Course Overview

English, Grade 11, College Preparation, ENG3C

Prerequisite: English, Grade 10, Applied

Description

This course emphasizes the development of literacy, critical thinking, and communication skills. Students study the content, form, and style of informational texts and literary works from Canada and other countries; write reports, correspondence, and persuasive essays; and analyse media forms, audiences, and media industry practices. An important focus is on establishing appropriate voice and using business and technical language with precision and clarity.

Course Notes

The Grade 11 English College Preparation course prepares students for the Grade 12 College Preparation course. The goal of the Grade 11 course is the further development of language literacy skills. The course is grounded in recognition of the importance, for all students, of language and literature in learning and everyday life.

The English program is described in The Ontario Curriculum, English, Grades 11 and 12, 2000 in four strands: Literature Studies and Reading, Writing, Language, and Media Studies. This Grade 11 College Preparation profile has been organized thematically into four units, with a final culminating activity as a fifth unit. Each of the units incorporates overall and specific expectations from each of the strands. This organizational structure supports an integrated approach to the teaching and learning of the 12 overall and 47 specific expectations.

Language literacy is fundamental to learning in all subjects. Teachers of English should work with other subject teachers in the school to support a planned and consistent approach to student language proficiency across the Grade 11 program, based on the Communication category of the Achievement Chart found in each curriculum document.

This Grade 11 College Preparation English course profile has been developed to link units through a progression of skills, and in some cases, content. Local circumstances may dictate some variation in the sequence suggested below, but it is essential to begin with Unit 1, since the skills developed in this unit are applied in other units. Unit 5, which can be used as part of the final evaluation, must be the last unit of the course.

The activities follow the same sequence in each unit. Activity 1 is used as an introduction of the focus of the unit and to create a personal connection with the student. Activity 2 is based on literature that emphasizes the focus and may be fiction or non-fiction, and any genre. This activity allows teachers to select a variety of literature. Activity 3 concentrates on the use and the role of technology. Activity 4 emphasizes the proper use of language conventions in context. Each unit follows the design down model with the first four activities leading to the final performance task. This profile concentrates on the use of the writing expectations and the use of the writing process.

The profile writers have assumed full implementation of The Ontario Curriculum, Grades 1-8 and Grades 9 and 10, and have described specific language and writing instructional strategies based on Grade 11 expectations. They recognize, however, as will classroom teachers, that not all Grade 11 students will have achieved skills that have been taught in Grades 1-10 to the same level. Some reading, language and writing expectations particularly need to be revisited, reviewed, re-taught, and practised regularly before all students are able to achieve and maintain them at an appropriate level. Teachers, therefore, may need to adapt the strategies suggested for the Grade 11 expectations to address student learning gaps in the reading, language and writing skill areas in their individual classrooms.

Units: Titles and Time

* Unit 1	You’ve Got Mail	22 hours
Unit 2	Speak Your Mind	27 hours
Unit 3	Fiction to Fact	25 hours
Unit 4	Inside/Outside	18 hours
Unit 5	Destinations	18 hours

* This unit is fully developed in this Course Profile.

Unit Organization

Unit 1: You’ve Got Mail

Time: 22 hours

Unit Description

Students focus on the various forms of personal and business communication. They read letters used in a fictional context to gain an understanding of the importance of written communication in their private and public life. The use and implications of on-line communication are considered. The culminating activity is a collection of correspondence tied together by a common thread.

Unit Overview Chart

Cluster

Expectations

Ach.

Focus

1.1 Making a Connection

Getting to Know Me

(approx. 1 hour)

LAV.01, WRV.02, WRV.03, LA1.02, LA1.04, LA1.05, WR2.02, WR3.01

K/U

Communicating a clear message to an identified audience.

- Letter writing as means of personal introduction and self-promotion to identified audience.

- Diagnostic tool for language conventions.

1.2 Literature

(approx. 5 hours)

LSV.01, LSV.02, LSV.03, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LS1.01, LS1.02, LS1.03, LS1.04, LS1.05, LS2.01, LS3.01, LS3.02, LS3.03, WR2.01, WR2.02, WR3.01, WR4.01, WR4.02, WR4.03, WR5.04, LA1.01, LA1.02, LA1.03, LA1.04, LA1.05

K/U; C; A

Using letters, memos, and reports as methods of communication for specific audiences.

- Review the elements of different genres.

- Examine the pros and cons of forming relationships on-line. “Intimate Strangers.”

- Write a letter to one of the characters in the essay.

- Write a response journal regarding their experiences with technical communications.

- Illustrate use of letters in literature to develop plot/character e.g., excerpt from “Macbeth” or “Zero Hour.”

- Write a memo to the members of the household.

- Read the short story “Identities” to explore role of appearance in presenting image of self and write an incident report.

- Write a response journal on the effect of appearance on self and others.

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

1.3 Technology

(approx. 6 hours)

WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LAV.02, MDV.01, WR2.01, WR2.02, WR3.01, WR3.04, WR4.01, WR4.02, WR4.03, WR5.02, WR5.04, LA1.03, LA1.04, LA1.05, LA2.01, LA2.05, MD1.01, MD1.02, MD1.03

K/U; T/I; C

Examining the impact of electronic communication in today’s society.

- Examine advantages and disadvantages of entrepreneurial and big business, their means of promotion and benefits, and detriments of e-mail communication.

- Create and present orally, a pamphlet on e-mail etiquette, “netiquette,” safety precautions, and vocabulary for formative feedback.

- Write a Response Journal on the benefits of dealing with and working for, a big vs. small company.

1.4 Language Models of different types of Communication

(approx. 4 hours)

LAV.01, LAV.02, LA1.03, LA1.04, LA1.05, LA2.01, LA2.05

K/U; C

Looking at technological changes in communication and their effects on society and business.

- Compile list of effective methods of technological communication and discuss the pros and cons.

- Trace an inter-office memo.

- Create a voice message, written or recorded.

- Plan a Town Hall meeting on a chosen issue.

1.5 Culminating Activity

Create a collection of correspondence

(approx. 6 hours)

WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, MDV.01, MDV.02

K/U; T/I; C; A

Creating a book of correspondence and media work.

- Students create a collection of correspondence that includes the different types of communication.

- Students deliver the same message to different people using various formats.

- Students create a media work.

