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Course Profile English (ENG4E), Grade 12, Workplace
Preparation, Public
Course Overview
Prerequisite: English, ENG3E Grade 11, Workplace Preparation
This
course emphasizes consolidation of literacy, critical thinking, and
communication skills. Students will study informational texts and literature
from various countries and cultures, write summaries, reports, resumes, and
short essays; complete an independent research project; and explain the
connections among media forms, audiences, and media industry practices. An
important focus will be on using specialized language related to the workplace
a
This
course provides opportunities for students to gain the knowledge and
communication skills necessary for the workplace and in their everyday lives.
The course begins with a focus on the student’s personal knowledge, attitudes
and experiences and then broadens to a study of global issues. Throughout this
course, the overall and specific expectations are designed to prepare
graduating students, not only for life in the workplace, but also as citizens
of their communities both locally and globally.
The
main emphases of this course are literacy, critical thinking, and communication
skills. Students are required to write summaries, reports, short essays, and
résumés.
It
is important for teachers of this course to work in conjunction with teachers
in other program areas. Partnerships with guidance/career education,
cooperative education and special education staff contribute to the su
This
course complements other subject areas and, therefore, the intention is that
this course may be used as part of a packaged program for some students. It is
also a course that lends itself to integration with other subject areas such as
science, history, social science, and career studies.
|
* Unit
1 |
Rights
and Issues |
30
hours |
|
Unit 2 |
Stereotypes |
20
hours |
|
Unit 3 |
Future
Opportunities |
30
hours |
|
Unit 4 |
Global
Issues |
30
hours |
* This
unit is fully developed in this Course Profile.
Time: 30 hours
Unit
Description
This
introductory unit uses health and safety concerns as a context for developing
the communication skills for the workplace. This unit examines health and
safety concerns as they relate to students on a personal level. This unit also
looks at workers’ rights and their responsibilities in maintaining a workplace
environment that is ethical and free from discrimination and harassment.
Investigating the role of legislation and unions in maintaining the work
environment is also an important aspect of the course. Students finish the unit
by completing a culminating activity based on one of the issues studied.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
1.1 How
Safe is Your Workplace? 8 hours |
LS1.03, WRV.01,
WR1.01, WR1.04, LA1.02, LA1.03 |
Thinking/
Inquiry Communication Application Observation
checklist Writing
rubric Feedback
or oral presentation rubric Technical
writing rubric |
Examination
of workplace health and safety issues through discussion and viewing of video
clips Introduction of culminating activity for Unit 4 Comparison
and/or contrast of prior experiences with health and safety in the workplace
using a Venn diagram Development
of comparison and/or contrast paragraph using material collected in Venn
diagram Use of reading strategies, note taking and research skills to
investigate types of health and safety regulations in the workplace Development
of interview questions regarding health and safety in the workplace Role
play of interview to examine, develop and practise interview skills Use of
research skills to complete technical writing task of formulating a bulletin
of health and safety regulations for the workplace |
|
1.2 Know Your Rights and Be Ethical 10 hours |
LS1.03, WR1.02, LAV.02, LA2.02, MD1.04, MD2.01,
LA1.01, LA2.03 |
Thinking/ Inquiry Knowledge/ Understanding
Application Communication Writing rubric Checklist Visual
representation rubric |
Discussion of ethics through personal
experience as well as in the workplace Introduction of student glossary with terms:
ethics, discrimination, and harassment Discussion in groups of codes of ethics in
workplaces Comparison and contrast of priorities of jobs
using graphic organizer Reading and discussion of report on ethics
Composition of a journal entry Mind map discussion with terms:
discrimination and harassment Reading and discussion of story or article on
discrimination and harassment Introduction to Employment Standards Act or Ontario
Human Rights Code and discussion of the people contacted when a rights
violation o Group discussion of rights addressing discrimination
and harassment in the workplace Generation of interview questions for
contacts of right violations Review and use of note taking in interview
with guest speaker Composition of a journal entry Creation of poster to illustrate problems
associated with discrimination, harassment or ethics in the workplace |
|
1.3 You Be
the Judge 5 hours |
LS1.03,
WRV.03, WR2.03, LAV.01, LA2.01, LA2.05 |
Knowledge/
Understanding Communication Application Letter
writing rubric Presentation rubric |
Examination
of violated laws in case studies of discrimination and harassment Discussion
of case studies, summary of content, determination of law violations,
recording of decision and supporting details and presentation Formal letter
of recognition to worker that expresses regret and understanding of situation Review
of format for formal letter writing. Worksheets or textbook exercises on
proofreading, editing and revising skills Role
play of a case study in the form of a discussion on discrimination and/or
harassment in the workplace |
|
1.4 Putting It All Together 7 hours |
WR1.02, WR1.04, WR2.01, WR5.02, MD2.01 |
Thinking/ Inquiry Communication Knowledge/
Understanding Application Rubric for a culminating product |
Case study involving one of the issues in the
unit. Choice of culminating activity from the
following: series of posters, pamphlet, story board for a commercial,
informational page, newsletter, website, interactive display, visual essay or
collage |
Time: 20 hours
Unit
Description
Students
examine and analyse how people from different groups are represented in
literature and in various media forms. Students are given the opportunity to
identify and explore various forms of stereotypes and non-traditional jobs.
