Course Profile English (ENG4C), Grade 12, College Preparation, Public
Unit 3: Signing Off
Time: 30 hours
Activity
3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4
| Activity 3.5 | Activity
3.6 | Activity 3.7
Unit Description
Students read and
write short stories, and letters to companies, and use different mediums to
communicate, and analyse text. In addition, they develop an action plan to
improve their communication skills, enhance their scripting skills and develop
their informal report skills is created. The activities in this unit build on
existing experiences that students have in other courses. While the theme in
the content is on finances for students, the focus on language development and
communication skills is maintained. As a culminating activity, students
participate in a Financial Fair by creating a visual presentation for other
young adults. The presentation will address a number of issues related to teen
finances. These may include a major purchase, applying for a credit card or
OSAP, determining the cost of college, renting or buying a home; it may also
include another financial issues relevant to student life.
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
LIV.01, LIV.02,
WRV.03, WR1.02, WR2.02, WR3.02, WR4.01, WR5.04, LI1.01, LI1.04, LGV.01,
LGV.02, LG1.01, LG1.04, LG2.01, LG2.04, LG2.05 |
Knowledge/
Understanding Thinking/Inquiry |
Reading and
research |
|
3.2 |
WRV.03, WRV.04,
WRV.05, LG1.01, LG1.02, LI1.01, LI1.02, LI1.03, LI1.04, LI2.03, LI3.01,
WR1.02, WR1.03, WR2.01, WR3.01, WR3.02, WR4.02, WR4.03, WR4.04 |
Knowledge/
Understanding Thinking/Inquiry |
Media analysis
using comparison writing |
|
3.3 |
MD1.01, MD1.02,
WRV.01, WRV.03, WR1.02, WR3.02, WR2.01, WR2.02, WR4.01, WR5.04 |
Knowledge/
Understanding Thinking/Inquiry |
Media analysis:
focus on form, purpose and audience |
|
3.4 |
LI3.04,
LI2.03, LI3.03, MD1.02, WR1.02 |
Knowledge/
Understanding Thinking/Inquiry |
Media analysis and
redesign of advertisement |
|
3.5 |
LG1.04, LG2.02,
LG2.04, WR2.01, WR3.01 |
Knowledge/
Understanding Thinking/Inquiry |
Oral communication
skills and script development |
|
3.6 |
LG1.01, LI1.03,
WRV.03, WRV.04, WRV.05, WR2.01, WR2.02, WR3.02 |
Knowledge/
Understanding Thinking/Inquiry |
Reading and
analysis of drama |
|
3.7 |
LI1.03, LG2.01,
WR2.02, WR3.02, WR4.04, WR5.01, WR5.02, LG2.04, LG2.05, MD2.01 |
Knowledge/
Understanding Thinking/Inquiry |
Preparation of a
visual presentation |
Time: 6 hours
This introductory
activity provides the diagnostic task for this unit and explores students’
perceptions and opinions about money through the examination of short stories,
media, and advertising. Students analyse the elements of several different
short stories as a basis for writing their own stories. They also have the opportunity
to research how money was used in the past and use this information to
contemplate where money use is going in the future. The learning log should be
introduced as a means for students to reflect on activities. In addition,
students should be reminded to keep draft copies of written work in their
portfolios, which has been used in previous units, for revision during the
final exam. The research and writing assist students with the course
culminating activity.
Strand(s): Literature Studies and Reading, Writing, Language
Learning
Expectations
LIV.01 - read and
demonstrate and understanding of challenging informational texts and literary
works from various time periods, countries, and cultures with an emphasis on
assessing information, ideas, and issues;
LI1.01 - select and
use a variety of effective reading strategies;
WR1.02 - organize
and analyse the information, ideas, and sources to suit specific forms and
purposes for writing;
WRV.03 - use a range
of organisational structures and patterns to produce unified and effective
written work;
WR2.02 - select and
use a level of language and a voice appropriate to the specific purpose and
intended audience of business and technical communication and expressive
writing;
WR3.02 - select and
use appropriate organisational patterns to structure expressive writing and
multimedia presentations;
WR4.01 - revise
drafts to strengthen content and improve organization by adding relevant
details and examples, reordering ideas, and strengthening connections;
WR5.04 - edit and
proofread their own and others’ writing, identifying and correcting errors
according to the requirements for grammar, usage, spelling, and punctuation;
LIV.02 - demonstrate
an understanding of a range of informational and literary forms, with an emphasis
on research articles and plays;
LI1.04 - compare
ideas, values, and perspectives in texts;
WRV.01 - use a range
of print and electronic primary and secondary sources to gather and analyse
information and ideas to develop topics for writing;
LGV.01 - use
knowledge of language to read, write and speak effectively, with a focus on
choosing, developing, and sustaining appropriate style.
·
Familiarity with
organization and elements of a short story, some financial terminology, research
skills, organization skills necessary to put together a short oral
presentation.
·
Prepare a short
diagnostic quiz of financial terminology (Appendix titled “Glossary of
Financial Terms” would be useful in putting this diagnostic together).
·
Find a short
story about financial issues such as Stephen Leacock’s “My Financial Career.”
·
Create and
photocopy a short story assessment tool and an editing checklist.
·
Gather newspaper
and magazine articles as well as Internet sites to aid student research. See
Resources for ideas.
·
Book the computer
lab for Internet research. Review the school policy for Internet research with
the students.
Teacher
3.1.1 initiates
a discussion by asking students the following questions: What items do people
commonly spend money on? How skilful are you at managing your money? If you
were given $50 000 dollars, what would you do with it?
Students
3.1.2 participate
in a diagnostic quiz on financial terminology. The answers to the diagnostic
quiz are discussed in class.
Teacher
3.1.3 asks
the students what they found surprising about the quiz. What information do
students know? What financial terminology are students not familiar with? What
scenarios, from literature or movies, can students recall that revolve around
money?
