Course Overview

English, Grade 11, College Preparation, ENG3C

Course 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.

How This Course Supports the Ontario Catholic School Graduate Expectations

Catholic education’s purpose is to gradually develop the required academic skills and expectations within the context of the skills, values, attitudes, and beliefs of our Church. The goal of Catholic education is to graduate young women and men who are discerning believers; effective communicators; reflective, creative, holistic thinkers; self-directed life-long learners; collaborative contributors; and responsible citizens. Language is the basis for thinking, communication, and learning. It is also a fundamental element of identity and culture.

The English curriculum provides many opportunities for students to fulfill many of the Catholic Graduate expectations in that students and the teacher have moments to share ideas, thoughts, feelings, reactions, dreams, hopes, and prayers. In these moments, the teacher has a monumental opportunity to be both a guide and example of one who shares one’s journey of faith.

Aside from those moments that are included in daily lessons – classroom prayer, classroom reflections – this document offers opportunities for infusion moments. In other words, the opportunities for infusion, neither as a practice nor the examples as found in this document, are meant to be prescribed and, therefore, included, in the lessons; rather, they are meant to be suggestions only for the teacher to capture the possibility of potential teachable moments where the teacher may enlighten the lesson – by infusion – with our Catholic faith, our shared story, traditions, and practices.

Course Notes

Teachers of ENG 3C should be mindful of the following when considering this document:

· ENG3C is intended to be a preparatory course for students in the college-bound stream who will be continuing their studies in ENG4C.

· Teaching/Learning Strategies emphasize concrete application of theoretical material and will also emphasize the development of critical thinking and problem solving.

· ENG3C, therefore, is a course whose emphasis is as much on literature studies as it is on practical skill applications, especially in the areas of analysis, research, essay writing, report writing, media studies and oral presentations.

· Overall Expectations are understood to be expressions that embrace all expectations of a course and provide a picture of a successful learner at the conclusion of the course.

· Specific Expectations are understood to be expressions that answer, in particular, how Overall Expectations are achieved. Thus, when all specific expectations have been covered, then the intent of the Overall Expectations has been fulfilled.

· For the purposes of this document, Overall Expectations have been listed separately to express the general but inclusive intent of the course; only the specific expectations are listed in each unit study to direct teachers to a particular and practical demonstration of how they are achieved.

· It should be noted that at least one expectation from each sub-strand is covered in each unit.

· For the purposes of this document, time is expressed in lessons not hours; this is done for the practical reason that most teachers design units on the basis of the number of classes or lessons that they will allot to a unit, and not minutes or hours.

· The word lessons represents the approximate duration of a semestered class (70-75 minutes); for those who operate on a non-semestered system, lesson can then be simply taken to mean two times the number of classes suggested in the chart below and in the unit charts. (For example, from the chart below, the short story unit would comprise 15 lessons in a semestered school, in a non-semestered school, 30 lessons)

· Grammar expectations (WR5.04) have been extracted and are shown separately. The intent is to provide the teacher with a checklist. The teacher can use the checklist to determine where she/he best thinks he/she can apply those particular expectations to suit the needs of students’ writing in each of the units.

· The course is arranged such that students are exposed to traditional literary units initially and then introduced to a series of new skills in the later part of the course.

· The course is arranged such that skills learned in one unit lend themselves to the next unit; the skills practised in one unit are reinforced and augmented in the next (e.g., the analytical reading skills in the novel unit lend themselves to critical reading of technical literature; the report form introduced in the technical unit is enhanced in the business portfolio, etc.).

· Summative tasks are designed to be cumulative in nature and in intent.

· The summative task in each unit captures all the specific learning expectations for that unit; thus, skills necessary to achieve the summative task are broken down into various sub-tasks that are learned and practised prior to the summative evaluation.

· Unit expectations are assessed formatively prior to the summative evaluation.

· The final exam need not be a single test limited to one specific time sitting. It could be a series of tasks and/or performance activities testing students on knowledge and skills acquired in the course. Suggestions include an analysis of a sight prose piece; an evaluation of a magazine article and the accompanying visual elements; an assessment of a technical report; and a draft of a business communication.

