Course Profile
English, Grade 11, Workplace Preparation, Public
Unit 4: Consulting the Community
Time: 25 hours
Activity 4.1 | Activity
4.2 | Activity 4.3 | Activity 4.4 | Activity
4.5
In this
unit students research and practise specific skills that are expected in the
workplace. They identify workplace requirements and employability skills and
relate them to their communications skills. Through reading and writing of
workplace communications, and interaction with guest speakers from local
businesses, they develop their own skills and then document them in a
portfolio, which also includes samples of their written work. This gives the
students an opportunity to apply and master the necessary communication skills
that are required in the workplace.
For more
detail on expectations and assessment see Unit Chart in the Course Overview.
|
Activity
4.1 |
Skill
Search – Consulting the Media |
240
minutes |
|
Activity
4.2 |
Employability
Skills – Preparing for Your Future |
300
minutes |
|
Activity
4.3 |
Workplace
Communication – Part I |
300
minutes |
|
Activity
4.4 |
Jobholders
in the Classroom – Showing us What We Need to Know |
420
minutes |
|
Activity
4.5 |
Workplace
Communication – Part II |
240
minutes |
Time: 240 minutes
This
activity is intended to introduce students to the skills required in the
workplace and builds on the research and presentation skills already addressed
in previous units. Students use newspapers and Internet sites previously
selected by the teacher to record the skills that are required for specific
jobs. Students then record their findings and present them to small groups.
This will lead into the second activity where they will begin to look at the
job related skills they possess. This activity ensures that students identify,
analyse, relate, gather, and present workplace-related information. This
information is recorded for easy communication with the teacher and peers.
Students use oral communication and listening skills to present findings and
record information from their peers.
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 identifying
and explaining information, ideas, and issues;
WRV.01 -
use a variety of print and electronic sources to gather information and develop
ideas for personal, school-related, and workplace-related writing;
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
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;
LS1.03 -
identify and explain ideas, issues, and information in texts;
WR1.02 -
classify and organize information to suit specific forms and purposes for
writing;
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;
LA1.03 -
identify and use specialized vocabulary and language appropriate to workplace
situations, with a focus on clear and accurate expression;
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; classifying 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.
·
Ability
to research using print and electronic sources
·
Ability
to analyse and summarize information
·
Ability
to present material both in writing and orally
·
Consider
subscribing to a daily national newspaper for class use. Consult the
teacher/librarian. A variety of newspapers are desirable but not necessary.
·
Review
songs and/or poems with workplace themes some examples of songs are: “My Music
at Work” by The Tragically Hip, “Everybody’s Working for the Weekend” by
Loverboy, “Taking Care of Business” by BTO, “The Work Song” by Billy Squire,
“Working Man” by Rush, “9 to 5” by Dolly Parton, and “All of the Small Things”
by Blink 182, and “Get a Real Job” by Georgia Satellites.
·
Save
or cut out sections from newspapers, magazines, and websites that deal with
workplace related skills.
·
Use
local community papers and encourage students to bring print materials from
home.
·
Establish
a database of useful websites that deal with jobs or newspapers. Update it
regularly. Encourage student participation in this activity.
·
Be
familiar with a variety of cooperative learning techniques.
·
Consult
with Guidance staff and with teachers of Career Studies in order to build on
work students did in that course.
4.1.1
Student Activity:
Students listen to songs and poems related to the workplace. Encourage students
to bring in their own songs based on this theme. Ask students to find the lines
and words, which demonstrate these issues and emotions. Students reflect upon
their own workplace experiences and attitudes relating to the songs. Record
findings in media logs.
Teacher
Facilitation: Provide
an assortment of songs and poems. Instruct students to record emotions, issues,
and images in their media logs. The teacher encourages and assists students
with the analysis.
4.1.2
Student Activity:
Students participate in a class discussion about job skills necessary to
succeed in the workplace and how attitudes can affect those skills. They can
refer to the skills they have discussed in earlier units of the course. They
review the guidelines for their portfolio.
Teacher Facilitation: The teacher leads a discussion about
job skills by asking students about their own experiences or those of people
they know. This can tie in with the activity in Unit 1 on what they feel are
their personal strengths. The teacher introduces the focus of the unit by
outlining the portfolio process that is used to allow students to document
their own workplace-related skills. The teacher informs students that they will
be inviting people from the workplace to share their knowledge and experiences
with the class. Students are encouraged to think about community members whom
they would like to invite or jobs that they would like to learn about first
hand.
