
70
minutes |
|
Act 1.3 |
Technology |
360 minutes |
|
Act 1.4 |
Language |
240 minutes |
|
Act 1.5 |
Culminating
Activity |
360 minutes |
Time: 80 minutes
Students
are introduced to letter writing as a means of informal communication. Students
write a letter of introduction to the teacher promoting three personal aspects
that make them an asset to the class. This allows the teacher to review the
concept of writing for an identified audience and review the elements of a good
letter. This letter is used as a diagnostic tool. Students look at the various
aspects of sending and receiving a message. The first step in effective
communication is to organize thoughts and ideas; the second step is to express
them with appropriate language; the third step is to select a suitable form to
communicate the message; the fourth step is the communication between the
sender and receiver to make sure that the message is understood.
Strands(s): Writing, Language
Overall
Expectations
WRV.02 -
select and use appropriate writing forms for various purposes and audiences
with a focus on reports, correspondence, and persuasive essays;
WRV.03 -
use a variety of organizational structures and patterns to produce coherent and
effective written work;
LAV.01 -
apply knowledge of vocabulary and language conventions to read, write, and
speak effectively, with a focus on identifying, developing, and sustaining an
appropriate voice.
Specific
Expectations
WR2.02 -
select and use a level of language and a voice appropriate to the specific
purpose and intended audience for business, technical, and personal
communications;
WR3.01 -
select and use appropriate organizational patterns to structure written work;
LA1.02 -
apply knowledge of prefixes, suffixes, and roots to expand vocabulary;
LA1.04 -
select and use vocabulary and figurative language to express themselves clearly
in a variety of spoken and written communications, with a focus on developing a
consistent voice;
LA1.05 -
recognize, describe, and use correctly, in oral and written language, the
language structures of standard Canadian English and its conventions of
grammar, usage, spelling, and punctuation, as prescribed for this course.
·
Basic
format for writing letters.
·
The
teacher may decide to locate a short piece of literature that is written as a
letter. For example, “Open Letter To The Mother Of Joe Bass” by Margaret
Laurence, is a powerful piece of writing that states, “the belief that if we
are to make ourselves known to one another, we must communicate with what is
almost the only means we have - human speech.”
·
The
teacher could have a song related to mail e.g., “Mr. Postman” by The Beatles or
“The Letter” by The Box Tops playing as class enters.
·
The
emphasis in this profile and unit is on communication and so in this
introduction the task is for students to write an informal letter promoting
themselves as a student in your class.
·
The
teacher should write an anecdotal comment on each letter and return it to the
student.
1. The teacher asks students if they like
receiving letters, postcards or email, what they like about receiving messages
and how they feel about sending messages.
2. Students compile a list of reasons for
sending messages. The teacher records these reasons on the board. Students sort
suggestions into formal or informal (thank you, complaint, friendly,
business, editor).
3. Students identify the unique components of
letter writing (penmanship, stationery, sealing wax, collectable stamps).
4. The teacher introduces the idea that
communication involves not only the sender but also the receiver and that to
make sure that the message is understood there needs to be feedback from the
receiver to confirm that the message was received and correctly interpreted.
5. The teacher distributes the checklist for the
letter.
6. Students brainstorm the elements of promotion
of ideas, products, and people (new and improved, dynamic, state of the art,
innovative).
7. Students write a letter of introduction,
following the checklist and including three points of information promoting themselves
as students in the class.
|
Task |
Tool |
Achievement Chart |
|
Letter of Introduction |
Anecdotal Comment/checklist |
K/U, T/I, C, A |
|
Journal Entry |
Anecdotal Comment |
K/U, C |
·
An
educational assistant might scribe the written work for the student who has
difficulty with handwriting or language.
Time: 140 minutes
Students
read the essay “Intimate Strangers” by Jill Smolowe in order to examine the
pros and cons of forming relationships or “communities” on-line. The essay
explores the nature of real-life experience versus cyberspace. It employs
critical thinking skills and provides practise in organizational and analytical
skills through comparisons and contrasts. It introduces ways in which
individuals may promote themselves through developing e-mail personalities as
well as examining the dangers involved in such practices.
Strand(s): Literature Studies and Reading, Writing, Language
Overall
Expectations
LSV.01 -
read and demonstrate an understanding of a variety of informational and
literary texts from Canada and other countries, with an emphasis on analysing
information, ideas, and issues;
LSV.02 -
demonstrate an understanding of the elements of a variety of informational and
literary forms, with an emphasis on opinion pieces and the novel;
LSV.03 -
identify elements of style in a variety of texts, with a focus on how the
elements contribute to clear and effective communication;
WRV.01 -
use a variety of print and electronic primary and secondary sources to gather
and analyse information and develop ideas for writing;
WRV.02 -
select and use appropriate writing forms for various purposes and audiences
with a focus on reports, correspondence, and persuasive essays;
WRV.03 -
use a variety of organizational structures and patterns to produce coherent and
effective written work;
WRV.04 -
revise their written work, independently and collaboratively, with a focus on
accuracy of information, clear expression, and consistent use of voice;
WRV.05 -
edit and proofread to produce final drafts, using correctly the grammar, usage,
spelling, and punctuation conventions of standard Canadian English, as
specified for this course, with the support of print and electronic resources
when appropriate;
LAV.01 -
apply knowledge of vocabulary and language conventions to read, write, and
speak effectively, with a focus on identifying, developing, and sustaining an
appropriate voice;
LAV.02 -
use listening techniques and oral communication skills to participate in
classroom discussions and more formal activities, with a focus on using
business and technical language appropriately in oral reports and other
presentations.
