Course Profile English, Grade 11, Workplace Preparation, Catholic

Unit 3: Meeting Challenges

Time: 33 hours

Activity 3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4 | Activity 3.5 | Activity 3.6 | Activity 3.7

Unit Description

The unit begins with a study of the “outer world”: media and the workplace. Students assess how their view of the world and workplace is formed by media and are challenged to develop critical interpretation skills honouring their Catholic values. Values, such as equality of all persons, sharing our wealth, and non-violence, are discussed as students explore the challenges (both issues and tasks) of the workplace. As students are exposed to tasks and issues confronted by employees, they focus on teamwork in the workplace and business writing forms. Students’ personal goals, self-knowledge, and new awareness of the work world are used in the summative activity: a self-promotion package.

Unit 3 Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
3.1: Media	3 hours	MDV.01, MD1.02, MD1.05 CGE2b, 2e, 7g	K/U; C	Discussions, charts, and surveys Glossary updated
3.2: Film Techniques	4 hours	MDV.01, MDV.02, MD1.03, MD2.02 CGE3b, 3e	K/U; T/I; C	Storyboard Active viewing of film
3.3: Newspaper	4 hours	MDV.01, MDV.02, MD1.01, MD2.01, WRV.02, WR2.01, WR2.02; CGE2c	K/U; A	Study of newspapers, particularly ads, articles, and editorials
3.4: Magazine Analysis	3-5 hours	MDV.01, MDV.02, MD1.01, MD1.03, MD1.04, MD1.06, MD2.02; CGE2b, 2e, 3c	K/U; T/I; C; A	Discussion Magazine analysis Oral presentation
3.5: Business Writing Forms	2 hours	LSV.01, LSV.02, LSV.03, LS1.01, LS2.01, LS3.04; CGE5a, 5f	K/U; T/I	Analysis of reports, letters, résumés, memos, electronic mail, Internet, etc.
3.6: Job Exploration	8-9 hours	WRV.01, WRV.02, WRV.03, WRV.05, WR1.02, WR1.04, WR2.03, WR3.01, WR5.04, LAV.02, LA2.03, LA2.05; CGE2a, 2d, 4f, 4	K/U; T/I; C; A	Interview Confirmation letter Thank-you note Skills and attitudes chart “Partner Presentation” of skills and attitudes Résumé planner/ template
3.7: Employment Exploration Package	7-8 hours	WRV.01, WRV.02, WRV.05, WR1.01, WR2.01, WR2.02, WR5.04, LAV.01, LA1.03, MDV.02, MD2.01; CGE4c, 5b, 5d, 5h	K/U; T/I; C; A	Chart of strengths, areas needing improvement, interests, and values Research for jobs: classified ads, employment centres, etc. Application form, letter, and résumé Mock job interview

Activity 3.1: Media

Time: 180 minutes

Description

To begin this unit, Catholic values, such as equality of all persons, sharing our wealth with others, non-violence, and celebration of the human body versus exploitation of it, can be reviewed in class. This discussion can provide the background for the entire unit, which focuses on media, teamwork, and business. Students discuss several media forms and analyse the use of media. They use the concepts of media literacy to analyse different examples of media. Discussions centre on how work environment, work responsibilities, and personal lives outside of work are reflected through various media forms set in the workplace (e.g., how the media drive the perception of work, choice of careers, and the workplace).

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE7g - respects and understand the history, cultural heritage, and pluralism of today’s contemporary society.

Strand(s): Media Studies

Overall Expectations

MDV.01 - use knowledge of media forms, representations, audiences, and industry practices to analyse a variety of media works.

Specific Expectations

MD1.02 - describe the key elements of a variety of media forms;

MD1.04 - explain ways in which media works reflect, distort, or influence audience behaviour (e.g., compare the portrayal of teenage life on television with teenage life in the school and community; explain the impact on various segments of society of the portrayal of violence in the media);

MD1.05 - explain how and why different audiences interpret media works differently.

Prior Knowledge & Skills

· Students have met the expectations of English, Grade 10 Applied.

· Students have examined the Internet in other courses, such as Career Education and Technology, and have been instructed on its’ ethical use. A diagnostic tool could assess this knowledge.

Planning Notes

· Gather samples of magazines, newspapers, film, and television programs focused on the workplace.

· Design survey on interests, use, and habits regarding media products.

· Preview films for appropriate content, if available.

Teaching/Learning Strategies

· As a class, brainstorm or web a list of Catholic values. Discuss how these values are or are not reflected in the media.

· Distribute a survey to gather information on students’ interests, use, and habits regarding media products. Have students use the survey to gather information from other people (ethnicity, various age groups, etc.). Students report on and compare data.

· Show the film excerpts set in the workplace and lead a discussion on how work environment, work responsibilities, and personal lives outside of work are reflected (e.g., how the media drive the perception of work, choice of careers, and the workplace).

· Review concepts of media literacy, particularly that media production is a business, media products are value-laden, and the media construct reality. Have students work in collaborative groups to complete an analysis of several media forms (commercials, magazines, TV shows, newspaper, and Internet sites) and organize in chart form (Teaching/Learning Guide, Curriculum Planner). Students define the classifications, but one idea to consider is whether they support or challenge Catholic values.

· Encourage students to add new vocabulary to the personal glossaries they began in Unit 1.

Assessment & Evaluation of Student Achievement

· Teacher observation of discussion, glossary, and written work for formative assessment (Aligning, Assessment Guide, Curriculum Planner).

Accommodations

· Students requiring enrichment can analyse how North American culture is portrayed in various media by creating investigative reports as alien explorers to earth who use media forms as their sources for information about what it means to be human. They can focus on how work is portrayed and the importance placed on work.

