Course Profile English (ENG4E), Grade 12, Workplace Preparation, Public
Unit 1: Rights, Responsibilities, and Issues
Time: 30 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
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.
|
Activity |
Learning Expectations |
Assessment |
Tasks |
|
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 Technical writing
rubric |
Examination of
workplace health and safety issues through discussion and viewing of video
clips Introduction of culminating activity for Unit 4 Compare and/or contrast
prior experiences with health and safety in the workplace using a Venn
diagram Compare and/or
contrast paragraph, using material collected in Venn diagram Research skills
and reading strategies used to investigate types of health and safety regulations
in the workplace Develop interview
questions on health and safety in the workplace Role play this
interview Interview skills
will be examined and developed Research skills used 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, LA1.01, LA2.02, LA2.03,
MD1.04, MD2.01 |
Knowledge/ Understanding Thinking/ Inquiry Application Communication Rubric for a culminating product |
Discussion of ethics through personal experience as well as in the
workplace Begin student glossary with terms: ethics, discrimination, and
harassment Discussion of codes of ethics in workplaces in groups Compare and contrast priorities of jobs using graphic organizer Read report on ethics and discuss Compose a journal entry Mind map discussion with terms: discrimination and harassment Read story or article on discrimination and harassment and discuss Refer to Employment Standards Act or Ontario Human Rights Code and
discuss the people to be contacted when a right violation occurs Analysis of rights violated in a real or fictitious scenario Write a summary report analysing rights Group discussion of rights addressing discrimination and harassment in
the workplace Interview questions generated for contacts of right violations Guest speaker Note-taking skills used during guest interview 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 |
Examination of
violated laws in case studies of discrimination and harassment through
discussion, summarizing content, determining law violations, recording
decision and supporting details and presenting 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 a case
study in the form of a debate 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 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Case study involving one of the issues in the unit Choice for culminating activity on various issues discussed in unit Possible choices are series of posters, pamphlet, storyboard for a
commercial, informational page, newsletter, website, interactive display,
visual essay or collage |
Time: 8 hours
This introductory
activity is devised to give students the opportunity to bring their own
personal experiences and interests to the exploration of issues of health and
safety in the workplace. The principles of health and safety are studied and
applied through many different activities. The initial activity explores issues
through videos and CDs in order to make students aware of the issues and of the
importance of accident prevention. Students demonstrate the writing process
through persuasive and technical writing. Students are encouraged to
demonstrate the inquiry process using the required research skills. Presentation
skills and questioning techniques are strongly emphasized in this activity
through the interview process. After obtaining a basic understanding of health
and safety issues, students move to an examination of their own rights and
responsibilities throughout the first unit
Strand(s): Literature Studies and Reading, Writing, Language
Learning
Expectations
LS1.03 - interpret
and assess explicit and implicit information, ideas, and issues in literary and
informational texts;
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;
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;
WR1.04 - use
information and ideas from prior knowledge, personal experience, and research
to develop content for personal, business, and technical writing;
LAV.02 - use
listening techniques and oral communication skills to participate in classroom
discussions and more formal activities, with a focus on using specialized
language appropriately in interviews, oral reports, and meetings;
LA1.03 - select and
use appropriate language to communicate in a consistent voice and tone in a
variety of spoken and written communications.
·
Ability to use
the writing process
·
Ability to write
a comparison paragraph
·
Ability to use
graphic organizers
·
Ability to
research using print and electronic sources
·
Ability to
analyse and summarize information
·
Ability to
present material both in writing and orally
·
Ability to create
a visual display
·
Provide the
students with the overview of the course and the Culminating Activity.
·
Establish the
writing process that will be followed throughout the course.
·
Use the Live
Safe, Work Smart Resource package that is current and available in every
school.
·
Work in
conjunction with the cooperative education program teacher(s). This may be a
great resource and support for your program.
·
Gather examples
of health and safety regulations and bulletins from the workplace.
·
Establish a
database of useful websites for job exploration. Update it regularly and
encourage students to participate in this activity.
·
Collect video
clips that deal with the issues of workplace health and safety. Be sensitive to
the area of bias in this regard.