Units: Titles and Times

Unit 1	Short Story	15 Lessons
Unit 2	Novel Study	20 Lessons
Unit 3	The Magazine	15 Lessons
* Unit 4	Technical Writing	10 Lessons
Unit 5	Business Writing	20 Lessons
	Grammar and Usage	10 Lessons

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Short Story

Time: 15 lessons

Unit Description

Moving beyond reading strictly for comprehension, students are challenged to read analytically to demonstrate how elements of structure and style contribute to the overall meaning of the reading selections. Lessons are set up such that, after the introduction, particular literary concepts are focused on. These concepts, in turn, form the basis of the summative task. At the end of the unit, students demonstrate their reading and analytical thinking skills in an independent short story analysis assignment. In addition to the reading and analysis of the prose selections, students are introduced to critical analysis and assessment of images that accompany text; by extension, students use this understanding when creating their own images to accompany their summative task.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. (1 Lesson)	LS1.03, LA1.01	Knowledge Thinking/Inquiry Application	Introduction
2. (3 Lessons)	LS1.01, LS1.02, LS1.03, WR1.02, WR3.01, WR3.04 CGE1j, 2b	Knowledge Thinking/Inquiry Communication Application	Plot Study
3. (3 Lessons)	LS1.04, LS3.01, WR1.03, WR4.04, WR5.01 CGE2d	Knowledge Thinking/Inquiry Application	Character Study
4. (2 Lessons)	LS3.02, LS3.03, LA1.04	Knowledge Thinking/Inquiry Communication Application	Literary Devices
5. (3 Lessons)	LS2.02, WR4.01, LA2.04, MD2.01, MD2.02 CGE1c	Knowledge Thinking/Inquiry Communication Application	Theme Study
6. (3 Lessons)	All above-stated expectations are assessed in this activity.	Knowledge Thinking/Inquiry Communication Application	Summative Assessment: Independent analysis of a short story

Summative Task

Students are assigned an independent sight-reading of a short story. Students complete a multi-task assignment containing each of the following elements: a diagram/chart outlining the plot/time order; a brief written expository response focusing on character analysis; a visual representation of a literary device; and an expository response on a theme issue related to the story. The written work will demonstrate the student’s understanding of a variety of literature and of informational texts that they have studied. They will show recognition of organizational patterns such as cause and affect and problem solving. Students give an oral presentation of one part of their project. Presentations could be connected with a group work activity.

Unit 2: Novel Study

Time: 20 lessons

Unit Description

This unit is designed to provide students with the experience of entering into an imaginary realm of prose. They share and discuss how ideas and issues generated in the individual imagination are shared with others. Students are given many and various opportunities to express their personal views through reader response activities. In doing so, students are challenged to reach a deeper understanding of the novel, beyond merely the plot, to the level of the thematic concerns contained in the novel. After review and instruction of the essay format, students express their understanding of a theme issue from the novel in essay form. Students cite direct references from the novel using proper format to support their opinions. Finally, students make brief oral presentations about their findings; students are instructed to use a variety of visual images, charts, or diagrams in the presentations.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. (1 Lesson)	LS101, LAI01, LA1.02	Knowledge Application	Introduction
2. (10 Lessons)	LS1.02, LS1.03, LS1.05, LS2.01, LS3.01, LS3.02, LS3.03, LA1.05, LA2.01, MD1.03, MD2.01 CGE1j, 2b, 3a	Knowledge Thinking/Inquiry Communication Application	Novel Study Analysis and reader response.
3. (4 Lessons)	LS1.04, WR1.01, WR1.02, WR1.03, WR3.03, WR3.04, WR4.01, WR4.03, WR4.04, WR5.01, LA1.05 CGE2d	Knowledge Thinking/Inquiry Communication Application	Essay Writing Supporting opinion by using direct reference from the text; proper citing of sources; use of organizational patterns to present information and ideas
4. (5 Lessons)	All above-stated expectations are assessed in this activity.	Knowledge Thinking/Inquiry Communication Application	Summative Activity: Supported Opinion Essay

Summative Task

After a thorough reading of the novel and other related materials, students write an opinion essay based on a theme issue arising in the novel study. The opinion essays are supported with direct reference from the novel. Students are instructed in using proper formatting when citing their sources. They create a cover page for their essay using a symbolic image from the novel. Students make an oral presentation – not a reading of their essays – of their views and explanation of their symbolic cover images.