· Some students may need one-on-one assistance to organize information in the chart.

Resources

Barry, James and Sharon Siamon. Media Mix. Toronto: Nelson Mini-anthology, 1994.
ISBN 0-17-604398-5 (used in each of the activities)

Duncan, Barry, Janine D’Ippolito, Cam Macpherson, and Carolyn Wilson. Mass Media and Popular Culture. Toronto: Harcourt Brace. ISBN 0-7747-0170-6 (used in each of the activities)

Media Literacy Resource Guide, Intermediate and Senior Divisions: Teaching/Learning Guide and Assessment Guide. Ontario Ministry of Education: Queens Printer for Ontario, 1989. (updated on-line)

Media Television. City TV.

Ontario Ministry of Education. Ministry of Education Curriculum Planner, 1998.

Media forms: newspapers, magazines, Cable in the Classroom

Food TV – http:\\www.foodtv.com

A and E – http:\\www.aande.com

Activity 3.2: Film Techniques

Time: 240 minutes

Description

Students analyse the technical aspects of film. After viewing examples of industry videos and television programs, students compare the two types. Students draw a storyboard of their own message, training clip, or industry video clip commercial (e.g., focused on a workplace safety issue or workplace procedure). Emphasis is on the choices made in the design and production of the film.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Strand(s): Media Studies

Overall Expectations

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

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

Specific Expectations

MD1.03 - identify the techniques used in a variety of media works;

MD2.02 - use knowledge of the connections among form, purpose, audience, and production options to describe choices made in the design and production of media works.

Prior Knowledge & Skills

This activity builds on Activity 2.4, during which students viewed a film dealing with the journey theme.

Planning Notes

· Industry videos (safety, training, etc.) and television programs are gathered and previewed (e.g., use Cable in the Classroom, Scanning Television, or videos from Co-op Department or media centre).

· Create a handout outlining the technical aspects of film (e.g., editing, camera angles, and lighting).

· Gather examples of a storyboard from a textbook or Internet site and copies of magazines so students can cut out pictures for their storyboard.

· Other expectations partially covered include MD1.02, MD2.01, and CGE4f.

Teaching/Learning Strategies

· Show industry videos and discuss excerpts from television programs. Lead a discussion on the technical aspects of the films, using the terms defined in the handbook or textbook. Students note how the viewer’s attention is held by the camera techniques and how style, music, speed, clothing, gestures, and messages are used. Encourage students to analyse the ways that camera angles, editing, lighting, etc. help form our own perceptions and how sometimes these created perceptions stand in opposition to our Catholic value system (e.g., some commercials use techniques to reduce women and men to physical objects). This activity is mostly teacher-directed (Lecture, Teaching/Learning Strategies, Curriculum Planner).

· Show sample storyboards and explain their format. Students, in pairs, create storyboards of their own message, training clip, or industry video clip commercial (e.g., focused on a workplace safety issue or workplace procedure). Students can share ideas as they incorporate new terminology (Story Mapping/Story Reading, Teaching/Learning Strategies, Curriculum Planner). While drawing the shots in their storyboards, students demonstrate their understanding of filling the frame and the ideas of a close-up, mid-shot, and long shot.

Assessment & Evaluation of Student Achievement

· Checklist for a storyboard can be given for formative assessment (Anecdotal Records, Checklist, Conferences, Assessment Guide, Curriculum Planner).

· Teacher observation and informal conferencing of students’ class work are used for formative assessment (Observation, Assessment Guide, Curriculum Planner).

Accommodations

· For enrichment, students could make a video to explain the different techniques or they could film a commercial.

· Some students may need one-on-one assistance with the storyboard.

· Students may choose to use stick figures or magazine cutouts for their storyboard.

Resources

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing for Success. Mississauga: Harcourt Books, 1999.

Carpenter, Donna. Media Images and Issues. Don Mills: Addison-Wesley, 1989. ISBN 0-201-19207-1

Media Television. City TV.

Scanning TV: Videos for Media Literacy in Class. Harcourt, 1997.

Storyboard – www.sotherden.com/video101/storyboard.htm

Activity 3.3: Newspaper

Time: 240 minutes

Description

This activity examines the newspaper as a media form with a focus on reading for life and preparing for the workplace. Students analyse the design and content of their local newspaper. Special attention is given to the classified advertisements, business section, trends, and consumer information. Students examine the format in relation to its audience and purpose. Students create their own display advertisements. Classified advertisements are examined again in the summative assessment
(Activity 3.7).

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

Strand(s): Media Studies, Writing

Overall Expectations

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

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

WRV.02 - identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing.

Specific Expectations

MD1.01 - demonstrate critical thinking skills by identifying explicit and implicit messages in media works;

MD2.01 - design or create media works based on ideas, themes, and issues examined in this course;

WR2.01 - select and use an appropriate form to produce written work for a specific audience and a specific purpose;

WR2.02 - use literary and informational texts as models of writing for specific purposes and audiences.

Prior Knowledge & Skills

· Students have prior knowledge of the elements of the newspaper from other courses and build on it.

· This activity builds on Activity 2.3, during which students examined magazine and newspaper articles dealing with course themes.

Planning Notes

· Have copies of newspapers and magazines available. Possibly ask local newspapers for donations.

· Design a scavenger hunt that students can do independently using the newspaper. They find samples of and answer questions about classifieds, business section, trends, and consumer information. Students identify datelines, headlines, jumplines, cutlines, white space, font type and size, and use of colour.

· Create discussion questions about the format, design, audience, purpose, and content of the newspaper.