Students
3.1.4 discuss
the scenarios and try to come to an understanding of why they are unfamiliar
with some terminology. Students discuss why money is important to young people
and create a list of their own responses on the board. In tutorial groups,
students brainstorm, in general, the “pro’s” and “con’s” of today’s financial
world as they see it. Using this information, students generate a list of
things that they would like to know, or should know more about, such as bank cards
and fees, other currencies and exchange rates, credit cards, credit rating,
loans, savings and interest rates. This information is to be used when
considering research areas for the culminating activity for the course.
Teacher
3.1.5 asks
students what emotions are tied to money. Writes a list on the board, or spends
more time by starting two theme webs on the board, one for “happiness/joy” and
another for “sorrow/fear”. Ask students to suggest ways that money can bring
“happiness/joy” or how money can create feelings of “sorrow/fear”.
3.1.6 reviews reading strategies such as
skimming, scanning, and creating questions.
Students
3.1.7 complete
a pre-reading activity by writing a well-constructed paragraph in response to
the following question: How do you feel about money?
3.1.8 read a short story which deals with a
financial issue from an earlier time period.
Teacher
3.1.9 leads
a discussion about the short story in which students consider their
relationship with money. Ask students to write a reflective journal, in their
learning log, comparing the ways in which their relationship with money is
similar to or different from the protagonist in the story.
Students
3.1.10 use
the short story to review the elements of a short story and then discuss the
ways that the elements of this short story made it so interesting. The teacher
tells the students that they will write a short expository piece describing
their own personal “Financial Career.”
3.1.11 review
the Short Story Assessment and the Editing Checklist handouts. Students submit
a rough copy of their short story, the editing sheet, and a final draft of
their short story to the teacher.
3.1.12 read a modern piece of literature or
informational writing which details the use of money.
Teacher
3.1.13 discusses
with students how this modern short story is similar to or different from the
information learned from the historical short story.
Students
3.1.14 create
a chart to list the different ways money has been earned, spent, or saved
between the past and the present. Students are put into groups for the purpose
of researching finances in different time periods.
3.1.15 research
in groups a different time period using primary and secondary print and
electronic sources to explore the way that money was earned, spent, and saved
during that time period. Students may focus on literature that contains the
needed information.
3.1.16 in
addition, evaluate this research and develop a list of “pro’s” and “con’s”
about the way financial dealings transpired during this time period. Each group
presents this information in a 4-5 minute informal jigsaw presentation.
3.1.17 using
feedback from their first short expository piece of writing, along with the
information gathered on financial trends through research and jigsaw
presentations, write a second expository piece, 3-4 pages in length, which
details how money will be used in the future. In preparation for this task,
students have a conference with the teacher to discuss the strengths and areas
of weakness of their first short expository piece. In addition to this,
students review the “Short Story Assessment”. When students have completed
their rough copy of this second piece of expository writing, they must have it
edited by a peer using the Editing Checklist. Students hand in the rough copy
of their expository writing, the editing sheet that was peer edited, and the
final draft of their expository writing.
K/U =
Knowledge/Understanding T/I =
Thinking/Inquiry C = Communication A = Application
|
Formative |
Class Discussion |
Learning Skills
Checklist |
K/U, T/I, C, A |
|
Formative |
Self-Editing of
Short Stories |
Editing Checklist |
K/U, T/I, C, A |
|
Formative |
Research |
Learning Skills
Checklist for Teamwork and Participation |
K/U, T/I, C, A |
|
Formative |
Well Constructed
Paragraph |
Supported Opinion
Rubric |
K/U, T/I, C, A |
|
Formative |
Reflective Journal |
Anecdotal Feedback |
T/I, C, A |
|
Formative |
Oral Presentation |
Rating Scale |
K/U, T/I, C, A |
|
Formative Summative |
Short Story about
Money in the Future |
Editing Checklist
Completed by a Peer |
K/U, T/I, C, A |
·
Provide charts,
lists, and organizers (such as a plot graph organiser) for students as they
work on research or rough copies of their short stories.
·
Students could
present with a partner or to the teacher only.
Aker, Don. Language
and Writing 11. Toronto: Nelson Thompson Learning, 2001. ISBN 0176197141
Artichuk,
Francine. Echoes: Fiction, Media, and Non-Fiction. Don Mills: Oxford
University Press, 2001. ISBN 0195416309
Avery,
Heather, et al. Clear, Correct, and Creative. Trent University: Academic
Skills Centre, 1991. ISBN
096936841
Barklay,
Susanne, et al. The Canadian
Students’ Guide to Language, Literature, and Media. Don Mills: Oxford University Press, 2001. ISBN
0195416759
Barker-Sandbrook,
Judith, et al. Thinking Through the Essay. Toronto: McGraw-Hill Ryerson,
1986. ISBN 007540668
Barry.
James, et al. Literature and Media 11. Toronto: Nelson Thompson
Learning, 2001.
ISBN 0176197109
Davies,
Richard, et al. Between the
Lines. Toronto: Nelson
Thompson Learning, 2001.
ISBN 0176197060
Dawe,
Robert, et al. Reference
Points: A Guide to Language, Literature, and Media. Toronto: Prentice-Hall, 2001. ISBN 0130198714
Donaldson,
Chelsea. Canadian Student Writers Guide. Toronto: Gage Educational
Publishing Company, 2000. ISBN
0771513186
Farren,
Lori, et al. Imprints, Volume II. Toronto: Gage Educational Publishing, 2001. ISBN 0771509421
Farren,
Lori, et al. Imprints. Toronto: Gage Educational Publishing, 2001.
ISBN 0771509405
Henry, O.,
“The Ransom of Red Chief”, “The Gift of the Magi.”