Specific
Expectations
LS1.01 -
interpret and assess explicit and implicit ideas, and information in
informational and literary texts;
LS1.02 -
select specific and relevant evidence from texts and use it to support
interpretations and arguments;
LS1.03 -
select and use a range of effective reading strategies;
LS1.04 -
compare their own ideas, values, and perspectives with those expressed or
implied in a text;
LS1.05 - explain the influence of the personal
and social values and perspectives of authors and readers on texts and
interpretations of texts;
LS2.01 -
explain how elements of opinion pieces and novels influence their meaning
(intensive study);
LS3.01 -
describe the language of a variety of informational and literary texts and
explain how the language is used to communicate information and express
opinions and emotions;
LS3.02 -
explain how rhetorical and literary devices enhance meaning in informational
and literary texts;
LS3.03 -
explain the effect on the reader of authors’ choices of language, syntax, and
rhetorical and literary devices by examining their own and others’
interpretations of the style of texts;
WR1.01 -
investigate potential topics by formulating questions, identifying information
needs and purposes for writing, and developing research plans to acquire
information and ideas;
WR1.02 -
classify and organize information and ideas to suit specific forms and purposes
for writing;
WR1.03 -
use information and ideas from prior knowledge and research to develop content
for writing;
WR2.01 -
select and use appropriate informational or literary forms to produce written
work for specific audiences and purposes, with an emphasis on reports,
correspondence, and persuasive essays;
WR2.02 -
select and use a level of language and voice appropriate to the specific
purpose and intended audience for business, technical, and personal
communications;
WR3.01 -
select and use appropriate organizational patterns to structure written work;
WR3.04 -
use organizational patterns such as cause and effect, classification, and
definition to present information and ideas in reports and short essays;
WR4.01 -
revise drafts to strengthen content and improve organization by adding details,
deleting irrelevant information, and reordering ideas;
WR4.02 -
revise drafts to increase precision and clarity of expression by incorporating
appropriate business and technical language and transition words;
WR4.03 -
revise drafts to ensure consistent use of an appropriate voice and tone;
WR5.04 -
edit and proofread their own and others’ writing, identifying and correcting
errors according to the requirements for grammar, usage, spelling, and
punctuation;
LA1.01 -
apply a variety of strategies to extend vocabulary through reading, with an
emphasis on understanding concrete and abstract vocabulary and the denotation
and connotation of words;
LA1.02 -
apply knowledge of prefixes, suffixes, and roots to expand vocabulary;
LA1.03 -
identify specialized language appropriate to business and technical contexts
and use it with precision in oral and written work;
LA1.04 -
select and use vocabulary and figurative language to express themselves clearly
in a variety of spoken and written communications, with a focus on developing a
consistent voice;
LA1.05 -
recognize, describe, and use correctly, in oral and written language, the
language structures of standard Canadian English and its conventions of
grammar, usage, spelling, and punctuation, as prescribed for the course;
LA2.01 -
communicate orally in large and small groups for a variety of purposes, with a
focus on listening for main ideas and relevant supporting details; clarifying
and extending the ideas of others; and understanding business and technical
information and language and using it correctly.
·
Use
of a response journal.
·
Students
are to keep a Response Journal throughout this unit. This journal is a place
for writing about issues and ideas raised in the unit. Students may expect the
teacher to respond to their writing at designated times.
·
The
teacher needs to remind students to use a separate notebook to be used for the
Journal.
·
The
teacher may wish to substitute a different essay for “Intimate Strangers”. See
Resources for suggested alternate texts.
·
The
teacher provides a graphic organizer for a business letter and reviews with
students appropriate style and form for letter writing. Templates for letters,
memos, resumes, agendas, minutes, and pamphlets are available on various word
processing packages.
1. Before reading the essay, the teacher asks
students to tell about their opinions of relationships developed through
computer networks. What experiences have they had in meeting people this way?
Do they think they can trust people they have met on-line? Do they believe
people often misrepresent themselves when they enter chat rooms? Do they think
that everything that is communicated by computer is to be taken seriously? What
dangers are they aware of, or what problems may occur, when people meet in
cyberspace?
2. The teacher reads the essay “Intimate
Strangers” by Jill Smolowe to the class. The teacher reviews vocabulary from
the word study on Appendix 2.1-1 as the essay is read. Students add to the
vocabulary list new words that have been created from technology; for example,
DVD player.
3. The teacher discusses with students the
Literature Study questions on Appendix 2.1-1 and makes connections to the idea
of self-promotion through computer identities.
4. The teacher may assign a Journal response for
homework at the end of day one. The teacher allows a few volunteers to read
their journal entries aloud the next day and facilitates a brief discussion of
responses to refocus students on day two.
5. The teacher explains the graphic organizer
for the letter.
6. The teacher leads a discussion about
selecting appropriate language and style for different audiences.
7. Students write a three-paragraph personal
letter to Dan Marsh, Marcia Bowe, Christine Rance or any other person whose
experience with on-line relationships described in “Intimate Strangers”
interests them. Students explain their thoughts and ideas about the experience
this person had and express their own opinions about the pros and cons of
developing relationships or communities in cyberspace.
8. Students use the checklist from Appendix
2.1-2 and the Personal Letter Rubric from Appendix 2.1-3 to work with a peer
editor to receive feedback before making revisions to their letter and making a
polished copy.
|
Task |
Tool |
Achievement Chart |
|
Letter |
Rubric |
K/U; T/I; C; A |
|
Journal Response |
Anecdotal Comment |
K/U; T/I; C |
·
The
teacher may wish to provide a copy of the organizer for students who are
appropriately identified in their IEP as having difficulty with organization.