1.1.1 Student Activity: Students view
videos relating to workplace health and safety issues and/or read safety
regulations from various workplaces. Students discuss why safety issues are
particularly important to young workers.
Teacher Facilitation:
The teacher provides video clips and safety regulations. Use appropriate videos
in Live Smart, Work Safe published by the Ontario Workplace Safety and
Insurance Board. It includes several appropriate videos such as “Things You’d
Better Know…to work smart, work safe” and “We Miss David.” This resource kit
also includes CDs and posters, as well as a resource binder. Teachers may also
choose to discuss clips from videos dealing with work-related safety issues.
Teachers show the students regulations from various workplaces on an overhead
projector or photocopy sample regulations from different occupations. Students
conduct a jigsaw exercise.
1.1.2 Student Activity: Students receive
the Culminating Activity for Unit 4. There will be opportunity for discussion
and questions.
Teacher Facilitation:
Provide the Culminating Activity and review expectations with the class.
1.1.3 Student Activity: Students write
down one type of job that they have had (either volunteer or paid) and make a
point-form list of the health and safety issues/rules that applied to this job.
Compare list with a partner. Use a Venn diagram to compare and contrast the
health and safety rules of these two jobs.
Teacher Facilitation:
The teacher may begin by modelling this task on the board or overhead. The
teacher may provide the students with a Venn diagram template. For example, if
you were to compare babysitting and lawn maintenance, chemicals, sharp objects,
etc. would appear in the overlapping area.
1.1.4 Student Activity: Students write a
comparison paragraph using the material gathered with their partner and
recorded in a Venn diagram, in Strategy 1.1.3. Students write an outline and
then a first draft. Students share writing with the same partner for
peer-editing purposes. Students revise, edit, proofread and word process their
paragraph before submitting it to the teacher for final evaluation.
Teacher Facilitation: Prior
to assigning this task, the teacher may need to review paragraph structure
(topic sentence, supporting details) and review the explicit skills necessary
for writing a comparison paragraph. The teacher may need to review audience and
formal and informal tone.
1.1.5 Student Activity:
After brainstorming a list of interesting occupations as a class, students
investigate the health and safety regulations associated with a job of their
choice. Students conduct their research using print and electronic material.
Students fill in the information collected in the graphic organizer provided
for a research report.
Teacher Facilitation: The teacher makes a list on the board of many
occupations of interest to the students. Encourage the students to add to the
list of occupations, with an emphasis on those that will be needed in the
future. The teacher may choose one occupation to use as a model. Prepare a
graphic organizer or develop one as a class. It may contain the following
headings: responsibilities, hazards, prevention, accidents, and rights.
1.1.6 Student Activity: Students create a
list of interview questions for a role-playing activity relating to the health
and safety regulations and practices in the occupation they researched in
Strategy 1.1.5. Students may ask questions such as: What dangers are there
related to this job? What are the emergency procedures? When will I receive
WHMIS training? Is there any safety clothing that should be worn?
Teacher Facilitation:
The teacher may give students a few sample questions. Review interview and
questioning techniques as well as personal presentation skills like eye
contact, etiquette, etc. Prior to the preparation of the questions and
interview, the teacher provides a rubric to be used to evaluate the content of
the interview and the oral presentation.
1.1.7 Student Activity: Students role-play
the interview in front of the class. Students prepare for an interview
regarding their chosen occupation (previously researched in Strategy 1.1.5 and
rehearsed in Strategy 1.1.6) with a partner who is acting as a member of the
Health and Safety Committee. Repeat this task with a partner in reverse roles.
Teacher Facilitation:
The teacher evaluates the role-play activity.
1.1.8 Student Activity: Students develop a
list of the health and safety regulations to be included in a bulletin (poster
format) to be posted in the workplace. It is recommended that students use the
occupation that they have become very familiar with through Strategies
1.1.5-1.1.7. After they have the list edited by a peer and then approved by the
teacher, students are expected to make this bulletin visually appealing,
effective, and appropriate for the audience (employees) of the chosen
workplace.
Teacher Facilitation: The
teacher will show exemplars or ‘real’ examples from various workplaces.