Unit 2: Speak Your Mind

Time: 27 hours

Unit Description

Students develop skills in paragraph and essay writing. An intensive novel study could take place over the course of the unit. They use research and oral presentation skills to develop a clear stand on an issue. Students use graphic organizers to record and sort information. They gain an understanding of the importance and use of proper documentation techniques. The culminating activity is a five-paragraph essay on an issue of student interest.

Unit 2 Overview Chart

Cluster	Expectations	Ach.	Focus
2.1 Making a Connection Diagnostic work using a graphic organizer (1 hour)	WRV.03, LAV.01, LAV.02, WR3.01, LA1.01, LA1.02, LA1.04, LA1.05, LA2.01, LA2.02, LA2.03	K/U; T/I; C	Gathering, selecting, and analysing information to present a coherent argument in essay form on a significant issue. - Teacher leads a discussion on an issue. - Brainstorm the pros and cons of an issue: Smart Cards, Video Surveillance, and Young Offenders Act. - Teacher models the use of an organizer and students choose from four or five examples. - Complete a response journal reflecting on a personal connection to a chosen issue.
2.2 Literature Poetry, short stories, songs, short drama, will be used to present various issues (12 hours)	LSV.01, LSV.02, LSV.03, WRV.01, WRV.03, LS1.01, LS1.02, LS1.03, LS1.04, LS1.05, LS2.01, LS2.02, LS3.01, LS3.02, WR1.01, WR1.02, WR1.04, WR3.01, WR3.04	K/U; T/I; C; A	Using graphic organizers to sort pros and cons of an issue presented in the literature. - Content quiz as a formative assessment. - Students study the play or view a film such as, 12 Angry Men, (1957/1997). - State the qualities of a film that make it a classic. - Identify the difficulty of having a minority opinion and the courage to speak up against a majority view. “Warren Pryor”- parental pressure, Of Mice and Men treatment of handicapped, roles in a marriage, taking justice into your own hands, Flowers for Algernon, Awakenings treatment of handicapped, ethics of science. - Brainstorm pros and cons of an issue presented in the literature and present orally for formative feedback.
2.3 Technology Research On an issue Documentation of research (5 hours)	LSV.01, LSV.02, WRV.01, WRV.02, WRV.03, MDV.01, LS1.01, LS1.02, LS1.04, LS1.05, LS2.01, LS2.02, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR3.01, WR3.03, WR3.04, MD1.01	K/U; T/I	Developing effective research skills. - Discuss research, including documentation, reliability, and validity of sources, note taking skills, and use of graphic organizer. - Research, through the Internet and Library/Resource Centre resources, a teacher approved topic for the culminating essay.
2.4 Language Focus on form, language, and process for essay writing. (4 hours)	LAV.01, WRV.04, WRV.05, LA1.01, LA1.02, LA1.04, LA1.05, WR4.01, WR4.02, WR4.03, WR4.04, WR5.01	K/U; T/I; C	Reviewing topic sentences, paragraph structure and transitions, thesis statement, introduction, and conclusion. - Teacher collects outline for formative feedback. - Develop a vocabulary list of legal terms from literature or television. - Create a dialogue in the model of an interrogation. Where were you on Monday? - Write a grammar test for formative feedback.
2.5 Culminating Activity Five paragraph essay/oral presentation (5 hours)	WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01	K/U; T/I; C; A	Writing a five-paragraph persuasive essay and presenting orally. - Checklist for self and peer evaluation. - Teacher provides a rubric. - Students present a two-minute public service announcement based on their essay. - Teacher may have the class participate in a mock trial as part of the oral presentation evaluation. - Summative: Essay/Oral presentation

Unit 3: Fiction to Fact

Time: 25 hours

Unit Description

Students distinguish fact, opinion, bias, and reliable sources in media and written works. They practise oral language and presentation skills through the creation of an infomercial. Students develop an understanding of the power of language and its use in advertising. The culminating activity is a report on the accuracy of media’s portrayal of teenagers.

Unit 3 Overview Chart

Cluster	Expectations	Ach.	Focus
3.1 Making a Connection Personal Timelines Diagnostic: Timeline of teenage life in the 50s, 60s, 70s, 80s 90s and 00s (2 hours)	WRV.02, WRV.03, WR2.02, WR3.01	K/U; T/I; C	Communicating messages in various ways and looking at the impact of time on the way situations are viewed. - Brainstorm important events and people of the last 50 years. - Teacher explains the importance of context; presents the concept of an historical timeline and the idea that history repeats itself. - Students in small groups brainstorm and create a visual timeline of a selected decade. Topics to consider are: music, dress, issues, food, education, slang expressions, fads, sports, transportation, science, and politics. - Groups present orally using the 5W’s. Who was important? What events took place? Where did the important events occur? When was the most significant event? Why was this decade important? - Write a response journal. How do you think 2010 will be remembered?
3.2 Literature Fiction to fact Poetry, Short Stories, Songs, short drama, novels (8 hours)	LSV.01, LSV.02, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LS1.01, LS1.02, LS1.03, LS1.04, LS1.05, LS2.01, WR2.01, WR2.02, WR3.01, WR3.04, WR4.01, WR4.02, WR4.03, WR4.04, WR5.01, WR5.02, WR5.04, LA1.01, LA1.02, LA1.03, LA1.04, LA1.05	K/U; T/I; C; A	Turning fiction into fact. - Select literature that deals with teenagers as main characters. - Based on the events and characters in selected literature, students write: a news report incorporating the 5 W’s. “David” by Earl Birney, editorial, letter to the editor, editorial cartoon - Students look at the predictions made in science fiction and compare vision of future to present. - Consider: Is Big Brother watching us? 1984. Students compare the reactions of characters in crisis situations to their reaction. - Compile a list of terminology used in science fiction.
3.3 Technology Reliability of information. Internet, newscast, newspaper, movies, infomercials, docudrama (5 hours)	LSV.01, LSV.02, LSV.03, LAV.02, MDV.01, MDV.02, LS1.01, LS1.02, LS1.03, LS1.03, LS1.04, LS1.05, LS2.01, LS2.02, LS2.03, LS3.01, LS3.02, LS3.03, LS3.04, LA2.01, LA2.02, LA2.03, LA2.04, LA2.05	K/U; T/I; C; A	Determining what is fact or fiction; what is reliability of resource material and how to make that judgement through examination of Internet, tabloids, and business and technical trade magazines. - Small groups create a poster that reflects bias and establish guidelines to recognize fact or opinion. Present orally. - Choose a topic to present in 3.4 infomercial. - Compare three sources of information on the same subject (e.g., recycling, global warming) from newspaper, magazine, professional publication, newscast, documentary. - Compare the difference in presentation of information on the Internet vs. newspaper. - Identify the changes that occur in the posting to the website of a newspaper, local or national.
3.4 Language Focus on report writing Language of advertising (5 hours)	WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, MDV.01, MDV.02, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR3.01, WR3.02, WR3.04, WR4.01, WR4.02, WR5.02, WR5.04, LA1.01, LA1.02, LA1.03, LA1.04, LA1.05, MD1.01, MD1.02, MD1.03, MD1.04, MD2.01, MD2.02		Examining different types of reports: incident, proposal, progress, news, business, committee, research, lab, and medical. - Identify the difference between an essay and a report. - Review the parts of an advertisement, persuasive language, bias, and the power of visuals or graphs. - Create and present a teenage infomercial based on a specific decade or topic chosen in 3.3. - Use appropriate language and vocabulary. - Determine what is fact and opinion/fiction using guidelines developed in 3.3. - Identify concrete and abstract words from various sources, assess their effectiveness. - Develop an outline for a magazine based on a decade or topic and use appropriate language and voice for an identified audience. Students may produce the publication electronically. - Peer edit to identify and correct errors.
3.5 Culminating Activity Report. (5 hrs)	LSV.01, LSV.02, WRV.01, WRV.02, LSV.05, WRV.03, WRV.04, WRV.05, LA2.01, MDV.02	K/U; T/I; C; A	Writing of a research report. - Teacher provides rubric - Students write a report based on three identified aspects of teenage life in the past, present or future identified in 3.1. - Include documentation of primary and secondary sources gathered throughout the unit, include reference to charts and/or graphs, visuals.