4.1.3
Student Activity:
Students begin their exploration of workplace requirements by using the
resources specified by the teacher.
Teacher
Facilitation: The
teacher introduces the job assignment and hands out a well-developed assignment
sheet. The teacher assigns students to groups of three or four students each.
Each group receives several copies of job advertisements that are specific to
one field (e.g., construction, hotel administration, business). Direct students
to review the language of job ads (employability skills) and look back at their
glossary developed in Unit 3. The Internet can also be used for this depending
on the technical capabilities of the school and the skill level of the
students. This is an ideal assignment for a jigsaw format.
4.1.4
Student Activity: Students
read the job advertisements and find and record the required skills needed for
that particular field.
Teacher
Facilitation: The
teacher circulates to each group ensuring each student is on task and is on the
right track. The teacher can assess learning skills at this time (work habits).
4.1.5
Student Activity: Students
present their findings to the rest of the group. As students listen to the
presenters they should add any skills that they do not already have. Students
should then switch groups so they are working with students who used different
newspapers or websites. Students present their findings again to the new group
and add any new skills presented, and add their skills information to their
portfolio.
Teacher
Facilitation: The
teacher continues to circulate through the room to ensure that students are
participating effectively. Continue to assess learning skills (teamwork, work
habits). Once students have completed their presentations, the teacher, using
the blackboard or overhead, asks students for what they think are the most
common and most important job skills. Students are asked to highlight or
underline the most common skills and the specific skills for each job type.
They also highlight the skills that require the use of communication skills.
4.1.6
Student Activity: Students
make a T-chart comparing the skills they use at schools and those that are
required at work, and then use it as a basis to write a short report about the
transition from school to work.
Teacher
Facilitation: The
teacher outlines the task and provides assistance as necessary.
|
Task |
Tool |
Links to Achievement Chart |
Links to Learning Skills |
|
Analysis
of job ads |
Observation |
Thinking/Inquiry |
Work
habits, works independently |
|
Location
of job skills |
Checklist
(see Appendix 2.4-4, Grade 10 English Public Profile) |
Thinking/Inquiry |
Teamwork
|
|
Presentation |
Checklist
(see Appendix 2.4-4, Grade 10 English Public Profile) |
Communication |
Teamwork |
|
Written
report |
Checklist |
Thinking/Inquiry |
Initiative |
·
Provide
assistance with computers.
·
Provide
opportunities for oral responses in place of writing.
·
Use
T-chart as the basis for a conference instead of written report.
The
Toronto Star (print or electronic)
www.thestar.ca
The
Globe and Mail (print or electronic)
www.theglobeandmail.com
The
National Post (print or electronic)
www.thenationalpost.com
Canoe
(News and current events)
Costello
et al. Contacts: Teaching Literacy Communication Across the Curriculum.
Toronto: OSSTF Resource Books, 1997.
Government
of Ontario Job Site
www.cbsc.org/ontario
Ministry
of Education. Literacy Skills Profile
Monster
(job Website)
www.monster.ca
Government
of Canada “Canada’s Biggest Job Site” website Workopolis
www.workopolis.com
Your
local newspapers!
Time: 300 minutes
This
activity is designed to make students aware of the knowledge and skills
required by employers, apprenticeships, or training programs. Following
Activity 4.1 students explore skills required for the workplace and reflect on
their own skills in order to prepare for the transition upon graduation. The
major emphasis of this activity is to familiarize students with the
Employability Skills Profile. The expectations are clustered to focus on
reading informational texts, both print and electronic, and gathering
information from tables for the purpose of gaining knowledge and
self-assessment. In the final task, students reflect on skills previously
acquired from home, school and the community and put this information in a
template. From this gap analysis activity students set goals and begin to make
plans to work towards them.