Time: 70 minutes
Students read (or view) Act I Scene
5 of Macbeth by William Shakespeare, in which Lady Macbeth receives a
letter from her husband reporting recent events involving his meetings with the
witches and their prophecies for his future advancement. The scene provides an
example of how letters are used in literature to develop plot and character.
Students use their knowledge of character and plot to write a memorandum. “Zero
Hour” by Ray Bradbury may be used as an alternate selection.
·
Familiarity
with different genres of literature.
·
Some
knowledge of literary devices.
·
The
teacher prepares a brief summary of Macbeth, either written or oral, to
provide a context for the scene students will read.
·
The
teacher may find it useful to locate a video version of Macbeth.
Students may view the scene in addition to having students read the scene. The
teacher may wish to read the role of Lady Macbeth. Student volunteers could
easily handle the roles of the Messenger and Macbeth.
·
Cue
the video to Act I, Scene 5
·
The
teacher needs to locate a model memorandum.
1. The teacher discusses with students the
importance of reading literature as a way to broaden their understanding of
people and events in a non-threatening venue. Students may brainstorm the
reasons that people read and how there are different reading strategies for
different genres. Students should be reminded that everything they read becomes
a part of their identity and knowledge base. The concept of allusion could be
introduced at this point.
2. The teacher briefly introduces the main
characters of Macbeth and summarizes the events, which have happened in
scenes 1-4 of Act I to establish the situation as Scene 5 begins.
3. Student volunteers read the parts of Macbeth
and the Messenger. The teacher may wish to read the part of Lady Macbeth;
however, if there is a skilled reader in the class, a student may take the part
of Lady Macbeth.
4. The teacher leads students in a discussion of
the scene, using the questions on Appendix 2.2 -1a.
5. Students review the scene to confirm their
understanding of Lady Macbeth’s motives and the importance of the letter (e.g.,
video or class reading).
6. Students write a memorandum from Lady Macbeth
to the servants in the Castle at Inverness. In this memorandum, she reports the
news her husband has sent and gives instructions for preparations for the
King’s visit.
7. The teacher reviews the literary devices of
simile and metaphor.
|
Task |
Tool |
Achievement Chart |
|
Journal Response |
Anecdotal Comment |
K/U; T/I; C |
|
Memo |
Checklist |
K/U; T/I; C, A |
Time: 70 minutes
Students
read the short story “Identities” by W.D. Valgardson to explore the importance
of appearance in presenting an image of self. The story examines the contrast
between appearance and reality and how appearances can be misleading. Students
are asked to reflect on their own experiences with people in authority such as
teachers, police, or store managers and consider to what extent their
appearance may have influenced these encounters. Students demonstrate their
understanding of the importance of appearance by filling out an incident report
on the events in the story.
·
Writing
a supported opinion.
·
The
teacher prepares an appropriate form for the police report such as the one in
Appendix 2.4-1 (Incident Report).
1. Before reading the story, the teacher asks
students to list popular fashion statements and indicate the message that might
be sent to adults.
2. Students write a Journal Response on ONE of
the following topics:
a) Write about the importance of a dress code for school or work. Provide a few guidelines for students or workers and explain why these dress guidelines are important.
b) Write about a personal experience in which you suffered unfair treatment because of the way you were dressed. Explain why you think this happened and offer a solution to the problem so that is does not happen again and/or tell what you learned from this experience.
3. The teacher leads a discussion of the
Literature Study questions on Appendix 2.3-2 and makes connections to the idea
of promoting an image through dress and grooming.
|
Task |
Tool |
Achievement Chart |
|
Incident Report |
Teacher and Partner Anecdotal Comments |
K/U; T/I; C |
|
Journal Response |
Anecdotal Comments |
K/U; T/I; C |
Formative
·
The
teacher assesses students’ responses to the literature study with anecdotal
comments.
·
Students
share their police reports with a partner for informal feedback.
·
The
teacher reads the Incident Reports and provides anecdotal comments.
·
Peer
tutors could be assigned to assist exceptional students.
Valgardsen,
W.D. “Identities.” Windows and Mirrors, Volume 2. Scarborough: Prentice
Hall, 1987.
Time: 360 minutes
Students
discuss the advantages and disadvantages of promotion for both a large
organization and a small company, with reference to media representations. They
explore current problems for companies (both big and small) as they strive for
success in a rapidly changing technological environment.
Strand(s): Writing, Language, Media Studies
Overall
Expectations
WRV.02 -
select and use appropriate writing forms for various purposes and audiences
with a focus on reports, correspondence, and persuasive essays;
WRV.03 -
use a variety of organizational structures and patterns to produce coherent and
effective written work;
WRV.04 -
revise their written work, independently and collaboratively, with a focus on
accuracy of information, clear expression, and consistent use of voice;
WRV.05 -
edit and proofread to produce final drafts, using correctly the grammar, usage,
spelling, and punctuation conventions of standard Canadian English, as
specified for this course, with the support of print and electronic resources
when appropriate;
LAV.01 -
apply knowledge of vocabulary and language conventions to read, write, and
speak effectively, with a focus on identifying, developing, and sustaining an
appropriate voice;
LAV.02 -
use listening techniques and oral communication skills to participate in
classroom discussions and more formal activities, with a focus on using
business and technical language appropriately in oral reports and other
presentations.
MDV.01 -
use knowledge of the characteristics of media forms, representations,
audiences, and industry practices to analyse a variety of media works.