Unit 4: Inside/Outside

Time: 18 hours

Unit Description

Students gain an understanding and awareness of the contradiction between the external persona and internal self. They consider sources of inspiration in the lives of themselves and others, both real and fictional. The culminating activity is an oral presentation and media work created to illustrate and explain this dichotomy.

Unit 4 Overview Chart

Cluster	Expectations	Ach.	Focus
4.1 Making a Connection Sources of Inspiration (approx. 1 hour)	WRV.02, WRV.03, LAV.01, WR2.01, WR2.02, WR3.01, LA1.01, LA1.02, LA1.04, LA1.05	K/U; T/I; C;	Identifying the difference between what appears to be and what is reality, in both people and situations. - Discuss difference between inner and outer self and the influence others have on you and you have on others. - Identify important or inspirational people/events in their lives. - Create a six-frame comic strip to illustrate the contrast between what characters say and think.
4.2 Literature Poetry, short stories, songs, short drama, film, novel, biography, autobiography (6 hours)	LSV.01, LSV.02, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LS1.01, LS1.02, LS1.03, LS1.04, LS1.05, LS2.01, LS2.02, LS2.03, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR3.01, WR3.04, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, WR5.04, LA1.01, LA1.02, LA1.03, LA1.04, LA1.05	K/U; T/I; C	Studying literature to focus on the theme of appearance vs. reality. - Examine the importance of goal setting, following a dream, and outside influences that affect that realization. - Analyse fictional characters using a graphic organizer to contrast inner to external self. - Develop action plans for characters’ goals, identify the steps to achieve them and success. - Identify outside influences that affected the characters’ plans. - Examine “Superman”, the hero vs. the man, why the physical transformation is necessary. - Identify the qualities of a superhero. - Compare film, TV, and comic book versions. - Create a superhero. Include: illustrations of before and after, name, special powers, and character sketch of person and hero.
4.3 Technology Use of technology for presentation skills (5 hours)	LSV.01, LSV.02, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LS1.01, LS1.02, LS1.03, LS1.04, LS1.05, LS2.01, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR3.01, WR3.04, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, WR5.04, LA1.01, LA1.02, LA1.03, LA1.04, LA1.05	K/U; T/I; C	Using technology for presentation skills. - Choose a character from literature studied. - Develop a timeline for the character, identifying significant people, and events. - Develop a visual presentation, “Life and Times” of the character. - Students may view a “Life and Times” program. - Select a format for presentation: photo album, electronic slide show, video, brochure, and desktop publishing. - Document research and provide a visual component. - Students in small groups select a superhero and examine the role of technology and special powers (Six - Million Dollar Man/Woman, Power Rangers). - Students create a poster to illustrate the various special powers and their uses (x-ray vision, laser guns, strength).
4.4 Language Focus on oral language skills (3 hours)	LAV.01, LAV.02, LA1.01, LA1.02, LA1.04, LA1.05, LA2.01, LA2.02, LA2.04, LA2.05, LA2.06	K/U; T/I; C; A	Using oral language skills. - Teacher reviews effective presentation techniques, including removal of barriers, the four C’s, proper use of language, oral and body. - Use a checklist for self and peer assessment. - Oral presentation of “Life and Times.”
4.5 Culminating Activity (3 hours)	LAV.01, LAV.02, LSV.01, LSV.02, MDV.02	K/U; T/I; C; A	Focus: creating a media work, treasure box, mask, book, reflecting external persona vs. internal self of the chosen person, fictional or real. - Teacher provides a rubric

Appendix

Inside/Outside - Culminating Activity Rubric

Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge/ Understanding Understanding of relationships (inside/outside)	- demonstrates limited understanding of the contrast between the inner self and the exterior persona	- demonstrates some understanding of the contrast between the inner self and the exterior persona	- demonstrates considerable understanding of the contrast between the inner self and the exterior persona	- demonstrates thorough and insightful understanding of the contrast between the inner self and the exterior persona
Thinking/Inquiry Critical and creative thinking skills (media product)	- uses critical and creative thinking skills with limited effectiveness	- uses critical and creative thinking skills with moderate effectiveness	- uses critical and creative thinking skills with considerable effectiveness	- uses critical and creative thinking skills with a high degree of effectiveness
Communication Application Media product (mask, treasure box, book), content and design (balance, colour, emphasis, focal point, line, harmony, proportion, shape, space, texture, movement)	- work shows a limited understanding of the purpose of conveying a visual message - work lacks focus and does not present a clear message - demonstrates little or no ability to elicit a response from the viewer	- work provides a clear visual message; uses some design skills to produce a pleasing effect	- work provides a clear, interesting, visual message; uses design skills and emotional appeals to attract the audience	- work provides a clear visual message at the symbolic and literal levels; uses design skills effectively to capture attention and emotions of the audience

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment.

