Course Overview

English, Grade 11, Workplace Preparation

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, English, 2000

Course Description

Each individual is on a personal journey to attain meaning and fulfillment in life. This journey is a quest of hope and a call to wholeness in mind, body, and spirit. Jesus calls his disciples to “come follow me”, and this message reiterates the call to journey (Mark 1:14-20). This call to journey requires preparation and direction. Our path as Christians may be fraught with temptations, obstacles, and tests. Fortunately, there is guidance along this journey to lead the individual to work through these challenges. On our spiritual path, we experience moments of grace when we feel at one with God. These theophanies (God experiences) allow us to see with clarity what our journey is about and fill us with hope to move on to the next stage. Accomplishment, celebration, and reflection follow us as we acknowledge our growth and are fortified to continue on our journey.

The English Grade 11 Catholic Workplace Preparation course delves into the students’ search for their rightful positions in the workplace. This course provides opportunities to develop students’ skills. These skills are consolidated in the English Grade 12 Workplace Preparation course. The Grade 11 course develops literacy, critical thinking, and communication skills. Students study the content, form, and style of informational texts and literary works; write explanations, letters, and reports; and investigate the connections among media forms, audiences, and media industry practices. An important focus is on using language clearly, accurately, and effectively in a variety of contexts. The course also concentrates on the forms of reading and writing required by those students who need to (re)write the literacy test. All units are defined in this course overview.

How This Course Supports the Ontario Catholic School Graduate Expectations

This course follows a pathway that moves from the needs and beliefs of the individual, to the individual’s relationship with the community, to the individual’s preparation for the changing workplace. Students learn about themselves, work together, improve their literacy, and develop effective citizenship so they can become giving members of a community. Ideally, they develop their self-esteem and improve their interpersonal relationships and social competence. The course aims to assist students in developing loving relationships with God, self, others, and creation. Workplace skills are taught from a Catholic moral and ethical perspective. Students build character as they develop dignity, strive toward greater personal integrity, and create a life/work plan as the course guides them towards fulfillment. In this way, students are challenged to live the words of the prophet Micah: “What God asks of you is only this: to act justly, to love tenderly, and to walk humbly with your God” (Micah 6:8).

Units: Titles and Times

Unit 1	Knowing Yourself (The Call)	12 hours
Unit 2	Setting Directions (Preparation)	35 hours
* Unit 3	Meeting Challenges	33 hours
Unit 4	Attaining Goals	20 hours
Unit 5	Reflecting on the Journey and Setting New Directions	10 hours

* This unit is developed in this Course Profile.

Unit Overviews

Unit 1: Knowing Yourself (The Call)

Time: 12 hours

Unit Description

The introductory unit establishes the overview of the course both spiritually and academically. Students learn about the search for self which every individual experiences. As Christ said to “make my word your home … and the truth shall make you free” (John 8:31-32), we can find happiness in living the light of Christ. Students are given interest inventories that evoke self-analysis, such as, “What are the moments when you feel happiest?” Students are encouraged to reflect on their life’s call as vocation and to deepen their understanding that personal fulfillment comes from following one’s vocation. Diagnostic tests help the teacher and students discover where students are on their path, where they can go next, and what they need to get there: their strengths, weaknesses, interests, skills, and knowledge of the workplace. The information gathered can help with assessment strategies. Class discussions and personal responses initiate an exploration of the call for wholeness and happiness. Reader-response journals serve as the vehicle to explore, challenge, and develop values in light of Gospel truths, while encouraging students to be lifelong readers. Response journals are developed further in Unit 2, in light of the issues addressed, and submitted as a summative activity for Units 1 and 2. Students also begin to develop an ongoing personal glossary of new vocabulary related to their journey. One of the first words to go into this glossary is “vocation” and all that the word implies: each of us is called to use our unique talents and abilities to serve the world. Discussions around the ideal job/life allow students to prepare for the culminating activity of creating their ideal life/career plan.

Unit 1 Overview Chart

Act.	Expectations	Assessment	Focus
1.1	LSV.01, LS1.02; CGE1g	K/U	Journey: Introduce and discuss the theme of self-knowledge: the search for happiness, meaning in life, and the ideal life/career plan (See Appendix 1 – The Call to Growth graphic organizer and the course culminating activity.)
1.2	LSV.01, LS1.03, LAV.01, LA1.04; CGE2b	K/U; A	Diagnostic Tests: Give diagnostic tests on students’ knowledge of literature, writing, and the workplace.
1.3	WRV.03, WR2.03; CGE4g	K/U	Interest Inventories: Assign interest inventories on work, life, and literature. Introduce the focus of “What makes you happy
1.4	LAV.01, LA1.01; CGE4f	K/U	Glossary: Students create an ongoing glossary of vocabulary, beginning with the word vocation.
1.5	LSV.01, LSV.02	K/U; A	Memoirs, Biographies, and Autobiographies: Read non-fiction and have students answer questions about individuals searching for happiness and meaning, learning about themselves, and feeling part of the community; e.g., What motivates them? What were their turning points? What are the parallels to their own lives? How do the authors’ values influence the works? Analyse topic, purpose, audience, and form.
1.6	LSV.01, LSV.02, LS1.02, LS1.05, LS1.06, LS2.02, LS3.03 CGE2b	K/U; A; T/I; C	Novel: Introduce reader-response journals of a novel or novel excerpts of student’s choice. Include time each day for reading response (continued in Unit 2). The teacher can give a list of suggestions based on themes or issues that Catholics are called to address. As Catholics, we are constantly called to reflect on whom we are and where we are going, and students can see these questions addressed in their novels.