· Create questions for partners to answer about the format in relation to the newspaper’s audience and purpose (e.g., To whom is the newspaper directed? How can you tell? What is the purpose of the placement of the ads?).

· Have samples of effective display ads available.

· If possible, book a computer lab and have appropriate software available so students can properly format their ads. Allow time in class to create the advertisement on the computer or by hand (e.g., cutting illustrations from magazines).

· Note: Activity 4.8 builds on this magazine analysis as students create their own display advertisements for the workplace.

· Other expectations partially covered include LAV.01 and LA1.02.

Teaching/Learning Strategies

· Show sample newspapers to the class. Teach/review newspaper terminology. Students individually complete the scavenger hunt to examine the newspaper’s format, as well as the classified ads, business section, trends, and consumer information.

· As a class, discuss the format of the various items found in the newspaper, focusing on design (datelines, cutlines, font, white space, etc.) and content (classified and display advertising, news, features, editorials, etc.). (Inquiry Process, Teaching/Learning Guide, Curriculum Planner; Lecture, Teaching/Learning Guide, Curriculum Planner)

· In pairs, students analyse the format (ads, articles, editorials, etc.) in relation to the newspaper’s audience and purpose (Inquiry Process, Teaching/Learning Guide, Curriculum Planner).

· Students can be shown examples of display advertisements and discuss what makes a good advertisement: it attracts the audience, creates desire for the product, and leads reader to think/act.

· Students can individually create their own ads, focusing on workplace issues, workplace accommodations, moral issues, and/or happenings in the community.

Assessment & Evaluation of Student Achievement

· Rubric can be given for the display advertisement for summative assessment (Rubric, Assessment Guide, Curriculum Planner).

· The teacher observes class work for formative assessment (Aligning Assessment with Curriculum Assessment Guide, Curriculum Planner).

Accommodations

· For enrichment, students may choose a current local and/or workplace issue and write a letter to the editor about it; students can compare newspaper and TV coverage of the same current event; or students can create a mock class newspaper containing various elements of a newspaper.

· Students with reading or writing challenges could focus on advertising and have one-on-one assistance creating their advertisement.

Resources

Carpenter, Donna. Media Images and Issues. Don Mills: Addison-Wesley, 1989. ISBN 0-201-19207-1

Decker, Howard. Newspaper Workshop. Canada: Globe, 1992. ISBN 0870653407

Duncan, Barry, Janine D’Ippolito, Cam Macpherson, and Carolyn Wilson. Mass Media and Popular Culture. Toronto: Harcourt Brace. ISBN 0-7747-0170-6 (This book goes with Scanning TV, a resource binder and video package.)

Hannon, Ed, Elspeth Hannan, Greeba Quigley, and Ralph Wintrob. Media in Perspective. Toronto: Harcourt, 1993. ISBN 0-7747-1427-1

Scanning TV: Videos for Media Literacy in Class. Harcourt, 1997.

Educational packages from the local newspaper

On-site computer expert for graphic design or text

Various newspapers

Activity 3.4: Magazine Analysis

Time: 180-300 minutes

Description

Through teacher-led discussion, students begin the magazine analysis by comparing and contrasting the format and design of magazines and newspapers. Students see that topic choices (sports, entertainment, news, and gossip) are dependent upon audience and purpose. The ultimate purpose of commercial media – to make money – is explored, with a focus on how advertising generates most of the revenue for production costs and profit. Students analyse the effectiveness of display ads at reaching the target audience – the consumer. Students compare their findings with non-profit publications. Students understand that the industry purpose/commercial message (to make money) stands in opposition to the Gospel message, which is built on social justice. Students complete a project analysing the purpose, format, audience, and message of a magazine of their choice, possibly relating to their workplace interests. This analysis can be presented to the class through an oral presentation with display boards.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Strand(s): Media Studies

Overall Expectations

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

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

Specific Expectations

MD1.01 - demonstrate critical thinking skills by identifying explicit and implicit messages in media works;

MD1.02 - describe the key elements of a variety of media forms (e.g., write a report describing the use of images, columns, colour, fonts, and text in several magazines; report orally on the use of narration and images in a documentary; compare the print and film versions of a story);

MD1.03 - identify the techniques used in a variety of media works;

MD1.04 - explain ways in which media works reflect, distort, or influence audience behaviour;

MD1.06 - describe the relationship between media works and media industry practices, including marketing and distribution methods;

MD2.02 - use knowledge of the connections among form, purpose, audience, and production options to describe choices made in the design and production of media works.

Prior Knowledge & Skills

· This activity builds on skills developed in the previous activity of newspaper analysis.

· It also builds on Activity 2.3, during which students examined magazine articles on course themes.

Planning Notes

· Gather samples of magazines, including school magazines/newspapers (e.g., The Catholic Register, Catholic New Times, and publications from charitable organizations and public interest groups).

· Ask students to bring in their own magazines as well in order to conduct the comparison.

· Use the newspaper samples used in Activity 3.3 or ask a local newspaper to donate newspapers.

· Create a list of questions (in the form of a scavenger hunt) on the elements of the magazine.

· Prepare information on how to create effective storyboards.

· Provide guidelines for oral presentations.

Teaching/Learning Strategies

· Show the sample magazines to the class.

· Select three different magazine samples (one religious, one non-profit, and one commercial magazine). Have students review terms covered in the Activity 3.3, and identify datelines, headlines, jumplines, cutlines, and use of white space, font type and size, and use of colour in the various magazines, by means of a scavenger hunt and/or questions and answers.

· In small groups, students analyse the similarities and differences between these magazines:

· Who is the target audience? What is the magazine’s main purpose or focus? How does the magazine’s intended audience and purpose influence the topic choices found in the magazine?