Unit 5: Destinations

Time: 18 hours

Unit Description

Students develop an anthology that focuses on a destination (educational investigation, recreational idea, travel plan, business plan, personal goal, career search) and the strategies needed to get there. They set goals, develop an action plan, and identify the barriers and pathways to their destination. Emphasis is on the importance of gathering research from reliable sources, planning, critical thinking, and problem solving. Students consider what can realistically be planned, develop a plan, and identify the importance of having a plan. Subtasks 1 through 4 are devoted to student work on final anthology. The oral presentation is delivered in subtask 5.5. This unit can be part or all of the final 30%.

Unit 5 Overview Chart

Cluster	Expectations	Ach.	Focus
5.1 Making a Connection Where are you going and how are you going to get there? (3 hours)	WRV.03, WR3.01	K; T; C	Creating a plan for a chosen destination. - Teacher introduces the culminating activity, a personal anthology based on a destination, provides rubric, and reviews importance of recording information. - Teacher introduces the idea that “It’s not the destination, but the journey that is important.” - Brainstorm ideas to create a webpage to illustrate their destinations in one of the following areas: educational investigation, recreational idea, personal goal, travel plan, career search. - Students create an Action Plan/Timeline to address their teacher-approved, chosen journey and ultimate destination (to be included in anthology).
5.2 Literature Quest theme reflected in literature, film, music, drama, and poetry. (5 hours)	LSV.01, LS1.01, LS1.02, LS1.04, LS1.04, LS1.05	K; T; C; A	Reading selected literature that focuses on a character’s journey - Identify the components of “The Quest” genre. - Create a plot graph to outline their journey identifying three significant events. - Write an essay about their journey highlighting three events (to be included in anthology).
5.3 Technology Map the journey to a destination. (4 hours)	LSV.01, WRV.01, MDV.01, LS1.01, LS1.02, LS1.04, WR1.01, WR1.02, WR1.03, WR1.04, MD1.01	K; T; C; A	Collecting information, which relates to the chosen destination and documenting reliable sources. - Use technology and research to plan and visually represent their journey (to be presented in 5.5). - Compile a resource list (to be included in 5.5).
5.4 Language Peer editing (2 hours)	LAV.01, LAV.02, LA1.01, LA1.02, LA1.03, LA1.04, LA1.05, LA2.01, LA2.02, LA2.06	K; T; C; A	Identifying language for anthology. - Develop a glossary of related terminology and appropriate level of language. - Write a letter from their destination to someone who helped or hindered them in their journey (to be included in the anthology).
5.5 Culminating Task Personal Anthology (4 hours)	LSV.01, LSV.02, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, MDV.02	K; T; C; A	Creating a personal destination anthology. The anthology includes: - A timeline, action plan, essay, letter, resource list, visual presentation. - Students orally present a visual representation of journey.

Appendix 5

Destinations – Culminating Activity Rubric

Categories

Level 1

(50 - 59%)

Level 2

(60 - 69%)

Level 3

(70 - 79%)

Level 5

(80 - 100%)

Knowledge/ Understanding

Knowledge of self, of destination, and how to get there

Knowledge of form and style in writing

- limited knowledge of self, unrealistic goal, inconsistent or unrealistic plan

- demonstrates limited knowledge of forms and styles

- some knowledge of self and destination, but unclear or unrealistic plan

- demonstrates some knowledge of various forms and styles

- considerable knowledge of self; clear destination and appropriate plan

- demonstrates considerable knowledge of various forms and styles

- thorough, focused knowledge of self and destination, detailed, realistic plan

- demonstrates thorough knowledge of a variety of written forms; confident, skillful style

Thinking/ Inquiry

Demonstrates critical and creative thinking skills (story telling, action plan, letter, map)

Inquiry skills (research, glossary)

- uses critical and creative thinking skills with limited effectiveness

- applies few skills

- uses critical and creative thinking skills with moderate effectiveness

- applies some of the skills involved in the inquiry process

- uses critical and creative thinking skills with considerable effectiveness

- applies most of the skills involved in researching

- uses critical and creative thinking skills with a high degree of effectiveness

- applies all or almost all of the skills involved in the inquiry process

Communication

Communicates information and ideas with logical organization

Communicates for different purposes and audiences

Uses various forms of communication

- organization is confusing, random

- uses unclear or inappropriate voice style and language

- uses few forms

- organizes content clearly

- uses voice, style, and language that is inconsistent or inappropriate

- uses some different forms

- organizes content clearly and coherently

- uses clear, consistent voice; appropriate language and effective style

- considerable control of a variety of forms

- skillful organization and coherence enhance understanding

- uses distinctive voice, effective vocabulary and style

- confident control of several forms

Application

Conventions

Technology (choice of tools and software, ethical use)

Making Connections (student connects with the outside world)

Map (audience appeal and purpose)

Oral presentation

- uses language conventions with limited accuracy and effectiveness; errors sometimes impede expression and comprehension

- limited use of technology

- unclear connection between the student and his/her destination

- map is unclear, lacks detail and fails to communicate a message

- was difficult to hear; used few or distracting gestures and props; little attempt at eye contact

- uses language conventions with some accuracy and effectiveness; errors occasionally detract from meaning

- some use of technology

- some connection between the student and his/her destination

- map has some detail; is related to and supports purpose

- could be heard most of the time; used some gestures and props; attempted to maintain eye contact

- uses language conventions with considerable accuracy and effectiveness; errors do not detract from overall meaning

- considerable use of appropriate technology to support content and enhance presentation

- clear, logical connection between the student and his/her destination

- map has considerable detail and clearly supports purpose

- spoke audibly and with expression; used gestures and props; maintained good eye contact

- uses language conventions skillfully and effectively; errors may be the result of risks taken by the writer and do not detract from overall meaning

- skillful, confident, effective use of appropriate tools and software to support and enhance presentation

- interesting, thoughtful, insightful connection between the student and his/her destination

- map is highly interesting, uses extensive detail, is easy to see and understand; shows outstanding effort; effectively supports purpose

- spoke audibly and expressively; used engaging gestures and creative props; maintained excellent eye contact

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment.