Throughout this unit, students gain an understanding of how stereotypes and
biases can affect their lives. They apply the knowledge of media practices and
the media industry and critical thinking skills to create their own media
products. Students are required to write journal responses, reports, and a
personal essay as well as to communicate orally through presentations and
debates.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
2.1 Imitation
of Life 3 hours |
LS1.02,
LS1.05, LAV.02, LA2.02, WRV.03, WR1.02, WR2.02, WR3.02, MDV.01, MDV.02 |
Knowledge/
Understanding Thinking/ Inquiry Checklist
Anecdotal observation Rating scale Rubric |
Introduction
to Stereotypes through sitcoms Discussion of stereotypes to ascertain prior
knowledge with group definition to be included in glossary Creation
of a graphic organizer to record findings: characters’ names; positive or
negative stereotype a Identification
and viewing of a sitcom with work-related characters and obvious stereotypes
Discussion of observations and findings Preparation of a short report
answering questions such as: Why do
most sitcoms have stereotypical characters? (stock characters, not enough
time) What
are these sitcoms revealing about the attitudes of the North American worker? Where
do these stereotypes come from? Why are
these stereotypes potentially harmful? Creation of a storyboard for a new
sitcom, which dispels one of the stereotypes, discussed |
|
2.2 Ms. Representation 3 hours |
LS1.02, LS1.03, LS1.05, WR1.03, WR3.03, WR5.02,
LA2.01, LA2.02, MDV.01, MDV.02, MD1.01, MD1.03, MD2.01, MD2.02 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application Anecdotal observation Checklist Presentation rubric Writing rubric |
Gender-Based Stereotypes Analysis of the portrayal of the sexes in
each section of the newspaper Discussion and comparison of findings,
focusing on the lack of representation of women in a section of the newspaper Creation of a problems and solutions chart.
Analysis of the advertisements in the newspaper for concepts such as: gender
specific stereotypes, target audience, demographics, social values,
advertising techniques Add terms to glossary Recording of findings in a graphic organizer.
Comparison of findings with the rest of the class through oral presentation Investigation of the male image through
poetry, magazine articles, or short stories Creation of a print advertisement reversing
the roles of the sexes for a specific audience (teens, seniors or baby
boomers) OR rewriting of a fairy tale changing the sex of the main character
for a children’s audience |
|
2.3 Attitude
Adjustment 4 hours |
LA2.01,
LA2.04, LSV.01, LSV.02, LSV.03, LS1.05, LS3.02, LS2.02, LA2.04, WRV.02,
WRV.03, WRV.04, WR1.01, WR1.03, WR2.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Presentation
rubric |
Non-Traditional
Jobs Brainstorming
of a list of career fields, labelling them male and female Response
to survey re: attitudes about gender-based roles Reflection
of attitudes regarding the roles of men and women at work and in
relationships Response
to poetry based on non-traditional jobs Discussing
films such as Billy Elliott or Working Girl which depict men
and women in non-traditional roles OR inviting guests to speak about their
careers/jobs in non-traditional roles Research
of non-traditional jobs using the Internet, magazine articles, etc. Oral
presentation in a poem or interview format |
|
2.4 Am I Canadian 5 hours |
WRV.04, WRV.05, WR1.04, WR3.02, WR4.02, WR5.04,
LAV.01, LAV02, LA1.01, LA1.04, LA2.04, LA2.05, MDV.04, MD1.01, MD1.04 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Checklist Essay rubric Debate rating scale Peer/self-assessment |
Cultural Stereotypes Discussion of cultural stereotypes and
definition of the terms: racism, ethnic, assumption, bias, prejudice, and
perception for adding to glossary. Discussion of Canadian identity and
culture and how others see Canadians Analysis of Canadians’ opinions of Americans
in the media: TV, films, magazines, and radio. Review of requirements
regarding Canadian content in the National Film Board and the Canadian
Radio-television and Telecommunications Commission (CRTC) Oral debate: Do you
think the rules are fair and necessary? Review of elements of a personal essay with
graphic organizer provided Writing of a short personal essay to answer
the following question, using examples from the media to support your
opinion: What does being Canadian mean to me? Peer editing of essay throughout writing
process |
|
2.5 Spread
the Word 5 hours |
LA2.04,
MDV.01, MDV.02, MD2.01, MD2.02, WRV.01, WRV.02, WR1.02, WR1.04, WR3.03,
WR5.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application Test Rubric
for culminating product |
Assessment
of student knowledge and understanding of the Unit 2 using questions such as:
What are stereotypes and how do they affect people? How do people learn to
make stereotypes? How might you teach them to change their attitudes? What
might the media do to reduce stereotypes? Give specific examples from
different media What
can an individual do? Creation
of a product to inform a target audience of positive and negative stereotypes
and to recommend solutions. Choice of culminating activity from the
following: series of posters, pamphlet, story board for a commercial,
informational page, newsletter, website, interactive display, visual essay or
collage, but NOT the same product completed in Unit 1 |
Time: 30 hours
Unit
Description
Students
develop an understanding of their place in the future workforce by examining
their personal attributes, community involvement, experiences, and range of