Strand(s): Literature Studies and Reading, Writing, Language
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;
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;
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;
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.03 -
use organizational structures and patterns to produce coherent written work;
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;
WR1.02 -
classify and organize information to suit specific forms and purposes for writing;
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;
WR2.03 -
select and use an appropriate form to produce written work for a specific
audience and a specific purpose;
WR3.01 -
select and use appropriate organizational patterns in written communications;
WR3.02 -
apply knowledge of report structure to organize written reports, using:
( ) an introduction that clearly identifies the topic or poses an inquiry question;
( ) a body that presents information and data in point form or connected paragraphs, supported by examples, graphics, or charts;
( ) a conclusion that presents a summary or recommendation;
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;
LA1.03 -
identify and use specialized vocabulary and language appropriate to workplace
situations, with a focus on clear and accurate expression;
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;
LSV.02 -
demonstrate an understanding of the elements of a variety of forms of fiction,
non-fiction, drama, poetry, and informational material.
·
Ability
to read and interpret graphs
·
Ability
to access and use the Internet as a resource
·
Work
closely with cooperative education staff and the teacher working with the
Grade12 English Workplace Preparation course in order to facilitate a continuum
of learning. Consult with teachers of Grade 10 Career Studies in order to build
on material covered in that course. (There are 5 Modules in the Employability
Skills Profile Tool Kit and it is suggested that Module 1 and 2 are most
appropriate for this time and grade level. It is recommended Modules 4, 5 and 6
be considered for use in Grade 12 English, Workplace Preparation Course.)
·
Become
familiar with the Employability Profile 2000+ chart and website
– www.conferenceboard.ca/nbec.
·
Locate
resource to use such as the Employability Skills Profile Toolkit.
4.2.1 Student Activity: Students review the skills as
advertised for their job search in the previous activities (4.1.1-4.1.5).
Brainstorm the common types of skills, using “sticky” notes for each skill,
e.g., Mechanic - good with mechanical things, relays problems to customers, works
with other mechanics and employees, knowledge of safety issues. Have students
post the notes on chart paper or the board, grouping like skills. Together
students create category names, e.g., People Skills, Manual Skills, Teamwork.
Teacher
Facilitation: The
teacher ensures students have their notes from Activity 4.1. Provide students
with sticky notes and ample board space. Guide them through the process of
posting and grouping the skills.
4.2.2
Student Activity: Students
read over the Employability Skills Profile and look for similarities to the
categories and skills they produced in 4.2.1. Students are given the
opportunity to ask questions or ask for clarification regarding skills,
vocabulary, requirements, headings, etc.
Teacher
Facilitation: The
teacher provides each student with a copy of the Employability Profile. A
teacher- directed lesson is required to familiarize students with the
Employability Skills Profile 2000+ (ESP 2000+). Have students pay close
attention to the three major categories: Fundamental Skills, Personal
Management Skills, and Teamwork Skills. Discuss the origin and purpose of this
document along with the sponsors that make up the Conference Board of Canada
and Industry Canada.
4.2.3
Student Activity: Each
student selects two jobs from the study in 4.1 in which they are most
interested. Student uses ESP 2000+ as a checklist, putting a check mark in a
different colour for each of the two jobs. In two or three complete sentences
students explain the most important skills needed for each job, making
reference to the categories into which they fall, and share written responses
with a partner.
Teacher
Facilitation: The
teacher walks around the class and helps students evaluate the most significant
skills for their checklist, allowing sufficient time for students to share
their responses.
4.2.4
Student Activity:
Students provide a written response for the following questions: Where do I
want to be? How can I get there? These questions are asking about the
transition from school to work and future employment opportunities.
Teacher
Facilitation: The
teacher provides resources and focuses on the key questions to answer through
this vehicle, Where do I want to be? How can I get there? Upon reflection,
students answer these questions by writing in a workbook or journal.
4.2.5
Student Activity: Using
a blank template of the Profile, students complete a self-assessment of skills
that have been acquired from home, school, work, or the community. Use the
following headings: Fundamental Skills, Personal Management Skills, and
Teamwork Skills. Use the following questions as a guide: What skills do I
already have? What skills do I need?
Teacher
Facilitation: This
final activity is a self-assessment/reflection exercise. The teacher may give
students a blank template with the headings, use the electronic version, or use
this as an opportunity to make a table using a computer software application.
|
Task |
Tool |
Links to Achievement
Chart |
Links to Learning
Skills |
|
Brainstorm |
Anecdotal Chart notes |
Knowledge/Understanding |
Teamwork, Organization |
|
Gap Analysis |
Checklist |
Knowledge/Understanding |
Works independently |
|
Written Response |
Journal writing Rubric |
Communication |
Work habits, initiative |
|
Self
assessment |
Checklist |
Application |
Works
independently |
·
Provide
assistance with vocabulary
·
Provide
opportunities for oral responses in place of written
·
Provide
assistance with computer applications
Employability
Skills Tool Kit - McGraw Ryerson Ltd. (Available as CD-ROM Interactive website
available September, 2001.)