Teaching/Learning Strategies

Language is best learned through activities that present stimulating ideas, issues, and themes that are meaningful to students. Teachers must use a rich variety of teaching/learning activities in all English programs to accommodate the diverse learning styles of students. They should select classroom activities that are based on an assessment of students’ individual needs, proven learning theory, and best practice.

The units and culminating activities in this profile reflect the research on Multiple Intelligences (e.g., Frames of Mind, Howard Gardner), which encourages the development of linguistic, mathematical, musical, kinaesthetic, spatial, interpersonal, intrapersonal, and natural intelligences. It is important for students to have access to a variety of opportunities to present what they know according to their talents or intelligences. Such an approach builds on student interests and talent necessary to make English a highly engaging course.

Exemplary Instructional Strategies in Grade 11 English

· provide for explicit teaching of knowledge and skills;

· encourage maximum student engagement in the learning activity;

· encourage student choice regarding the processes and products of learning in the English classroom;

· include whole class, small group, and individual instruction;

· encourage students to reflect on their learning: to clarify, elaborate, describe, compare, negotiate, and reach consensus on what expectations mean to them;

· use electronic technology as appropriate;

· address a variety of learning styles in each unit;

· allow for modifications to be made for exceptional students;

· promote direct involvement in a variety of concrete experiences and abstract thinking which enable students to construct their own understanding of concepts and principles;

· provide opportunities for genuine inquiry - to generate questions, apply a variety of investigative approaches, and to communicate learning in a variety of ways;

· engage students in self- and peer assessment;

· use formative assessment to provide opportunities for practice and consolidation;

· connect with expectations from other subject areas as appropriate;

· make authentic connections with the classroom, the school, the local community, and the school at large;

· respect the cultural diversity of Ontario classrooms.

The Ontario Curriculum mandates student-learning expectations; it does not mandate teaching strategies. It is the professional responsibility of teachers to determine the most appropriate and effective ways to address the achievement of the learning expectations for students in their classroom. The Ontario Curriculum does, however, provide possible teaching strategies within its description of the expectations. These strategies have been incorporated into this course profile.

Assessment & Evaluation of Student Achievement

Assessment is the systematic process of collecting information or evidence about student learning; evaluation is the judgment teachers make about the assessments of student learning based on established criteria. The units in this profile include suggestions for diagnostic, formative, and summative assessments. Diagnostic assessment is used at the beginning of a unit to help determine a starting point for instruction. Formative assessment provides information to students, as they are learning and refining their skills. Summative assessments, at the end of units and the course, give students an opportunity to synthesize/apply/demonstrate their learning. Summative assessments are counted toward the student’s final mark.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, English teachers must use the assessment and evaluation strategies outlined on p. 13 of Program Planning and Assessment, The Ontario Curriculum Grades 9 to 12, 2000.

Embedded in this course profile is the wide variety of assessment strategies and tools available to teachers of English: teacher observation, oral presentations, interviews, essays, reports, letters, quizzes, tests, examinations, learning logs, performance tasks, portfolios, self-assessment, peer assessment, journals, media works, checklists, questions, and answers.

Because this profile has been developed using the “design down” model, the course profile writers began their work by designing culminating tasks or activities for each of the five units that addressed the overall expectations, and by working backwards from there. A culminating activity is a summative evaluation, which provides an opportunity for students to perform, create, or demonstrate significant skills and knowledge. Culminating activities have a real world context, involve higher-level knowledge and skills than could be achieved through an isolated application, and establish clear criteria and levels for judging the quality of the performance. Task-specific rubrics are the most effective way to assess culminating activities and have been included with each unit in this profile.

Rubrics focus student attention on the specific knowledge and skills embedded in particular assignments. When they are combined with exemplars of student work, rubrics clarify for students the possible improvements and identify the next steps.

Initial assessment tasks (diagnostic assessment) have been built into the first unit to help teachers determine, in a preliminary way, the strengths and weaknesses of their students. The results of this diagnostic assessment will also help teachers to plan (using the mini-lesson framework provided) specific Writing and Language lessons to address both the Grade 11 expectations and any learning gaps, which are evident. Specific diagnostic activities are not built into the beginning of each of the other units in the same way, but it is expected that teachers continue to plan their own classroom instruction on a daily basis, using the results of ongoing diagnostic assessment of their students’ learning needs. Each unit does include learning tasks and appropriate formative assessments, which support the learning to be demonstrated in the culminating task.

The student’s final percentage grade is based on achievement only. Learning skills, punctuality, and attendance are recorded on the Provincial Report Card. The learning skills are the ability to work independently, teamwork, organization, work habits/homework, and initiative.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

Exceptional pupils should be given every opportunity to achieve the learning expectations set out in The Ontario Curriculum policy documents. Sample teaching, learning, and assessment strategies for helping exceptional students achieve English curriculum expectations are provided in the units developed in this profile. The profile writers have also built a significant amount of student choice into the suggested learning and assessment activities to support the needs of exceptional students, including gifted students.

Adjustments must also be made by the teacher to acknowledge the range and diversity of cultural understandings possible within the classroom, and accommodations may be necessary for the success of students for whom English is a second language.

Resources

Units in this profile make reference to the use of specific texts, magazines, films, and videos in the Teaching/Learning Strategies. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for 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 also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Adler, Ronald B. and Jeanne M. Elmhorst. Communication at Work: Principles and Practices for Business and the Professions. Boston: McGraw Hill, 1999. ISBN 0-07-303433-9

Beebe, Linda, ed. Professional Writing for the Human Services. Washington: NASW Press, 1993.

Biays, John Sheridan and Carol Wershoven. Along these Lines: A Course for Developing Writers. New Jersey: Prentice Hall, 1998. ISBN 0-13-398447-8

Blicq, Ron. Communicating at Work. Scarborough: Prentice-Hall, 1997. ISBN 0-13-324674-4

Buckley, Joanne. Fit to Print: The Canadian Student’s Guide to Essay Writing. Toronto: Harcourt Brace, 1998. ISBN 0-7747-3585-6

Clines, Raymond and Elizabeth Cobb. Research Writing Simplified: A Documentation Guide. Florida: Addison-Wesley, 1997. ISBN 0-673-98084-7

Dodds, Jack and Judi Jewinski. The Ready Reference Handbook. Toronto: Allyn and Bacon, 2000.
ISBN 0-13-027246-9

Edwards, N., B. Evoy, L. Hopperton, and T. Reimann. Foundations of Canadian College English. Toronto: Nelson, 1996. ISBN 0-17-605551-7