· Draw attention to elements of design (e.g., colours used, logos, font size, layout etc.), and discuss the possible reasons for the choices.

· Lead a discussion of other elements related to the target audience, such as a magazine’s editorial policy concerning advertising, news articles, opinion pieces, special columns, feature articles, etc.

· Why would a sports magazine advertise sports equipment? Would you see this advertisement in a religious magazine? How do the news articles found in a special interest magazine differ from news articles in a sports magazine?

· What editorial policy is stated and what is implied? (e.g., Are teen magazines meant to empower teenagers or to develop consumers?)

· What products are advertised and what connection is there to the audience (e.g., Is arthritis medication advertised in teen magazines?)

· What relationship exists between the products and the articles? (e.g., Is the treatment for a sports-related injury discussed in an article later featured in a display ad?)

· How are reality and fantasy represented? (e.g., Do lighting, airbrushing, camera angles, use of lens filters, etc. enhance/alter realities in order to present an idea of perfection? What purpose is served by this technique?) How do these practices undermine or support Catholic teaching of the sacredness of person? (Concept Clarification, Inquiry Process, Issue-based Analysis, Teaching/Learning Strategies, Curriculum Planner).

· As a class, brainstorm what the content of the magazines does or does not say about the workplace (e.g., In what manner does the magazine show people in the workplace? Is it a feature article, an advertisement? Does it portray work as positive?).

· As a summative assignment, have students analyse a magazine of their choice. It could be a magazine related to their workplace interests, such as auto mechanics, hair, fashion, retail, and childcare. Students select a magazine and determine the purpose, audience, and messages. For summative assessment, students organize their findings and create an informative, colourful display board with appropriate headings, pictures, and text based on information analysed earlier. They present their display boards to the class through an oral presentation, which is formatively assessed.

Assessment & Evaluation of Student Achievement

· A rubric could be given for the display board oral presentation for summative assessment (Rubrics, Assessment Guide, Curriculum Planner).

Accommodations

· Students who extended the newspaper activity to create their own newspaper (Activity 3.3) could research the printing/publishing costs and estimate the amount they would need to charge for advertising in order to break even or make a profit.

· Some students may require additional time or one-on-one assistance to create the magazine project.

· Some students may analyse fewer elements and/or may be assessed in a manner appropriate to their learning styles and strengths (e.g., oral versus written demonstration).

Resources

Decker, Howard. Newspaper Workshop. Canada: Globe, 1992. ISBN 0870653407

New Jerusalem Bible. New York: Doubleday, 1968. ISBN 0-385-01189

Appropriate magazines and newspapers

Activity 3.5: Business Writing Forms

Time: 120 minutes

Description

After examining the formats of newspaper and magazine writing, students examine the format of business writing. The teacher shows examples of business writing. Particular attention is paid to the letter and résumé, which students write in the course’s culminating activity. Students work in pairs to analyse a particular business writing form, focusing on the characteristics, purposes, and intended audiences. The pairs share the information with the larger group in order to complete a chart detailing purpose, format, topic, and audience. Students write a summative test in the same chart format.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE5a - works effectively as an interdependent team member;

CGE5f - exercises Christian leadership in the achievement of individual and group goals.

Strand(s): 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 identifying and explaining information, ideas, and issues;

LSV.02 - demonstrate an understanding of the elements of a variety of forms of fiction, non-fiction, drama, poetry, and informational material;

LSV.03 - identify elements of style in a variety of informational and literary texts, focusing on how the elements contribute to clear and accurate communication.

Specific Expectations

LS1.01 - use knowledge of the elements and organizational patterns of informational texts to understand information from print and electronic sources, including charts and graphs;

LS2.01 - describe how elements of specific forms influence meaning in informational texts;

LS3.04 - explain how authors and editors use design elements to organize content and communicate ideas.

Prior Knowledge & Skills

While students may have worked with business writing in previous courses, this activity directs them to analyse this type of writing, with special attention paid to format, topic, audience, and purpose.

Planning Notes

· In preparation for this activity, obtain copies of business letters, memos, annual reports, letters, business reports, résumés, and electronic mail. Possibly approach the Co-op Department of your school/board and ask for their assistance in obtaining these items or use an anthology.

· Design a handout chart that allows space for students to identify the various business forms, and their characteristics, intended audience, and purpose.

· Select business forms appropriate for the summative test.

Teaching/Learning Strategies

· Begin this activity by showing students the various forms of writing associated with business. Ask students to identify the forms they recognize and state their purpose and audience.

· Reveal the forms they cannot identify by producing a sample and stating its name.

· Distribute a chart for students’ analysis of various business writing forms focusing on purpose, intended audience, format characteristics, and topic.

· Distribute sample business forms and have students work in pairs to analyse these forms using the chart. The pairs share their information with the larger group. The class records on their own charts any new/additional information given by their peers (Collaborative/Cooperative Learning Strategies, Think/Pair/Share, Teaching/Learning Strategies, Curriculum Planner). Using one or two examples, model proper completion of the form.

· For summative evaluation, students complete the same activity independently; provide students with the same chart (including one or two examples as models) and business form examples to analyse.

Assessment & Evaluation of Student Achievement

· Teacher observation is needed for formative assessment of the analysis of business writing (Anecdotal Records, Checklists, Conferences, Assessment Guide, Curriculum Planner).

· Business form analysis test is a summative assessment (Quizzes, Tests, Examinations, Assessment Guide, Curriculum Planner).

Accommodations

· Provide scribes for students, if necessary.

· To extend this activity, students could write a résumé for one of the characters studied in Unit 2 or could write other business forms.

· Students may require additional time or one-on-one assistance to analyse the forms of business writing.