K/U = Knowledge and Understanding C = Communication

T/I = Thinking and Inquiry A = Application

Unit 2: Setting Directions (Preparation)

Time: 35 hours

Unit Description

This unit gives students the opportunity to take stock of what they have learned in the past and prepare for the next stage of their journey. They explore themes that arise from the journey (e.g., goals and choices) and such issues as human rights, sexism, racism, etc. as they read short stories, short plays, and anecdotes. Particular attention is given to the use of form (audience and purpose), symbolism, chronological order or flashback, setting, theme, conflict, method of narration, and plot. The study of poetry focuses on format, images, and word choice. Students also study other literary forms such as magazine articles, film, documentaries, and animation. Ontario Catholic School Graduate Expectations encourage students to become reflective, creative thinkers who can deal with these issues in a Christ-like manner (CGE3c, d, e, f). In both the reading and writing, students analyse audience, purpose, and appropriateness of format. The main assessment activity in this unit is a literature portfolio.

Unit 2 Overview Chart

Act.	Expectations	Assessment	Focus
2.1	LSV.02, LSV.03, LS2.02, LS3.01, LS3.03, LAV.01, LA1.01, WRV.02, WR2.02, WR3.01, WR3.02; CGE2a, 2b, 3c, 5b, 5a	K/U; T/I; C; A	Short Stories: Use knowledge of the elements of a plot graph (introduction, initiating incident, rising action, climax, and denouement), setting, character, theme, and style and have students identify and analyse them in short stories relating to the journey theme and/or workplace issues. In the stories studied, identify and lead discussion on the use of devices, such as parallel structure, hyperbole, and imagery. Analyse the method of narration and the use of flashback or chronological order. Describe the effect of the authors’ choices. Have students focus on conflict, values, choices, human rights issues (e.g., racism, sexism), and themes such as directions, goals, and community. Students add new vocabulary to the glossary, analyse the words, and create synonyms and antonyms. Using the stories, the class brainstorms a web chart identifying the character traits for the characters and providing proof of these traits. In the assigned writing, focus on audience and form and review stages of the writing process. In an expository paragraph, students express views on some of the issues. Teach students how to cite passages to support their opinions. Students write a descriptive paragraph using effective verbs, specific nouns, and adverbs and adjectives that appeal to the senses.
2.2	WRV.01, WR1.02, LSV.03, LS3.03; CGE2b	T/I	Short Play: Expose students to a short play and analyse the format used and how this format differs from a short story. Students chart the differences and recognize their purpose.
2.3	LSV.01, LS1.02, LS1.03, WRV.01, WR1.03; CGE5c, 3f	T/I	Articles and Anecdotes: Students read magazine and newspaper articles and anecdotes that deal with relevant themes, messages, or issues pertaining to the world beyond the classroom. Facilitate a discussion of the issues, in light of the Gospel and preparing students for the world of work. Students enjoy anecdotes in Chicken Soup for the Soul.
2.4	MDV.01, MD1.01, WR3.02; CGE4g	T/I; C; A	Film: Students actively view a film, (e.g., documentary or animated feature) that deals with the journey theme and social issues. Students discuss how they must deal with these issues as preparation for the workplace world.
2.5	WRV.03, WR3.01; CGE2d	C; A	Narrative Writing: Students write a short narrative, which concentrates on the journey theme or relevant social issue, in the form of anecdote, personal narrative, or short story. Students focus on audience and purpose and follow the narrative writing form.
2.6	LAV.01, LA1.02, WRV.03, WR3.01, LSV.03, LS3.02 CGE2c, 7j	T/I; C; A	Poetry: Read a variety of poetry. Discuss and analyse the themes, forms, images, and word choice. Students write a few poems based on the various forms experienced in class. They focus on purpose, audience, and form. Their poetry should deal with a theme or issue pertaining to their preparation for the work world and their response to this momentous stage in their life.
2.7	WRV.04, WRV.05, WR4.01, WR4.02, WR5.01, WR5.02, WR5.04 CGE2c	K; T/I; C; A	Summative Activity: Literature Portfolio Students submit their responses to the novel (1:6); their description, exposition, or narration; their short story-play chart; and their best poem. Students focus on stages of the writing process, with particular attention to revising, editing, and citing sources. They organize their portfolios and present them in conferences (e.g., parent-teacher), using what they have learned about form, purpose, and audience. Students use a title page, table of contents, and headings to organize the portfolio.

Unit 3: Meeting Challenges

Time: 33 hours

Unit Description

The unit begins with a study of the “outer world”: media and the workplace. Students assess how their view of the world is formed by media and are challenged to develop critical interpretation skills honouring their Catholic values. Values, such as equality of all persons, sharing our wealth, and non-violence, are discussed as students explore the challenges of the workplace. As students are exposed to tasks and issues confronted by employees, they focus on teamwork in the workplace and business writing forms. Students’ personal goals, self-knowledge, and new awareness of the work world are used in the summative activity: a self-promotion package.