Teachers may need to review the components of effective poster making as well
as technical writing at this time.
|
Task |
Tool |
Links to Achievement Chart |
Links to Learning Skills * |
|
Examination of
Issues |
Checklist |
Knowledge/Understanding
Thinking/Inquiry |
Work Habits, Works
Independently |
|
Comparison
Paragraph |
Rubric |
Thinking/Inquiry
Communication |
Work Habits, Works
Independently |
|
Research Report
Organizer |
Checklist |
Thinking/Inquiry |
Work Habits, Works
Independently |
|
Interview
Presentation |
Rubric |
Communication |
Team work,
Initiative |
|
Bulletin |
Rubric |
Thinking/Inquiry |
Work Habits, Works
Independently |
* These links and the student learnings about their own work habits are important to their personal development. While their assessment does not contribute to the final mark it is considered in the Learning Skills section of the report card.
Saliani, Dom. Communicate. Toronto:
Nelson Canada, 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
Time: 10 hours
This activity is
intended to introduce students to ethics and rights in the workplace,
specifically in the areas of discrimination and harassment. Student glossaries
that will be used throughout this course are started. Students examine various
sources to gain an understanding of the importance of workplace ethics and
rights. Journal writing and a summary report are used to have students reflect
on their personal opinions, and those of others, in relation to the topics
being discussed. The class generates questions for a guest speaker on the
topics of discrimination and harassment. As a culminating activity, students
create a brochure or poster promoting an awareness of workplace harassment and
discrimination.
Strand(s): Literature Studies and Reading, Writing, Language
Learning
Expectations
LSV.02 - demonstrate
an understanding of the elements of a range of forms of fiction, non-fiction,
drama, poetry, and informational material;
LS1.03 - interpret
and assess explicit and implicit information, ideas, and issues in literary and
informational texts;
WR1.02 - classify
and organize information, ideas, and sources to suit specific forms and
purposes for writing;
WR5.04 - edit and
proofread their own and others’ writing, identifying, and correcting errors
according to requirements for grammar, usage, spelling, and punctuation listed
below:
(*) Grammar and Usage: use parts of speech correctly and construct
sentences to communicate ideas clearly;
(*) Grammar and Usage: use parallel structure for clarity in lists and
instructions;
(*) Spelling: demonstrate and understanding of a variety of spelling
patterns, rules and strategies by recognizing and correcting their own and
others’ spelling errors;
(*) Spelling: use commonly confused words correctly;
(*) Spelling: use a variety of print and electronic resources to flag
possible errors and improve spelling;
(*) Punctuation: use punctuation correctly to achieve clarity in
writing;
LAV.02 - use
listening techniques and oral communication skills to participate in classroom
discussions and more formal activities, with a focus on using specialized
language appropriately in interviews, oral reports, and meetings;
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;
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 communication;
MD104 - explain the
connections between media works, media industry practices, including marketing
distribution methods, and such factors as industry codes and government
regulations;
MD2.01 - design or
create media works based on ideas, themes, and issues examined in this course.
·
Ability to
present material in a written journal format
·
Ability to take
notes during a question and answer period with a guest speaker
·
Ability to use
persuasive language
·
Ability to use
techniques for creating effective posters
·
Ability to use
proofreading and editing skills properly
·
Ability to write
summary reports
·
Have students
begin a glossary that will be added to throughout the course. Teachers provide
definitions for the terms that they find appropriate for their class. The
teacher instruct students to make a separate section in their notebooks for
this glossary
·
Locate a variety
of Codes of Ethics from workplaces. If none can be found, all school boards
have a Code of Ethics available.
·
Locate a guest
speaker for Strategy 1.2.11 from the list of possibilities.
·
Locate a case
study about an ethical issue. Guidance, Co-op and law teachers also have
resources for this task.
·
Consider using
law books as a source for case studies about the various topics examined. Law
teachers should have textbooks available.
·
Find a story or
article on discrimination and/or harassment. It is not necessary that this
story or article be specifically about the workplace.
·
Consider the use
of graphic organizers for some of the activities.
·
Ensure
confidentiality for students who may not wish to share their journal entries,
depending on the personal content. (1.2.9)
·
Connections to
the culminating unit (Unit 4) should be made throughout these tasks.