Resources

Knox, Carolyn W. English for the World of Work. Minnesota: American Guidance Service, 1997.
ISBN 0-7854-0860-S

Markel, Mike. Technical Communication. Toronto: Nelson, 1996. ISBN 0-17-605579-7

Misener and Butler. Exploring Your Horizons: Career Development Guide.

Activity 3.6: Job Exploration: Letter Writing, Informational Interview,

Self-assessment of Skills and Attitudes

Time: 480-540 minutes

Description

This activity makes this stage of the course theme (challenges in the journey) more relevant in that it involves students’ visits to work sites and their personal reflections. Students request an informational interview with someone from the work world, then write a letter of confirmation including their potential interview questions. Students conduct the informational interview and submit a taped or written record for assessment. They write thank-you notes summarizing what they learned from the interview. Students reflect on the “hard” skills (e.g., math, technical, computer skills) and “soft” skills (e.g., personal attributes, people skills) they witnessed as necessary for the workplace they visited. Students complete a résumé planner/template and then reflect upon their own employability skills and attitudes. They collaborate with peers to identify strengths and plans for improving their skills. This activity provides initial discussion and planning for the summative evaluation of Activity 3.7.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.

Strand(s): Writing, Language

Overall Expectations

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, and other presentations;

WRV.01 - use a variety of print and electronic sources to gather information and develop ideas for personal, school-related, and workplace-related writing;

WRV.02 - identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

WRV.03 - use organizational structures and patterns to produce coherent written work;

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

Specific Expectations

WR1.02 - classify and organize information 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 and workplace-related writing (e.g., use knowledge about a product or service to plan a letter of complaint; compare information from different sources about summer jobs to plan a résumé);

WR2.03 - select the appropriate person and level of language for a specific form, purpose, and audience;

WR3.01 - select and use appropriate organizational patterns in written communications;

WR5.04 - edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation;

LA2.03 - use critical listening skills to understand the content of oral communications;

LA2.05 - compare their current oral communication knowledge and skills with those required in a variety of workplace settings and create a plan to address identified needs.

Prior Knowledge & Skills

· Students have had previous experience with letter writing.

· Students have worked on some of these tasks in previous courses, so skills are built on/consolidated (e.g., exposure to résumés in Grade 10 Career Education).

Planning Notes

· This activity needs to be carefully planned in advance and explained to students early so they have time to find an individual to interview. Establish a deadline for the completion of all interviews to allow for the follow-up activities to take place within the timeline. Plans need to include activities for students whose interviews are completed early: once a thank-you note is written and sent, options include extra literacy development practice (grammar, spelling, composition, reading) or advance work on the application form and résumé planner required as part of the interview follow-up.

· Teachers should arrange for a school telephone number that students can give to the workplace interviewer.

· Students may need parental/guardian consent forms for participation in the interview portion of this activity; teachers should check their school/board guidelines.

· Students must also gain the interviewee’s permission to be recorded. As this activity has many student tasks, it may be easiest for the teacher to create/obtain a form for this consent.

· Create or obtain a résumé planner sheet/template for student use, found in Co-Op, Guidance, and/or Grade 10 Career Education resources such as the “Be Real Game.”

· To support students’ brainstorming of skills and attitudes, access information from Co-Op and Guidance Departments, as well as Human Resources Development Canada (HRDC) and Conference Board of Canada Employability Skills Profile resources in print and electronic forms.

· Students would benefit from a teacher-created graphic organizer for the partner reflection activity and the oral presentation (including basic tips for short presentations to the class).

· The teacher may need to help co-ordinate interviews for some students. If appropriate to individual student need, the interview could take place at school with someone willing to visit the school or with a school employee, e.g., secretary, custodian.

· The interview could link with Co-Op, Guidance, or other Workplace Preparation course activities.

· The teacher may wish to invite a Co-Op Teacher, Guidance Counsellor, or guest speaker to speak to the class about basic social skills relevant to their interview; time should be allowed for students to practise and become comfortable with these conventions (e.g., greetings, hand shakes, etc.).

· The teacher may need to provide a hand-held tape recorder and/or review note-taking tips.

· The teacher may need to edit the outgoing letters and thank-you notes. As well, students require letter-quality paper, envelopes, and (thank-you) note cards.

· Computers and software with letter format helpers can be used.

· Remind students about personal safety precautions to be considered as they conduct their interviews.

· For positive public relations and to model appropriate behaviour, arrange for students to give a small token of thanks to their interviewee, on behalf of the school and themselves (e.g., a school mug and thank-you note). For added impact and to add to students’ self-confidence as representatives of the school, the Principal or Vice-principal could be asked to sign the note of thanks, endorsing the activity and students’ participation and earning positive connections with the community.

Teaching/Learning Strategies

· The teacher needs to set the stage for this activity and establish its place in the overall plan of this course. Remind students of the “journey” that is the Workplace English course, and that they have now reached the stage where they can use their skills and knowledge to learn from the world beyond the classroom. Students are told to view the interview and related tasks as safe, first steps in their attempts to make connections between their formal studies and the real world of work. They are encouraged to consider how they might fit into the role of the person they interview and how the job/workplace might fit their notion of the ideal destination after graduation. They should be assured that their discovery of the negative aspects of work (e.g., the interviewee’s complaints about the job, their own distaste for the work site they visit, etc.) is acceptable and part of the journey of learning about work and individual likes and interests.