Unit 3 Overview Chart

Act.	Expectations	Assessment	Focus
3.1	MDV.01, MD1.02, MD1.05; CGE2b, 2e, 7g	K/U; C	Media: Establish the prevalence of media products through surveys of student habits (frequency, types of use). Use knowledge of the concepts of media literacy to analyse different examples of media. Comparing several media forms and organizing the analysis in charts.
3.2	MDV.01, MDV.02, MD1.03, MD2.02; CGE3b, 3e	K/U; C; T/I	Film Techniques: Teach the technical aspects of film (e.g., editing, camera angles, lighting). Show samples of commercials, workplace training videos, or TV programs. Students draw a storyboard of their own commercial for workplace safety, demonstrating understanding of filling the frame, close-up, mid shot, and long shot.
3.3	MDV.01, MDV.02, MD1.01, MD2.01, WRV.02, WR2.01, WR2.02; CGE2c	K/U; A	Newspaper: Teach elements of the newspaper and review in terms of design (dateline, cutline, font, white space) and content (classified advertising, news, features, editorials). Students write their own display ads, focusing on workplace issues, workplace accommodations, moral issues, and/or community events. Special attention is given to the classified ads, business section, trends, and consumer information.
3.4	MDV.01, MDV.02, MD1.01, MD1.03, MD1.04, MD1.06, MD2.02; CGE2b, 2e, 3c	T/I; C; A; K/U	Magazines: Students analyse a magazine of their choice for the message, purpose, and audience. The analysis can be presented to the class through oral presentation with display boards.
3.5	LSV.01, LSV.02, LS1.01, LS2.01, LSV.03, LS3.04; CGE5a, 5f	T/I; K/U	Business Writing Forms: Establish business writing as a category of informational texts with specific formats, purposes, and audiences. Collect various examples of business writing and have students work in pairs to analyse the forms and their characteristics, purposes, and intended audiences. This information can be shared with the larger group to complete a chart. Students write a test.
3.6	WRV.01, WRV.02, WRV.03, WRV.05, WR1.02, WR1.04, WR2.03, WR3.01, WR5.04, LAV.02, LA2.03, LA2.05; CGE2a, 2d, 4f, 4g	T/I; A; C; K/U	Job Exploration: Letter Writing and Interview - Students request an informational interview with someone from the work world and the class brainstorms questions. Students write letters of confirmation and include potential interview questions. Students submit a taped or written record of the interview for assessment. Students write thank-you notes summarizing what they learned from the interview. Students reflect on the “hard” and “soft” skills they witnessed as necessary for the workplace they visited. Students conduct a self-assessment of strengths and weaknesses. They practise oral communication skills by presenting, each other’s strengths and plans for improvement. They summarize their employment information on a résumé template.
3.7	WRV.01, WRV.02, WRV.05, WR1.01, WR2.01, WR2.02, WR5.04, LAV.01, LA1.03, MDV.02, MD2.01; CGE4c, 5b, 5d, 5h	K/U; T/I; A; C	Summative Activity: Review how to read and interpret classified ads (Activity 3.3) and use community resources for job information (employment centres, libraries, websites, etc.). Students select job openings that are appropriate and interesting (according to the interests, values, and marketable skills). Students create self-promotion packages including application form, letter of application, résumé, and videotaped mock interview indicating an identification of goals for further development and awareness of the concept of “vocation.” This summative project is assessed for content and form.

Unit 4: Attaining Goals

Time: 20 hours

Unit Description

This unit takes students from the previous unit of meeting challenges to attaining goals in the life/job ahead. It is assumed that students have considered vocations that fit them (as in the Grade 10 Career Education course) and are now prepared to focus on the writing, reading, and speaking skills connected to those vocations. For instance, students complete various forms connected to work and life and will learn new terms to add to their glossaries. Using the strategy of collaborative learning, students acknowledge each other’s strengths and grow in tolerance of each other’s weaknesses while recognizing how strategies involved in conflict resolution can be used in the workplace. As outlined in the Ontario Catholic School Graduate Expectations, collaborative contributors achieve integrity and apply skills for employability relative to Christian vocation (CGE5). In the summative assessment of this unit, students, in groups, create a how-to video on the “do’s and don’ts” of communication and behaviour in the workplace.

Unit 4 Overview Chart

Act.	Expectations	Assessment	Focus
4.1	WRV.05, WR1.02, WR1.04, WR2.03, LAV.01, LA1.04, LA1.03; CGE2b	C; T/I	Forms in the Workplace: Prepare students for writing for work/life by having them complete forms (e.g., SIN, tax deduction, employee’s compensation, maternity/paternity leave, personnel record, banking, co-op placement, credit card, contracts, government grants). Students develop understanding of jargon related to various workplaces and add these technical terms to their glossary.
4.2	LAV.01, LA2.02, LSV.01, LS1.02; CGE2a, 3d, 4a	C; T/I	Moral Issues in the Workplace: Discuss, as a class and in groups, moral issues related to work as well as students’ rights and responsibilities in light of ethics taught from a Christian perspective. Have students read a variety of material and discuss questions about attaining maturity and an awareness and sensitivity to areas of bias, as well as confronting moral issues.
4.3	LAV.01, LA1.01, LS3.01, LSV.01, LSV.02, LSV.03, LS1.01; CGE2b	A	Reading in the Workplace: Prepare students for reading for work/life by having them explore manuals, trade publications, pay stubs, requisitions, and websites created by industries. Students identify and chart characteristics of the plain language style used in the writing samples: clear, accurate, complete, accessible, concise, and grammatically correct.
4.4	LAV.01, LAV.02, LA2.05; CGE2c	A; C	Oral Communication in the Workplace: Students role-play taking/receiving phone messages, handling complaints, and confronting ethical issues. Emphasize listening and speaking skills. Students compare their oral skills with those required at work and create a plan to address identified needs. This could be done through role-playing various positions.
4.5	WRV.02, WRV.03, WRV.04, WRV.05, WR1.01, WR1.04, WR2.01, WR2.02, WR5.02; CGE2b	A; C	Writing in the Workplace Activity: Assign types of writing required at work (e.g., e-mail, timelines, response to inquiry, accident report, outline, sequence of events, and letter of complaint). Create fictitious workplace scenarios and assign a specific writing task that reflects the type of writing needed (e.g., a co-worker fell down the steps at work; complete an accident report form). After the teacher has assessed the writing, students and teacher conference and discuss how students can improve their writing for the workplace.
4.6	WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, WR1.01, WR3.02, WR4.03, WR5.01, WR5.03, WR5.05, LAV.01	A; C	Language in the Workplace: Discuss how to read and respond to body language. Teach students business report structure. Have students write short research reports, which cite sources on language in the workplace (e.g., jargon, computer terms, body language, formal vs. informal language, slang). Students can examine the technical language of insurance, the jargon of a waitress, and the messages delivered by body language in a job interview. Students can conduct primary research (e.g., question the interviewee of Unit 3 or a guest speaker about language in the workplace, spend time in a workplace) and note the language of business.
4.7	LAV.01, LAV.02, LA1.02, MDV.01, MD1.01; CGE3c	A; T/I	Conflict Resolution in the Workplace: Analyse examples from film of the protocol for manners at work/life and how word choice (connotation and denotation) can be altered to suit audience and purpose (e.g., identify words likely to intensify a conflict and suggest alternatives). Students can see how body and verbal language can lead to violence. Conflict resolution strategies, harassment policies, and equity issues are prominent in this analysis. Stress critical listening skills and appropriate grammar and word choice.
4.8	MDV.01, MD1.02, MD2.02, LS3.04; CGE5h	A; T/I	Advertisements in the Workplace: Have students create display advertisements, for a workplace-related magazine, of an appropriate product of their choice, considering how to attract audience, create interest, provoke desire, and cause action as well as fonts, design, use of white space, images, and colour.
4.9	MDV.02, MD2.01, LAV.01, LAV.02, LA2.04; CGE5a	C; A; T/I; K/U	Summative Activity: Groups resolve conflicts and arrive at consensus to create how-to videos on the “do’s and don’ts” of communication and behaviour in the workplace (e.g., receiving a phone message and using body language to convey a message). Focus can be on cause and effect. The project is evaluated for content, organization, timing, pace, voice projection, gestures, and body language.