1.2.1 Student Activity: Students are asked
questions such as: What are ethics? Why are ethics important? Which ethics are
important to you? Why are ethics important in various workplaces? In order to
introduce the topic of ethics, students reflect on their own personal
experiences and consider examples in the workplace.
Teacher Facilitation:
Provide questions for discussion of ethics in the workplace. The teacher leads
the discussion about ethics and asks students to reflect on their own personal
experiences in the workplace.
Student Activity:
Students begin a glossary of terms to be used throughout this course. Students
are asked to record the definition for the word “ethics” in their glossary.
Teacher Facilitation:
Provide students with a definition of the term “ethics” so students can record
it in their glossaries.
1.2.2 Student
Activity: Students examine Codes of Ethics from various workplaces.
Students compare and contrast the priorities of various jobs as far as ethics
are concerned, in small groups. Students may use a comparison/contrast graphic
organizer for this activity.
Teacher Facilitation:
The teacher provides students with several examples of various Codes of Ethics
from a variety of workplaces. The teacher circulates among groups to ensure
understanding of the activity and that students are on task. The teacher may
provide a graphic organizer to the groups and may assess learning skills at
this time.
1.2.3 Student Activity: Students read a
report on ethics in a particular workplace. Ethics in the workplace and
everyday life are discussed. In order to aid discussion, students relate
specifically to the report that they have just read.
Teacher Facilitation:
The teacher provides students with a report or story on ethics in a particular
workplace. Resources that could be used are “The Body Shop” in Expanding
Your Horizons: A Career Guide, “The Big Story” in Foundations 11 or
“Business Ethics: When Your Conscience Calls the Shots” from Realm Magazine.
The teacher leads a discussion that relates specifically to the report or story
read and how it relates to ethics.
1.2.5 Student Activity: Students write a
journal entry using the information gathered in the previous activities to
answer the question: Why are ethics important in all jobs and everyday life?
Teacher Facilitation:
The teacher needs to instruct students to use personal opinion as well as
material previously reviewed in this sub task to complete this activity.
1.2.6 Student Activity: The following
questions are posed for student discussion: Is it possible for a person’s
ethics to be challenged? This leads students to discuss, through teacher
facilitation, the terms “discrimination” and “harassment.” The teacher begins a
mind map on the board with the two terms. After discussion, students put a
definition of the terms in their glossaries. Students read a story or article
where discrimination or harassment is portrayed. Students discuss the
characters in the story or article and how they have been discriminated against
or harassed.
Teacher Facilitation: The
teacher facilitates a discussion of the terms. It is also necessary for the
teacher to provide students with examples or scenarios to which they can relate
in order to facilitate a discussion of ethical discrimination and harassment.
The teacher may choose to provide students with a story or article where
discrimination or harassment is addressed. Examples of resources that could be
used are “Excerpt from Night” in Foundations 11 or “Paper Matches” in Between
the
Lines 11. After students read the story or article, the teacher begins
another mind map using the characters in the story or article as a basis for
discussion.
1.2.7 Student Activity: Students refer to
the Employment Standards Act or the Ontario Human Rights Code. Students read
and discuss as a class the ways in which discrimination or harassment can be
dealt with, according to these documents. Students also discuss, as a class,
who would be contacted if a violation of rights has occurred.
Teacher Facilitation:
The teacher provides students with the Employment Standards Act and the Ontario
Human Rights Code. The teacher leads a discussion about the ways in which
discrimination and harassment can be dealt with in the workplace. The teacher
generates a list of people who may be contacted if a person has been
discriminated against or harassed.
1.2.8 Student Activity: Students are
provided with a real or fictitious scenario and analyse the rights that have
been violated. Students refer back to the previous activity to complete this
task. The students complete a summary report analysing the rights violated in
this case. They should provide solutions and a rationale to support their
decisions.
Teacher Facilitation:
The teacher provides students with a real or fictitious scenario to analyse.
The teacher circulates amongst the class to ensure student understanding and
make sure students are on task.
1.2.9 Student Activity:
Students form groups and discuss rights that could address the kinds of
harassment or discrimination that existed in their journal entries or scenarios
provided by the teacher.
Teacher Facilitation:
The teacher asks students to refer back to the Employment Standards Act and the
Ontario Human Rights Code. The teacher circulates around the room to assist
with the wording of the documents.