Hikes,
Douglas, et al. Elements of
English. Toronto: Harcourt
Canada, 2001. ISBN 0195416309
Illingworth,
Barbara, et al. Passages: Literature and Language. Toronto: Gage
Educational Publishing, 2001. ISBN 0771509545
Joseph,
Amanda, et al. Viewpoints 11. Toronto: Prentice - Hall, 2001. ISBN
0130198692
Leacock,
Stephen, “My Financial Career”, “My Lost Dollar.”
MacDonald,
Ann-Marie. Fall On Your Knees. Toronto: Random House of Canada, 1997.
ISBN 0394281780
McCourt,
Frank. Angela’s Ashes. New York: Simon and Schuster, 1999. ISBN
068484267X
McCourt,
Frank. ‘Tis. New York: Simon and Schuster, 1999. ISBN 0684865742
Norton,
Sara, et al. The Bare
Essentials. Toronto: Harcourt
Canada, 1996. ISBN 0774733616
Saliani,
Dom. Communicate! Toronto: Nelson Thompson Learning, 2001. ISBN 0176197184
Sailiani,
Dom, et al. Imprints, Volume I. Toronto: Gage Educational
Publishing, 2001. ISBN 0771509143
Silverstein, Shel,
“Smart”
Time: 3 hours
As a class, with the
aid of the teacher, students create a terminology and etymology list of
financial terms. Using this list of terms, students create a criteria list to
determine the effectiveness of financial articles and ads in various media.
After an examination of the media, with their criteria list, students write a
comparative paragraph of two different media forms on the same topic. Finally,
with the aid of the criteria list, students write a letter to a company either
commending or criticizing their article or ad. This activity builds students’
familiarity with terminology so that they are prepared to complete the course
culminating activity. As well, the media analysis and understanding of what
makes a visual presentation effective are skills that will be utilized in the
course culminating activity.
Strand(s): Literature Studies and Reading, Writing, Language
Learning
Expectations
WRV.03 - use a variety of organizational structures and patterns to
produce coherent and effective written work;
WRV.04 - revise
their written work, independently and collaboratively, with a focus on accuracy
of information, coherent organization, clear expression, and effective style;
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;
LG1.01 - apply a
variety of strategies to extend vocabulary while reading, with an emphasis on
discerning nuances and judging the precision of words;
LG1.02 - analyse the
origins and roots of words used in different areas of science, business, and
technology;
LI1.01 - analyse and
assess ideas, issues, and explicit and implicit information in texts;
LI1.02 - select and
use specific and significant evidence from texts to support judgements and
arguments;
LI1.03 - select and
use a variety of effective reading strategies;
LI1.04 - compare
ideas, values, and perspectives in texts;
LI2.03 - analyse how
elements of non-fiction forms influence meaning;
LI3.01 - analyse how
language is used in expository writing to communicate information, ideas, and
arguments;
WR1.02 - organize
and analyse the information, ideas, and sources to suit specific forms and
purposes for writing;
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;
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;
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;
WR3.02 - select and
use appropriate organizational patterns to structure expressive writing and
multimedia presentations;
WR4.02 - revise
drafts to improve precision and clarity of expression;
WR4.03 - revise
drafts to ensure an effective style;
WR4.04 - revise
drafts to integrate researched information, ideas, and quotations appropriately
and ethically, checking all material for accuracy.
·
Familiarity with
the elements of a paragraph e.g., topic sentence, supporting sentence(s) and a
concluding sentence
·
Familiarity with
the format for letter writing
·
The teacher may
provide the class with newspapers, magazines and websites concerned with money
management to ensure that equal access to resources is obtained.
·
A variety of
organizers, e.g., Venn diagram, T-charts, should be made available to students
to aid them in their writing.
·
Provide access to
a dictionary of word origins.
·
The teacher may
identify current resources from newspapers and magazines.
Teacher
3.2.1 tells
students to brainstorm a list of financial words. Suggestions are written on
the board. Refer to the “Glossary of Financial Terms”, found in the Appendices.
Students
3.2.2 move into tutorial groups to define terms.
Teacher
3.2.3 elicits definitions from students and
writes them on board.
3.2.4 asks students what kind of information is
in a thorough news article and in a good ad.
Students
3.2.5 participate in discussion and write down
key ideas.
Teacher
3.2.6 presents
students with various financial articles and ads from newspapers, magazines and
websites.
Students
3.2.7 examine the articles and ads with respect
to the criteria that they established.
Teacher
3.2.8 instructs
students to again refer to their list of terminology/etymology and to create a
list to determine the effectiveness of the financial articles, ads, magazines,
and websites.
Students
3.2.9 explore the financial articles and ads from
newspapers, magazines, and websites.
Teacher
3.2.10 presents pairs of students with two different
media forms on the same financial topic.
Students
3.2.11 use
the criteria list to compare the two different media forms and to individually
write a series of paragraphs (see Comparison Paragraph Rubric in Appendices)
about which form appealed to them and why.
3.2.12 peer edit each others work; they revise and
submit the paragraph.
3.2.13 review letter-writing format and use a
teacher-created template.
3.2.14 with
the aid of the criteria list, write a letter to a company either commending or
complaining about the best/worst article/website that they found. Suggestions
to help make the article/website more appealing to young adults should be
included.
K/U –
Knowledge/Understanding T/I –
Thinking/Inquiry C –
Communication A – Application
|
Formative |
Completion of
Terminology/Etymology List |
Checklist |
K/U, C |
|
Formative |
Comparison
Paragraph |
Rubric |
K/U, T/I, C, A |
|
Summative |
Letter |
Rubric |
K/U, T/I, C, A |
·
The teacher may
wish to stress the importance of organizers for students who are identified in
their IEP as having difficulty with organization.
