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Course Profile English (ENG4C), Grade 12, College
Preparation, Catholic
Course Overview
Prerequisite: English, Grade 11, College Preparation
This
course emphasizes consolidation of literacy, critical thinking, and
communication skills. Students will analyse informational texts and literary
works from various time periods, countries, and cultures; write research
reports, summaries, and short analytical essays; complete an independent study
project; and analyse the interactions among media forms, audiences, and media
industry practices. An important focus will be on establishing appropriate
style and using business and technical language effectively.
Catholic
education’s purpose is to gradually develop the required academic skills and
expectations within the context of the skills, values, attitudes, and beliefs
of our Church. The goal of Catholic education is to graduate young women and
men who are discerning believers; effective communicators; reflective,
creative, holistic thinkers; self-directed lifelong learners; collaborative
contributors; and responsible citizens. Language is the basis for thinking,
communication, and learning. It is also a fundamental element of identity and
culture.
The
English curriculum provides many opportunities for students to fulfil many of
the Catholic Graduate expectations in that students and the teacher have
moments to share ideas, thoughts, feelings, reactions, dreams, hopes, and
prayers. In these moments, the teacher has a monumental opportunity to be both
a guide and example of one who shares one’s journey of faith.
Aside
from classroom prayer and reflections, teachers are encouraged to be attentive
for opportunities for infusion: potential teachable moments when
the teacher may enlighten the lesson — by infusion — with our Catholic faith,
traditions, and practices.
Teachers of ENG4C should be mindful of the following when
considering this document:
·
ENG4C
is intended for students who are preparing for postsecondary studies at
college.
·
Teaching/Learning
Strategies emphasize concrete application of theoretical material and also
emphasize the development of critical thinking and problem solving.
·
The
vision of the learner, for this course, is of one who is engaged actively in
the world around her/him. She/he is a lifelong learner who examines issues in a
complex world, explores characters in a diverse world, communicates in a
business world, analyses information in a technical world, and recognizes
influences in a media world.
·
The
course is arranged is such a way that the students have exposure to traditional
literary experiences at the beginning followed by practical studies in reading
informational texts, writing business texts, and conducting independent
analyses in the media unit.
·
Where
possible, teachers are encouraged to make connections with a local community
college to acquaint themselves with the language demands of a college program.
·
Overall
Expectations are understood to be expressions that embrace all expectations of
a course and provide a picture of a su
·
Specific
Expectations are understood to be expressions that answer in particular how
Overall Expectations are achieved. Thus, when all Specific Expectations have
been covered, then the intent of the Overall Expectations has been fulfilled.
·
The
Course Profile is arranged such that skills learned in one unit support
learning in the next unit. The skills practised in one unit are reinforced and
augmented in the next, e.g., the analytical reading skills in the short fiction
unit lend themselves to critical reading of the novel as well as to
informational texts; the report form introduced in the short fiction unit is
practised later in an oral assignment, etc.
·
Prior
to any research conducted as part of the completion of any culminating
summative task, teachers are reminded to check and review their school’s
Internet safety policy.
·
All
units are designed such that students develop knowledge and skills that lead
them to a su
·
Unit
expectations are assessed formatively prior to the summative evaluation.
·
The
summative task in each unit o
·
For
this Course Profile, the independent study project is built in and is a part of
Unit 5.
·
In
selecting text material for student use in this course, care must be taken to
ensure that it is sufficiently challenging for students planning on study at
the college level. This includes the selection of informational texts.
·
The
Independent Study Project – Units 4 and 5 both offer a Summative task, which
has the potential to be developed into a significant independent study project
as required by the course description. Students should be introduced to the
requirement early in the course (at least by Unit 3) and given the option to
choose from the task begun in either of those units. Their independent work, to
be submitted for Summative evaluation should include all of the developmental
pieces required within the unit and written research report demonstrating the
learnings in the Writing and Language strands. A teacher-developed rubric will
be used to evaluate this assignment.
|
Unit 1 |
Short Fiction
– Issues In Our World |
21 hours |
|
Unit 2 |
Study
of a Play – The Play’s the Thing |
26 hours |
|
Unit 3 |
Non-Fiction
– Business Communication In Our World |
21 hours |
|
* Unit 4 |
Informational
Texts – Technical Communication In Our World |
21 hours |
|
Unit 5 |
Media
Studies – Advertising In Our World |
21 hours |
* This
unit is fully developed in this Course Profile.