skills they bring to the evolving workplace. Investigative study of a wide
range of current print and electronic resources directs students to an
appreciation of the changing face of the job market. An essential component of
this unit is an understanding of the emerging demographic profile, which is
shaping the workplace choices of the next generation. Employability skills are
emphasized. Students recognize that these transferable skills are the footings
upon which their employment futures are constructed. Skills specific to the job
search process are revisited with attention to creating a résumé, crafting a su
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
3.1 On the
Threshold 8 hours |
WR1.01,
WR1.04, LAV.02, LA2.02, LA2.03 |
Knowledge/
Understanding Thinking/ Inquiry Checklists
Rubrics |
Discussion
of students’ prior work experience Brief
descriptions of responsibilities and skills related to: co-op placements;
community involvement; volunteering; part-time jobs Creation
of board outline with point form notes Clustering of experiences and skills
on chart paper; use of predetermined categories linked to job groupings Review
of the purpose and format for resume Evaluation of the effectiveness of
sample resumes using a checklist, with report of findings to the class
Recording of positives and negatives on the blackboard; discussion focused on
the essential features of a quality résumé Creation,
update or redesign of personal résumé using the computer |
|
3.2 Visiting
the E-World 5 hours |
LSV.03,
LS3.03, LS3.04, WRV.01, WR1.02, LAV.01, LA1.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Rubric
Checklist Anecdotal chart |
Introduction
of key vocabulary for the electronic job search, with addition of new terms
to glossary started in Unit 1: webpage, home page, search engine, and links Use of
pre-selected websites to focus on organizing principles of electronic
communication With a
partner, a Partners
use a search engine to a |
|
3.3 That Was Then, This Is Tomorrow 8 hours |
LSV.01, LS1.01, LS1.03, LSV.03, LS2.01, LS3.01,
LS3.03, LAV.01, LA1.02 |
Knowledge/ Understanding Communication Checklist Rubric |
Future Job Trends Reading of pre-elected print resources that
focus on future trends in the workplace Discussion of future trends such as
down-aging, ergonomics, technocracy Written description of themselves ten years
in the future as members of the workforce Definition of demography with addition to
glossary Creation of charts and graphs from information in government
publications and websites and discussion of findings Revisiting of job listings selected in
Activity 3.2 Writing of supported opinion paragraph
explaining why the job will or will not exist in the future |
|
3.4 What’s
Available for Me? 9 hours |
LSV.03,
LS3.03, WRV.01, WR1.01, WR1.03, WRV.02, WRV.03, WRV.04, WRV.05, WR2.01,
WR3.01, WR3.03, WR4.01, WR4.03, WR4.04, WR5.01, WR5.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Anecdotal
Checklist Rubric |
Report
Writing Review
of vocabulary and Internet skills from Use of
tracking sheet to record progress as knowledge and skills from earlier
activities are used to complete research Provision
of on-going teacher observation, monitoring and conferencing to encourage
students to work independently to create a draft report Peer
editing using checklist. Choice of culminating activity from the following:
series of posters, pamphlet, story board for a commercial, informational
page, newsletter, website, interactive display, visual essay or collage, but
NOT the same product completed in Unit 1 or 2 |
Time: 30 hours
Unit
Description
This unit builds on the knowledge,
skills, and insights developed throughout the course and has been designed to
be used as the final evaluation for the course. Students expand their knowledge
of literature and the workplace by studying a small selection of short stories
from a global perspective. Students become familiar with different social and
cultural norms, lifestyles, and communities. Students produce a short
comparative study based on two short stories. Using this prior knowledge,
students look at a specific issue affecting a specific region of the world and
determine the impact on the community. Students apply their communication
skills, knowledge of the workplace, and its issues to research an issue of
their choice. Students organize research, complete a cause and effect analysis,
and draw conclusions to determine the impact the issue has had on the
community. Using their knowledge of media texts and audiences, students choose
the best media forms to organize content and communicate ideas about this
issue. Students prepare a two-minute talk explaining their issue’s impact and
share their exhibits with classmates. Students write a reflective piece
evaluating the effectiveness of another student’s exhibit.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
4.1 The Eye
of the Beholder 7 hours |
LSV.01,
LSV.02, LS1.02, LS1.03, LS1.05, LS2.02, LS3.02, WRV.03, WRV.05, WR1.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Editing
checklist Comparison study rubric |
Review
of short story structure and use of literary devices Addition
of terms to glossary Creation
of world map to locate origin of stories Reading of selected short stories
from around the world that reflect various social, cultural and political
perspectives Addition
of related terms to glossary, e.g., globalism Exploration of the various
texts through brief personal responses making observations about:
different/similar opinions, insights, perceptions, values and interpretations Model