· Assist students in developing their interview questions (which are also included with the letter of confirmation for the interviewee’s advance reading). Connections should be made to the course’s theme of journey and to the earlier discussions of strengths, weaknesses, challenges, skills, and vocation:

· What is your typical day like? What do you like/dislike about your job? How does it appeal to your interests and talents? What training do you have? What are the hard and soft skills required? How are you evaluated on the job? Do you take part in upgrading and retraining? Does your job ever clash with your personal or spiritual values? If so, how do you maintain your integrity in the midst of such challenges? In what ways can you contribute to the success of your co-workers and/or to the improvement of the world (e.g., environmental causes, poverty relief, etc.)? If you could go back in time, what would you do differently and why?

· Record the list of questions and provide students with the finished copy, including spaces for answers taken during the interview (as students have other compositions to complete individually and for evaluation, the teacher’s completion of the interview sheet could be more efficient). Students require the question list in time for their mailing/delivery of the confirmation letter (two school days at most).

· Remind students of the basics of letter writing (studied in Grade 10 Career Education and in
Activity 3.5), and facilitate their composition of letters of confirmation for their interviews.

· Sample letters, templates, and computer programs, if available, are provided as support.

· Students should express thanks for their subject’s agreement to be interviewed.

· They should confirm the date, time, location, and agreed-upon duration of time for the meeting.

· They should provide background: they are enrolled in the Workplace Preparation English course; this is a requirement for their credit; and they are interested in answers to the questions (noted as an enclosure with this letter).

· Students should include a school phone number and/or the school contact in case the interviewee needs to reschedule or has any questions.

· When the final draft is approved by the teacher, students should be given a sheet of letter-quality paper and envelope. The student and teacher can discuss whether delivery in person or by traditional mail, fax or e-mail is better.

· Once the letter and question list have been completed and sent, students should spend time practising their interviewing skills. Determine how much practice is required and how to structure it, depending on the make-up of the class (e.g., students may work in pairs; they may practise with the teacher or another adult, etc.). Some time should be spent on direct teaching and practice of basic social skills (greeting, shaking hands, thanking the interviewee for his/her time, etc.). Students who need/plan to use a cassette recorder should practise using the specific one they will take to their interview; all students should practise their note-taking skills.

· During this time, conference briefly with each student to ensure that all necessary arrangements have been made for the actual interview (e.g., transportation, arrangement for attendance office to be notified if the student will be absent from school, etc.). These details are the responsibility of students, but they may need reminders.

· As students complete their interviews, note the completion and collect tapes and/or hard-copy records.

· Direct the next step (see Planning Notes for suggested options, depending on the timeline). Prompt composition and mailing of a brief thank-you note to the interviewee should be made a priority. Point out the differences in purpose, form, and tone between the letter students wrote earlier and the thank-you note they are now composing.

· When all students have completed their interviews, allow for class discussion/de-briefing of the experience. The teacher needs to be aware of students’ needs to express their excitement, disappointment, impressions, etc. This discussion also helps students generate ideas for the next discussion. Facilitate students’ reflections on the job they have learned about through their interview: what soft skills (e.g., personal attributes, people skills) and hard skills (e.g., computer, math, reading, and writing skills) are necessary to function in the workplace they visited. Students brainstorm a list of every task they can possibly recall that was worked on by the person they interviewed. Then they analyse what skills would be needed in order to complete the task. Provide a graphic organizer for this task and model one or two examples of the analysis (e.g., under the title “Task” would be “assemble products” and under the title “Skills Needed” would be “reading and following directions”). Distribute the résumé planner/template and ask all students to fill in the blanks to reflect their individual information, educational background, and paid/volunteer job history. Emphasis should be placed on content.

· Distribute a second copy of the graphic organizer, used in the earlier discussion about the interviewee’s job, and ask students to choose a partner. In pairs, students assist one another in reflecting upon their own skills and attitudes, using their résumé planner job history information and other sharing to prompt this discussion (e.g., “at your video store job, you have to categorize the movies; this means you are organized,” “you like to talk on the phone; this means you are a people person”). Students should be instructed to be creative and supportive in their collaboration, as often individuals fail to recognize or are uncomfortable stating their positive attributes. Each student should complete his/her own organizer with the information generated during discussion (to be used during Activity 3.7).

· Students extend their discussion in pairs to address skills and attitudes needing further development and to establish reasonable steps for improvement (e.g., “I’m not the fastest typist, so I should practise with the keyboarding program,” “You never volunteer to answer questions in class, so you should speak out more often”). Make it clear to the class that everyone has some area needing improvement, and that honest self-reflection and planning for improvement are part of meeting the challenges of becoming the best person we can be. Students should pay particular attention to oral communication skills. Identification of an area of weakness and the plan for improvement is entered on the organizer and kept for use during Activity 3.7.

· Students present their partner to the class. Pairs stand together and introduce their partner; they highlight four strengths in skills and attitudes that their partner offers to the world of work and explain the plan for making an improvement in one area identified as needing attention.

Assessment & Evaluation of Student Achievement

· The interview is an Exhibition/Demonstration for formative assessment (Checklist, Rubric, Assessment Guide, Curriculum Planner).

· The letters are self-evaluated as well as teacher-evaluated for formative assessment (Self-assessment, Assessment Guide, Curriculum Planner).

· Oral presentations in pairs are formatively assessed for completion of the reflection on skills and attitudes, including a plan for improvement, and for oral communication skills (Classroom Presentation, Assessment Guide, Curriculum Planner).

Accommodations

· Students may require one-on-one assistance in composing the letters and preparing the interviews.

· For the brainstorming of skills list, the teacher may need to provide a basic list of various skills to support students’ exploration of specific strengths and areas needing improvement.

· Students could extend this activity by designing a letterhead or business card and filling out a job application for a character studied in Unit 2 or for themselves.