Time: 17 hours
Unit
Description
Students
read a variety of short fiction including short stories, novel excerpts, drama
excerpts, one-act plays, and videos. In addition to reading the short fiction
analytically to understand both explicit and implicit information, students are
challenged to examine, analyse, and assess social issues presented in the
texts. Students are exposed to short video presentations that correspond with
the thematic social concerns in the written works. Students are given the
opportunity to share differing views on the issues raised in the written works
and in the media presentations as well to examine concerns in light of their
Catholic faith. The teacher will formatively assess students’ analysis.
Students are given instructions how to organize formal reports. At the end of
the unit, students write a report exploring the divergent views about an issue
taken from one of the stories/presentations in the unit.
Unit
Overview Chart
|
Activities |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
LI1.02,
LI1.03, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Reading
Selections Analysing
Content |
|
1.2 |
LI1.04,
LI3.03, MD1.01 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Media
Presentations – Comparing and contrasting the treatment of ideas and issues
in the reading selections with related media presentations |
|
1.3 |
LI2.01,
LG1.01, LG1.04, LG2.02, LG2.06 |
Knowledge/Understanding
Thinking/Inquiry Application |
Group
Discussions – How are the issues in some stories alike and some different?
How do we view these issues in light of our faith? |
|
1.4 |
WR5.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Grammar
Study |
|
1.5 |
WR1.02,
WR2.01 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Report
format: formal instruction |
|
1.6 |
WR1.03,
WR1.04, WR4.01, WR4.04, WR5.02 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Draft
Conferences Work
periods |
Students
select a social issue taken from one of the short fiction pieces studied in
this unit. They write a comparison report in which they examine one side of the
issue, then examine a divergent view of that same issue. Students support and
document their views directly from the fiction. The formal report is evaluated
using a rubric.
Time: 22 hours
Unit
Description
The
purpose of this unit is to provide students the opportunity to analyse and
assess ideas and issues in the context of a play. During the reading of the
text, students examine how a variety of literary and rhetorical devices are
used to enhance meaning. Students examine the influence of social, cultural,
and economic factors on the themes and interpretations of the play. In the
first part of the summative task, students form groups to conduct a character
study, after which they present their findings in an oral presentation with
visual aids. In the second part of the summative task, students choose a
specific character from the play and write a formal essay comparing themselves
to that particular character.
Unit
Overview Chart
|
Activities |
Learning
Expectations |
Assessment
Categories |
Focus |
|
2.1 |
LI1.01,
LI1.03 LI1.05, LI2.02 |
Knowledge/Understanding
Application |
Introducing
the elements of the play; approach and expectations of the unit |
|
2.2 |
LI1.01,
LI2.02, LI3.02, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Reading
of the play, summaries, examination of literary device Examine a novel that
addresses the same issues |
|
2.3 |
LI1.05,
LI2.02, LI3.02 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Summary
of themes, and elements of play that contribute to themes |
|
2.4 |
WR5.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Grammar
Study |
|
2.5 |
LI1.04,
WR3.02, WR5.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Students
are grouped, assigned a character, and then analyse that character
thoroughly, collecting numerous textual references, details, and proof to
support a number of traits |
|
2.6 |
LG2.03,
LG2.04, LG2.05, MD1.02, MD2.01, MD2.02 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Each
group presents character analysis, including visual aids to clearly explain
the traits |
|
2.7 |
WR1.01,
WR2.01 |
Knowledge/Understanding
Communication |
Essay
format |
|
2.8 |
WR1.02,
WR1.04, WR2.01, WR4.01, WR4.02, WR4.03, WR4.04, WR5.01, WR5.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Students
choose a character and complete a comparative analysis of their own traits
with the traits of the chosen character, and then present findings in a
formal essay. |
Students
are organized into small groups. Each group is assigned a character from the
play, conducts a thorough analysis of the character, and present its findings
in an oral presentation. Groups are required to use some sort of visual aid
(chart, graph, overhead, film clip, etc.) to support their findings.
Individually,
students write an essay for a theatre magazine, e.g., a magazine devoted to
reviewing plays for a teen audience, in which they compare or contrast
themselves with one of the characters in the play. The essay must include at
least three comparisons, an introduction, a conclusion, and proper
documentation of sources. To evaluate these assignments, the teacher uses a
rubric for the oral presentation and one for the written assignment.
Time: 17 hours
Unit Description
The
purpose of this unit is to introduce the students to non-fiction writing, with
particular emphasis on writing used in the world of business. Students examine
the differences between fiction and non-fiction writing before being exposed to
different types of business communication such as research reports; letter
writing (persuasive, complaint, recommendation, appreciation); short project
proposals; and note taking, especially during interviews. The teacher uses
checklists to assess students’ work throughout the unit. The summative task
involves researching a business or a business career, conducting interviews,
and compiling a business portfolio. Students present some portion of their
portfolios.