Specific
Expectations
WR2.01 - select
and use appropriate informational or literary forms to produce written work for
specific audiences and purposes, with an emphasis on reports, correspondence,
and persuasive essays;
WR2.02 -
select and use a level of language and a voice appropriate to the specific
purpose and intended audience for business, technical, and personal
communications;
WR3.01 -
select and use appropriate organizational patterns to structure written work;
WR3.04 -
use organizational patterns such as cause and effect, classification, and
definition to present information and ideas in reports and short essays;
WR4.01 -
revise drafts to strengthen content and improve organization by adding details,
deleting irrelevant information, and reordering ideas;
WR4.02 -
revise drafts to increase precision and clarity of expression by incorporating
appropriate business and technical language and transition words;
WR4.03 -
revise drafts to ensure consistent use of an appropriate voice and tone;
WR5.02 -
produce, format, and publish written work, using appropriate technology to
share writing with intended audiences;
LA1.02 -
apply knowledge of prefixes, suffixes, and roots to expand vocabulary;
LA1.03 -
identify specialized language appropriate to business and technical contexts
and use it with precision in oral and written work;
LA1.04 -
select and use vocabulary and figurative language to express themselves clearly
in a variety of spoken and written communications, with a focus on developing a
consistent voice;
LA1.05 - recognize, describe, and use
correctly, in oral and written language, the language structures of standard
Canadian English and its conventions of grammar, usage, spelling, and
punctuation, as prescribed for this course;
LA2.01 -
communicate orally in large and small groups for a variety of purposes, with a
focus on listening for main ideas and relevant supporting details; clarifying
and extending the ideas of others; and understanding business and technical
information and language and using it correctly;
LA2.05 -
use techniques of oral presentation to communicate effectively, with a focus on
clear organization, relevant examples, appropriate vocabulary and style,
repetition for emphasis, and the use of voice projection, pace, gestures,
timing, body language, visual aids, and technology;
MD1.01 -
demonstrate critical thinking skills by identifying bias and explaining the
difference between explicit and implicit messages in media works;
MD1.02 -
explain how the form, style, and language of a variety of media forms
communicate messages with specific social implications;
MD1.03 -
explain the relationship between media works and their audience.
·
Oral
and listening skills.
·
Use
of graphic organizers.
·
The
teacher reviews the terminology of concepts such as e-mail, voice mail, chat
rooms, MSN, cyber-relationships.
·
The
teacher reviews a film such as “You’ve Got Mail” or “The Shop Around the
Corner,” an earlier version of the same story. If these films are used, teachers
will have to consult policies on the use of such films.
·
The
teacher collects samples of e-mail messages and articles from publications on
the topic.
·
Students
may assist with this collection of items for discussion.
·
Students
are expected to keep a Personal Response Journal throughout this unit. This
journal is a place for informal writing about issues and ideas raised in this
unit.
·
The
teacher responds to students’ writings at various times.
1. The teacher leads a class discussion on
dealing with businesses both big and small.
2. Students record, in a T-chart, the advantages
and disadvantages of dealing with small business and big business. Which is the
preferred choice?
3. Students discuss the reasons for the
popularity of e-mail communication.
4. Students discuss how electronic means of
communication affect characters’ interaction, with reference to a movie such as
“You’ve Got Mail” (see Appendix 2.3.1 as a guide to discussion).
5. Students also look at the role of technology
in promotion.
6. Students use their findings to design a
pamphlet outlining the rules of etiquette or ‘netiquette’ for using e-mail,
including cautionary notes and safety issues when engaging in chat room
discussions. The pamphlets could be directed at a particular audience (e.g.,
teenagers, the elderly, new Canadians, those new to the Internet, etc.)
|
Task |
Tool |
Achievement Chart |
|
Discussion |
Observation Checklist |
T/I; C |
|
Journal Response |
Anecdotal Comment |
K/U; T/I; C |
|
Pamphlet |
Checklist |
K/U; T/I; C; A |
·
The
teacher may wish to provide a copy of an organizer for students who are
appropriately identified in their IEP as having difficulty with organization.
Film: “You’ve Got Mail”
Northey,
M. Impact: A Guide To Business Communication. Toronto: Ziff- Davis,
1998.
Websites:
Netiquette - http://www.albion.com/netiquette/
This site is the web version of a book by the same name and is very
comprehensive. Teachers and students can use the table of contents to select
from a vast array of information.
Time: 240 minutes
Students
continue to look at the use of language and symbols in electronic
communications and their impact on communication. These activities expand on
the earlier work in this unit on the idea of delivery of information through
various mediums to different audiences. As a summary, students focus on the
issues involved in planning in order to accomplish a task. Students continue to
work with peer editing.
Strand(s): Language
Overall
Expectations
LAV.01 -
apply knowledge of vocabulary and language conventions to read, write, and
speak effectively, with a focus on identifying, developing, and sustaining an
appropriate voice;
LAV.02 -
use listening techniques and oral communication skills to participate in
classroom discussions and more formal activities, with a focus on using
business and technical language appropriately in oral reports and other
presentations.
Specific
Expectations
LA1.03 -
identify specialized language appropriate to business and technical contexts
and use it with precision in oral and written work;
LA1.04 -
select and use vocabulary and figurative language to express themselves clearly
in a variety of spoken and written communications, with a focus on developing a
consistent voice;
LA1.05 -
recognize, describe, and use correctly, in oral and written language, the
language structures of standard Canadian English and its conventions of
grammar, usage, spelling, and punctuation, as prescribed for this course;
LA2.01 -
communicate orally in large and small groups for a variety of purposes, with a
focus on listening for main ideas and relevant supporting details; clarifying
and extending the ideas of others; and understanding business and technical
information and language and using it correctly;
LA2.05 -
use techniques of oral presentation to communicate effectively, with a focus on
clear organization, relevant examples, appropriate vocabulary and style,
repetition for emphasis, and the use of voice projection, pace, gestures,
timing, body language, visual aids, and technology.