Unit 3: The Magazine

Time: 15 lessons

Unit Description

This unit is designed to provide students with the opportunity to read many various magazines and to decode the magazine format to determine what elements are common to it. An understanding of various media elements in design of covers, advertisements, layouts, etc., is an important feature of this unit. Using the analysis of those common elements as a springboard, students are then challenged to write and construct their own magazines centred on a personal interest.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. (1 Lesson)	LS1.03, MD1.04	Knowledge Thinking/Inquiry Application	Introduction to the Magazine Summative Task is introduced
2. (2 Lessons)	LS1.01, LS1.02, LS1.03, LA1.01	Knowledge Thinking/Inquiry Application	Reading the Magazine and Determining the Common Features
3. (2 Lessons)	WR1.01, WR1.02, WR1.03, WR1.04, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, LA1.01, LA1.02, MD1.02, MD2.01 CGE1d, 1i	Knowledge Thinking/Inquiry Communication Application	Feature Article Analysis
4. (2 Lessons)	LS1.05, LS2.01, LS3.01, WR2.01, WR2.02, WR3.01, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, LA1.01, LA2.01, LA2.02, LA2.04, LA2.05, MD2.01 CGE2d, 4a, 7a, 7h, 7j	Knowledge Thinking/Inquiry Communication Application	Letters to the Editor
5. (2 Lessons)	LS2.03, LS3.03, LS3.04, WR5.02, LA1.01, MD1.01, MD1.03, MD2.01, MD2.02 CGE3b	Knowledge Thinking/Inquiry Application	Images, Graphics, Covers, Captions, and Advertisements
6. (1 Lesson)	LS1.05, LS2.01, LS3.01, WR2.01, WR2.02, WR3.01, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, LA1.01, LA2.01, LA2.02, LA2.04, LA2.05, MD2.01 CGE4b, 4c	Knowledge Thinking/Inquiry Communication Application	The Interview
7. (5 Lessons)	All above-stated expectations are assessed in this activity.	Knowledge Thinking/Inquiry Communication Application	Summative Task: Creating Your Own Magazine

Summative Task

Students create their own magazines based on their own particular interests, hobbies, volunteer activities, church groups, etc. The magazines include the features practised in this unit. Written activities will include revision, editing, proofreading, and the publication of a final draft. In addition to the written components, students include visual components, such as a cover, an advertisement, a photo with caption, and others, which are geared to that particular magazine. Students make an oral presentation by introducing their magazine in the format of a promotional sales presentation to interest potential readers and advertisers.

Unit 4: Technical Writing

Time: 10 lessons

Unit Description

Computer programmers, medical technologists, and auto mechanics, among others, all read and understand a nomenclature specific to their individual fields. Increasingly, students in the college-bound stream find themselves involved in reading technical writings such as manuals, charts, diagrams, specialized instructions, etc. The intent of this unit is to introduce students to read and interpret various examples of technical writing and to examine the ways in which visual elements are used to assist and enhance meaning in technical writing. After reading and examining examples of technical literature, students find an area of personal expertise about which they can write. Students are introduced to organizing written work using the report format.

Unit Overview Chart

Activity

Expectations

Assessment

Focus

1. (1 Lesson)

LS1.03, LA2.03

CGE1b, 1i

Thinking/Inquiry

Application

Introducing Technical Writing/Specialized Language

Explaining the summative task

2 and 3.
(2 Lessons)

LS1.03, LS2.03, LS3.01, LS3.04, LA1.03, MD1.03, MD2.02

CGE1c, 1d, 1e, 1g, 1i, 2a, 3a, 5a

Knowledge

Thinking/Inquiry

Communication

Application

Reading and Analysis of a Variety of Technical Materials: pamphlets and informational texts, reports, instruction booklets, etc.