Unit
Overview Chart
|
Activities |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
LI1.01,
LI1.02, LG1.01 |
Knowledge/Understanding
Thinking/Inquiry Application |
Examination
of the differences between fiction and non-fiction writing |
|
3.2 |
LI2.03,
LG1.03 |
Knowledge/Understanding
Thinking/Inquiry Application |
Examination
of the differences between personal and business letters |
|
3.3 |
LG1.02 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Examining
persuasive writing, with focus on short project proposals |
|
3.4 |
WR1.01,
WR1.02, WR2.01, LG2.02, LG2.01 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Examining
interview formats Conducting
mock interviews with class subjects |
|
3.5 |
WR5.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Grammar
Study |
|
3.6 |
WR1.04,
WR4.02, WR4.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Writing
business letters Business portfolio |
|
3.7 |
LG1.05,
LG2.04, LG2.05, LG2.06 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Presentation
of the reports |
Each
student compiles a portfolio of business writings containing at least two types
of business letters, a persuasive piece, and an exposition (exposé, review, or
interview) based on students’ interview notes. Students present a summary of
their interviews to the class. (Note: this unit offers a broad
opportunity for the teacher to invite to the classroom a diverse spectrum of
guest speakers, either directly or through electronic means, to speak on
related business matters in the community. Additionally, students explore
career opportunities.)
Time: 17 hours
Unit
Description
The
students enrolled in this course are college-bound and many will enter into
fields of study that are practical in nature. Additionally, as people engaged
in the society around them, students encounter a variety of informational texts
in their lives, including bank reports, product descriptions, machine
operations manuals, ecology studies, and social justice analyses, among others.
This unit aims to provide students with opportunities to read extensively from
a variety of informational texts to gain the experience and skills in
deciphering and decoding these texts. Students are challenged to analyse texts
in content and in form. In their analysis of the content, students are further
challenged to make judgements on the validity of the information, and to
evaluate the issues that arise in some of the texts in light of gospel values
with an informed moral conscience. Students have already written reports as
part of the summative assignment in previous units; for this unit they use
their knowledge and skills to generate a research report, but they will also
present the report orally. The summative task entails conducting research on an
appropriate informational/technical topic, organizing and documenting research
information, completing a graphic organizer, writing a report using one of the
organizational patterns studied, and giving an effective oral presentation. To
enhance their oral presentations, students are expected to use charts and/or
diagrams.
Unit
Overview Chart
|
Activities |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
LI1.01,
LI1.03, LI3.01, LG1.01, LG1.03, WR1.01 |
Knowledge/
Understanding Thinking/Inquiry Application |
Introducing
the summative task Reading informational texts: identifying and understanding
technical language |
|
4.2 |
LI1.03,
LI2.01, LI3.04, WR1.02, WR2.01, LG1.03 |
Knowledge/
Understanding Thinking/Inquiry |
Reading
informational texts: understanding and analysing technical information
presented in charts and in diagrams |
|
4.3 |
LI1.01,
LI1.03, WR2.02, LG1.04 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Reading
informational texts: provide technical information without the headings;
based on their reading, students create the headings for the text and labels
for the chart/diagrams |
|
4.4 |
WR5.04,
LG1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Grammar
Study: Parallel structure and the use of the colon |
|
4.5 |
LI2.03,
LI3.04, LG1.01, LG1.03, WR1.03, WR2.02, WR3.02 |
Thinking/Inquiry
Communication Application |
Creating
informational texts: for a given topic, students working in small groups are
given headings of a topic for which they write the text and information for
the diagrams or charts |
|
4.6 |
LI2.01, LI3.04, WR1.02 |
Knowledge/ Understanding Thinking/Inquiry
Communication Application |
Gathering and analysing technical
information: for a given topic, students gather information about one topic
from two sources then determine and defend which of the two presentations was
most effective |
|
4.7 |
WR3.01,
LG1.04, LG1.05 LG2.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Informal
oral presentations in small group settings Review
criteria for effective oral presentations |
|
4.8 |
WR1.01,
WR1.02, WR1.04, WR2.02, WR3.01, WR4.01, WR4.02 WR4.04, LG2.03, LG2.06 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Review expectations
for the summative assignment Conferring,
researching, preparing, rehearsing technical presentation Peer
Review |
|
4.9 |
LG1.03,
LG1.05 LG2.01, LG2.03, LG2.04, LG2.05, LG2.06 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Presentations Teacher-led
portfolio discussions (Possible
expansion into independent study project) |
Students
conduct research on an informational/technical topic of their own choosing
after having confirmed with the teacher that the topic is appropriate,
demanding, and in communion with the values of Catholic teaching. Students
organize and document the research information using a graphic organizer.