Customer
Service and Orders ISBN 007087847-1
Conference
Board Website
www.conferenceboard.ca/nbec
www.monster.ca
www.workopolis.com
Self
assessment of employability skills
Time: 300 minutes
This
activity introduces types of written workplace communications, including
business letters, memos, e-mails, work orders, purchase orders, procedural
instructions, reports, completion of forms, and wall posters. After examination
of various samples students develop two of their own.
Strand(s): Writing, Literature Studies and Reading, Language
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 literacy 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.
WR1.04. -
use information and ideas from prior knowledge, personal experience, and
research to develop content for personal and workplace related writing;
WR2.01 -
select and use an appropriate form to produce written work for specific
audiences and a specific purpose;
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;
WR3.01 -
select and use appropriate organizational patterns in written communications;
LSV.02 -
demonstrate an understanding of the elements of a variety of forms of fiction,
non-fiction, drama, poetry, and informational material;
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.
·
Collect
samples of workplace communications from local businesses.
·
Encourage
students to bring print material (newspapers and magazines) from home.
·
Establish
a database of useful websites dealing with business communications and update
it regularly – encourage student participation in this activity.
·
Use
a variety of print and electronic sources to gather the information on business
communications and develop ideas for workplace-related business communications.
·
Consult
the CD-ROM Essential Skills – Skills for Life Learning Work from HRDC for ideas
and examples of workplace reading requirements and strategies, which are
grouped by occupation to allow focus on areas of student interest.
·
Check
with other teachers to see what related activities were done in Grade 9 and 10
English or other Grade 11 Workplace Preparation courses such as Science or
Mathematics.
·
Ability
to write personal letters
4.3.1
Student Activity: In
small groups students examine a variety of workplace communication samples and
generate, on chart paper, a list of the types of workplaces in which they would
be used, the target audience, and the format used. They then report their
results to the class. Students develop a summary table for their portfolio.
Teacher
Facilitation: The
teacher assigns students to groups and then provides each group with three
samples to study.
4.3.2
Student Activity: Students
identify two types of workplace communication that are related to job areas in
which they have an interest or experience. Students use information and ideas
from prior knowledge, personal experience, and research to develop the content
for the workplace-related writing (e.g., use knowledge about a procedure to
write a set of instructions). Students produce an ideas page using word webs or
mind mapping after identifying the workplace and target audience for each
piece.
Teacher
Facilitation: The
teacher assists students with their choices through focused questions. The
teacher may group students who are doing similar types of communication and provide
mini-lessons on the format they are using.
4.3.3
Student Activity: Students
start work on their first draft of their two workplace communications, which
they continue through the next two activities. Students use the appropriate
form to produce written work for the specific audience and a specific purpose.
Teacher
Facilitation: The
teacher provides models or samples that students can look at and monitors
student progress. Based on student needs the computer lab may need to be booked
for this activity.
|
Task |
Tool |
Links to
Achievement Chart |
Links to Learning
Skills |
|
Summary Table |
Checklist |
Communication |
Work habits Works independently Initiative |
|
Brainstorming
Notes |
Checklist |
Communication |
Work
Habits, Initiative |
|
Rough
draft of two communications |
Rubric |
Communication |
Work
Habits, Initiative |
·
Provide
communication samples with a range of reading levels.
·
Provide
guidance to ensure choice of workplace communication type is appropriate for
interest and ability level.
·
Encourage
students to model the sample communications.
Time: 420 minutes
Students
extend their understanding of workplace communications by interacting with
guest speakers from the workplace. Students read examples of workplace
communication, and they learn about the reading and writing that is necessary
in each line of work, as well as the oral communication skills. Students fill
out job related forms and learn when and why they are used. Students ask
questions and make notes on how to find a position at these locations, starting
salaries, required training, and other related issues. Later, students present
what they have learned from the guest speakers, and how they can apply their
newly learned presentation skills in the future.