·
A student who has
difficulty with handwriting or language might use voice activated computer
software to compose.
www.kidsmoney.org – helps parents teach their
kids about money
www.kidsenseonline.com
– makes learning about money fun
Time: 4 hours
This activity
focuses on the financial messages that are sent out by the media. Students use
critical analysis skills to examine the money messages found in several forms
of media such as film, literature, and music. After deconstructing several
media forms by looking at technique and theme, students use a
comparison/contrast organizer as the basis for writing a comparison summary.
Students then choose their own media forms to analyse and create a visual
presentation that analyses the representations in their media forms, e.g.,
display board, computer slide show, based on their deconstruction of those
media forms. This small presentation prepares students for both the unit
culminating activity of the Financial Fair and the course culminating activity
where students have to present their written report. Students’ research and
analysis skills are also refined in this activity for later use.
Strand(s): Literature Studies and Reading, Writing, Language, Media
Learning
Expectations
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;
LI1.04 - compare
ideas, values, and perspectives in texts;
WR1.02 - organize
and analyse the information, ideas, and sources to suit specific forms and
purposes for writing;
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;
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;
WR4.01 - revise
drafts to strengthen content and improve organization by adding relevant
details and examples, reordering ideas, and strengthening connections;
WR5.04 - edit and
proofread their own and others’ writing, identifying and correcting errors
according to the requirements for grammar, usage, spelling, and punctuation
listed;
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;
LG2.04 - plan and
deliver oral presentations and conduct interviews, with a focus on researching
information and ideas, organizing, rehearsing, and revising;
MD1.01 - demonstrate
critical thinking skills by identifying bias and analysing messages in media
works;
MD1.02 - explain how
the form, style, and techniques in media works convey messages with social or
ideological implications;
MD2.01 - design or
create media works based on ideas, themes, and issues examined in this course.
·
Knowledge of
media forms, terms and techniques
·
Presentation
skills
·
Summary writing
·
Gather media
resources with a financial theme.
·
Book a computer
lab for preparation of the visual representation for students who need access
to a computer.
·
Book TV/VCR, CD
player as required and prepare literature excerpts.
Teacher
3.3.1 asks students: What is meant by money
management and who manages the money?
3.3.2 records the student responses on an
overhead.
3.3.3 points
out that money management is a learned skill. It takes knowledge and practice
to ensure sound financial management.
3.3.4 tells
students to brainstorm a variety of careers which are based on helping people
organize their finances and the post-secondary requirements for these careers.
Students
3.3.5 in
groups answer the question: How can you tell if someone has acquired money
management skills?
3.3.6 in
tutorial groups, create a T-chart to list indicators of sound money management
practices and poor money management practices.
3.3.7 title this list “Money Management Practices
Defined.”
|
Sound Practices |
Unsound Practices |
|
- spends less than
what s/he earns |
- spends substantially
more than what s/he earns |
Teacher
3.3.8 compiles T-chart onto board.
Students
3.3.9 copy the T-chart titled Money Management
Practices Defined into their notebooks.
Teacher
3.3.10 introduces
the media to be reviewed by indicating that there are many perceptions of money
management portrayed and that there are many realistic and unrealistic
perceptions presented.
3.3.11 reviews terms such as deconstruct,
implicit, explicit, etc.
3.3.12 tells
students to have their Money Management Practices Defined T-chart in front of
them to record information while reviewing the different media forms.
3.3.13 provides students with the following chart
for their notes:
Media Analysis Form
(sample filled in)
|
Media Form A: |
3.3.14 presents one piece of media to whole class.
3.3.15 has students analyse the
media work using both the Media Analysis Form and the Money Management
Practices Defined T-chart.
3.3.16 shows/reads
a variety of media works to the students and allows students to complete
several critiques independently in their groups.
Students
3.3.17 discuss a variety of film clips, songs, and
literature excerpts.
3.3.18 analyse the variety of media forms using the
T-chart and the Medial Analysis Form.
3.3.19 create a comparison/contrast organizer to
compare two of the media forms viewed.
3.3.20 use
the information from the organizer to write a comparison summary that outlines
similarities/differences in the techniques and messages conveyed in the media.
Address the question: How realistic is the message being sent out?
3.3.21 use round robin peer editing of each other’s
summaries.
3.3.22 create a polished copy and hand in the
summary.
Teacher
3.3.23 instructs
students to use both the T-chart and the Media Analysis Form in class to
analyse a minimum of three pieces of media on their own.
3.3.24 reviews
the components of a quality visual presentation. This includes font, format,
titles, and images.
Students
3.3.25 create
a visual presentation using a T-chart or Venn diagram of their analysis and
present these to the class orally as their Media Analysis Task.
3.3.26 use
the analysis skills learned earlier to analyse a variety of chosen literary
texts and media to demonstrate an understanding of form, purpose and audience
in the Media Analysis Task.
3.3.27 find a partner to work with on the visual
representation for the Media Analysis Task.
3.3.28 research and find the resources that they
will need.
3.3.29 analyse their resources using the criteria
checklists that were created in class.
3.3.30 complete the visual presentation and prepare
their oral presentation for the Media Analysis Task.
3.3.31 use computers to prepare written aspect of
the presentation.
3.3.32 present their Media Analysis Task to the
class.
K/U –
Knowledge/Understanding T/I –
Thinking/Inquiry C –
Communication A – Application
|
Formative |
Comparison/contrast
summary |
Rating Scale |
K/U, T/I, C, A |
|
Summative |
Presentation |
Marking Scheme |
K/U, T/I, C, A |
·
Students can
videotape their presentation and show it to the class.
·
Students can create
an oral tape of the summary instead of a written product.
·
Encourage
one-on-one assistance to find the necessary resources for the project.
ABBA “Money, Money,
Money.”
Barenaked Ladies.
“If I had a Million Dollars.”