comparison of two stories using T-chart organizer Three-paragraph
comparison study Choice
of two stories with similar theme Focusing
on: plot, how each author deals with theme and cultural/social
differences/similarities Writing process to complete study, with steps to
include brainstorm, outline, rough draft, peer editing/revision and good
draft |
|
4.2 Passport to New Perspectives 3 hours |
LSV.01, LS1.03, LS1.05, WR1.01 |
Knowledge/ Understanding Thinking/ Inquiry Anecdotal feedback |
Exploration of case studies based on issues
affecting a specific community, e.g., child labour in third world countries Development of questions to determine the
type of impact (social, cultural, economic) this issue has had on the
community Completion of a cause and effect organizer in
groups to determine issue’s impact on community Brainstorming of other
possible issues to be used for an independent study (political, cultural,
social, human rights, environmental) |
|
4.3 My Next
Destination 4 hours |
WRV.01,
WR1.02, LAV.01, LAV.02, LA1.03, LA2.01, LA2.03, LA2.04, LA2.05 |
Knowledge/
Understanding Thinking/ Inquiry Communication Peer
evaluation checklist Oral
presentation rubric |
Preparation
of a proposal a Presentation
of proposal to be shared orally and peer evaluated and edited Oral
presentation of proposal to teacher |
|
4.4 Spread
the Word 9 hours |
LSV.01,
WRV.01, WR1.01, WR1.02, WR1.03, WR3.03, WR5.01, WR5.03, LAV.01, LA1.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Works
cited Checklist Anecdotal feedback in conference |
Research
Report Note-taking
from various sources Creation
of Works Cited page Completion
of Cause and Effect organizer demonstrating impact of issue on community
Choice by students of most appropriate methods of communication based upon
audience and purpose Conferencing with teacher to assess resources, progress,
cause and effect organizer and whether language, style and oral/visual
techniques are appropriate to audience and purpose |
|
4.5 The
World Up Close 7 hours |
LS1.02,
LS1.05, WRV.02, WR1.02, WR4.01, LAV.01, LAV.02, LA2.01, LA2.03, MDV.01,
MDV.02, MD2.01, MD2.02, MD1.01, MD1.03, MD1.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application Exhibit
rubric Reflection rubric |
Visual
and Oral Presentation Creation
of exhibit based on issue with clear purpose, knowledge of issue and clear
cause and effect relationships demonstrating the impact of issue on region Choice
by students of a minimum of two items from the following list: collage visual
essay, series of posters, pamphlet, newsletter, website, or an interactive
display, but NOT the same products completed in Units 1, 2 or 3 Preparation
of a two-minute talk on issue using a teacher-directed guideline Display
of student work in a Gallery Walk Development of a set of criteria to
evaluate another exhibit Two-page
analysis to determine student learning and effectiveness of presentation |
Students will come to the course with a range
of skills and learning strategies they have developed in prior English courses.
The teacher provides the students with a wide range of informational, literary
and technical reading selections. The teacher also needs to provide the
students with the opportunity to write for a variety of purposes.
The teaching/learning strategies in the profile
provide a range of written, oral, and performance-based activities.
|
Written |
Oral |
Performance |
|
·
Journal ·
Written Answers ·
Report ·
Essay ·
Organizer/Chart ·
Summary ·
Media Log ·
Technical Writing ·
Interview
Questions ·
Comparison
Paragraph ·
Description ·
Formal Letter ·
Resume |
·
Oral Report ·
Oral Proposal ·
Class/Group Discussion ·
Interview ·
Debate ·
Advertisement ·
Conference |
·
Multi-media Presentation ·
Visual Representation ·
Storyboarding ·
Pamphlet ·
Informational Page ·
Website ·
Interactive Display ·
Exhibit |
The
use of a glossary is emphasized throughout the course. Students are required to
write unknown words and definitions into their own personal glossaries in order
to increase their understanding of the vocabulary introduced, as well as create
a reference for spelling and meaning of the terms studied in this course.
Students
have a choice of how they wish to present their final product for each
culminating activity. These choices are repeated throughout the course, with
students being required to choose a different format each time. These
activities are designed to give students the opportunity to demonstrate the
application of their knowledge in a variety of ways. The students are given
choices that reflect their own learning style and preferences. Finished
products for the culminating activity for Unit 1 will provide exemplars for the
students in the following units.
The teacher is responsible for determining how
assessment and evaluation methods will be used in the course. It is essential
that teachers consider the range of skills, previous experiences, and prior
knowledge students bring to the course.
·
address
learning expectations and tasks;
·
are
developed from clusters of expectations;
·
are
fair to all students;
·
provide
opportunities for students to perform at all levels and in all categories of
the Achievement Chart;
·
are
varied in nature and provide students with choice and opportunities to
demonstrate their achievement based on their strengths;
·
provide
opportunities for self- and peer assessment using checklists and rubrics prior
to the teacher’s summative evaluation;
·
are
clearly communicated to students prior to being assessed and evaluated.
Each unit
in this course provides for diagnostic, formative, and summative assessments.