·
Peer
editing skills.
·
Students
should be familiar with concepts such as e-mail, voice mail, and chat rooms and
the terminology associated with these business communications.
·
The
teacher reviews the planning of a “Town Council” meeting (English Course
Profile, Grade10, Applied).
·
The
teacher collects samples of simile and metaphor.
·
The
teacher needs a copy of “Roberts Rules of Order.”
·
The
teacher reviews the four C’s of business communication: clear, concise,
courteous, and consistent.
1. Students discuss the problems related to
using or being on the receiving end of a voice mail message.
2. Students discuss what makes an effective
voice mail message and some of the issues around voice mail.
3. Students write and record an effective voice
mail message, in the role of a worker in a business environment using the 4 Cs:
clear, concise, courteous, consistent.
4. The written message may be peer-edited by
fellow students.
5. Students may choose to work with a partner to
role-play the situation that can occur when companies use voice mail to direct
calls and receive information.
6. Students create a top-ten list, identifying
the best/worst features of a message.
7. Students create a memo for the workplace
directing employees not to play video games on computers, send or receive
personal e-mail, or forward jokes, etc., internally.
8. Students organize a Town Hall meeting on the
issue: Keep Warehouse Stores out of our community.
9. Students list ways that ‘box stores’ attract
customers.
10. Students set the agenda, choose their roles
and become familiar with “Roberts Rules of Order.”
11. Students review dictionary use focusing on
roots, prefixes, and suffixes and take a Scavenger Hunt Quiz.
|
Task |
Tool |
Achievement Chart |
|
Voice Mail Message |
Anecdotal Comment |
C |
|
Top Ten List |
Anecdotal Comment |
K/U; T/I |
|
Town Hall Meeting Agenda |
Checklist |
C |
|
Memo |
Checklist |
T/I; C |
Voice
Mail Etiquette -
http://www.colostate.edu/Depts/CoopExt/PUBS/OCTNEWS/oc990201.html
This is a short (one page) outline of do’s and don’ts for both the sender and
the receiver
Telecommunications
Voice Mail Procedures http://idc.valencia.cc.fl.us/telcom/voicemail3.htm
Peer
Editing - http://www.usm.maine.edu/lac/student/writing/peeredit.html
This site provides some basic checklists for completing both a simple and a
more complex peer edit.
Time: 360 minutes
In
this activity students create a collection of correspondence that includes the
different types of communication covered in Unit 1. This activity also
reinforces the focus of Units 2, 3, 4, and 5 by reflecting on the importance of
promotion, the global community, perception vs. reality, and planning.
Strand(s): Writing, Language, Media Studies
Overall
Expectations
WRV.02 -
select and use appropriate writing forms for various purposes and audiences
with a focus on reports, correspondence, and persuasive essays;
WRV.03 -
use a variety of organizational structures and patterns to produce coherent and
effective written work;
WRV.04 -
revise their written work, independently and collaboratively, with a focus on
accuracy of information, clear expression, and consistent use of voice;
WRV.05 -
edit and proofread to produce final drafts, using correctly the grammar, usage,
spelling, and punctuation conventions of standard Canadian English, as
specified for this course, with the support of print and electronic resources
when appropriate;
LAV.01 -
apply knowledge of vocabulary and language conventions to read, write, and
speak effectively, with a focus on identifying, developing, and sustaining an
appropriate voice;
MDV.01 -
use knowledge of the characteristics of media forms, representations,
audiences, and industry practices to analyse a variety of media works;
MDV.02 -
demonstrate an understanding of the interactions among form, purpose, audience,
and production options by designing or creating media works, independently and
collaboratively, based on ideas, themes, and issues examined in this course.
·
Concepts
and skills covered in this unit.
·
The
teacher should make arrangements with the Library/Resource Centre for students
to develop and polish their writing pieces.
·
The
teacher may provide examples of books of correspondence compiled as models.
·
The
teacher may have students investigate selected webpages for design ideas.
·
The
teacher should remind students that the time allotted for this subtask is
limited, so they have to use their time effectively.
·
Students
may need direction on the use of the rubric in order to self-assess their work.
·
The
teachers should keep copies of exemplary work.
1. The teacher describes this subtask as the
culminating activity for the unit and distributes the rubric for discussion.
2. Students work in small groups to brainstorm
the effects of technology on the following:
a) the social skills/health of teenagers b) communication in the workplace c) customer service.
3. Students
select one of the topics and develop a statement/message on their chosen topic.
For example: (a) Computer language is replacing body language (b) Is anybody
there? (c) Computer service is eliminating customer rage.
4. Students create a collection of
correspondence to illustrate the effect of technology in a chosen area. The
collection includes five different pieces of correspondence to communicate
their message in the appropriate format, organizational pattern and language:
(a) voice mail message (b) Internal memo (c) pamphlet (d) letter (e) incident
report.
5. Students design and create a media work to
hold the correspondence. It can be either:
a) as mailbox that visually promotes the message presented in the written messages.
b) a dropdown mailbox/menu that appears on a computer screen to promote the written message.
|
Task |
Tool |
Achievement Chart |
|
Collection of Correspondence and Media Work |
Rubric |
K/U; T/I; C; A |
The
teacher may provide a message for students to use in correspondence.