Students prepare an outline of their information, grouping it under at least
five headings and create either a chart or diagram (or both) to a
Time: 17 hours
Unit
Description
In this
final unit, the students work independently to focus on research, organization,
and presentation skills. Many of the expectations in the media strand are
addressed in this unit. The students’ interests in particular consumer products
are key in completing a final summative task. This summative task for this unit
also heightens students’ awareness of the process involved in the world of
consumerism, and the essential role of media.
Unit Overview Chart
|
Activities |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 |
WR1.01,
WR1.02, WR1.04 |
Knowledge/Understanding
Communication |
Summative
task introduced; outline of the various tasks to be completed throughout the
project |
|
5.2 |
WR1.01,
WR1.04, MD2.01, MD2.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Review
of media forms (magazines, radio, television advertisements). Review
of research and documenting skills |
|
5.3 |
WR5.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Grammar
Study |
|
5.4 |
LI1.04,
LI3.03, WR1.01, WR1.02, WR1.04, WR2.01, WR4.01, WR4.02, WR4.03, WR4.04,
WR5.01, WR5.02, WR5.03, MD1.03, MD1.04, MD2.01 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Students
research and complete project Teacher
facilitates throughout |
|
5.5 |
LG2.01,
MD1.03, MD1.04, MD2.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Presentations:
Product Fair (Possible
expansion into independent study project) |
After
consulting with the teacher about the a
Instructional
Strategies
·
reading
– individual, whole group, and small group
·
brainstorming
– discussion, concept mapping
·
researching
– print and electronic sources
·
editing
– self-, peer, teacher
·
conferences
– student/teacher, student/parent
·
written
responses
·
personal
reflection
·
lecture/teacher-led
discussion
·
interviewing
Assessment
Strategies
Reflection/Conferencing
·
self-assessment
·
response
journals
·
student/teacher
conferences
Performance Assessment
·
oral
presentations
·
essays,
articles, editorials, reports
·
role-playing
·
graphic
organizers
·
portfolio
·
projects
·
multimedia
presentation
·
debating
Paper-and-Pencil Tests
·
teacher-made
tests
·
final
examination
Observation
·
formal
and informal
·
teacher
observation
Assessment
Tools
·
rubrics,
checklists, tests, marking schemes, anecdotal comments with suggestions for
improvement
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.
The final exam need not be a single test limited to one
specific sitting. It could be a series of tasks and/or performance activities
testing students on knowledge and skills acquired in the course. Suggestions
include a combination of an analysis of a sight prose piece; an evaluation of a
magazine article and the a
Teachers
are expected to understand the unique learning styles of individual students,
and students’ Individual Education Plans (IEPs). Necessary a
·
providing
supplementary texts to a
·
providing
audio/Braille versions of print resources;
·
providing
students with extra time and/or alternate location(s) for su
·
audio
taping or oral assessment of pencil-and-paper tests and assignments;
·
breaking
down larger assignments into smaller, more manageable tasks;
·
allowing
use of computers for writing tasks;
·
designing
independent study projects that extend expectations for a particular unit or
activity.
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
Grade
12 English approved textbooks
Allen,
Jo. Writing in the Workplace. Toronto: Prentice-Hall, 1998.
Alred,
Gerald J., Charles T. Brusaw, and Walter E. Oliu. The Business Writer’s
Handbook, 6th ed. St. Martin’s Press, March 2000.
Bannon,
Bente. Using Graphic Organizers to Improve Student Learning. Sarnia: St.
Clair Catholic District School Board. February, 2001.
Barnum,
Carol M. and Saul Carliner. Techniques for Technical Communicators.
Toronto: MacMillan Publishing Company, 1993.
Blake,
Gary and Robert W. Bly. The Elements of Technical Writing. Toronto:
MacMillan Publishing Company, 1993.
Bible
Catholic
Digest, Scarborough
Missions Publications
Catholic
Register
Encyclopedia
of Social Issues, Volumes 1-6. Toronto: Marshall Cavendish, 1997. ISBN 0-71614-0568-2
Foster,
Harold M. Crossing Over: Whole Language for Secondary English Teachers.
New York: Harcourt Brace Jovanovich, 1994. ISBN 0-15-500576-6
Gregory,
Kathleen, Caren Cameron, and Anne Davies. Setting and Using Criteria.
British Columbia: Connections Publishing, 1997. ISBN 0-9682160-1-3
Gustafson,
Janie. Building Catholic Character. Notre Dame, Indiana: Ave Maria
Press, 1998.
Hacker,
Diane. A Canadian Writer’s Reference, 2nd ed. Scarborough: Nelson
Canada, 1995.