Ellis, Dave. Becoming a Master Student. Boston: Houghton Mifflin, 2000. ISBN 0-395-98517-X

Engkent, Lucia and Garry Engkent. Groundwork: Writing Skills to Build On. Toronto: Prentice-Hall, 2001. ISBN 0-13-011480-4

Flachmann, Kim. Mosaic: Focusing on Paragraphs and Essays. Toronto: Pearson Education Canada Inc., 2001. ISBN 0-13-988321-5

Flachmann, Kim. Mosaic: Focusing on Sentences and Paragraphs in Context. Toronto: Pearson Education Canada Inc., 2001. ISBN 0-13-988338-X

Floyd, Richard. Success in the Social Sciences: Writing and Researching for Canadian Students. Toronto: Harcourt Brace, 1995. ISBN 0-7747-3360-8

Guffey, Mary Ellen and Brendan Nagle. Essentials of Business Communication. Scarborough: Nelson, 1997. ISBN 0-17-605610-6

Guffey, M., K. Rhodes, and P. Rogin. Business Communications: Process and Product. Toronto: Nelson, 1999. ISBN 0-17-616560-5

Hacker, Diana. A Canadian Writer’s Reference. Scarborough: Nelson, 2001. ISBN 0-17-616924-5

Huseman, R., D. Stockmayer, J. Lahiff, and J. Penrose. Business Communication: Strategies and Skills. Toronto: Harcourt Brace, 1996. ISBN 0-7747-3451-5

Langan, John and Sharon Winstanley. College Writing Skills with Readings. Toronto: McGraw-Hill Ryerson, 1996. ISBN 0-07-552631-X

Lyons, Joseph. Writing Fundamentals. Scarborough: Prentice-Hall, 2000. ISBN 0-13-081751-1

MacLennan, Jennifer. Effective Business Writing. Scarborough: Prentice-Hall, 1995.
ISBN 0-13-301391-X

Markel, Mike. Technical Communication Essential. Scarborough: Nelson, 1996.

Markel, Michael H., and Helen Holmes. Technical Writing: Situations and Strategies. Scarborough: Nelson, 1994. ISBN 0-17-604181-8

Northey, Margot. Impact: A Guide to Business Communications. Scarborough: Prentice-Hall, 1998. ISBN 0-13-838939-X

Raimes, Ann and Sarah Norton. Keys for Writers. Toronto: Nelson, 1998. ISBN 0-17-607307-8

Rogers, Douglas B. Write of Way: Essay Strategies and Readings. Scarborough: Prentice Hall, 1999. ISBN 0-13-020907-4

Sammons, Martha C. The Internet Writer’s Handbook. Boston: Allyn and Bacon, 1999.
ISBN 0-205-28784-0

Sneddon, S., L. Hopperton, and L. Fried. Writing for Real: Practical Essay Strategies for Canadian Students. Toronto: Nelson, 1996. ISBN 0-17-604933-9

Stewart Kay and Marian Allen. Forms of Writing. Toronto: Prentice Hall, 2000.
ISBN 0-13-014464-9

Trimmer, Joseph. A Guide to MLA Documentation. Boston: Houghton Mifflin, 1999.
ISBN 0-395-938511

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Beginner’s Guide to Effective E-mail - style guide.
- http://www.webfoot.com/advice/email.top.html?Yahoo

E-Mail Tips - general help with signature lines, software, netiquette, discussion groups, etc.
- http://everythingemail.net/email_help_tips.html

Chat Etiquette - comical guide to being on chats and how to effectively use them.
- http://www.geocities.com/SouthBeach/Breakers/5257/Chatet.htm

Dark Mountain’s Netiquette Guide - presents guidelines on email, chat, linking to other's sites, downloading their graphics, and other issues.
- http://www.darkmountain.com/netiquette/index.shtml

Netiquette [primenet.com]
- http://www.primenet.com/~vez/neti.html

Netiquette Primer
- http://jade.wabash.edu/wabnet/info/netiquet.htm

Cut-and-Paste Plagiarism: Preventing, Detecting and Tracking Online Plagiarism
- http://alexia.lis.uiuc.edu/~janicke/plagiary.htm

Welcome to Internet Detective: an interactive tutorial on evaluating the quality of Internet resources
- http://www.sosig.ac.uk/desire/internet-detective.html

A Business Letters Primer
- http://more.abcnews.go.com/sections/business/DailyNews/sbb_letter0317/index.html

In Search Of A Lost Art: How To Write A Business Letter
- http://www.cyberbee.com/science/buslet.html

OSS Considerations

A number of opportunities are presented in this course for making connections to Choices into Action, especially with respect to goal setting and developing an understanding of post-secondary destinations. A variety of uses of technology are also highlighted throughout the course.

Coded Expectations, English, Grade 11, College Preparation, ENG3C

Literature Studies and Reading

Overall Expectations

LSV.01 · read and demonstrate an understanding of a variety of informational and literary texts from Canada and other countries, with an emphasis on analysing information, ideas, and issues;

LSV.02 · demonstrate an understanding of the elements of a variety of informational and literary forms, with an emphasis on opinion pieces and the novel;

LSV.03 · identify elements of style in a variety of texts, with a focus on how the elements contribute to clear and effective communication.

Specific Expectations

Understanding the Meaning of Texts

LS1.01 – interpret and assess explicit and implicit ideas, issues, and information in informational and literary texts (e.g., summarize and assess the ideas in a magazine article; explain the major themes underlying the plot and characterization in a novel);

LS1.02 – select specific and relevant evidence from texts and use it to support interpretations and arguments (e.g., refer to specific actions and choices to explain a character’s motives in a novel or play; use relevant facts from research in an oral report exploring both sides of a social issue);

LS1.03 – select and use a range of effective reading strategies (e.g., recall knowledge about a topic or theme from personal and other reading experiences to prepare for reading; adjust reading pace as the complexity of a text changes; reread challenging passages closely);

LS1.04 – compare their own ideas, values, and perspectives with those expressed or implied in a text (e.g., analyse the response of a fictional character in a crisis and compare it with their own probable reaction);

LS1.05 – explain the influence of the personal and social values and perspectives of authors and readers on texts and interpretations of texts (e.g., explain how the word choice in an article or report demonstrates the author’s attitude towards the topic; describe their own and others’ interpretations of a national or local news event or issue and suggest reasons for the similarities and differences; compare different representations of the same issue or historical event in two films or novels about heroism, war, or the immigrant experience).