McCourt, Frank. Angela’s
Ashes. New York: Simon and Schuster, 1999. ISBN 068484267X
Richler, Mordeci. The
Apprenticeship of Duddy Kravitz.
Time: 3 hours
Students examine a
variety of financial advertisements and explore the techniques used by various
companies to sell their ideas and financial products to different audiences.
Based on this, students redesign an ad to more effectively meet the personal
needs of young adults. Students focus on analysing and being aware of a target
audience, which will assist them with their final report and tutorial
presentation.
Strand(s): Literature Studies and Reading, Writing, Media
Learning
Expectations
WR1.02 - organize
and analyse the information, ideas, and sources to suit specific forms and purposes
for writing;
LI2.03 - analyse how
elements of non-fiction forms influence meaning;
LI3.03 - analyse the
effect of the authors’ choice 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;
MDI.02 - demonstrate
critical thinking skills by identifying bias and analysing messages in media
works.
·
Familiarity with
advertising terminology such as target audience, explicit, and implicit
messages in advertising
·
Familiarity with
techniques advertisers use to sell their products to various audiences
·
Familiarity with
the needs of young adults as consumers
·
The teacher asks
students to gather brochures and print advertisements for a variety of
financial products from a number of different financial institutions. If these
are not available locally, search online for ads. In this case, booking a
computer lab will be necessary.
·
The teacher may
wish to collect newspapers in which students can find financial advertisements.
·
The teacher may
also wish to identify a number of commercials for banks and other companies
that deal with financial issues.
·
The teacher
prepares and photocopies a checklist of requirements for the redesigning of the
advertisement and a rating scale to be used in peer assessment of the
redesigned advertisement.
·
Prepare a board
note on the elements of an advertisement.
Teacher
3.4.1 asks
the questions: Do banks advertise? To whom do they advertise and how? Students
discuss these questions and identify the ways that banks advertise (television
commercials, newspaper ads, radio commercials, brochures, posters) and the
target audiences that banks hope to influence.
3.4.2 presents board note on elements of an
advertisement.
Students
3.4.3 review
the elements of an advertisement and take notes during this discussion as they
will be using these elements to redesign an advertisement later.
3.4.4 examine a variety of advertisements that
focus on making a financial decision.
Teacher
3.4.5 organizes the examination
of media task as a group activity where 4-5 different types of financial
advertisements (possibly including a radio commercial, a television commercial,
and print advertisements) are located at various locations in the room and
groups of students spend five minutes examining each ad.
Students
3.4.6 should
identify the sender of the ad, the intended audience, and at least two
techniques used by he financial institution to attract the target audience
(music and younger or older models are excellent indicators of target
audience).
3.4.7 discuss
the target audiences of the advertisements as a class and focus on the
techniques used to appeal to the various target audiences.
Teacher
3.4.8 begins
by asking students what they personally need and what appeals to them as a
target audience.
Students
3.4.9 discuss
the personal needs of young adults as a target audience and create a list of
these needs in their notebooks.
3.4.10 read an essay which focuses on young people
as a target audience.
Teacher
3.4.11 asks the students how advertisers try to meet
the needs of young people as a target audience.
Students
3.4.12 suggest
answers and use this information to create a list of ways that companies try to
address these needs with a variety of advertising techniques.
3.4.13 use
magazines, newspapers, Internet, or brochures provided by the teacher to locate
one financial advertisement which is not aimed at young adults as a target
audience.
3.4.14 identify
the target audience and make a list of the techniques used to advertise to this
other audience.
3.4.15 create a new advertisement for the same
product aimed at a young adult target audience.
3.4.16 remove
any techniques used in the ad to market the product to the other audience and
make the new ad meet the needs of a young adult target audience. Before
beginning this task, students discuss the checklist of criteria for their
redesigned ad, and review the rating scale which will be used by peers to
formatively assess the redesigned advertisement.
Teacher
3.4.17 reviews
oral presentation skills before students begin working on their projects using
a resource with information on oral presentation skills.
Students
3.4.18 create
a visual display which contains the old ad, the redesigned ad, and present a
list of the differences to the class. Peers use the rating scale to assess how
well the new ad meets their needs as consumers in this age group.
Teacher
3.4.19 provides
anecdotal feedback to each student about their presentation discussing their
strengths as well as areas needing improvement.
Students
3.4.20 use the anecdotal information from the
teacher along with the feedback received from the peer assessment of their
presentation to write an action plan to improve their oral communication
skills. Students should try to address all the tips for effective public
speaking that the teacher discussed prior to the presentation. Students should
assess how well they did in each area of their presentation, and suggest ways
to improve on their presentation skills for the next time.
K/U –
Knowledge/Understanding T/I –
Thinking/Inquiry C –
Communication A – Application
|
Formative |
Group Exploration
of Financial Advertisements |
Learning Skills
Checklist for Teamwork and Participation |
K/U, T/I, C, A |
|
Formative |
Redesigning an
Advertisement Presentation |
Checklist of
Criteria |
K/U, T/I, C, A |
|
Formative |
Action Plan for
Improving Oral Communication |
Anecdotal Feedback
from Teacher |
K/U, T/I, C, A |
·
Students present
their redesigned advertisement to a smaller group, or to the teacher alone at
another time.
·
Students may
record or videotape their presentation for the class.
·
Provide student
charts and organizers to help them analyse financial advertisements during
group work.
Adams,
Jancie, et al. Reading and
Writing for Success Senior.
Toronto: Harcourt Canada, 2001.
ISBN 0774714905
Anderson,
Neil. Media Works. Toronto: Oxford Press, 1989. ISBN 019540730X
Archer,
Lynn, et al. Reading and
Writing for Success. Toronto:
Harcourt Canada, 1997.
ISBN 0774701978
Marney, Jo. “Brand
Loyalty: A Marketeer’s Teen Dream” in Workshop, Chris, ed. Popular Culture.