ISBN 0-17-604-211-3
Kliment,
Stephen A. and Hugh S. Hardy. Writing for Design Professionals: A Guide to
Writing Su
Knox,
C.S.S.P. Theology for Teachers. St. Paul’s University, Ottawa: Novalis,
1994.
ISBN 2-89088-733-2
Kretchman,
M. Lily, Dorinne L. Wagner, and Peter J. Lowens. The Language of Business
Communication. John Wiley and Sons Canada Limited, 1998. ISBN 0-471-79677-8
Lowry,
Mary Ann, Patricia O’Connor, and Mary Ellen Smith. People to People: The
Business of Communicating. Toronto: Copp Clark Pitman Ltd., 1987. ISBN
0-7730-464-2
Martin,
Dave. Communicating Skills—A Language Arts Program. D.C. Heath Canada
Limited, 1989.
ISBN 0-669-95303-2
Murphy, Terry, Rob Kelley, Ray McMillan, and
Jack Wilson. The World of Business—A Canadian Profile, 3rd ed. Toronto:
Nelson Canada, 1994. ISBN 0-17-604692-5
Mulligan,
Jim. Catholic Education: The Future is Now. Toronto: Novalis, 1999.
Nelson
Canadian Dictionary of the English Language—An Encyclopaedic Reference. Toronto: ITP Nelson, 1997. ISBN
0-17-604726-3
New
Catholic Encyclopaedia, Volumes 1-14. Toronto: McGraw Hill, 1967.
Pennock,
Michael. Catholic Social Teaching. Notre Dame, Indiana: Ave Maria Press,
1999.
Perry,
Carol Rosenblum. The Fine Art of Technical Writing. Blue Heron Press,
1991.
ISBN 0-926085-24-X
Shaw,
Harry. McGraw-Hill Handbook of English, 4th ed. Toronto: McGraw-Hill,
1979.
Sides,
Charles H. How to Write and Present Technical Information. Phoenix, Oryx
Press, 1996.
Taller,
Terry. Business in Changing Times. Don Mills, ON: Addison-Wesley, 1990.
ISBN 0-201-07975-7
The
Official Driver’s Handbook. Queen’s Printer for Ontario, 1995.
The
Teachers Complete and Easy Guide to the Internet, Second Edition. Trifolium Books, 1999.
ISBN 1-895579-44
Various
plays, novels, short story anthologies, magazines, dictionaries, thesauri,
writing and language resource texts (Literature texts are selected from lists
approved by each district school board.)
The
Heart of Catholicism.
Compiled by Theodore E. James, 1997. ISBN 0-87973-293-8
Note: The URLs for the websites have been
verified by the writer prior to publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to assigning
them for student use.
10
Ways to Improve Your Technical Writing by Robert W. Bly.
– http://www.writerstoolbox.com/techwrit.html October 2000
Becoming
a Technical Writer in Three Easy Steps by Nina Kolunsky.
– http://wwwstctoronto.org/art&link/howto.htm
Book
and Magazine Publishing Program – www.b
Business
Education – http://encarta.msn.com/find/concise.aps?ti=05ED6000
Business
Education – http://www.ibf.com/be/ibbe.htm
Canada’s
Multimedia Guide – www.multimediator.com
Canadian
Centre for Studies in Publishing – www.harbour.sfu.ca/
Canadian
Education on the Web – www.oise.utoronto.ca/canguide
Canadian
Magazine Publishers Association – www.cmpa.ca
Catholic
Education Network – http:www.catholic.org/cen/
Guidelines
for the Use of Oral Presentations – http://222.pr.doc.gov/oral.html
Magazinewriting.com
Magazine
Writer’s Journal – http://www.magazinewriting.com/journal/index.htm
mcgill.ca/mqup/relstudy.htm
On-line
Technical Writing: Oral Presentations – http://www.io.com/~hcexres/tcm1603/a
Oral
Presentations – http:www.aubum.edu/~smitheo/503/show
Report
Writing (Writing Resources) – http://www.lehigh.edu/inloc
Report
Writing – http://www.nutech.co.hk/solomon/reporting.htm
Signs and Symbols: A Reflection –
http://www.ewtn.com/library/LITURGY/SIGSYM.TEXT
Statistics
Canada – http://www.statcan.ca/
Technical
Report Writing – http://www.lerc.nasa.gov
Workers
Compensation Jargon – http://www.ourworld.compuserve.com
Desktop
publishing program
Portfolio
TV/VCRs
Computers
CD
player
Video
camera and tapes
Audio
player and tapes
Coded
Expectations, English, Grade 12, College, ENG4C
LIV.01 · read and demonstrate an
understanding of a variety of challenging informational texts and literary
works from various time periods, countries, and cultures, with an emphasis on
assessing information, ideas, and issues;
LIV.02 · demonstrate an understanding of a
range of informational and literary forms, with an emphasis on research
articles and plays;
LIV.03 · analyse elements of style in a
variety of texts, focusing on how the elements contribute to clear and
effective communication.