Film
“You’ve
Got Mail”
Literature
and Writing
Barclay,
Linwood. “Jam pack your voice-mail greeting with info”. The Toronto Star,
Dec. 18, 2000.
Bradbury,
Ray. “Zero Hour” in Davies and Kirkland, eds. Imagining, 2nd ed.
Toronto: Gage Educational Publishing, 1990. ISBN 0-7715-1104-1 (a story about
an alien invasion of Earth)
Fitzgerald,
F. Scott, “This Above All” in Green, Joan M. and Ian W. Mills, eds. In Your
Own Words 2. Toronto: Holt, Rinehart and Winston, 1982. ISBN
0-03-920168-6 - fatherly advice to a
daughter.
Hiller,
Ernest, “The Little Shop on Main Street” in Green, Joan M. and Ian W. Mills,
eds. In Your Own Words 2. Toronto: Holt, Rinehart and Winston, 1982.
ISBN 0-03-920168-6 (article about a small family business, marketing, and hard
work)
O’Brien,
Stephen, “Putting out the call for cell phone etiquette” The Toronto Star,
Dec. 26, 2000.
Souster,
Raymond, “Shoe Store” in Green, Joan M. and Ian W. Mills, eds. In Your Own
Words 2. Toronto: Holt, Rinehart and Winston, 1982. ISBN 0-03-920168-6
(poem about changes in business and the importance of the personal touch)
Sting,
“Message in a Bottle” in Hilker, Little, and Protheroe, eds. Your Voice and
Mine 4. Toronto: Holt, Rinehart and Winston, 1989. ISBN 0-03-921797-3 (song
about a lonely castaway’s message in a bottle)
Valgardson,
W.D., “Identities”, in Chapman, Marilyn. ed. Windows and Mirrors Volume 2.
Scarborough: Prentice-Hall, 1987. ISBN 0-13-960485-5 (story of a man’s journey
in search of his past)
Writing
Aker
and Hodgkinson, eds. Language and Writing 10. Toronto: Nelson, 2001.
ISBN 0-17-61872-0
Costello,
Palmer, and Smitheram, eds. Contacts Teaching Literacy and Communication
Across the Curriculum. Toronto: Educational Services, Ontario Secondary
School Teachers Federation, 1997.
ISBN 0-920-930-84-0
Culliford,
Sheila. The Keyboarding Book. Toronto: John Wiley & Sons, 1986. ISBN
0-471-79714-6
Liles, Brendel and Krause. Typing Mailable
Letters. Toronto: McGraw-Hill Ryerson, 1986.
ISBN 0-07-548792-6
Ontario
School Library Association. Information Studies Kindergarten to Grade 12.
The Ontario Library Association, 1999. (this document is available at the OLA
Website at http://www.ola.amlibs.ca) Sanderson, Marjorie. It’s All Rough
Draft! Toronto: McGraw-Hill Ryerson, 1986.
ISBN 0-07-548972-4
Vocabulary
Study
|
adulation |
obstacle |
liberating |
phantom |
|
distort |
dilute |
denizens |
indiscriminately |
|
virtual |
veteran |
fragmentation |
dispel |
Study
Questions
1. Working with a partner, discuss the positive and
negative possibilities of attempting to form both romantic relationships and
communities on-line. Using the chart paper and markers, create a T-chart that
summarizes the positive experiences of three people and the negative
experiences of three people as described in Smolowes’ essay. Be prepared to
share your ideas with the class.
2. a) Smolowe
uses juxtapositions such as intimate strangers and virtual friendship. Discuss
these phrases with your partner
and decide what effect results from these word choices.
b) Find two or three more words
or phrases in the essay that you and your partner find particularly
effective. Be prepared to
report your selections to the class and to explain the effect of each.
3. Reread the last three paragraphs of the essay
- those following the * on p. 111.
a) Smolowe compares the technology of electronic communication to the telephone and automobile. What similarity does she see? Do you agree? Why or why not?
b) Explain the metaphorical use of the word stitch when Smolowe writes that technology…helps stitch those fragments back together again.
c) Explain what you think Jones meant by: There are e-mail addresses that have more status than others.
Journal
Response
Select
ONE of the following topics.
a) Write about either a positive or negative
experience you have had meeting someone in cyberspace. How has this experience
influenced your use of e-mail or chat rooms?
b) If you have not entered into the world of
cyberspace, tell why you have chosen not to get involved with this technology.
(can be rated as needs improvement, satisfactory, good,
excellent)
|
Knowledge/Understanding ·
Writer’s address appears at top right corner ·
Date appears under the address ·
Letter contains a greeting ·
Suitable spacing between parts of the letter and between paragraphs ·
Paragraphs are not indented ·
Suitable closing ·
Signature |
Communication ·
Letter is organized logically and coherently ·
Each paragraph is unified (focuses on ONE topic), clear, concise,
courteous ·
Vocabulary is appropriate ·
Uses first person point of view ·
Clear, distinctive writer’s voice ·
Style is suitable for intended audience |
|
Thinking/Inquiry ·
Includes detailed information and examples ·
Letter is interesting and informative ·
Writer’s opinions and ideas are evident |
Application ·
Spelling ·
Grammar ·
Punctuation ·
Sentence structure: sentences are correct and varied in length and
type |
Assignment: Write a three paragraph personal
letter to Dan Marsh, Marica Bowe, Christine Rance or any other person whose
experience with on-line relationships in “Intimate Strangers” interests you.