Learning
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;
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;
LS1.03 - identify and explain ideas, issues, and
information in texts;
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;
WRV.02 -
identify the informational and literary forms suited to various purposes and
audiences and use the forms appropriately in their own writing;
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;
WR1.02 - classify and organize information to
suit specific forms and purposes for writing;
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;
LA1.01 -
apply a variety of strategies to extend vocabulary through reading, with an
emphasis on recognizing synonyms, antonyms, homophones, and homonyms;
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;
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.
·
Ability
to make notes on presentations/oral information
·
Ability
to work in partners and to self-assess
·
Invite
guest speakers from local businesses/workplaces into the classroom. Three
presenters are recommended.
·
Ask
guests to bring in samples of complete business letters, memos, and other
workplace communication samples.
·
Ask
them to bring complete and/or blank time sheets, purchase orders, work orders,
fax sheets, reports, tests, and the like. Ask them to bring in any material
they are required to read and/or write on the job. Also, ask if these can be
kept.
·
Inform
them of when to arrive, the required visitor procedure (should your school have
one for visitors), how long they have to speak, the types of questions to
expect, and what the objectives are, or consider having students perform some
of these roles.
·
Consider
giving the guest speakers a card or gift.
·
Collect
some forms and samples before the first guest speaker arrives in case he/she
hasn’t brought any (the custodial staff are a wonderful resource). Each visit
requires some practical connections to be made to the workplace.
·
Consider
workplace visits as an alternative or extension to this activity.
·
Check
with Career Studies teachers and Cooperative Education teachers to see what
related activities have been done. Consider the Career Studies teachers as an
excellent resource and contact for bringing in community workers.
·
Consider
inviting guest speakers that add variety and diversity to the students’
exploration of jobs.
4.4.1 Student Activity: Students review the routines, and
expectations for the next several days. They generate a list of potential
questions with a partner.
Teacher
Facilitation: The
teacher reminds the class that they will have guest speakers over the next
several days. The teacher explains that the first ten to fifteen minutes of
class will be devoted to working on their workplace communications assignment
or to reading, and that the next hour involves listening to the guest speaker,
making notes, asking questions, reading sample forms and letters, and
completing some forms. Students are reminded of appropriate behaviours that
must be exhibited, and volunteers could be asked to introduce and/or thank the
speaker at the end of each period. The teacher informs students that they must
ask at least one question over the course of the week, and that this will be
documented. The teacher also informs the students that they will submit their
graphic organizer, and their list of potential questions at the end of the
activity. Finally, the teacher tells students that they will make a short
presentation on presentation skills answering the following: What have they learned
from the guest speakers in terms of presentation skills? What was/wasn’t
effective? What new skill are they trying to demonstrate in this short
presentation? How can you apply these skills in future presentations? What have
you learned about the workplace from the guests? The teacher gives students the
rubric. At this point, the teacher asks students to get into pairs, and to
generate a list of at least ten to twenty potential questions they can ask
presenters. The teacher aids the partnerships in generating a list of some
generic, and appropriate questions. Inappropriate questions and comments are
discussed, as are the reasons. The teacher asks students to assess their
involvement in the partner work activity using a format with which they are
familiar.
4.4.2
Student Activity: Students
work on workplace communications assignment and/or read. They listen to the
guest speaker, make notes, and ask questions. As students listen to the
speakers they are required to use their graphic organizer to write down the most important information.
They read the samples brought in by the guest, and they complete some. A
volunteer student thanks the presenter. Extra time is spent in class
review/discussion. This process continues for a total of four days (this being
day one).
Teacher
Facilitation: The
teacher reminds students to take notes with the graphic organizer highlighting
the important and relevant information they are looking for. The headings may
include: Name, Job Title, Hours, Duties, Communication Skills Required,
Training, Starting Salary, and Job Satisfaction. The teacher may also choose to
break this activity down even further, depending on the students, and divide
the class and assign one area to each group. The teacher encourages students to
ask questions, introduces the speaker, assists the speaker when needed, manages
behaviour, encourages student participation, monitors note taking, and assists
students in completing forms. ( Suggestion: 10-15 min. for letters/reading,
20-30 minutes for guest talks, 15 minutes for forms, then review) If the
presentation skills or questions are not addressed the teacher may
either rephrase the question or cover the material at another time. Once the
guest has left, the teacher comments on the questions that were asked, student
behaviour (good audience, strong listening skills), note taking, and the
presentation skills. The teacher gives compliments, makes suggestions, and
hints at some presentation skills that were exhibited and how they can be
addressed in their upcoming presentation. Use extra time to review the forms
and workplace social skills with students. Discuss the organization format of
various forms. Check that students can explain the questions/content on certain
forms. Review the reading strategies they have used in completing these forms.