Unit 5: Reflecting on the Journey and Setting New Directions

Time: 10 hours

Unit Description

The final unit consolidates the knowledge and skills developed throughout the course as students end their journey here and prepare for the next stage of their journey in English Grade 12 Workplace Preparation. In the course’s culminating activity, students create an ideal career/life plan. They individually design and present the ideal workplace after researching job sites, interviewing community members, and charting what they have learned in the course. The goal of the course is to have students develop their God-given potential and make meaningful contributions to society (CGE5c).

Unit 5 Overview Chart

Act.	Expectations	Assessment	Focus
5.1	LAV.02, LA2.02, WRV.03, WR1.02; CGE5a	K/U; C	Job Sites Report: Students are encouraged to reflect on what they have learned about the workplace and themselves and envision their ideal job/life. Students begin in groups, charting a report on what they learned about various job sites in Units 1-4, previous experiences, Take Our Kids to Work Day, Internet, family members, guest speakers, etc. They discuss and share reports.
5.2	LAV.01, LAV.02, LA1.04, LA2.02, LA2.03, MDV.02, MD2.01; CGE1g, 2a, 5b	A; C	Interview of a Mentor: Review conducting an informational interview from Unit 3 and have students plan and record several questions in preparation for interviewing a mentor from the workplace on their career/life plan. Brainstorm appropriate questions with students: What is the meaning and purpose of work? How did you choose your career? What advice do you have for me? What is your ideal job? How do you live out your call? The interview is recorded on cassette or videotape for teacher evaluation
5.3	WRV.01 WRV.05, WR3.02, WR5.04, LAV.01, LA1.04; CGE2c	T/I	Summary/Explanation: Review, with students, how to write a summary/explanation of what they have learned from the interview and have them edit and publish the summary/ explanation.
5.4	LSV.01, LS1.02	K/U; T/I	Literature: Answer questions and read literature about reflection, celebration, accomplishment, and/or new directions. Students relate these issues to their own lives through journal entries.
5.5	WRV.01, WRV.05, WR1.04, WR5.02, WR5.03, MDV.02, MD2.01, LAV.01, LAV.02, LA2.04, LA2.05, LS1.01; CGE2c, 3e, 4e, 4f, 4g	T/I; A; C; K/U	Culminating Activity: Students are encouraged to imagine a job they would love to have. This final activity is a carousel, one-on-one activity of each student’s dream workplace. It includes an oral explanation of why it is ideal, what must be done to attain it, and how they plan to continue the journey (e.g., future workplace which nurtures them as Christians). Students write a report that reflects their values, abilities, and aspirations influencing their choices and opportunities. This activity is presented to the class using one other media of students’ choice (e.g., collage, video, brochure, flyer, report, storyboard, comic, radio news report, television tabloid, photo album, or scrapbook). Students should include quotations from and references to relevant course work.

Course Notes

· This course may be taught in conjunction with co-op placements in which case the activities can relate to students’ experiences; for instance, students can job shadow (see 3.1.3 and 1.2 of Cooperative Education and Other Forms of Experiential Learning, Ontario Secondary Schools Grades 9 to 12, 1999).

· The teacher is a guide, assisting students to develop their own pictures of themselves.

· Grammar, punctuation, spelling, and vocabulary are taught and reinforced throughout the course.

· The teacher must ensure that appropriate public viewing licences are obtained prior to showing media.

· Students must be instructed on ethical use of the Internet for the job search.

· Literature should be high interest, relevant, and chosen from Canadian and global texts.

· This course makes use of the community resources (e.g., mentors, speakers, libraries, and employment centres).

· Computers, if accessible, would be beneficial.

· Students keep a vocabulary glossary of new words and terms learned throughout the course.

· Students keep response journals for Units 1 and 2, with emphasis on enjoyment, analysis, and comprehension.

· Students use all stages of the writing process (including self- and peer evaluation and conferences).

Teaching/Learning Strategies

· Accommodations are made, where appropriate, based on individual learning styles.

· Cooperative learning strategies are used (e.g., jigsaw and think/pair/share).

· Teachers lead students to be wary of bias, inaccuracies, and stereotypes in media (particularly on the Internet).

· Daily discussions relate to challenges in the world, work preparation, and issues raised in literature.

· Students participate in class, choral, and dramatic readings.

· Teachers use lessons on grammar and style with an emphasis on preparation for the workplace.