Understanding
the Meaning of Texts
LI1.01 – analyse and assess ideas, issues,
and explicit and implicit information in texts (e.g., assess information from a
research report to write an executive summary; explain how separate incidents,
characters, or elements in a novel work together to communicate the main
theme);
LI1.02 – select and use specific and
significant evidence from texts to support judgements and arguments (e.g.,
support an argument, using convincing examples from texts and research
materials; support an interpretation of a character with specific reference to
the dialogue in a play);
LI1.03 – select and use a variety of
effective reading strategies (e.g., before reading a magazine article, examine
the date of publication and country of origin to determine the context; create
subtitles to summarize or highlight sections of a long article; explain how the
theme of a short story relates to its social or cultural context);
LI1.04 – compare ideas, values, and
perspectives in texts (e.g., prepare an oral report examining alternative views
of the future in different opinion pieces);
LI1.05 – analyse the influence of social,
cultural, and economic factors on the themes and interpretations of texts
(e.g., research an author’s background to assess the quality of the information
used in an article; as an independent study project, compare how two novels
treat political or societal conflicts such as separatism in Canada, apartheid
in South Africa, or anti-Semitism during the
Second World War).
Understanding
the Forms of Texts
LI2.01 – analyse how elements of research
articles and plays reinforce the works’ conclusions and themes (intensive
study) (e.g., explain the dramatic purpose of a scene in a play; examine how
the interpretations of data in several case studies support the conclusions;
explain the effect of comparative charts in consumer magazines);
LI2.02 – analyse how elements of a variety
of literary works are used to enhance meaning (extensive study) (e.g., compare
how the rhyme scheme and rhythms in poems or songs reinforce the mood and/or
message; analyse how multiple points of view are used in a novel to underline
its themes);
LI2.03 – analyse how elements of
non-fiction forms influence meaning (e.g., compare a summary with the original
report to analyse the characteristics of the intended audiences).
Understanding
the Elements of Style
LI3.01 – analyse how language is used in expository
writing to communicate information, ideas, and arguments (e.g., assess the
effectiveness of a plain-language style used in business and technical writing;
compare the diction used in a personal letter, a documentary voice-over, a
business report, and a newspaper editorial);
LI3.02 – analyse how authors use a variety
of literary and rhetorical devices to enhance meaning in texts (e.g., describe
the effect of the pattern of images in a play; discuss how repetition and
parallel structures in informational texts reinforce meaning);
LI3.03 – analyse the effect of authors’
choices of language, syntax, and rhetorical and literary devices on the reader
by examining their own and others’ responses to the style of texts;
LI3.04 – explain how authors and editors
use design elements to organize content and communicate ideas (e.g., assess the
effectiveness of the graphic design used to present information in a flowchart;
write a letter to the publisher of a play making recommendations about how to
reformat the text of the second edition).
WRV.01 · use a range of print and
electronic primary and secondary sources to gather and analyse information and
ideas and to develop topics for writing;
WRV.02 · select and use informational and
literary forms suited to various purposes, audiences, and situations, with a
focus on research reports, summaries, and short analytical essays;
WRV.03 · use a range of organizational
structures and patterns to produce unified and effective
written work;
WRV.04 · revise their written work,
independently and collaboratively, with a focus on a
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.
Generating
Ideas and Gathering Information
WR1.01 – investigate potential topics for
written work, including an independent study project, by posing inquiry
questions, identifying information needs and purposes for writing, and
developing research plans to acquire information and ideas (e.g., use a graphic
organizer to plan the questions and strategies for an independent study
project; create electronic bookmarks for an Internet search to find information
for an oral presentation);
WR1.02 – organize and analyse the
information, ideas, and sources to suit specific forms and purposes for writing
(e.g., categorize information from a variety of sources to clarify divergent positions
on an issue; use suggestions from peer discussion in assessing alternative
opinions or ideas for an independent study project);
WR1.03 – formulate and refine a thesis to
develop content for expressive and business and technical writing, using information
and ideas from prior knowledge and research (e.g., imagine possibilities and
test hypotheses while developing a thesis for an essay; consult a reference
text of specialized or technical terms to add precision to the statement of the
problem in a report);
WR1.04 – assess information and ideas from
research to determine whether they are sufficient, reliable, credible, and
suitable to the form and the purpose for writing.