Initiate a teacher lead discussion regarding whether the format is/isn’t
effective (clarity, spacing, legibility). Discuss the social skills that seem
necessary for the jobs presented by the guests.
4.4.3 Student Activity: Students touch up their notes and
forms, and hand them in. They then complete a teacher-generated questionnaire,
which asks students to assess their own presentation skills. Students record on
a chart three effective presentation skills/strategies that the guests used,
and that as students they don’t demonstrate. Finally, they figure out how they
can use each of these three strategies/skills in their future presentations.
They plan how to implement one of these three strategies in their presentation.
Teacher
Facilitation: The
teacher gives students a few minutes to gather their notes and forms. The
teacher reminds students that they must give a presentation. The teacher tells
them that they must identify three effective strategies that were used by the
guest speakers that students don’t always demonstrate, and plan how they could
use these three strategies in future presentations. The teacher may write a
chart on the board to help students with this process. The teacher could
suggest “eye contact” and “use cue cards
instead of read, or review content enough that material is known” as an example
(students cannot use the teacher’s examples as their own). The teacher may need
to assist in this process. Once this reflection is complete, the teacher tells
students to select one of the three and plan how to demonstrate this one
strategy in their presentation. The teacher clarifies that the presentation
consists of covering the information on their graphic organizer (perhaps in
more detail), demonstrating one strategy during the presentation, and
communicating what workplace knowledge they have learned. The teacher reviews
how the graphic organizer, questions, personal assessment of presentation
skills, and the presentation will be assessed.
4.4.4
Student Activity: Students
rehearse their material, present, and hand in their charts. Students also
provide verbal feedback to the presenters.
Teacher
Facilitation: The
teacher evaluates the presentations, self-assessments, questions, and graphic
organizer.
|
Task |
Tool |
Links to Achievement Chart |
Links to Learning Skills |
|
Partner
Brainstorming |
Self-evaluation
Rubric |
Thinking/Inquiry |
Teamwork,
Initiative |
|
Question |
Class
list check mark |
Communication |
Teamwork,
Initiative |
|
Notes/Graphic
Organizer |
Rubric |
Knowledge
Understanding |
Works
Independently, Teamwork, Organization |
|
Discussion/
Review |
Anecdotal |
Knowledge/Understanding, |
Teamwork,
Work Habits, Initiative |
|
Presentation
and comparison of skills to required skills in workplace |
Rubric |
Knowledge/Understanding Communication |
Works
Independently, Teamwork, Organization, Work Habits, Initiative |
·
Make
a task checklist for those students who have difficultly completing all stages
of an activity
·
Assist
in brainstorming and planning of presentations
·
students
unable to make written notes quickly may need to use a tape recorder or have
their notes photocopied
·
a
computer may also be used to help make neat, organized notes
Strumpf,
Lori. Essential Skills for the Workplace (Forms and Resources - Level
1).
Rubric
for Activity 4.4
|
Criteria/Category |
Level 1 |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 |
|
Application Personal
Assessment of Presentation Skills (WR3.01,
LA2.04) |
-
limited evidence of comparison between personal oral skills and those
required in the workplace |
- some
evidence of comparison between personal oral skills and those required in the
workplace |
-
considerable evidence of comparison between personal oral skills and those
required in the workplace |
-
extensive evidence of comparison between personal oral skills and those
required in the workplace |
|
Inquiry Preparation
and Use of Questioning (formulates and asks questions, and interprets
information) (LA2.02) |
-
generates and asks few questions |
-
generates and asks some relevant questions |
-
generates and asks a variety of relevant questions |
-
generates and asks an extensive variety of thoughtful and relevant questions |
|
Knowledge Organization
of Information (WR1.02) |
-
organizes and records information with limited accuracy and detail |
-
organizes and records information with some accuracy and detail |
-
organizes and records information with considerable accuracy and detail |
-
organizes and records information with a high degree of accuracy and detail |
|
Communication Use of
Effective Oral Communication Techniques (voice, aids, gestures, eye contact,
technology, etc.) (LA2.04) |
- uses
oral communication and presentation techniques with limited effectiveness |
- uses oral communication and presentation
techniques with some effectiveness |
- uses
oral communication and presentation techniques with effectiveness |
- uses
oral communication and presentation techniques with a high degree of
effectiveness and creativity |
|
Communication Presentation
of Required Information (see 4.4.1) (LA2.01) |
-
limited discussion of required information |
- some
discussion of required information |
-
considerable discussion of required information |
-
complete and detailed discussion of required information |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Time: 240 minutes
This
activity involves students comparing their workplace communications to the ones
brought in by the guest presenters in Activity 4.3. Students will use the
writing samples the guest presenters have shown them and will compare them to
their own writing. The students will act as peer editors for their classmates.