Diagnostic assessment is used to determine prior skills and knowledge so that
teachers may make appropriate choice with regard to learning tasks. Each unit
contains formative assessment to allow for practice and improvement. Each unit
ends with a similar culminating task that provides students with the
opportunity to demonstrate their learning using various forms of communication
for different audiences and purposes. These tasks include: poster, pamphlet, a
storyboard for commercial, informational page, newsletter, website, interactive
display, visual essay and collage. Students will have the opportunity to view
good student models and they may choose to use them as exemplars for their next
culminating activity task. Teachers may choose to collect these products in a
portfolio.
·
checklists
(observation and editing)
·
rubrics
(writing and presentation)
·
rating
scales
·
anecdotal
comments/feedback
·
Knowledge/Understanding
test
Assessment
tasks should provide a range of written, oral, and performance-based activities
to match the teaching strategies listed in the section above. Anecdotal
comments, checklists, rating scales, marking schemes and rubrics should be
selected by teachers as appropriate to match the tasks. The developed unit
provides a model of how assessment tasks and tools can support teaching and
learning.
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
methods of evaluation. Unit 4 is designed to be able to be used as part or all
of the final evaluation for the course.
Students enrolled in the Grade 12
Workplace Preparation English course bring a diversity of learning strengths
and needs to the classroom. A number of these students may be exceptional
learners, whose educational progress is supported by an Individual Education
Plan (IEP). To address the range of learner needs, this Course Profile presents
variety in the tasks, teaching strategies and assessment methods, which are
suggested. The classroom practices encouraged in this Course Profile attempt to
enhance learning opportunities for every student. These practices are the
foundation upon which the continuum of student learning and development is
built. To further support the consolidation of the literacy, critical thinking
and communication skills are embedded in this Course Profile; an
interdisciplinary package of related curricula could provide opportunities for
additional experiential/authentic activities.
Teachers
should consult individual exceptional students IEPs for specific
recommendations to be followed. The following provides a general list of a
·
Special
consideration for concerns about speaking publicly (choice of audience size,
use of video camera, or audio tape to support progression in speaking to an
audience)
·
Extended
opportunities for rehearsals
·
Extended
timelines for learning and for completing activities
·
Oral
testing; use of scribe or computer
·
Opportunities
for retests
·
Charts,
graphs, organizers, forms, contracts in lieu of always writing reports
Special
provisions will also need to be made for students for whom English is a second
language if they are having difficulty with English.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. 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 their 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. 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 on the Internet is not allowed without the permission of the
owner. 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.
Saliani,
Dom. Communicate. Canada: Nelson, 2001. ISBN 0-17-619718-4
Schaefer,
Nancy. Good Job! Toronto: Stoddart Publishing Co. Limited, 2000. ISBN
0-7737-6185-3
Live
Safe, Work Smart,
WSIB Ontario, Workplace Safety & Insurance Board, WSIB Communications
Division, 2001. CD and video package included.
Davies,
Richard and Glen Kirkland. Between the Lines 11. Toronto: Nelson Canada,
2001.
ISBN0-17-619706-0
Dawe,
Robert and Paul Mallott. Reference Points: A Guide to Language, Literature
and Media. Toronto: Pearson Education Canada Inc., 2001. ISBN 0-13-019871-4
Duncan,
Barry. Scanning Television: Teachers Resource Binder
Elliot,
Lindsay. “Business Ethics: When Your Conscience Calls the Shots.” Realm
Magazine, Burnaby, BC, Winter 2000/2001.
Employment
Standards Act, Ministry of Labour, Government of Ontario
– http://www.gov.on.ca/LAB/es/ese.http
Hilker,
Douglas and Sue Harper. Foundations of English 11. Toronto: Harcourt
Canada, 2001.
ISBN 0-7747-1494-8
Kearns,
Susan and Judy Misener. Expanding Your Horizons: A Career Guide.
Toronto: McGraw-Hill Ryerson Ltd., 1993. ISBN 0-07-551392-7
Ontario
Human Rights Code, Ontario Human Rights Commission, Government of Ontario
– http://www.ohrc.on.ca/english/code/hr.code.shtml
Saliani,
Dom. Communicate. Toronto: Nelson Canada, 2001. ISBN 0-17-619347-2
Workplace
Safety – www.yworker.com
Ontario
Human Rights Commission – www.ohrc.on.ca
Ontario
Ministry of Labour, Employment Standards – www.gov.on.ca/LAB/in.htm
Equal
Opportunity Plan (EOP) – www.equalopportunity.on.ca
Adams,
Janice, C. Costello, and S. Naylor. Reading and Writing for Su
Ontario
Rights Commission – http://www.ohrc.on.ca
Ontario
Ministry of Labour, Employment Standards – http://www.gov.on.ca./LAB/in.totm
Equal
Opportunity Plan (EOP) – http://www.equalopportunity.on.ca
Dawe,
Robert and Paul Malott. Reference Points: A Guide to Language,
Literature, and Media. Toronto: Pearson Education Canada Inc., 2001. ISBN
0-13-019871-4
Hilker,
Douglas and Sue Harper. Foundations of English 11. Toronto: Harcourt
Canada, 2001.