· Lessons can be structured to emphasize employability skills (e.g., conflict resolution, collaboration).

Assessment & Evaluation of Student Achievement

· Authentic assessment strategies promote improved student achievement of provincial curriculum expectations and also the expectations for the Ontario Catholic School Graduate.

· This course follows the direction outlined in Ontario Secondary Schools, 1999 and The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.

· Portfolios gather evidence of student achievement of the expectations and promote students’ ability to assess their own learning and to set goals.

· For the diagnostic assessment, standardized tools like Gates-McGintie and the Academy of Reading may be used.

· Teachers and students may consult with a resource teacher after a diagnostic assessment of learning styles in order to set goals consistent with the IEP, AEP, and students’ report card responses.

· Teachers create checklists, rubrics, anecdotal records, and other assessment tools to meet students’ needs and communicate them clearly and regularly to students.

· Assessment should address how and what students learn and should be appropriate for the learning activities and needs of students.

· Evaluation must be based on the categories and descriptors in the Achievement Chart.

· Assessment strategies must accommodate the needs of exceptional students, consistent with the strategies in their IEPs and AEPs.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

Teachers should be aware of students who require adaptation to the mandated expectations for this course. Ontario Secondary Schools (p. 24) allows teachers to adapt the learning expectations for exceptional students in order to support the contents of the student’s IEP. This applies also to students who have not been identified as exceptional but are receiving Special Education programs and services.

· The teacher must be aware of accommodations outlined in students’ IEPs.

· Educational Assistants and mentors can be used to read or scribe information for students with special needs (audio cassettes of the literature would also help).

· Activities can be altered to meet students’ needs, interests, and/or strengths. Activities should be broken down and varied to help students concentrate and maintain interest.

· Students who were unsuccessful in the Grade 10 literacy test can create, with the teacher, a plan of action to help them pass it. The plan may be used as an assessment tool in this course.

· Timing of units can be flexible, allowing activities to be extended or shortened to reflect students’ needs, interests, and/or remediation (see Possible Enrichment Activities).

· Students may require additional support for sharing their work in class or be allowed to present one-on-one to the teacher.

· Students could be grouped to reflect a variety of interests and abilities.

· Editing equipment could create more polished products for students who need a greater challenge.

· Assessment activities can be modified as needed (e.g., allowing extra time, providing a scribe, reading aloud, reducing the number of questions, and/or rephrasing questions).

· One-on-one conferencing with teacher or peer can clarify the work.

· Creativity and flexibility in the activities and the media are needed.

· Both auditory and visual directions should be used.

· Planners, organizers, student agendas, and charts are helpful.

Possible Enrichment Activities

· Business writing activity: students could write a résumé for one of the characters studied.

· Analysis of literary forms: students could write expository paragraphs on the issues addressed.

· Drama activity: students could create a script on a theme or social issue and perform it.

· Activity 3.6: students could participate in job shadowing.

Resources

Teacher Resources

Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools. Ontario Ministry of Education, 2000. (Units 3-5)

Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: University Press, 1996. ISBN 0-521-40179 8 (Unit 4)

Ministry of Education. Curriculum Planner, 1998.

Misener and Butler. Exploring Your Horizons: Career Development Guide. (Units 3-5)

Misener and Butler. Exploring your Horizons: Career & Personal Planning. (Units 3-5)

Scanning Television: Videos for Media Literacy in Class. Harcourt Brace, 1997. VHS 0-7747-0191-9 (Units 2-4)

“Teaching/Learning Strategies: Teacher Guides.” Ministry of Education Curriculum Planner, 1998.

The New Jerusalem Bible. New York: Doubleday, 1968. ISBN 0-385-01189

Student Resources

Archer, Lynn, Cathy Costello and Debbie Harvey. Reading and Writing for Success. Mississauga: Harcourt Brace, 1999. ISBN 0-7747-0197-8

Barry, James, Sharon Siamon, Glen Huser, Christine McClymont, and Bernice Wood. Mini-Anthologies—series. Scarborough: Nelson Canada, 1993-5. (Unit 2)

Bell, William. Forbidden City. Toronto: Stoddart, 1996. ISBN 0773673911. (Unit 1)

Bolles, Richard. What Colour is Your Parachute? Berkeley: Ten Speed Press, 1998.

Canada Prospects: Canada’s Guide to Career Planning. Human Resources Development Canada.

Carpenter, Donna. Images and Issues. Don Mills: Addison-Wesley, 1989. ISBN 0-201-19207-1

Covey, Sean. The Seven Habits of Highly Effective People: The Ultimate Teenage Success Guide. Simon and Schuster, 1998. ISBN 0-6848-5609-3

Decker, Howard. Newspaper Workshop. Canada Globe, 1992. ISBN 0-8706-53407 (Unit 3)

Duncan, Barry, Janine D’Ippolito, Cam Macpherson, and Carolyn Wilson. Mass Media and Popular Culture. Toronto: Harcourt, 1993. ISBN 0-7747-1427-1 (Units 3-4)

Hannan, Ed, E. Hannan, G. Quigley, and R. Wintrob. Media in Perspective. Toronto: Harcourt, 1993. ISBN 0-7747-1427-1 (Units 3-4)

Hilker, Douglas, B. Duncan, S. Harper, and A. Mozarowski. Transitions: Fiction, Poetry, and Non-Fiction. Toronto: Harcourt, 1995. ISBN 0-7747-0151X (Unit 2)

Holmes, Elizabeth A., A.C.L. Holmes, and J.T. Shuman. Communicating Skills for the World of Work. Toronto: John Wiley and Sons Canada, 1981. ISBN 0-471-79957-2 (Units 2-5)

Knox, Carolyn W. English for the World of Work. Minnesota: American Guidance Service, 1997.
ISBN 0-7854-0860-S (Units 3-5)