Explain your thoughts and ideas about the experience this person had and
express your opinions about the pros and cons of developing relationships or
communities in cyberspace.
|
Categories |
Level 1 (50 - 59%) |
Level 2 (60 - 69%) |
Level 3 (70 - 79%) |
Level 4 (80 - 100%) |
|
Knowledge/ |
- uses
first person point of view inconsistently -
unclear, or inappropriate voice - uses
personal letter format inconsistently |
- uses
first person point of view somewhat consistently - uses
a voice that is clear but inconsistent - uses
personal letter format somewhat inconsistently |
- uses
first person point of view consistently - uses
a voice that is clear and consistent - uses
personal letter format consistently |
- uses
first person point of view consistently and effectively - uses
a voice that is distinctive and confident - uses
personal letter format consistently and effectively |
|
Thinking/ Inquiry Demonstrates critical and creative thinking
skills |
- shows limited understanding of the issues
and experience of the intended audience; unclear expression of personal
opinions and ideas |
- shows some understanding of the issues and
experience of the intended audience; somewhat clear expression of opinions
and ideas |
- shows considerable understanding of the
issues and experience of the intended audience; clear expression of personal
opinions and ideas |
- shows insightful understanding of issues
and experience of the intended audience; confident, clear expression of
personal opinions and ideas |
|
Communication Communicates
information and ideas with logical organization communicates for different
purposes and audiences (choice of language and style) |
-
organizes the content in a series of random points - uses
vocabulary and style that is inappropriate for the audience and purpose |
-
organizes the content clearly - uses
vocabulary and style that is somewhat appropriate for the audience and
purpose |
-
organizes the content clearly and coherently - uses
vocabulary and style that are appropriate for the audience and purpose |
-
organizes content clearly, coherently and creatively -
effectively uses vocabulary and style that are appropriate for the audience
and purpose |
|
Application Applies
language conventions |
- uses
language conventions with limited accuracy and effectiveness; errors
sometimes impede expression and comprehension |
- uses
language conventions with some accuracy and effectiveness; errors
occasionally detract from meaning |
- uses
language conventions with considerable accuracy and effectiveness; errors do
not detract from overall meaning |
- uses
language conventions skilfully and effectively all or almost all the time;
errors may be the result of risks taken by the writer and do not detract from
overall meaning |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment.
Vocabulary
Study
|
mortal |
|
|
missives |
chastise |
|
|
impedes |
dispatch |
|
compunctious |
|
metaphysical |
tidings |
|
|
fatal |
|
|
Study
Questions
1. Summarize the news reported in the letter.
2. Lady Macbeth knows her husband well. After
she reads his letter she says he is “too full o’ the milk of human kindness/To
catch the nearest way.” (I, 5, 16-17) Explain what quality she attributes to
her husband and tell why this may be an obstacle for him now.
3. Lady Macbeth resolves to help her husband
become King by plotting the murder of the present King Duncan. List three clues
which outline her plans.
4. Shakespeare is known for his poetic style of
writing. Reread Lady Macbeth’s speech, lines 60 - 70.
a) Explain the meaning of the simile when she tells her husband Your
face, my thane, is as a book, where men/ May read strange matters. (I, 5,
62-63)
Explain the simile when Lady Macbeth instructs her husband to look like
the innocent flower,/ But be the serpent under’t. (I, 5, 65-66)
5. Write a memorandum from Lady Macbeth to the
servants in the Castle at Inverness. In this memorandum, report the news from her
husband and give instructions for the King’s visit.
Journal
Response
Select
ONE of the following topics.
a) Lady Macbeth told her husband to “Leave all the rest to me.” What are your thoughts about a wife taking over for her husband and making all the plans and decisions?
b) As in Macbeth, many people have dreams of success, of becoming great leaders in their work, in politics or business. What are your thoughts on how people should achieve such success? Should they do anything to be successful?
Vocabulary Study
|
voice mail |
server |
website/webpage |
cracker |
domain |
browser |
firewall |
|
privacy |
issues |
intellectual
property |
Napster |
DVD |
attachment |
|
Study
Questions
1. Identify the implications of voice mail in
the business world and its effects upon the consumer. Focus on the
disadvantages and advantages.
2. What are the implications of these forms of
technological communications on the workplace? Do they improve employees’
working life, or make it more difficult and why?
3. Every new technology brings with it its own
jargon and lingo. What has been your experience with this new ‘language’? What
are some of the new words that have been developed?
4. Compare the difference(s) in service that you
receive in both large stores and big stores. How is customer loyalty being
undermined?
5. Explain the paradox of using e-mail for
impersonal communication of personal subjects.
6. Why is Internet communication so popular?
Journal
Responses
a) Do you find a distinct generation gap between
you and your parents’ generation around these new technologies? What particular
problems (or benefits) are there?
b) Which type of communication do you prefer and
why?