Understanding the Forms of Texts

LS2.01 – explain how elements of opinion pieces and novels influence their meaning (intensive study) (e.g., explain how the language of a letter to the editor reveals the attitude of the author; explain how the narrator selected for a novel influences the reader’s understanding of plot and character);

LS2.02 – explain how elements of a variety of literary forms other than novels and opinion pieces are used to enhance meaning (extensive study) (e.g., explain how characters’ responses to crises contribute to the theme in different stories; show how the behaviour of a character in the early scenes of a drama foreshadows the ending of the play);

LS2.03 – explain how elements of informational texts contribute to meaning (e.g., describe how headings, subheadings, and illustrations are used to convey information in a report or manual; describe and assess how the organization of a report or short essay contributes to its effectiveness).

Understanding the Elements of Style

LS3.01 – describe the language of a variety of informational and literary texts and explain how the language is used to communicate information and express opinions and emotions (e.g., compare several business and technical reports to identify characteristics of a plain-language style; analyse editorials and explain the effects of their use of persuasive words; assess the authenticity of the characters’ dialogue in a novel);

LS3.02 – explain how rhetorical and literary devices enhance meaning in informational and literary texts (e.g., assess the use of rhetorical questions as a means of introducing the topic or thesis of a report or essay; explain how hyperbole and understatement are used for ironic effect in a narrative);

LS3.03 – explain the effect on the reader of authors’ choices of language, syntax, and rhetorical and literary devices 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., explain the importance of marginal notes, diagrams, and captions in a textbook or report; assess the value of supplementary information in boxes in newspaper and magazine articles; explain the role of introductory and concluding summaries in sections of a technical manual).

Writing

Overall Expectations

WRV.01 · use a variety of print and electronic primary and secondary sources to gather and analyse information and develop ideas for writing;

WRV.02 · select and use appropriate writing forms for various purposes and audiences with a focus on reports, correspondence, and persuasive essays;

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, clear expression, and consistent use of voice;

WRV.05 · edit ad proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.

Specific Expectations

Generating Ideas and Gathering Information

WR1.01 – investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to acquire information and ideas (e.g., consult a CD-ROM to find information for a report about the author of a novel; identify the accessibility of relevant sources for a class presentation on a social issue);

WR1.02 – classify and organize information and ideas to suit specific forms and purposes for writing (e.g., sort information from different sources for a report on effective business practices; organize information to support the arguments for an opinion piece; use a graphic organizer to make connections between ideas or to show time order in a narrative);

WR1.03 – use information and ideas from prior knowledge and research to develop content for writing (e.g., interview an employee for an essay about teamwork and cooperation in business; apply knowledge of characterization techniques to write a short essay about the major character in a Canadian novel);

WR1.04 – analyse and assess the information and ideas gathered from a variety of print and electronic sources to determine whether they are accurate, current, sufficient, relevant, and suitable to the form and purpose for writing.

Choosing the Form to Suit the Purpose and Audience

WR2.01 – select and use appropriate informational or literary forms to produce written work for specific audiences and purposes, with an emphasis on reports, correspondence, and persuasive essays (e.g., summarize a magazine article on a topic of personal interest for a report to the class; write a letter requesting information about a college program; write a short essay presenting a solution to a community problem);

WR2.02 – select and use a level of language and a voice appropriate to the specific purpose and intended audience for business, technical, and personal communications (e.g., use an appropriate voice to convey information about a policy in a memo).

Organizing Ideas and Information in Written Work

WR3.01 – select and use appropriate organizational patterns to structure written work (e.g., use a question-and-answer structure to format an information pamphlet about a product or service; use chronological order and flashbacks to organize information about a character in a script; use classification to organize a class anthology of student writing);

WR3.02 – apply knowledge of report structure to organize written reports, using:

q an introduction that identifies the topic and explains its significance or poses an inquiry question;

q a body that presents information and data in connected and coherent paragraphs supported by graphics, illustrations, and charts;

q a conclusion that presents insights or recommendations;

WR3.03 – apply knowledge of essay structure to organize short essays, using:

q an introduction that engages the reader’s interest, introduces the thesis or controlling idea, and previews the organization or content of the essay;

q a body that develops ideas logically and coherently and incorporates well-chosen, relevant evidence to support each idea;

q a conclusion that follows logically from the thesis and ideas developed in the body, summarizes the key points and organization in the body, and makes a thoughtful generalization related to the controlling idea;

WR3.04 – use organizational patterns such as cause and effect, classification, and definition to present information and ideas in reports and short essays.

Revising Drafts

WR4.01 – revise drafts to strengthen content and improve organization by adding details, deleting irrelevant information, and reordering ideas (e.g., revise a report to list a series of recommendations in order of priority; delete irrelevant arguments to enhance the impact of a persuasive essay; add details to reveal more about a character’s motivations);

WR4.02 – revise drafts to increase precision and clarity of expression by incorporating appropriate business and technical language and transition words (e.g., use a dictionary and thesaurus to find specialized vocabulary to replace vague or inaccurately used words);

WR4.03 – revise drafts to ensure consistent use of an appropriate voice and tone (e.g., highlight pronouns to check for consistent use of person in a report or memo; use feedback from a peer conference to assess the appropriateness of voice used in a set of instructions or tone in a character’s direct speech; examine writing for use of inclusive and anti-discriminatory language);

WR4.04 – revise drafts to integrate researched information, ideas, and quotations in an ethical manner (e.g., use parenthetical referencing; use transition words and phrases to provide a context for quoted material).