ISBN 0-7747-1494-8
Adams,
J., C. Costello, and S. Naylor. Reading and Writing for Su
Barry,
James and Neil Andersen. Literature and Media. Scarborough: Nelson Thomson
Learning, 2001. ISBN 0-17-619710-9
Duncan,
Barry, et al. Mass Media and Popular Culture. Toronto: Harcourt Brace
Canada, 1996.
ISBN 0-7747-0170-6
Hilker,
Doug and Sue Harper. Foundations of English 11. Toronto: Harcourt
Canada, 2001.
ISBN 0-7747-1494-8
National
Film Board and Canadian Broadcasting Corporation Regulations
Adams,
J., C. Costello, and S. Naylor. Reading and Writing for Su
Misner,
Judi. Expanding Your Horizons: A Career Guide 2/e. Toronto: McGraw-Hill
Ryerson Ltd., 1999.
ISBN 0-07-551392-7
Job
Futures – www.hrdc-dhrc.gc.ca/JobFutures
Job
Profiles – www.jobprofiles.com/
Mazemaster
– www.mazemaster.on.ca
Ministry
of Education, Ministry of Training, College and Universities – www.edu.gov.on
Statistics
Canada – www.statcan.ca
Barry,
James. Global Reading Safari: Reflections in Fiction. Scarborough:
Nelson Canada, 1994.
ISBN 0-17-603980-5
Barry,
James. Global Reading Safari: Reflections in World Fiction, A Guide.
Scarborough: Nelson Canada, 1994. ISBN 0-17-603988-0
Joseph,
Amanda and Wendy Mathieu. Viewpoints 11. Toronto: Pearson Education
Canada Inc., 2000. ISBN 0-13-019869-2
Soifer,
Eldon. Ethical Issues 2/e: Perspectives for Canadians. New York: Broadview
Press Ltd., 1996.
ISBN 15-5111109-8
Wisdom –
http://thinkers.net/Authors_Fiction/Short_Story/
Opportunities
are identified throughout the course for the use of appropriate technology
including software applications and the use of the Internet for research.
Connections to career choices and options and to understanding the workplace
are also made throughout. The community is emphasized as a resource.
Opportunities are provided for anti-discrimination education, especially in the
last unit.
Coded
Expectations, English, Grade 12, Workplace, ENG4E
LSV.01 · read and demonstrate an
understanding of texts from various countries and cultures, with an emphasis on
interpreting and assessing information, ideas, and issues;
LSV.02 · demonstrate an understanding of
the elements of a range of forms of fiction, non-fiction, drama, poetry, and
informational material;
LSV.03 · identify the elements of style in
a variety of informational and literary texts, focusing on how the elements
contribute to a
Understanding
the Meaning of Texts
LS1.01 – use knowledge of the elements and
organizational patterns of informational texts to understand information from
print and electronic sources (e.g., explore the language and organization of
the classified advertisements section of a newspaper from the viewpoint of a
consumer; explain orally the information conveyed in graphs and charts; compare
different kinds of information in business reports and reference directories
from the viewpoint of a prospective employee);
LS1.02 – use knowledge of the elements of
fiction, non-fiction, drama, and poetry to understand universal themes and
global issues in literary texts (e.g., prepare a report on the problems faced
by individuals and families in a selection of short stories; investigate a
LS1.03 – interpret and assess explicit and
implicit information, ideas, and issues in literary and informational texts
(e.g., assess the effectiveness of the ending of a story or play in relation to
the plot, characters, or theme; make inferences about the values and beliefs of
the school community from the stated and implied information in the school code
of behaviour; compare articles on similar topics and identify inconsistencies
and ambiguities in the texts);
LS1.04 – describe a variety of reading
strategies and use them to understand specific texts, with an emphasis on
previewing the index and appendices in a book, listing key details included and
excluded, using diagrams and charts to clarify meaning, and sorting and
categorizing information from texts;
LS1.05 – explain the influence of the
personal, cultural, political, and economic values and perspectives of authors
and readers on texts and interpretations of texts (e.g., describe their own and
others’ interpretations of stories about the oppression of children, on themes
such as child labour or children in concentration camps during the Second World
War).
Understanding
the Forms of Texts
LS2.01 – explain how elements of specific
forms influence meaning in informational texts (e.g., analyse the function of
elements such as summaries, diagrams and charts, introductions, and conclusions
in various informational texts; explain the importance of elements such as the
table of contents, index, and bibliography in informational books);
LS2.02 – explain how elements of specific
forms influence meaning in literary texts (e.g., explain the role of suspense,
description, and humour in maintaining readers’ interest in a novel; explain
how the language of the narrator in a dramatic monologue reveals character).
Understanding
the Elements of Style
LS3.01 – describe the language in a variety of
informational and literary texts and explain how it is used to create an
appropriate voice and style to communicate information, ideas, and emotions
(e.g., explain how the use of appropriate business and technical language gives
authority to a writer’s ideas; explain why writers combine plain language and
specialized terms in technical writing; describe the effect of the use of
concrete and abstract language in a poem);
LS3.02 – describe the rhetorical and
literary devices, such as allusion and irony, used in literary and
informational texts, and explain how the devices enhance the meaning (e.g.,
explain the dramatic irony in a play and how it contributes to the theme;
discuss how allusion and irony convey meaning in newspaper columns and magazine
articles);
LS3.03 – explain the impact of the
authors’ choices of language and stylistic devices on the reader by examining
their own and others’ interpretations of the style of texts;
LS3.04 – explain how authors and editors
use design elements to organize content and communicate ideas (e.g., compare
the function of borders, shading, colour, type style, type size, and page
layout in magazines for different audiences; assess the contribution of graphs,
flowcharts, and timelines in business reports).