Markel, Mike. Technical Communication. Toronto: Nelson, 1996. ISBN 0-17-605579-7 (Units 3-5)

McKay, Sharon E. Charlie Wilcox. Toronto: Stoddart (Irwin), 2000. ISBN 0-7737-6093-8 (Unit 1)

McNicoll, Sylvia. Facing the Enemy. Scarborough: Nelson, 1992. ISBN 0-17-603064-6 (Unit 1)

Scanning Television: Videos for Media Literacy in Class. Harcourt Brace, 1997. VHS 0-7747-0191-9

Sebranek, Patrick, D. Kemper, and V. Meyer. Write Source. Scarborough: Nelson, 1999.
ISBN 0-17-618700-6

The New Jerusalem Bible. New York: Doubleday, 1968. ISBN 0-385-01189

Zindel, Paul. The Effect of Gamma Rays on Man-in-the-Moon Marigolds: A Drama in Two Acts. Toronto: Bantam, 1970. ISBN 0553280287b (Unit 2)

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Hot Jobs – www.hotjobs.ca

The Globe and Mail – http://theglobeandmail.com (click on careers)

Youth Resource Network of Canada – http://www.youth.gc.ca

Skills Canada – http://www.skillswork.ca

The Career Key – www.ncsu.edu/careerkey

Canada’s On-line Career Management Portal – www.monster.ca

Human Resources Development Canada – www.hrdc-drhc.gc.ca

Canadian Centre for Occupational Health and Safety – www.ccohs/oshanswers/information/govt.html

Community Resources

Employment Centres, employability consultants, librarians

OSS Considerations

This course has been designed in accordance with the policies outlined in The Ontario Curriculum, Grades 11 and 12, English, 2000; Choices Into Action; and The Ontario Curriculum, Program Planning and Assessment, 1999.

Ontario Ministry of Education and Training. Anti-racism and Ethnocultural Equity in School Boards:. Guidelines for Policy Development and Implementation, 1993.

Ontario Ministry of Education and Training. Bridges to Employment for Students with Disabilities: A Resource Guide for School-to-Work Transition Programs, 1988.

Ontario Ministry of Education and Training. Changing Perspectives: A Resource Guide for Antiracist and Ethnocultural Equity Education, 1992.

Ontario Ministry of Education and Training. Computers across the Curriculum: JK to OAC. Toronto: Queen’s Printer, 1993.

Ontario Ministry of Education. Cooperative Education and Other Forms of Experimental Learning, Policies and Procedures for Ontario Secondary Schools, 2000.

Ontario Ministry of Education and Training. Engendering Equity: Transforming Curriculum. Toronto: Queen’s Printer, 1995.

Ontario Ministry of Education and Training. Handbook for Teachers of Students with Learning Disabilities. Toronto: Queen’s Printer, 1995.

Ontario Ministry of Education and Training. Individual Education Plan (IEP): A Resource Guide. Toronto: Queen’s Printer, 1998.

Ontario Ministry of Education and Training. Safe Schools: Ideas Book for Students. Toronto: Queen’s Printer, 1994.

Ontario Ministry of Education and Training. Stepping Up! Ontario’s New Standards for High Schools. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education. The Ontario Curriculum, Grades 9 to 12, English as a Second Language and English Literacy Development. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. Violence-Free Schools Policy. Toronto: Queen’s Printer, 1994.

Coded Expectations, English, Grade 11, Workplace Preparation, ENG3E

Literature Studies and Reading

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 identifying and explaining information, ideas, and issues;

LSV.02 · demonstrate an understanding of the elements of a variety of forms of fiction, non-fiction, drama, poetry, and informational material;

LSV.03 · identify elements of style in a variety of informational and literary texts, focusing on how the elements contribute to clear and accurate communication.

Specific Expectations

Understanding the Meaning of Texts

LS1.01 – use knowledge of the elements and organizational patterns of informational texts to understand information from print and electronic sources, including charts and graphs (e.g., follow a developing story in a newspaper for personal interest; relate information contained in charts and graphs to the body of the text; read trade publications to report to the class about the literacy and social skills required in various occupations);

LS1.02 – use knowledge of the elements of fiction, non-fiction, drama, and poetry to understand and explore relevant social themes and issues in literary texts (e.g., examine roles of similar characters in a selection of Canadian literature; assess the impact of technology as presented in science-fiction short stories; read a novel for enjoyment and report on their reactions);

LS1.03 – identify and explain ideas, issues, and information in texts (e.g., identify key characters and events in a novel and explain how they are used to develop the theme; identify characteristics needed for success from reading a newspaper or magazine profile of a successful person; read about employment trends and describe the implications for career planning);

LS1.04 – describe a variety of reading strategies and use them to understand specific texts, with an emphasis on previewing table of contents, headings, illustrations, photographs, captions, and charts; forming questions about difficult sections of text; and using graphic organizers to record information;

LS1.05 – compare their own ideas, values, and perspectives with those expressed or implied in a text (e.g., role-play their own response to a crisis depicted in fiction and compare it with the actions of a character in the work);

LS1.06 – describe the influence of the personal and social values and perspectives of authors and readers on texts and interpretations of texts (e.g., explain how the word choice in an article or report reflects the author’s attitude towards the topic; account for different interpretations by different readers of stories about such issues as human rights, sexism, genocide, or conservation).

Understanding the Forms of Texts

LS2.01 – describe how elements of specific forms influence meaning in informational texts (e.g., describe how images, copy, charts and graphs, and page layout contribute to the theme in a magazine article; explain the different functions of paragraphs in a report and a short article);

LS2.02 – describe how elements of specific forms influence meaning in literary texts (e.g., discuss how the use of chronological order or flashbacks in fiction contributes to the story; describe the effects of an author’s description of a character in a novel).