Choosing
the Form to Suit the Purpose and Audience
WR2.01 – select and use appropriate forms
to produce written work for specific audiences and purposes, with an emphasis
on research reports, summaries, short analytical essays, and scripts (e.g., use
a step-by-step procedure to write and illustrate an instructional pamphlet
about snowboard safety; compile a class anthology of short analytical essays as
models for next year’s class);
WR2.02 – select and use a level of
language and a voice appropriate to the specific purpose and intended audience
of business and technical communications and expressive writing (e.g., rewrite
a section of a technical manual in plain language to create a brochure for a
general audience; draft an oral report for an independent study project using
specialized vocabulary and aiming at an engaging style).
Organizing
Ideas and Information in Written Work
WR3.01 – use report structure, essay
structure, and organizational patterns such as induction, deduction, and
process-analysis to present information and ideas in reports and essays (e.g.,
use a general-to-specific pattern to organize the headings and content of a
report on how a law is passed; use a process-analysis pattern to describe the
stages of the writing process);
WR3.02 – select and use appropriate
organizational patterns to structure expressive writing and multimedia
presentations (e.g., use chronological order to describe the events leading to
the crisis in a script; use a comparison-and-contrast pattern to organize and
present information and ideas in an independent study project).
Revising
Drafts
WR4.01 – revise drafts to strengthen
content and improve organization by adding relevant details and examples,
reordering ideas, and strengthening connections (e.g., group relevant
information to support key ideas in a short analytical essay; create headings
and subheadings to indicate general and specific points in a report);
WR4.02 – revise drafts to improve
precision and clarity of expression (e.g., replace vague expressions in a
consumer report with precise technical terms; use feedback from a peer
conference to identify transition words and phrases to link ideas);
WR4.03 – revise drafts to ensure an
effective style (e.g., use checklists or rubrics to assess the effectiveness of
word choice, sentence construction, and rhetorical devices in a report; examine
writing for consistent use of inclusive and anti-discriminatory language; read
an essay or narrative aloud to check that diction and style are appropriate to
the topic and audience);
WR4.04 – revise drafts to integrate
researched information, ideas, and quotations appropriately and ethically,
checking all material for a
Editing,
Proofreading, and Publishing
WR5.01 – cite researched information,
ideas, and quotations in a consistent and ethical manner a
WR5.02 – produce, format, and publish
written work, using appropriate technology to share writing with intended
audiences (e.g., submit a report with the sources of information documented and
charts, tables, and/or graphics smoothly integrated into text; use graphics,
fonts, and typefaces effectively to enhance the impact of a report; adapt an
electronic template for a formal letter);
WR5.03 – identify strengths and weaknesses
in their writing skills and create action plans for improvement;
WR5.04 – edit and proofread their own and others’
writing, identifying and correcting errors a
(·) Grammar and Usage: use parts of speech correctly and construct
sentences to communicate ideas clearly and effectively (e.g., construct
sentences using participial phrases that refer clearly to the intended noun or
pronoun);
(·) Grammar and Usage: use pronoun case and number correctly (e.g., use
the proper case for who and whom; use us and we correctly before a noun; use
the appropriate number for pronouns with antecedents such as all, everyone,
nobody);
(·) Grammar and Usage: use parallel structure for clarity when giving
instructions and making reports (e.g., express equal ideas in the same
grammatical form, balancing single words with single words, phrases with
phrases, clauses with clauses; use parallel structure in the paragraphs of a
report for clarity and emphasis);
(·) Grammar and Usage: use coordinating, subordinating, and correlative
conjunctions correctly to indicate logical connections among ideas;
(·) Grammar and Usage: show understanding that grammar may be used
unconventionally for a particular effect in advertising, poetry, or direct
speech of characters in fiction and drama;
(·) Spelling: demonstrate an understanding of a variety of spelling
patterns, rules, and strategies by recognizing and correcting their own and
others’ spelling errors (e.g., apply knowledge of rules for the use of hyphens,
particularly in spelling compound adjectives; maintain a list of words that do
not follow spelling rules);
(·) Spelling: spell correctly specific business, technical, and literary
terms used in course materials;
(·) Spelling: use a variety of resources to flag possible errors and
improve spelling (e.g., refer to original sources such as letters, catalogues,
and directories for the spelling of names, companies, and products; consult an
up-to-date dictionary for the spelling of hyphenated words);
(·) Punctuation: use punctuation correctly to achieve clarity, and for
stylistic effect (e.g., use punctuation to show the grammatical relationships
between words or parts of sentences;
use punctuation to add clarity and emphasis to a report).
LGV.01 · use knowledge of language to
read, write, and speak effectively, with a focus on choosing, developing, and
sustaining an appropriate style;
LGV.02 · use listening techniques and oral
communication skills to participate in classroom discussions and more formal
activities, with a focus on using business and technical language appropriately
in interviews and presentations of portfolios and independent study projects.