WRV.01 · use a variety of print and
electronic sources to gather information and ideas and to develop topics for
personal, school-related, and workplace-related writing;
WRV.02 · identify the informational and
literary forms suited to various purposes and audiences and use the forms
appropriately;
WRV.03 · use a variety of organizational
structures and patterns to produce coherent and effective written work;
WRV.04 · revise their written work,
collaboratively and independently, 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 formulating questions,
identifying information needs and purposes for writing, and developing research
plans to gather information and ideas (e.g., consult relevant newspaper and
magazine articles and books to select, broaden, or narrow a topic; search job
databases for information on personal career opportunities and job-search skills);
WR1.02 – classify and organize
information, ideas, and sources to suit specific forms and purposes for writing
(e.g., use index cards to classify and order information and ideas for an oral,
written, or multimedia presentation; cluster key images for writing a poem; use
a chart to compare how two different plays convey two different moods);
WR1.03 – analyse information and ideas
gathered from a variety of print and electronic sources to determine whether
the information and ideas are sufficient, relevant, and suitable to the form
and purpose for writing;
WR1.04 – use information and ideas from prior
knowledge, personal experience, and research to develop content for personal,
business, and technical writing (e.g., use personal experience and information
from interviews with employers and employees to write a report about workplace
safety; create an action plan and portfolio for a job search).
Choosing
the Form to Suit the Purpose and Audience
WR2.01 – select and use an appropriate
form to produce written work for a specific audience and purpose (e.g., outline
a study plan or course of action in an e-mail message to a teacher; write a
covering letter to a
WR2.02 – use literary and informational
texts as models of writing for specific purposes and audiences;
WR2.03 – select and use a voice and style
appropriate to the specific purpose and intended audience of business,
technical, workplace, and personal communications (e.g., use an informal,
conversational style in a personal letter; use a plain, concise style in a
report; use a plain, factual style to write a statement for the police
describing an a
Organizing
Ideas and Information in Written Work
WR3.01 – apply knowledge of report
structure to organize written reports, using:
(·)
an introduction that identifies the topic and explains its significance or
poses an inquiry question;
(·)
a body that presents information and data in connected and coherent paragraphs
supported by graphics, illustrations, and charts;
(·)
a conclusion that presents insights or recommendations;
WR3.02 – apply knowledge of essay
structure to organize short essays, using:
(·)
an introduction that engages the reader and introduces the topic or controlling
idea;
(·)
a body that develops ideas logically and coherently and incorporates supporting
examples and anecdotes;
(·)
a conclusion that follows logically from the introduction and body and presents
a summary or generalization;
WR3.03 – use patterns such as cause and
effect, problem-solution, classification, or positives and negatives to
organize information and ideas in reports and short essays (e.g., use
classification or problem-solution to organize a report about workplace safety;
use a cause-and-effect pattern in a personal essay about su
Revising
Drafts
WR4.01 – revise the content and organization
of drafts by adding relevant details and examples, restructuring information,
and strengthening connections between ideas (e.g., integrate and synthesize
data by summarizing information from several sources; add details to a letter
giving advice about alternative solutions to a conflict);
WR4.02 – revise drafts to improve
vividness, a
WR4.03 – revise drafts to maintain an
appropriate voice and style (e.g., modify the language in a workplace memo to
reflect a manager’s “voice”; revise a report for consistent use of a
plain-language style appropriate to the workplace; examine the pronouns used in
written work for consistency of person and gender; use a checklist to examine
writing for consistent use of inclusive and anti-discriminatory language);
WR4.04 – revise drafts to integrate
researched information, ideas, and quotations in an ethical manner (e.g.,
provide a context for quoted materials; use transition words and phrases to
link information from different sources).
Editing,
Proofreading, and Publishing
WR5.01 – cite researched information,
ideas, and quotations in a consistent and ethical manner a
WR5.02 – produce, format, and publish
written work, using appropriate technology to share writing with intended
audiences (e.g., adapt electronic templates to create a résumé and covering
letter for a job application; select the most effective fonts, typefaces, and
type sizes to publish an instruction manual);
WR5.03 – identify strengths and weaknesses
in their writing skills and create action plans to improve these skills for su
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 (e.g., use correctly the comparative and
superlative degrees of adjectives and adverbs; place words such as only,
nearly, scarcely, always, just, and even where they make the intended meaning
clear to the reader; avoid using reflexive pronouns such as myself, themselves
in compound subjects and objects);
(·) Grammar and Usage: use parallel structure for clarity in lists and
instructions (e.g., use the same grammatical form for items in a list; use the
imperative consistently when writing instructions);
(·) 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 and patterns for
doubling final consonants before a suffix; spell as separate words commonly
used expressions such as a lot, in between, every time);
(·) Spelling: use commonly confused words correctly (e.g., learn
spelling and use of adapt/adopt, choose/chose, complement/ compliment,
desert/dessert, loose/lose);
(·) Spelling: use a variety of print and electronic resources to flag possible
errors and improve spelling (e.g., refer to original sources such as letters
and catalogues for the spelling of names, companies, and products; consult
directories for a
(·) Punctuation: use punctuation correctly to achieve clarity in writing
(e.g., use punctuation consistently within a text; recognize that the principle
of clarity is most important in governing the use of individual marks of
punctuation).