1.2.10 Student Activity: Students, as a
class, generate a list of interview questions that can be asked of a person who
would be contacted if a workers’ rights have been violated, e.g., a human
rights representative, Workers Compensation, a health and safety
representative, human resources person, union representative. A list of
possible contact is also generated.
Teacher Facilitation:
The teacher advises students on which questions are best suited to their
informational needs. The teacher provides assistance to students with regard to
the list of contacts.
1.2.11 Student Activity: The class chooses a
guest speaker from the list generated in class in the previous activity. The
students ask the questions that were generated in the previous activity.
Teacher Facilitation: The
teacher invites a speaker to the class who is willing to answer the questions
that are generated by the class.
1.2.12 Student Activity: Students take notes
on the answers given by the guest speaker. Students complete a journal entry
answering the question: How important is this person’s role in cases of
harassment and discrimination in the workplace?
Teacher Facilitation:
The teacher instructs students on note-taking skills in order for them to
record the information provided by the guest speaker.
1.2.13 Student Activity: Students create a
brochure or a poster that makes people in a workplace environment aware of the
problems associated with harassment, discrimination or ethics by using the
information that they have gathered throughout this sub task. Students use
correct and persuasive language and use techniques for creating effective
brochures or posters. Proofreading and editing are essential for this task.
Teacher Facilitation:
The teacher instructs students on techniques associated with creating a poster
and using correct and persuasive language. Examples of resources that could be
used are Foundations 11, Reference Points, or Communicate.
It is essential that the teacher stress the importance of proofreading and
editing skills for students’ final product.
|
Strategy/Task |
Tool |
Links to Achievement Chart |
Links to Learning Skills* |
|
1.2.3 Group Work |
Observation |
Knowledge/Understanding
Application |
Teamwork Work
Habits |
|
1.2.5 Journal Response |
Checklist |
Knowledge/Understanding
Thinking/Inquiry Communication |
Works
Independently Organization |
|
1.2.8 Summary Report |
Rubric |
Knowledge/Understanding
Thinking/Inquiry |
Works
Independently Organization |
|
1.2.13 Visual
Representation |
Checklist |
Communication |
Work Habits
Initiative Works Independently |
* These links and the student learnings about their own work habits are important to their personal development. While their assessment does not contribute to the final mark it is considered in the Learning Skills section of the report card.
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.htm
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
Time: 5 hours
This activity is
designed to further develop students’ understanding of discrimination and
harassment in the workplace. Students apply the knowledge they have acquired
from Activity 1.2 to both reinforce and extend their learning. A progressive
continuum of tasks builds upon the foundation of case studies and prepares
students to demonstrate their depth of insight through a performance task.
Strand(s): Literature Studies and Reading, Writing, Language, Media
Studies
Learning
Expectations
LS1.03 - interpret
and assess explicit and implicit information, ideas, and issues in literary and
informational texts;
WRV.03 - use a
variety of organizational structures and patterns to produce coherent and
effective written work;
WR2.03 - select and
use a voice and style appropriate to the specific purpose and intended audience
of business, technical, workplace, and personal communications;
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;
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;
LA2.05 - identify
strengths and weaknesses in their oral communication skills and make an action
plan to improve these skills for success in the workplace and community.
·
Ability to write
a formal letter
·
Ability to work
in groups
·
Ability to
organize a dramatic presentation and a debate
·
Ability to
understand the organizational framework of informational material
·
Ability to
proofread, edit and revise
·
Familiarity with
peer and self assessment
·
Gather and/or
create a number of situations/scenarios that focus on a variety of types of
discrimination and harassment in the workplace.
·
Review the
Employment Standards Act and Ontario Human Rights Code.
·
Create a template
for the organizational format of a formal letter.
·
Generate
worksheets or gather sample exercises to review language study skills.
·
Book computer lab
if required.
·
Prepare
group/oral presentation rubric.
·
Consider using a
debate format for Strategy 1.3.4.
1.3.1 Student Activity: Students review
the definitions of discrimination and harassment recorded in their glossaries.