Understanding the Elements of Style

LS3.01 – describe the different types of language used to convey information and express opinions and emotions in a variety of texts (e.g., explain the use of transitional words and phrases to clarify the argument in an opinion piece; examine reports and manuals to identify characteristics of a plain-language style; discuss the way language is used to convey a mood in a short story);

LS3.02 – describe the rhetorical and literary devices, such as parallel structure, hyperbole, imagery, and symbol, used in informational and literary texts, and explain how the devices clarify and enhance the meaning and impact of the works (e.g., discuss the importance of parallel structure in a series of instructions; explain how one image effectively captures the theme of a poem);

LS3.03 – describe the effect of authors’ choices of language and stylistic devices on the reader by examining their own and others’ interpretations of the style of texts;

LS3.04 – explain how authors and editors use design elements to organize content and communicate ideas (e.g., explain the function of columns, boxes, and diagrams in newspapers and magazines; assess the usefulness of visual elements such as borders, shading, italics, bullets, and numbered lists in reports; assess the readability and attractiveness of brochures from various sources).

Writing

Overall Expectations

WRV.01 · use a variety of print and electronic sources to gather information and develop ideas for personal, school-related, and workplace-related writing;

WRV.02 · identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

WRV.03 · use organizational structures and patterns to produce coherent written work;

WRV.04 · revise their written work, collaboratively and independently, with a focus on accuracy of information and clear expression;

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.

Specific Expectations

Generating Ideas and Gathering Information

WR1.01 – investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to gather data from print and electronic sources (e.g., search library resources to select, broaden, or narrow a topic; consult an on-line catalogue to get product information or send an e-mail message to request information; create a timeline in order to complete a project effectively and meet a deadline);

WR1.02 – classify and organize information to suit specific forms and purposes for writing (e.g., highlight the most relevant details in a brainstormed list and group them for a report; place events in an appropriate sequence for a report on a process);

WR1.03 – analyse information gathered from a variety of print and electronic sources to determine whether the information is sufficient, relevant, and suitable to the form and purpose for writing;

WR1.04 – use information and ideas from prior knowledge, personal experience, and research to develop content for personal and workplace-related writing (e.g., use knowledge about a product or service to plan a letter of complaint; compare information from different sources about summer jobs to plan a résumé).

Choosing the Form to Suit the Purpose and Audience

WR2.01 – select and use an appropriate form to produce written work for a specific audience and a specific purpose (e.g., create instructions on how to program a VCR for customers with a limited knowledge of electronics; write a short narrative report for a supervisor outlining the sequence of events in a workplace incident; write a letter of complaint about a defective product, identifying the problem and proposing a solution);

WR2.02 – use literary and informational texts as models of writing for specific purposes and audiences;

WR2.03 – select the appropriate person and level of language for a specific form, purpose, and audience (e.g., use the first person to state and support an opinion; use precise, specialized language to write a set of instructions; use the impersonal third person consistently to compare information from two texts).

Organizing Ideas and Information in Written Work

WR3.01 – select and use appropriate organizational patterns in written communications (e.g., organize a prose narrative chronologically using new paragraphs to indicate significant changes in time, setting, or speaker; use categorization and examples to organize an oral presentation on employment skills);

WR3.02 – apply knowledge of report structure to organize written reports, using:

q an introduction that clearly identifies the topic or poses an inquiry question;

q a body that presents information and data in point form or connected paragraphs, supported by examples, graphics, or charts;

q a conclusion that presents a summary or recommendation;

WR3.03 – use organizational patterns such as cause and effect and problem-solution to present information and ideas in short reports (e.g., use a cause-and-effect pattern and labelled diagrams in a report explaining how to use a computer application).

Revising Drafts

WR4.01 – revise drafts to strengthen content and improve organization by adding details, deleting irrelevant information, and reordering to clarify the content or sequence or connect ideas (e.g., add stage directions in a script to clarify characterization and manner of delivery; revise a set of instructions by presenting key steps in correct sequence);

WR4.02 – revise drafts to improve freshness, accuracy, and clarity of expression (e.g., use feedback from a peer conference to rewrite a trite or clichéd ending to a story; use a dictionary and thesaurus to substitute appropriate for incorrectly used words; examine writing for use of inclusive and anti-discriminatory language);

WR4.03 – revise drafts to integrate researched information, ideas, and quotations in an ethical manner (e.g., provide a context for quoted materials; use transition words and phrases to link information from different sources).

Editing, Proofreading, and Publishing

WR5.01 – cite researched information, ideas, and quotations in a consistent and ethical manner according to acceptable research methodology;

WR5.02 – produce, format, and publish written work, using appropriate technology to share writing with intended audiences (e.g., select the most effective fonts, typefaces, and type sizes to publish announcements; format a résumé and letter of application for a summer job; adapt an electronic template to create a greeting card or letterhead);

WR5.03 – compare their current writing skills with those required in a variety of workplace situations and occupations and identify goals for improvement;

WR5.04 – edit and proofread their own and others’ writing, identifying, and correcting errors according to the requirements of grammar, usage, spelling, and punctuation listed below:

q Grammar and Usage: use parts of speech correctly, including nouns, pronouns, verbs, adverbs, adjectives, conjunctions, and prepositions (e.g., use personal pronouns in the proper case in compound subjects and objects);

q Grammar and Usage: communicate clearly using a variety of correct sentences incorporating subject, verb, object, subjective completion, and prepositional phrases;

q Grammar and Usage: communicate clearly and logically using a variety of correct compound and complex sentences that incorporate principal and subordinate clauses (e.g., use coordination to draw equal attention to two or more ideas; place major ideas in principal clauses and minor ideas in subordinate clauses or phrases);

q Grammar and Usage: identify and correct errors in sentence structure, verb tense consistency, and subject-verb agreement in narrative and expository writing;