Toronto: McGraw-Hill Ryerson, 1994. ISBN 0-07-551-454-0
Time: 2 hours
Students hear a
presentation made by someone from the business world whose career focuses on
helping people with their finances. Students create interview questions for
this speaker and then use this writing skill to create questions to ask someone
in their own lives. Students then take this information and transform it into a
script. Students develop questioning and writing skills, which assists them
with the culminating unit.
Strand(s): Writing and Language
Learning
Expectations
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;
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;
WR3.02 - select and
use appropriate organizational patterns to structure expressive writing and
multimedia presentations;
WR4.02 - revise
drafts to improve precision and clarity of expression;
LG2.03 - use
critical listening skills to analyse and assess the content of oral
presentations;
LG2.04 - plan and
deliver oral presentations and conduct interviews, with a focus on researching
information and ideas, organizing, rehearsing, and revising;
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.
·
Oral speaking
skills
·
Script writing
skills
·
Arrange for a
guest speaker. This could be a banker, a credit counsellor, a financial
advisor, or an investor. Video conferencing could be used for students in a
remote area.
·
Copy Bloom’s
Taxonomy.
Teacher
3.5.1 informs
students that there will be a guest speaker coming into the class to speak
about financial issues.
3.5.2 teaches Bloom’s Taxonomy of questioning to
the students.
Students
3.5.3 create questions to ask the guest speaker.
3.5.4 use a variety of levels of Bloom’s Taxonomy
when creating the questions.
3.5.5 hand in the questions for assessment prior
to the day the guest speaker arrives.
Teacher
3.5.6 assesses and gives anecdotal feedback on
the questions created.
3.5.7 instructs
students to use these questions to elicit information from the guest speaker,
and to take notes.
3.5.8 instructs
students to write a personal response to the information given by the guest
speaker making specific reference to the information s/he gave.
Students
3.5.9 write a personal response to the guest
speaker’s information using specific references.
Teacher
3.5.10 informs students to choose someone in their
own lives to interview about financial matters.
3.5.11 reviews script writing format with the
students.
3.5.12 instructs
students to write the interview questions, carry out the interview and then to
use the information from both the guest speaker and the person interviewed to
create a scripted telephone conversation where one person is giving financial
advice to another using proper script format.
Students
3.5.13 complete the writing activities and have them
peer-edited.
3.5.14 hand in polished copy of the script.
K/U –
Knowledge/Understanding T/I –
Thinking/Inquiry C –
Communication A – Application
|
Formative |
Two Sets of
Interview Questions |
Checklist |
T/I, C, A |
|
Formative |
Personal Response |
Anecdotal Feedback |
K/U, C |
|
Summative |
Scripted Telephone
Conversation |
Rating Scale |
K/U, C, T/I, A |
·
Review all
interview questions with individual students.
·
Encourage
students to tape record the interviews so that they have the information
recorded instead of taking notes.
·
Use a computer to
write final copy of the script.
Human
resources – the financial guest speaker
Bloom’s Taxonomy
– http://www.coun.uvic.ca/learn/program/handouts/bloom.html
www.strongkids.com –
teaches kids how to invest
Time: 6 hours
Students read a play
with a financial theme. As a class, the teacher facilitates an analysis of the
play according to the elements the playwright uses, how these elements enhance
meaning, and character interpretation. The focus should be on how these
elements portray the theme of finances. Through the employment of a learning
log and a role-play interview, students track their mastery of these elements.
Finally, with the aid of the learning log and a role-play interview, students
write an informal report to analyse how the playwright used different elements
and character development to illustrate a message with a financial theme. The
presentation skill development will assist students in completing the course
culminating unit.
Strand(s): Literature Studies and Reading, Writing, Language
Learning
Expectations
WRV.03 - use a variety
of organizational structures and patterns to produce coherent and effective
written work;
WRV.04 - revise
their written work, independently and collaboratively, with a focus on accuracy
of information, coherent organization, clear expression, and effective style;
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;
LI1.03 - select and
use a variety of effective reading strategies;
LI2.01 - analyse how
elements of research articles and plays reinforce the works’ conclusions and
themes;
LG1.01 - apply a
variety of strategies to extend vocabulary while reading, with an emphasis on
discerning nuances and judging the precision of words;
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;
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;
WR3.02 - select and
use appropriate organizational patterns to structure expressive writing and
multimedia presentations.
·
Use of a learning
log and some knowledge of play structure and character interpretation.
·
The teacher needs
to remind students to use a separate notebook for their Learning Log.
·
Make available a
class set of dictionaries for vocabulary study.
·
The teacher must
recognize the time suggested for this activity and choose what is appropriate
for the class.
Teacher
3.6.1 asks
students, prior to reading the play, to talk about their opinions of money.
What problems can money bring? What positives can money offer? How is money
valued by people? How many of our dreams are connected to a price tag? (Build
on discussions from Activity 3.1.)
3.6.2 asks students to brainstorm their life
goals.
3.6.3 records these goals on the board.
Students
3.6.4 sort dreams into ones that require money
and ones that do not with the aid of a T-chart.
3.6.5 read much of the play aloud.
3.6.6 stop
to discuss key elements and character development related to dreams (complete,
burgeoning or broken).
Teacher
3.6.7 ensures
that students keep their Learning Log up-to-date by providing them with ample
time to write in their Learning Logs about character and play development with
regard to the financial and dream theme.
3.6.8 presents a vocabulary study to aid student
understanding of key play elements.
3.6.9 reviews
the skills necessary for completing a role-play by modelling the expectations.
Students
3.6.10 role
play an interview, done in partners between a character from the play and a
“celebrity” interviewer. Explore a character’s motivation with regards to
finance and dreams. (See Appendices for a Role Play Interview Rubric.)