They read a case study and apply their knowledge and understanding of the
Employment Standards Act or the Ontario Human Rights Code to identify the laws
that have been broken. Students refer to notes made in their previous
activities to support their decisions. They participate in a class discussion
of the case study. Each group completes the following steps:
· Read the case study.
· Summarize its content.
· Determine what laws have been broken.
· Record the decisions and supporting details.
· Present materials.
Teacher Facilitation:
The teacher distributes a case study to each student. A shared reading of
material follows. A teacher-led discussion guides students to the identification
of the law(s) that have been broken and elicits supportive details to confirm
decisions. An instruction outline reviewing the five steps from above and a
recording organizer using the pertinent headings for this assignment are
provided.
1.3.2 Student Activity: Students each
choose one of the case studies from the previous class activities. They draft a
formal letter of recognition focusing on the violation of the worker’s rights
and expressing understanding and regret of the incident, to the worker.
Teacher Facilitation:
The teacher reviews the format of the formal letter. A template of the
organizational framework provides students with a model prior to beginning
their draft. A review of language conventions appropriate for a formal letter
is included in the lesson to guide student decisions. A list of conventions for
a formal letter generated through class discussion is recorded for student
reference during the writing process. The teacher circulates through the class
providing encouragement and direction as students complete their draft letters.
1.3.3 Student Activity:
Students complete a variety of teacher-generated worksheets or selected
textbook exercises which focus on proofreading, editing, and revising skills.
They apply this learning to their own work and produce a second draft of their
letter. Students participate in the development of a checklist to assess their
formal letter.
Teacher Facilitation:
The teacher provides students with copies of the worksheets or exercises. A
brief discussion follows completion of the skill sheets to clarify
expectations. The teacher circulates as students apply these skills providing
mini-lessons and direct instruction as required. During the follow-up class
discussions, the teacher records on the board or overhead the items that will
be included in the formal letter checklist.
1.3.4 Student Activity: Students are given
a situation or case scenario and then asked to choose a performance format and
present it to the class. Choose to re-enact a scenario in a workplace setting
in the courtroom. Make decisions about roles and responsibilities and create a
script. Practise and present to the class. Each group completes the following
steps:
· Read the scenario.
· Identify the issues.
· Propose a solution/resolution.
· Present the scenario and resolution to the class.
Teacher Facilitation: The
teacher distributes situations or scenarios to the students and facilitates the
grouping of students according to their interests, skills, and needs. As group
decisions are being made, the teacher monitors each group’s progress and guides
decision-making as required.
|
Task |
Tool |
Links to Achievement Chart |
Links to Learning Skills* |
|
Discussion of Case
Study |
Anecdotal |
Knowledge/Understanding |
Work Habits |
|
Formal Letter |
Checklist |
Communication |
Works
Independently, Initiative, Work Habits |
|
Presentation |
Rubric |
Knowledge/Understanding
Communication |
Teamwork,
Initiative, Work Habits |
|
Peer/self-assessment |
Checklist |
Accommodation |
Works
Independently |
* These links and the student learnings about their own work habits are important to their personal development. While their assessment does not contribute to the final mark it is considered in the Learning Skills section of the report card.
Adams, J.,
C. Costello, and S. Naylor. Reading and Writing for Success Senior.
Toronto: Harcourt Canada, 2000. ISBN 0-7747-1490-5
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
Time: 7 hours
This final activity
asks students to further develop their independent research skills and critical
thinking skills. Students find and research a case that involves one of the
issues explored earlier in the unit: workers’ rights or health and safety
issues. Students communicate their research and analysis of a case through a
media product of their choice.
Strand(s): Literature Studies and Reading, Writing, Language, Media
Studies
Learning
Expectations
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;
LS1.01 - use
knowledge of the elements and organizational texts to understand information
from print and electronic sources;
LS1.03 - interpret
and assess explicit and implicit information, ideas, and issues in literary and
informational texts;
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;
WR1.02 - classify
and organize information, ideas, and sources to suit specific forms and
purposes for writing;
WR1.04 - use
information and ideas from prior knowledge, personal experience, and research
to develop content for personal, business, and technical writing;
WR2.01 - select and
use an appropriate form to produce written work for a specific audience and
purpose;
WR5.02 - produce,
format, and publish written work, using appropriate technology to share writing
with intended audiences;
LA1.03 - select and
appropriate language to communicate in a consistent voice and tone in a variety
of spoken and written communications;
MD2.01 - design or
create media works based on ideas, themes, and issues examined in this course.