Editing, Proofreading, and Publishing

WR5.01 – cite researched information, ideas, and quotations in a consistent and ethical manner according to acceptable research methodology (e.g., cite sources using a recognized style such as that of the Modern Language Association [MLA] or the traditional footnote/endnote system known as the Chicago style);

WR5.02 – produce, format, and publish written work, using appropriate technology to share writing with intended audiences (e.g., incorporate effective graphics, fonts, and typefaces to enhance the impact of a report; adapt an electronic template for a formal letter);

WR5.03 – compare their current writing skills with those required in a variety of college programs and occupations and make action plans to address identified needs;

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 below:

q Grammar and Usage: use parts of speech correctly, including participles and gerunds (e.g., use correctly the comparative and superlative degrees of adjectives and adverbs);

q Grammar and Usage: communicate clearly and correctly using a variety of correct sentences, including compound-complex sentences, and incorporating conjunctions, prepositional and gerund phrases, and noun, adjective, and adverb clauses;

q Grammar and Usage: make subjects agree with their predicates and pronouns with their antecedents, even when widely separated in a sentence or paragraph;

q Grammar and Usage: use active and passive verb voice to suit purpose and audience (e.g., use the active voice for clarity of expression; recognize the function of the passive voice as used in history and the sciences);

q Grammar and Usage: use correct parallel structure (e.g., use the same grammatical form to balance parallel ideas in a series; use parallel grammatical structure with correlative conjunctions such as either . . . or, not only . . . but also);

q Grammar and Usage: identify deliberate uses of ungrammatical structures in advertisements, poetry, and oral language;

q Spelling: demonstrate an understanding of a variety of spelling patterns, rules, and strategies by analysing and correcting spelling errors (e.g., apply knowledge of rules and patterns when adding a suffix to words ending in y or silent e; understand the patterns for doubling final consonants before a suffix);

q Spelling: use homophones and commonly confused words correctly (e.g., learn spelling and use of compliment/complement, site/sight/cite, eminent/imminent, emigrate/immigrate, climactic/climatic);

q Spelling: spell correctly specific business, technical, and literary terms used in course materials;

q Spelling: use a variety of print and electronic resources to flag possible problems and improve spelling (e.g., recognize the limitations of electronic spell checkers; use dictionaries when in doubt about spelling);

q Punctuation: use punctuation, including the period, question mark, exclamation mark, comma, semicolon, colon, apostrophe, quotation marks, parentheses, brackets, and ellipses, correctly and for rhetorical effect (e.g., use parentheses to enclose supplementary material, personal digressions, or afterthoughts; use brackets to enclose words or phrases inserted into a quotation).

Language

Overall Expectations

LAV.01 · apply knowledge of vocabulary and language conventions to read, write, and speak effectively, with a focus on identifying, developing, and sustaining an appropriate voice;

LAV.02 · use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, with a focus on using business and technical language appropriately in oral reports and other presentations.

Specific Expectations

Developing Vocabulary and Knowledge of Language Structures and Conventions

LA1.01 – apply a variety of strategies to extend vocabulary through reading, with an emphasis on understanding concrete and abstract vocabulary and the denotation and connotation of words (e.g., use a thesaurus to find a more precise word to suit the context of a passage; assess the impact of concrete and abstract words in an editorial);

LA1.02 – apply knowledge of prefixes, suffixes, and roots to expand vocabulary (e.g., use an etymological dictionary to identify the original and expanded meanings of words);

LA1.03 – identify specialized language appropriate to business and technical contexts and use it with precision in oral and written work;

LA1.04 – select and use vocabulary and figurative language to express themselves clearly in a variety of spoken and written communications, with a focus on developing a consistent voice;

LA1.05 – recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar, usage, spelling, and punctuation, as prescribed for this course (e.g., consult recognized style guides for information about language conventions).

Developing Listening and Speaking Skills

LA2.01 – communicate orally in large and small groups for a variety of purposes, with a focus on listening for main ideas and relevant supporting details; clarifying and extending the ideas of others; and understanding business and technical information and language and using it correctly;

LA2.02 – communicate orally in group discussions, applying such skills as the following: describing and fulfilling roles as required; preparing for discussion; contributing additional and relevant information; asking questions for clarification; completing assigned tasks for the group; summarizing the main ideas of the discussion; working towards consensus; and accepting group decisions when appropriate;

LA2.03 – use critical listening skills to analyse the content of oral presentations (e.g., write accurate summaries of main ideas and supporting details; assess the relevance of evidence, the validity of arguments, and the truth of conclusions);

LA2.04 – plan and prepare clear oral reports and presentations by researching information and ideas, organizing material, rehearsing, and revising;

LA2.05 – use techniques of oral presentation to communicate effectively, with a focus on clear organization, relevant examples, appropriate vocabulary and style, repetition for emphasis, and the use of voice projection, pace, gestures, timing, body language, visual aids, and technology;

LA2.06 – compare their current oral communication knowledge and skills with those required in a variety of occupations and college programs and make an action plan to address identified needs.

Media Studies

Overall Expectations

MDV.01 · use knowledge of the characteristics of media forms, representations, audiences, and industry practices to analyse a variety of media works;

MDV.02 · demonstrate an understanding of the interactions among form, purpose, audience, and production options by designing or creating media works, independently and collaboratively, based on ideas, themes, and issues examined in this course.

Specific Expectations

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., explain the intended appeal of images selected for specific advertisements; write a short essay on the theme of a feature film);

MD1.02 – explain how the form, style, and language of a variety of media forms communicate messages with specific social implications (e.g., explain how the characteristics of a national newspaper, a local newspaper, a local television newscast, and the Internet are reflected in the coverage of a major news story; compare the effectiveness of the language and style in a range of television news-magazine programs);

MD1.03 – explain the relationship between media works and their audiences (e.g., explain how specific features of a popular television series appeal to different family members; analyse the content and advertisements of a television show or issue of a magazine and draw conclusions about the demographics of the audience);

MD1.04 – explain the relationship between media works and media industry practices, including marketing and distribution methods (e.g., investigate the implications of product placement in films and television shows; research a promotional campaign to determine why it was successful or unsuccessful).

Creating Media Works

MD2.01 – design or create media works based on ideas, themes, and issues examined in this course (e.g., create a radio documentary or a photo essay on a day in the life of an athlete, using available resources);

MD2.02 – use knowledge of the interactions among form, purpose, audience, and production options to explain choices made in the design and production of media works (e.g., maintain a log to record decisions at various stages in the design and production process; present media works to peers and explain solutions to production problems).

Unit 1 | Course Profiles Main Menu

Acknowledgments

Prerequisite: English, Grade 10, Applied

Description

Course Notes

Units: Titles and Time

Unit Organization

Unit 1: You’ve Got Mail

Unit 2: Speak Your Mind

Unit 3: Fiction to Fact

Unit 4: Inside/Outside

Appendix

Inside/Outside - Culminating Activity Rubric

Unit 5: Destinations

Appendix 5

Destinations – Culminating Activity Rubric

Teaching/Learning Strategies

Exemplary Instructional Strategies in Grade 11 English

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Websites

OSS Considerations

Literature Studies and Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations

Language

Overall Expectations

Specific Expectations

Media Studies

Overall Expectations

Specific Expectations