q Spelling: demonstrate an understanding of a variety of spelling patterns, rules, and strategies by analysing and correcting spelling errors (e.g., recognize the basic patterns of Canadian, British, and American spelling; apply knowledge of rules and patterns when adding a suffix to words ending in y or silent e);

q Spelling: use homophones and commonly confused words correctly (e.g., learn spelling and use of coarse/course, lead/led, passed/past, stationary/stationery, fewer/less, farther/further);

q Spelling: use apostrophes correctly in contractions and possessives (i.e., know when and when not to use an apostrophe);

q Spelling: use a variety of print and electronic resources to flag possible errors and improve spelling (e.g., recognize the limitations of electronic spell checkers; use dictionaries when in doubt about spelling);

q Punctuation: use punctuation correctly, including the period, question mark, exclamation mark, comma, dash, and colon, as well as quotation marks, parentheses, and ellipses (e.g., use a dash to indicate a dramatic shift in tone or thought; use a colon after the salutation of a business letter and to indicate that a list or explanation will follow).

Language

Overall Expectations

LAV.01 · use knowledge of vocabulary and language conventions to read, write, and speak competently, with a focus on identifying and selecting appropriate diction and syntax in personal, creative, and workplace-related communications;

LAV.02 · use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, with a focus on using specialized language appropriately in oral reports, role-playing, and other presentations.

Specific Expectations

Developing Vocabulary and Knowledge of Language Structures and Conventions

LA1.01 – apply a variety of strategies to extend vocabulary through reading, with an emphasis on recognizing synonyms, antonyms, homophones, and homonyms (e.g., keep a personal list of significant new words and phrases encountered in texts; refer to a dictionary and a thesaurus for alternative word choices to those in a magazine article; recognize how words encountered in a trade or professional publication are formed from prefixes, suffixes, and roots);

LA1.02 – explain the impact and consequences of using different types of words and expressions in a variety of personal and social contexts (e.g., write a scene that illustrates how language affects personal relationships; research the persuasive use of language in advertisements; identify words or phrases likely to intensify a conflict and suggest alternative language to help resolve the situation);

LA1.03 – identify and use specialized vocabulary and language appropriate to workplace situations, with a focus on clear and accurate expression (e.g., read a manual and make a list of specific words used to describe equipment, parts, tools, or procedures);

LA1.04 – 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 (e.g., refer to recognized style guides for information about language conventions).

Developing Listening and Speaking Skills

LA2.01 – communicate orally in large and small groups for a variety of purposes, with a focus on following specific instructions; listening for main ideas and supporting details; clarifying and extending the ideas of others; and using specialized language appropriately;

LA2.02 – communicate orally in group discussions, applying such skills as the following: fulfilling roles as required; preparing for discussion; restating and paraphrasing information; asking questions to confirm understanding; contributing additional information; making notes to record information; summarizing the discussion; completing assigned tasks for the group; working towards consensus; and accepting group decisions when appropriate;

LA2.03 – use critical listening skills to understand the content of oral communications (e.g., listen for main ideas and supporting details; follow oral instructions accurately; ask questions to confirm understanding; write accurate summaries and messages);

LA2.04 – use techniques of effective oral communication, with a focus on clear organization, strong beginnings and endings, and the use of timing, pace, voice projection, gestures, body language, visual aids, and technology;

LA2.05 – compare their current oral communication knowledge and skills with those required in a variety of workplace settings and create a plan to address identified needs.

Media Studies

Overall Expectations

MDV.01 · use knowledge of media forms, representations, audiences, and industry practices to analyse a variety of media works;

MDV.02 · demonstrate an understanding of the connections among form, purpose, audience, and production options by designing or creating media works, collaboratively and independently, based on ideas, themes, and issues examined in this course.

Specific Expectations

Analysing Media and Media Works

MD1.01 – demonstrate critical thinking skills by identifying explicit and implicit messages in media works (e.g., analyse the use of claims and appeals in a series of advertisements; identify the point of view in a documentary);

MD1.02 – describe the key elements of a variety of media forms (e.g., write a report describing the use of images, columns, colour, fonts, and text in several magazines; report orally on the use of narration and images in a documentary; compare the print and film versions of a story);

MD1.03 – identify the techniques used in a variety of media works (e.g., discuss the use of images and editing in several films; identify the techniques used to alter images electronically in commercials);

MD1.04 – explain ways in which media works reflect, distort, or influence audience behaviour (e.g., compare the portrayal of teenage life on television with teenage life in the school and community; explain the impact on various segments of society of the portrayal of violence in the media);

MD1.05 – explain how and why different audiences interpret media works differently (e.g., survey peers and adults about their reactions to specific television programs and explain the results);

MD1.06 – describe the relationship between media works and media industry practices, including marketing and distribution methods (e.g., research and report on the use of product placement in films and television shows; research and report on the development, promotion, and sale of a new product).

Creating Media Works

MD2.01 – design or create media works based on ideas, themes, and issues examined in this course (e.g., communicate the same story in two or more media forms, such as a radio news report, a television tabloid report, and a storyboard, using available resources; design an instructional video for use in the home or workplace);

MD2.02 – use knowledge of the connections among form, purpose, audience, and production options to describe choices made in the design and production of media works (e.g., identify a production problem and discuss the solutions considered; present a media work and explain the design and production process).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 3 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, English, 2000

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Units: Titles and Times

Unit Overviews

Unit 1: Knowing Yourself (The Call)

Unit 2: Setting Directions (Preparation)

Unit 3: Meeting Challenges

Unit 4: Attaining Goals

Unit 5: Reflecting on the Journey and Setting New Directions

Course Notes

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Possible Enrichment Activities

Resources

Teacher Resources

Student Resources

Websites

Community Resources

OSS Considerations

Literature Studies and Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations

Language

Overall Expectations

Specific Expectations

Media Studies

Overall Expectations

Specific Expectations