LAV.01 · use knowledge of vocabulary and
language to read, write, and speak competently, with a focus on choosing,
developing, and sustaining an appropriate voice and tone in personal, creative,
and workplace-related communications;
LAV.02 · use listening techniques and oral
communication skills to participate in classroom discussions and more formal
activities, with a focus on using specialized language appropriately in
interviews, oral reports, and meetings.
Developing
Vocabulary and Knowledge of Language Structures and Conventions
LA1.01 – apply a variety of strategies to extend
vocabulary, with an emphasis on acquiring the language proficiency needed to
function as responsible citizens, pursue careers, and participate in the
community (e.g., keep a personal list of significant words and phrases related
to renting an apartment, buying insurance, and owning a car; use knowledge of
roots, prefixes, and suffixes to extend vocabulary; compare vocabulary and
sentence patterns used in a formal business letter and a personal e-mail
message on the same topic);
LA1.02 – explain the meaning and function
of words and expressions specific to various community and workplace contexts
(e.g., report on vocabulary specific to their own work or community service;
list and define words from classified advertisements to use in applying for a
job; role-play a workplace meeting and assess the impact of each speaker’s
language);
LA1.03 – select and use appropriate
language to communicate in a consistent voice and tone in a variety of spoken
and written communications (e.g., simulate workplace telephone conversations or
interviews; write a letter of complaint to a store manager about bad service;
compose a thank-you letter to the school’s parents’ council to express appreciation);
LA1.04 – recognize, describe, and use
correctly, in oral and written language, the language structures of standard
Canadian English and its conventions of grammar, usage, spelling, and
punctuation, as prescribed for this course (e.g., refer to recognized style
guides for information about language conventions).
Developing
Listening and Speaking Skills
LA2.01 – communicate orally for a variety
of purposes, with a focus on assessing the validity of main arguments and
supporting details; applying information and ideas in new situations; using
specialized language appropriately; exploring alternatives; and identifying
values, priorities, and perspectives;
LA2.02 – communicate orally in group
discussions, applying such skills as the following: contributing productively
to discussions; setting priorities; recording and assessing key information;
summarizing the discussion; reporting on the process used by the group to solve
problems; and completing tasks as required to produce high-quality presentations
and products;
LA2.03 – use critical listening skills to
understand the content of oral communications (e.g., note the order in which
information and examples are presented; ask questions to extend understanding
and explore alternatives; make checklists and reminders based on oral
communications);
LA2.04 – use techniques for making
effective oral presentations, with a focus on organizing material coherently,
choosing relevant examples, using pauses and repetition, incorporating visual
aids and technology, providing opportunities for questions, and following a
LA2.05 – identify strengths and weaknesses
in their oral communication skills and make an action plan to improve these
skills for su
MDV.01 · use knowledge of the
characteristics of media forms, representations, audiences, and industry
practices to assess a variety of media works;
MDV.02 · demonstrate an understanding of
the connections among form, purpose, audience, and production options by
designing or creating media works, 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 explaining the difference between explicit and
implicit messages in media works (e.g., prepare an oral presentation on bias in
a TV documentary; identify aspects of Canadian culture as represented in a
range of Canadian television programs and films; write a report describing how
a marketing campaign is constructed to appeal to a specific audience);
MD1.02 – explain how the key elements of a
variety of media forms are used to communicate information and/or to influence
people (e.g., compare the techniques used in instructional videos and printed
manuals about using a household appliance; assess how language is used in
advertisements to influence consumers);
MD1.03 – explain the relationship between
audience and interpretation by analysing the reactions of different audiences
to a variety of media works (e.g., listen to an open-line phone-in radio
program and discuss the relationship between its content and the demographics
of the audience);
MD1.04 – explain the connections between
media works, media industry practices, including marketing and distribution
methods, and such factors as industry codes and government regulations (e.g.,
report on the marketing of toys and fast food related to movies; assess the
effects of Canadian content regulations on local radio and television
programming).
Creating
Media Works
MD2.01 – design or create media works
based on ideas, themes, and issues examined in this course (e.g., create a
photo essay on workplace safety for a clearly identified audience and describe
how it would be changed for a different audience; create a commercial for a
school event to be aired on one or more local radio stations);
MD2.02 – demonstrate an understanding of the connections among form, purpose, audience, and production options by describing design and production choices made during the creation of media works (e.g., write a short personal essay describing the solutions to practical and economic challenges encountered in the creation of a media work).
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