3.6.11 write
an informal report using their Learning Log and perhaps, role play interview
notes – to analyse how the playwright used different elements and character
development to illustrate a financial message.
K/U –
Knowledge/Understanding T/I –
Thinking/Inquiry C –
Communication A – Application
|
Formative |
Learning Log |
Anecdotal Comment |
K/U, C |
|
Summative |
Role Play
Interview |
Rubric |
K/U, T/I, C, A |
|
Formative |
Informal Report |
Rating Scale |
K/U, T/I, C, A |
Hansberry,
Lorraine. A Raisin in the Sun ISBN 0070829624
“Maslow’s
‘Hierarchy of Needs’ Theory and the Younger Family in Hansberry’s, A Raisin in
the Sun”
– http://www.csustan.edu/english/reuben/pal/chap8/hansberry.html
Shipley,
Joseph T. Dictionary of Word Origins. ISBN 5250009019
Time: 6 hours
Students identify a
component of the Financial unit that they find interesting and create a
research plan in the form of a memo to further investigate the topic. Students
research this topic in more detail through the use of a variety of forms of
text. Students prepare a handout for their peers about this topic as well as a
visual presentation for their topic; this may take the form of a display board,
a triptych, or a media presentation. They organize their presentations in an
area where other students can visit the various presentations and discuss the
topics with the presenters. The combination of research, writing and presenting
will assist students in completing the course culminating activity.
Strand(s): Literature Studies and Reading, Writing, Language and Media
Learning
Expectations
WR3.02 - select and
use appropriate organizational patterns to structure expressive writing and
multimedia presentations;
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;
LI1.03 - select and
use a variety of effective reading strategies;
WR4.04 - revise
drafts to integrate researched information, ideas, and quotations appropriately
and ethically, checking all material for accuracy;
WR5.01 - cite
researched information, ideas, and quotations in a consistent and ethical
manner according to acceptable research methodology;
WR5.02 - produce,
format, and publish written work, using appropriate technology to share writing
with intended audiences;
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.
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;
MD2.01 - design or
create media works based on ideas, themes, and issues examined in this course.
·
Presentation
skills
·
Research skills
·
The culminating
activity will have been introduced at the beginning of the unit. At this time,
seek support from the library staff to assist with research.
·
Gather examples
of brochures, flyers, articles, triptychs, and display board.
·
Provide a rubric
to enable students to understand the assessment criteria.
·
Book the computer
lab and resource centre for creation of products.
Teacher
3.7.1 asks students to explain
what a ‘fair’ is.
3.7.2 presents
posters or newspaper ads presenting different types of fairs: agricultural
fair, recruitment fair, craft fair, etc.
3.7.3 asks students, What goes on at a fair? Why
do we attend these events?
3.7.4 explains
that the culminating activity for this unit is a Financial Fair where the
students create both a handout version of their information and a visual
presentation for people to visit. These can be in the form of a brochure,
flyer, article and a triptych (three panel display), display board or media
presentation, respectively.
3.7.5 refers
back to the presentation completed in Activity 3.3 as a reminder of what is
expected in a presentation.
Students
3.7.6 participate in discussion about what a fair
is and the reasons for attending.
Teacher
3.7.7 recaps the financial topics in a list.
Students
3.7.8 using
the think/pair/share strategy, choose three topics in which they are interested
and provide their reasons for their choice.
3.7.9 narrow down their choice to one area.
3.7.10 create a mind map of questions that they have
about their topic.
3.7.11 identify a focus.
Teacher
3.7.12 presents a memo format using an exemplar.
3.7.13 instructs
students to write a memo to the teacher explaining their choice for the
financial fair. The memo should include the following information: topic,
focus, reason for choice, questions about the topic, search key words to be
used and due dates for plan of attack.
Students
3.7.14 complete memo and peer-edit memos in tutorial
groups using a checklist.
Teacher
3.7.15 presents students with a
peer-editing checklist with the following criteria:
|
Peer Editing Checklist for
the Financial Fair Memo |
|||
|
Do you have…? |
Yes |
No |
Comment |
|
Is the topic clear and does it have a focus? |
|
|
|
|
Are there reasons for this choice? |
|
|
|
|
Are there
insightful questions about the topic? |
|
|
|
|
Are there several
key words to use for researching the topic? |
|
|
|
|
Is there a plan of
attack with due dates? |
|
|
|
|
Mechanics/writing
is appropriate and clear. |
|
|
|
Students
3.7.16 revise memo and submit.
Teacher
3.7.17 assesses the memo and
provide feedback.
3.7.18 allows time for student
research and completion of research organizer.
|
Financial Fair Research
Organizer |
||
|
Citation |
Key ideas |
Additional Notes |
|
|
|
|
|
|
|
|
Students
3.7.19 research
financial topic in the library/resource centre and on the Internet; complete
the research organizer.
3.7.20 discuss research material with tutorial
group.
Teacher
3.7.21 instructs students to prepare their
presentation and handout.
3.7.22 presents marking scheme for presentation to
students.
|
Presentation Marking Scheme |
||
|
Expectation |
Mark |
Comment |
|
Organization and
structure |
/5 (K/U) |
|
|
Oral
Presentation techniques |
/5 (A) |
|
|
Effective
communication |
/5
(C) |
|
|
Effective media
design |
/5
(T/I) |
|
Students
3.7.23 complete handout and presentation.
K/U – Knowledge/Understanding
T/I – Thinking/Inquiry C –
Communication A – Application
|
Formative |
Class Discussion |
Learning Skills Checklist |
K/U, T/I, C, A |
|
Formative |
Peer Editing of Memos |
Editing Checklist |
K/U, T/I, C, A |
|
Formative |
Research |
Learning Skills
Checklist for Teamwork and Participation |
K/U, T/I, C, A |
|
Summative |
Oral Presentation |
Presentation
Marking Scheme |
K/U, T/I, C, A |
|
Summative |
Handout |
Anecdotal |
K/U, T/I, C, A |
Brochures and
handouts advertising different fairs
Asset: Something of monetary value.