·
Ability to
develop questions
·
Ability to
analyse case studies
·
Ability to write
for various purposes and audiences
·
Ability to create
media products
·
Provide
opportunities for the students to work in both the library/resource centre and
computer lab to research and create media products.
·
Provide a list of
possible issues students can research in their case studies.
·
Show examples of
various media products listed in the Unit Overview Chart.
·
Make clear that
choice of media product must be different at the end of each unit in the
course. Media products created in the first unit will serve as examples for
future units.
·
Discuss research
topic and availability of resources with library staff.
1.4.1 Student
Activity: Students find and research a case study that deals with an issue
covered previously in the unit. Issues may include: harassment, discrimination,
health and safety concerns, violation of workers’ rights, workplace
regulations, etc. As a class, students develop a set of 5-10 questions to be
used to explore and analyse the case study. Questions may include: What rights
were violated in this case? Who is responsible for ensuring that regulations
were followed? What ethics were challenged in this case? Students look at how
the case was resolved and agree or disagree with the resolution. Students
support their responses with research.
Teacher Facilitation: The teacher assigns students the task of
finding a case study that deals with the issues considered throughout the unit.
The teacher helps students to create a set of 5-10 questions to be used to
analyse and solve the case. Once questions have been generated the teacher
circulates among students as they research a case study in the library/resource
centre.
1.4.2 Student
Activity: Students use a case study and research gathered to communicate
information through a media product of their choice to classmates. Students
choose to create one of the following: pamphlet, storyboard for a commercial,
informational page, newsletter, website, interactive display.
Teacher Facilitation: The teacher informs students that they are to
choose the media product that best communicates the information gathered
through the case study analysis and research. Teachers inform students that a
list of possible products will be used throughout the course and that at the
end of each unit students will be required to choose a different media product
to communicate what they have learned in that particular unit. Teacher shows
examples of various media products listed. Teacher uses Appendix 1 to evaluate
media product.
Davies,
Richard and Glen Kirkland. Between the Lines 11. Nelson Canada, Toronto:
2001.
ISBN 0-17-619706-0
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
Appendix 1 – Rubric
for Culminating Activity
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/
Understanding - uses conventions
of selected form - demonstrates
understanding of information, ideas, concepts, themes researched |
- limited use of
convention of selected form - demonstrates
limited understanding of information, ideas, concepts, themes researched |
- some use of
conventions of selected form - demonstrates
some understanding of information, ideas, concepts, themes researched |
- considerable use
of conventions of selected form - demonstrates
considerable understanding of information, ideas, concepts, themes researched |
- thorough use of
conventions of selected form - demonstrates
thorough and insightful understanding of information, ideas, concepts, themes
researched |
|
Thinking/
Inquiry - interprets,
classifies, and organizes information, ideas |
- shows limited
evidence of organizational structure |
- shows some
evidence of organizational structure |
- shows
considerable evidence of organizational structure |
- shows highly
effective evidence of organizational structure |
|
Communication - communicates a
sense of audience and purpose - uses language
and images to communicate information, ideas |
- communicates with
a limited sense of audience and purpose - uses language
and images to communicate information, ideas with limited effectiveness and
clarity |
- communicates
with some sense of audience and purpose - uses language
and images to communicate information, ideas with some effectiveness and
clarity |
- communicates
with considerable sense of audience and purpose - uses language
and images to communicate information, ideas with considerable effectiveness
and clarity |
- communicates
with strong sense of audience and purpose - integrates
language and images to communicate information, ideas with a high degree of
effectiveness and clarity |
|
Application - uses technology
appropriately - uses language
conventions effectively |
- uses appropriate
technology with limited effectiveness - applies language
conventions with limited effectiveness |
- uses appropriate
technology with some effectiveness - applies language
conventions with some effectiveness |
- uses appropriate
technology with considerable effectiveness - applies language
conventions with considerable effectiveness |
- uses appropriate
technology with high degree of effectiveness - applies language
conventions with high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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