Developing
Vocabulary and Knowledge of Language Structures and Conventions
LG1.01 – apply a variety of strategies to
extend vocabulary while reading, with an emphasis on discerning nuances and
judging the precision of words (e.g., read articles in a news magazine and describe
how the context might help them decipher the meaning of new or unfamiliar
words; use a thesaurus to find synonyms for a word and systematically
substitute to assess the effect of different word choices);
LG1.02 – analyse the origins and roots of words used
in different areas of science, business, and technology (e.g., computer
studies, hospitality services, communication technology, financial services,
health care);
LG1.03 – identify and use specialized
business and technical vocabulary and consolidate their use of a plain-language
style in reports and essays;
LG1.04 – express themselves effectively in
a variety of spoken and written communications, with a focus on using
specialized vocabulary and figurative language and sustaining an appropriate
style (e.g., select precise and
specialized vocabulary in revising an independent study report; select
arresting vocabulary and figures of speech to use in a simulated political
debate);
LG1.05 – recognize, describe, and use
correctly, in oral and written language, the language structures of standard
Canadian English and its conventions of grammar, usage, spelling, and
punctuation, as prescribed for this course (e.g., consult recognized style
guides for information about language conventions).
Developing
Listening and Speaking Skills
LG2.01 – communicate orally for a variety
of purposes, with a focus on extending information and ideas; exploring
possibilities; drawing conclusions; understanding and using business and
technical concepts and language; and assessing ideas and arguments for
coherence, relevance, omissions, and values (e.g., prepare for an interview for
a summer job connected with a specific college program; present a portfolio of
student work to a panel of adjudicators);
LG2.02 – communicate orally in group
discussions, applying such skills as the following: contributing to and leading
productive discussions; suggesting directions and solving problems within the
group; connecting ideas and arguments to other knowledge; making inferences;
summarizing significant ideas and issues; recording key information; reporting
on the process used by the group to make decisions; and fulfilling roles and
completing tasks as required to produce high-quality presentations and
products;
LG2.03 – use critical listening skills to
analyse and assess the content of oral presentations (e.g., detect assumptions,
omissions, and perspectives; assess the validity of the arguments, evidence,
and conclusions; ask questions to extend understanding; write a
LG2.04 – plan and deliver oral
presentations and conduct interviews, with a focus on researching information
and ideas, organizing, rehearsing, and revising;
LG2.05 – use techniques for making effective
oral presentations, with a focus on previewing, reviewing, summarizing, using
parallel structure, sustaining an appropriate tone, and incorporating props,
handouts, charts and other visual aids, and technology;
LG2.06 – identify strengths and weaknesses
in their oral communication skills and create an action plan for improvement.
MDV.01 · analyse relationships among media
forms, representations, audiences, and industry practices to explain how a
variety of media works communicate messages;
MDV.02 · demonstrate an understanding of
the interactions among form, purpose, audience, and production options by
designing or creating media works, independently and collaboratively, based on
ideas, themes, and issues examined in this course.
Analysing
Media and Media Works
MD1.01 – demonstrate critical thinking skills by
identifying bias and analysing messages in media works (e.g., write an essay
describing aspects of Canadian culture as represented in a range of Canadian
television programs; explain the impact of cross- promotional marketing
associated with a film);
MD1.02 – explain how the form, style, and
techniques in media works convey messages with social or ideological
implications (e.g., write a report investigating the social implications of the
representation of heroes, villains, and conflict in electronic media);
MD1.03 – explain the relationship between
media works and their audiences (e.g., analyse the reactions of the local community
and other audiences to a film, television series, or cable channel, and explain
why different audiences interpret messages differently; explain the effect of
feedback from a preview audience on the final version of a media work);
MD1.04 – identify and explain how factors
such as industry codes and government regulations affect media industry
practices, including marketing and distribution methods (e.g., explain how
codes and regulations influence children’s television programming; analyse
marketing campaigns in specific industries).
Creating
Media Works
MD2.01 – design or create media works
based on ideas, themes, and issues examined in this course (e.g., create a
short video, using available resources, on a business or technical topic for a
clearly identified audience and describe how the video would be changed for a
different audience; design an oral presentation to be made with and without
media support and assess the effectiveness of each presentation);
MD2.02 – demonstrate an understanding of
the relationships among form, purpose, audience, and production options in
their creations, assess the effectiveness of the works, and analyse the choices
made during the production process (e.g., develop and apply basic criteria for
assessing the effectiveness of student media works; write a reflective report
describing key production decisions and their results).
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 -a
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
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