Bank: A business establishment authorized to perform
financial transactions.
Blue Chip
Companies: The largest, most
well-known companies with long records of solid earnings and regular dividend
payments.
Broker: One who arranges the purchase and sale of
assets; for example, a securities (stock) broker or mortgage broker. A broker
does not buy or sell the asset, but simply brings buyers and sellers together.
Canada
Pension Plan (CPP): A
federally sponsored (except in Quebec) pension plan that requires mandatory
contributions from salary or business income, and that guarantees a minimum
monthly income for Canadians when they retire or are disabled.
Debit
Cards: Bank cards that allow
you to pay for goods and services by simply debiting your bank account at the
point of purchase.
Diversification:
The process of allocating your
investment portfolio over many investment classes and types on order to reduce
exposure to specific sources of risk.
Dow Jones
Industrial Average (DJIA): An
average of the prices of the shares of 30 blue chip companies traded on the New
York Stock Exchange (which is the most important stock exchange in the world).
The DJIA is widely followed as a barometer of the New York Stock Exchange’s
performance.
Exchange
Rate: The price of one
country’s currency in terms of another country’s currency.
Financial
Planners: Professionals who
design financial plans for individuals and companies, including issues such as
tax planning, retirement planning, and estate planning. Financial planners
generally work from one of three basic compensation schemes: 1) commissions
generated from products the planner sells, e.g., insurance products, 2) a
fee-for-service arrangement, where costs are set as a fixed fee or hourly rate,
or 3) a combination or fees and commissions.
Interest
Income: Money paid by a
borrower to a lender.
Interest
Rate: The rate of interest
charged by the lender and paid by the borrower.
Invest: To commit money in order to gain profit or
interest.
Mutual
Fund: A company that invests
in securities using money raised from selling shares to individual investors.
The company offers its organizational, managerial and investment skills to the
investor for a fixed fee per year.
North
American Free Trade Agreement (NAFTA): An agreement between the US, Canada, and Mexico, that generally allows
for the duty-free movement of goods and services across borders.
Registered
Retirement Savings Plan (RRSP): A
tax-sheltered investment plan. The contributions to the plan are tax
deductible, and the income, dividends and capital gains realized within the
plan, are not taxed until the plan matures.
Yield: The investor’s expected cash flow from an
investment.
Additional terms: stocks,
bonds, return, foreclosure, collection agency, debit, credit, balance,
credit
rating
Asset: This word was first used to describe the money
a dead man leaves to clear away his debts. It was spelled aseth in Piers
Plowman (ca. 1370), from Goth.
Bank: This word seems to have come from similar forms
in both the north and south of Europe: Anglo-Saxon banke, from benc;
and Latin bancus. Its original sense was something flat, like a shelf.
Through carpentry, it became our word bench. Moneychangers used to sit with the
foreign moneys on a ‘bench’ before them; hence a bank is a place where money is
handled.
Broker: After a deal, men would broach a cask of
wine. But the man that opened it was the first broker (Middle English brocour,
from Latin broccare, to tap a cask). From wine merchant, the term was
broadened to any retail dealer, such as the pawnbroker; or to any
middleman in a transaction.
Finance
(Financial Planner): This was
originally a payment that settled matters, and brought concern and accounts to
an end (Latin financia, from finare, to pay a fine; also, from
Latin finis, a settled payment).
Invest: The practice of fitting-out the young man in
smart clothes before he went forth to make his fortune led to the early
figurative use (Italian investire, 13th Century) of invest, to
clothe, in the sense of putting money into something with the hope of profit.
Note: Joseph T. Shipley’s Dictionary of Word
Origins. ISBN 5250009019 was consulted for the above origins.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
- shows limited
knowledge of character and inconsistent portrayal |
- shows some
knowledge of character and inconsistent portrayal |
- shows
considerable knowledge of character and consistent portrayal |
- shows thorough
knowledge of character and confident and sensitive portrayal |
|
Thinking/Inquiry |
- explains and
analyses with limited effectiveness |
- explains and
analyses with some effectiveness |
- explains and
analyses with considerable effectiveness |
- explains and
analyses with a high degree of effectiveness |
|
Communication |
- communicates information
and ideas with limited clarity |
- communicates
ideas and information with some clarity |
- communicates
information with considerable clarity |
- communicates
ideas and information with a high degree of clarity and confidence |
|
Application |
- limited use of
eye contact to underline the message |
- some use of eye
contact to underline the message |
- considerable use
of eye contact to underline the message |
- a high degree of
eye contact is used to underline the message |
Note: A student whose achievement
is below Level 1 (50%) has not met the expectations for this assignment or
activity.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
- limited
understanding of ideas, information, and issues |
- some
understanding of ideas, information, and issues |
- considerable
understanding of ideas, information, and issues |
- thorough,
insightful understanding of ideas, information, and issues |
|
Thinking/
Inquiry |
- limited
effectiveness in analysing and interpreting the issues |
- analyses and
interprets the issues with some effectiveness |
- analyses and
interprets the issues with considerable effectiveness |
- analyses and
interprets the issues with a high degree of effectiveness and insight |
|
Communication |
- states topic
with limited clarity |
- states topic
with some clarity |
- states topic
with considerable clarity |
- states topic
with a high degree and confidence |
|
Application |
- uses language
conventions with limited accuracy and effectiveness |
- uses language
conventions with some accuracy and effectiveness |
- uses language conventions
with considerable accuracy and effectiveness |
- uses language
conventions thoroughly, accurately, and effectively all or almost all of the
time |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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