Students will use knowledge of vocabulary and language conventions to write
competently, with a focus on identifying and selecting appropriate vocabulary
and syntax. Students will use the proofreading comments and the sample pieces
to polish their own final writing pieces.
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.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
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;
WR5.02 -
produce, format and publish written work using appropriate technology to share
writing with the intended audience;
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:
( ) Grammar and Usage: use parts of speech correctly, including nouns, pronouns, verbs, adverbs, adjectives, conjunctions, and prepositions;
( ) Grammar and Usage: communicate clearly using a variety of correct sentences incorporating subject, verb, object, subjective completion, and prepositional phrases;
( ) Grammar and Usage: communicate clearly and logically using a variety of correct compound and complex sentences that incorporate principal and subordinate clauses;
( ) Grammar and Usage: identify and correct errors in sentence structure, verb tense consistency, and subject-verb agreement in narrative and expository writing;
( ) Spelling: demonstrate an understanding of a variety of spelling patterns, rules, and strategies by analysing and correcting spelling errors;
( ) Spelling: use homophones and commonly confused words correctly;
( ) Spelling: use apostrophes correctly in contractions and possessives;
( ) Spelling: use a variety of print and electronic resources to flag possible errors and improve spelling;
( ) Punctuation: use punctuation correctly, including the period, question mark, exclamation mark, comma, dash, and colon, as well as quotation marks, parentheses, and ellipses;
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.
·
Prepare
a checklist for students to use for peer editing, based on the language
expectations for the course.
·
Make
dictionaries, thesauruses and Spell/Grammar check programs available
·
Book
the Library/Resource Centre if required
·
Familiarity
with peer editing.
4.5.1
Student Activity: Students
edit each other’s work and proofread to produce final drafts of their written
communications. Students use correct grammar and proper usage of spelling and
punctuation. Students use standard Canadian English, as specified for this
course, with the support of print and electronic resources when appropriate.
Students will edit and proofread their own and others’ writing, identifying and
correcting errors according to the requirements of grammar, usage, spelling,
and punctuation outlined in the language expectations.
Teacher
Facilitation: The
teacher circulates around the room monitoring the editing sessions and
providing assistance to those individuals who may require more help.
4.5.2
Student Activity: Students
revise drafts to strengthen content and improve organization by adding details
and deleting irrelevant information, and reordering to clarify the content or
sequence or connect ideas. Students revise their written work, collaboratively
and independently, with a focus on accuracy of information and clear
expression.
Teacher
Facilitation: The
teacher assists in the revision, emphasizing organizational skills, spelling,
and grammar.
4.5.3
Student Activity: Students
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. They identify and list the employability skills they have
demonstrated in their collection of writing, and enter their writing and their
list of skills in their portfolio. They highlight their communication skills.
Teacher
Facilitation: The
teacher assists students in identifying the employability skills, referring
them back to their lesson about Employability Skills Profile in Unit 4.2.
|
Task |
Tool |
Links to Achievement Chart |
Links to Learning Skills |
|
Peer
editing |
Checklist |
Knowledge,
Application |
Teamwork |
|
Final
versions of workplace communications |
Rubric |
Communication |
Teamwork
Work Habits Initiative |
·
Provide
samples with a range of reading levels.
·
Break
process into small steps, e.g., “chunking”
·
Conference
with individuals and monitor student progress while writing.
·
Encourage
students to use the samples as models.