· To extend this activity, the teacher could arrange for a guest speaker to address a workplace issue discussed in class (Teaching/Learning Strategies, Curriculum Planner).

· Some students may need extra time to complete the interview.

Resources

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing for Success. Toronto: Harcourt, 1999. ISBN 0-7747-0197-8

Canadian Centre for Occupational Health and Safety – www.ccohs/oshanswers/information/govt.html

Flannery, Austin, ed. Vatican Council II: The Counciliar and Post Counciliar Documents Study Edition. The Church in the Modern World. New York: O.P. Costello Publishing Co., 1975.

Knox, Carolyn W. English for the World of Work. Minnesota: American Guidance Service, 1997.
ISBN 0-7854-0860-S

Markel, Mike. Technical Communication. Toronto: Nelson, 1996. ISBN 0-17-605579-7

Misener and Butler. Exploring Your Horizons: Career Development Guide.

Schaefer, Nancy. Good Job! A Young Person’s Guide to Finding, Landing, and Loving a Job. Toronto: Stoddart, 2000. ISBN 0-7737-6107-8

Sebranek, Patrick, Dave Kemper, and Verne Meyer. Write Source 2000. Nelson: Scarborough, 1999.
ISBN 0-17-618700-6

Activity 3.7: Employment Exploration Package (Summative Activity)

Time: 420-480 minutes

Description

This summative activity guides students in an exploration of their suitability to a specific employment position. At this stage in the journey, the challenges include honest self-assessment, perseverance, and self-promotion that is confident and sincere. Students access community resources to find local job opportunities, and they select job openings that are appropriate and interesting for a summer or full-time position after graduation. The position should be appropriate for students’ skills, interests, and values, identified in this and earlier units. They are reminded of the term “vocation,” which was discussed in Unit 1. Students create self-promotion packages, including an application form, letter of application, résumé, and videotaped mock interview. They also indicate areas needing further growth and skill development.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE4c - takes initiative and demonstrates Christian leadership;

CGE5b - thinks critically about the meaning and purpose of work;

CGE5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

Strand(s): Writing, Language, Media Studies

Overall Expectations

LAV.01 - use knowledge of vocabulary and language conventions to read, write, and speak competently, with a focus on identifying and selecting appropriate diction and syntax in personal, creative, and workplace-related communications;

WRV.01 - use a variety of print and electronic sources to gather information and develop ideas for personal, school-related, and workplace-related writing;

WRV.02 - identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

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

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

Specific Expectations

WR1.01 - investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to gather data from print and electronic sources;

WR2.01 - select and use an appropriate form to produce written work for a specific audience and a specific purpose;

WR2.02 - use literary and informational texts as models of writing for specific purposes and audiences;

WR5.04 - edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation;

LA1.03 - identify and use specialized vocabulary and language appropriate to workplace situations, with a focus on clear and accurate expression;

MD2.01 - design or create media works based on ideas, themes, and issues examined in this course.

Prior Knowledge & Skills

· Students have computer and keyboarding skills.

· Students have conducted interviews; now they are interviewees seeking a position.

· In Unit 1, students began assessing their skills and completing interest inventories; the self-evaluation in the first task of this activity builds on what they have done throughout the course.

· Activity 3.6 included a detailed self-analysis of employability skills and knowledge.

Planning Notes

· Obtain copies of the newspaper or ask students to bring them in for the analysis of classified ads.

· Ensure that students have been instructed on ethical use of the Internet.

· If possible, book a computer lab so students can examine websites for work search strategies and on-line job postings as well as prepare their job package. Stress that anyone can create a website; have students watch for bias or inaccuracies. It may be helpful to critically analyse websites as a class.

· Arrange a trip to the public library, career centre, or Guidance/Co-op Department to examine resources and to speak to employment counsellors to examine possible future directions.

· Prepare copies of Appendix 3a and Appendix 3b (letter and résumé checklists).

· Prepare a checklist for evaluation of the video. Include aspects of oral communication, basic social skills, appearance suitable to a job interview, and technical media details.

· Prepare a list of interview questions referring to all aspects of the concept of vocation and the self-assessment that students have undertaken in preparation for this summative assignment.

· Book one or more video cameras or arrange for studio time.

· Investigate the school’s/board’s guidelines regarding the videotaping of students. Arrange for appropriate consent forms if necessary.

· Arrange for audiocassette recorders for use by students who are uncomfortable being videotaped (assessment needs to be adjusted to reflect this change).

· Other expectations addressed are LSV.01, LS1.01, LS1.03, WR1.04, CGE2b, CGE4f, and CGE4g.

Teaching/Learning Strategies

· Review the concept of vocation, and have students re-examine their Call to Growth charts. Students are to select a potential job that is realistic and appropriate to their current interests, skills, and knowledge.

· Review the lessons, from Activity 3.3, on reading and interpreting classified ads.

· Allow students to access employment information from other sources, such as their Guidance and/or Co-op Departments, libraries, employment centres, and Internet sites. Remind students of their earlier media lessons on critical analysis of Internet site information.

· Students get the teacher’s approval of the target position before proceeding with the activity.

· Provide students with the résumé and cover letter checklists and have them complete the written portion of the package:

· complete the generic application form and, using their résumé planner/template from
Activity 3.6, create a résumé for their target job;

· compose a letter of application geared specifically to the position.

· Provide students with the interview questions they will respond to on videotape, e.g., Why does this job interest you? What skills and knowledge do you possess that fit the job? How have you demonstrated those skills in previous jobs or hobbies? Name a weakness. Do you plan to grow in this area? How? How do you plan to contribute to the success of your co-workers? How can you make the world a better place? Where do you see yourself in five years? Name a character you have studied in literature that you admire or with whom you sympathize. Explain.