|
Categories |
Level 1 (50 - 59%) |
Level 2 (60 - 69 %) |
Level 3 (70 - 79%) |
Level 4 (80 - 100%) |
|
Knowledge/
Understanding Knowledge
of community and character Knowledge
of style and form of correspondence |
-
limited knowledge of information and inconsistent portrayal -
demonstrates limited
knowledge of style and form |
- some
knowledge of information and inconsistent portrayal -
demonstrates some knowledge of style and form |
-
considerable, detailed knowledge and consistent portrayal -
demonstrates considerable knowledge of various styles and forms |
-
thorough, detailed, insightful knowledge; confident and sensitive portrayal -
demonstrates thorough knowledge of a variety of styles and forms of
correspondence |
|
Thinking/ |
-
applies few inquiry skills |
-
applies some inquiry skills |
-
applies most inquiry skills |
-
applies all or almost all inquiry skills |
|
Communication Communicates
information and ideas with logical organization Communicates
for different purposes and audiences (choice of language, style, point of
view, voice and format) |
-
organizes the content in a series of random points - uses
unclear, imperceptible or inappropriate voice and language; inappropriate
style, point of view and unsuitable format |
-
organizes content clearly - uses
voice that is clear but inconsistent; inconsistent point of view; some
control of format; some sense of style |
-
organizes content clearly and coherently - uses
clear and consistent voice and point of view; considerable control of format;
appropriate style |
-
organizes content clearly, coherently and creatively - uses
distinctive, voice; consistent point of view; effective vocabulary; confident
control of various forms of correspondence |
|
Application Mailbox (drop down) Content Design (balance, colour, emphasis, focal
point, line, harmony, proportion, shape, space, texture, movement) Conventions Technology Choice of tools and software, ethical use Making Connections Connects teenagers and their community |
- work shows an emerging understanding of the
purpose of conveying a visual message; work lacks focus - demonstrates little or no attempt to use
design techniques - uses language conventions with limited
accuracy and effectiveness; errors sometimes impede expression and
comprehension - limited use of technology - few, unclear connections between teenagers
and their community |
- work provides a clear visual message - uses some design techniques to deliver a
message - uses language conventions with some
accuracy and effectiveness; errors occasionally detract from meaning - some use of technology - some obvious connections between teenagers
and their community |
- work provides a clear, interesting, visual
message; shows an understanding of the function and purpose of the medium,
put together in a way that creates a memorable visual image - uses several design techniques to deliver a
clear, interesting message - uses language conventions with considerable
accuracy and effectiveness; errors do not detract from overall meaning - considerable use of appropriate technology
to enhance work - considerable, appropriate connections
between teenagers and their community |
- work provides a clear, visual message at
the literal and symbolic levels; shows understanding of function and purpose
of the medium; puts together the work to activate thinking in the intended
audience - uses several design techniques in a creative,
confident, skillful way to deliver a powerful message - uses language conventions skillfully and
effectively all or almost all the time; errors may be the result of risks
taken by the writer - skillful, confident, effective use of
appropriate tools and software with a high degree of effectiveness - connections between teenagers and their
community are insightful, thoughtful |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment.
|
Categories |
Level 1 (50 - 59%) |
Level 2 (60 - 69%) |
Level 3 (70 - 79%) |
Level 4 (80 - 100%) |
|
Thinking/
Inquiry |
-
demonstrates limited understanding of relationships among author, text, and
reader -
limited ability to ask questions, interpret, analyse or form conclusions -
limited evidence of reflection, analysis, explanation |
-
demonstrates some understanding of relationships among author, text, and
reader - some
ability to ask questions, interpret, analyse or form conclusions - some
evidence of reflection, analysis, explanation |
-
demonstrates understanding of relationships among author, text, and reader -
reveals ability to ask questions, interpret, analyse and form conclusions -
evidence of reflection, analysis, explanation |
-
demonstrates growing under-standing of relationships among author, text, and
reader -
reveals ability to ask insightful questions, interpret, analyse skilfully,
and form logical conclusions -
evidence of insightful reflection, analysis, explanation |
|
Communication |
- ideas
lack clarity and effectiveness - ideas
are not well formulated or developed and do not flow logically - many
entries are missing and many are incomplete -
demonstrates limited ability to use a variety of forms or to write from
different points of view |
- ideas
show some clarity and effectiveness - ideas
are somewhat developed and show evidence of logical flow - most
entries are recorded but some are incomplete - demonstrates
some ability to use a variety of forms and to write from different points of
view |
-
communicates ideas with clarity and effectiveness - ideas
are well formulated, well developed, and flow logically - all
entries are recorded and most appear complete -
demonstrates considerable ability to use different forms and to write from
different points of view |
-
communicates ideas with clarity, precision, and insight - ideas
are well formulated, developed, insightful, original, and flow logically - all
responses recorded, are thorough, and complete -
consistently demonstrates ability to use a wide range of forms and to write
confidently with insight from a variety of points of view |
|
Application |
- limited ability to relate
selections to one another and make comparisons - entries lack consideration of
peer or teacher response |
- some ability to relate
selections and make comparisons - shows some consideration of peer
or teacher response |
- demonstrates ability to relate
selections and make comparisons - considers and values peer or
teacher response and notes revised perspective |
- exceptional ability to relate
selections and make insightful comparisons - considers and values peer or
teacher response; entries offer evidence of a revised perspective |
|
Application |
-
limited ability to relate selections to one another and make comparisons -
entries lack consideration of peer or teacher response |
- some
ability to relate selections and make comparisons - shows
some consideration of peer or teacher response |
-
demonstrates ability to relate selections and make comparisons -
considers and values peer or teacher response and notes revised perspective |
-
exceptional ability to relate selections and make insightful comparisons -
considers and values peer or teacher response; entries offer evidence of a
revised perspective |
Note: Response Journal writing is
considered to be first draft writing. Students are not expected to revise,
edit, and rewrite Journal entries. While students are expected to write
carefully and correctly, language conventions are not evaluated in Journal
responses.
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment.
a) Investigating Officer
_____________________________________________________
b) Date of Incident: __________________________
Date of Investigation: ___________________
c) After completing the investigation, complete
the following:
Officer’s description of the suspect:
Officer’s description of his actions upon
encountering the suspect:
Officer’s explanation (justification) for
actions taken at the scene:
d) Summary of interviews with witnesses and
family members:
e) Interview one, two, three
f) Conclusions and Recommendations:
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