· Provide students with the checklist for the evaluation of the video. Remind them of their earlier lessons on media (e.g., the power of personal appearance, the effect of camera angles, etc.) and their practice of basic social skills during the job site visitation.

· Allow students to work in pairs to complete the interview or to enlist the assistance of a parent or other helper. If necessary, students could videotape themselves answering the questions rather than act out the entire scene with another person.

· Direct students to submit their final pieces properly (e.g., application form, letter, and résumé in an envelope properly addressed and video labelled appropriately).

Assessment & Evaluation of Student Achievement

· A self-editing checklist could be given for preparation of the employment package (Self-assessment, Assessment Guide, Curriculum Planner).

· Checklists and rubrics are used for summative assessment (Rubrics, Assessment Guide, Curriculum Planner).

· Appendix 2 is a rubric for the cover letter and résumé, and Appendices 3a and 3b are checklists for the cover letter and résumé for summative assessment.

Accommodations

· Students may require one-on-one assistance at various stages of the process.

· To extend this activity, the teacher could arrange for a guest speaker from a local business or employment centre (Teaching/Learning Strategies, Curriculum Planner).

· Some students may need extra counselling regarding appropriate target jobs and/or extra time to complete the package.

· Students who struggled with successful demonstration of earlier expectations could be given another opportunity at this time (e.g., focusing on their target workplace, they could create letterhead, a memo template, a magazine display ad for recruitment to the company, a commercial storyboard for their chosen job, etc.).

Resources

Bolles, Richard. What Colour is Your Parachute? Berkeley: Ten Speed Press, 1998.

Covey, Sean. The Seven Habits of Highly Effective People: The Ultimate Teenage Success Guide. Simon and Schuster, 1998. ISBN 0-6848-56093

The Globe and Mail – www.theglobeandmail.com (click on careers)

Hot Jobs – www.hotjobs.ca

Human Resources Development Canada. Canada Prospects: Canada’s Guide to Career Planning.

Human Resources Development Canada – www.hrdc-drhc.gc.ca

Ontario Ministry of Education. And Finally I Did Get a Job. –
www.edu.gov.on.ca/eng/training/jobs/getjob.htm.

Ontario Ministry of Education. Ontario Summer Jobs. –
www.edu.gov.on.ca/eng/document/brochure/summerjbe.html

Ontario Ministry of Education. You and the Job Market. –
www.edu.gov.on.ca/eng/document/brochure/youjob.html

Skills Canada – www.skillswork.ca

Youth Resource Network of Canada – www.youth.gc.ca

Appendix 1

Call to Growth

Appendix 2

English Workplace 11 Résumé and Cover Letter Rubric

Name:

Criteria	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Knowledge/ Understanding · Shows understanding of the forms of résumé and cover letter	- shows limited understanding of the forms	- shows some knowledge of the forms	- shows considerable knowledge of the forms	- shows thorough knowledge of the forms
Thinking/Inquiry · Selects and organizes information to complete the résumé and cover letter	- selects and organizes information with limited effectiveness	- selects and organizes information with some effectiveness	- selects and organizes information with considerable effectiveness	- selects and organizes information with a high degree of effectiveness
Communication · Communicates facts and ideas clearly · Addresses audience and purpose	- communicates facts and ideas with limited clarity - addresses audience and purpose with limited effectiveness	- communicates facts and ideas with some clarity - addresses audience and purpose with some effectiveness	- communicates facts and ideas with considerable clarity - addresses audience and purpose effectively	- communicates facts and ideas with a high degree of clarity - addresses audience and purpose with a high degree of effectiveness
Application · Uses accurate spelling, punctuation, and grammar	- uses language conventions with limited accuracy	- uses language conventions with some accuracy	- uses language conventions with considerable accuracy	- uses language conventions with a high degree of accuracy

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

Appendix 3a

Checklist for Résumé Assignment

Knowledge/Understanding, Thinking/Inquiry, Communication

My résumé includes…
	my name
	my full address (with postal code)
	my telephone number (with area code)
	a sentence stating my employment goal (e.g., “ I am interested in obtaining an entry-level position in the shipping and receiving department.”)
	my educational background, starting with the present/most recent
	my work and volunteer experience, starting with the present/most recent
	my skills and awards
	my interests/hobbies
	my references (name, position, and phone number)

Application

I edited my final draft. I…
	checked for proper margins, tabs, bolding, etc., to make my résumé format attractive
	used spell check and/or asked a peer to edit
	used grammar check and/or asked a peer to edit
	checked the spelling of all proper nouns

Appendix 3b

Checklist for Cover Letter Assignment

Knowledge/Understanding, Thinking/Inquiry, Communication

My cover letter includes…
	date
	2 line spaces
	my address – street; (unit or apt. no. – city, province – postal code
	5 line spaces
	employer’s name and title – company name – street address – city, province – postal code
	1 line space
	salutation (Dear ________:)
	1 line space
	paragraph 1, stating that I’m interested in a job and what work I would like
	1 line space
	paragraph 2, mentioning that my résumé is enclosed, and a sentence stating my skills, interests, experience, and why I would be a good employee for this employer
	1 line space
	paragraph 3, asking for the opportunity to speak in person about the possibility of employment and thanking the employer for his/her consideration
	closing (Sincerely,) – 4 or 5 spaces – my name typed
	My signature on the final copy

Application

I revised and edited my final draft. I…
	used spell check and/or asked a peer to edit
	used grammar check and/or asked a peer to edit
	checked the spelling of the employer’s and company’s names
	used a thesaurus and/or my glossary for effective “power words”
	checked all punctuation

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