4, 5, 6.
(3 Lessons)

WR1.02, WR2.02, WR4.02, WR5.02, LA1.03, LA2.01, LA2.03, LA2.05, LS1.01, LS3.04

CGE2d, 2c, 2b, 3e, 4e, 4f, 5f, 5g

Knowledge

Thinking/Inquiry

Communication

Application

Applying Skills of Technical Writing and Reporting

Examining Purpose, Audience, and Form

7. (4 Lessons)

LS1.03, LA2.03, LS1.03, LS1.01, LS3.01, LS3.04, LA1.03, MD1.03, MD2.02, WR1.02, WR2.02, WR4.02, WR5.02, LA2.01, LA2.03, LA2.05

CGE4e, 4f, 5f, 5g

Knowledge

Thinking/Inquiry

Communication

Application

Working on Summative Task

Presenting with Visuals and/or Other A/V

Summative Task

The intent of this task is to present a complex task or explanation in plain language using the report form. Students are expected to use various structural and visual elements to enhance understanding in the report (e.g., headings, charts, graphs, diagrams, illustrations, etc.). Students are instructed in methods to present - not read - their reports; they select from a variety of visual techniques to enhance the presentation.

Unit 5: Business Careers

Time: 20 lessons

Unit Description

In the previous units, particular concepts were examined prior to a culminating unit task; the intent of this unit is to generate a series of ongoing tasks, each of which is assessed summatively, so that students have developed a personal business portfolio at the end of the unit. After reading and examining a variety of models, students are given opportunities to consider some of the issues surrounding matters of ethics and clarity in business practices. Students then practise writing in a variety of business forms. These pieces are collected to create a portfolio, which is then presented at the end of the unit.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. (1 Lesson)	LA1.03 CGE1g, 1h, 4g, 5a, 5b, 5h	Knowledge Communication Application	Introduction to Unit Types of Business Writing Explanation of Summative Task
2. (1 Lesson)	WR2.01, WR1.02, LA1.01	Knowledge Thinking/Inquiry Communication Application	Just the Fax
3. (1 Lesson)	WR1.01, WR4.02, WR5.02, MD2.02 CGE2c, 3c, 3d, 7e	Knowledge Thinking/Inquiry Communication Application	E-mails
4. (2 Lessons)	LS1.04, WR1.03, WR2.02, WR4.03, WR4.04, WR5.02 CGE1d, 1i, 2c, 3c, 3d, 4d	Knowledge Thinking/Inquiry Communication Application	Memos
5. (3 Lessons)	LS3.01, WR1.02, WR1.03, WR2.01, WR4.03, WR5.03 CGE2d	Knowledge Thinking/Inquiry Communication Application	Business Letters
6. (1 Lesson)	WR4.01, LA1.03 CGE5d	Knowledge Communication Application	Agenda
7. (1 Lesson)	WR4.01, WR4.02, LA2.02, LA2.06 CGE2a, 5a, 5c, 5f, 7b	Thinking/Inquiry Communication Application	Conducting a Meeting and Taking Minutes
8. (2 Lessons)	LS2.03, LS3.04, WR1.04, WR3.02, WR3.04, WR4.02, WR4.04, WR5.01 CGE2d, 3f	Thinking/Inquiry Communication Application	Report Writing
9. (2 Lessons)	LS2.03, LS3.04, LA2.01, LA2.02, LA2.06, MD1.04	Knowledge Thinking/Inquiry Communication Application	Oral Presentations
10. (6 Lessons)	All the above-stated expectations are assessed in this activity.	Knowledge Thinking/Inquiry Communication Application	Presenting Portfolios

Summative Task

Students are presented with a scenario simulating a business venture or they could focus on a specific business or product development issue that they have researched. After having read and examined a variety of business texts, such as brochures, product reports, company pamphlets, essays about companies, and stories about managers, students practise writing in a variety of forms. Students’ business portfolios are comprised of samples of business writing containing the forms practised: a fax, an e-mail, an agenda with accompanying minutes of a meeting, a series of business letters, etc. Students will be preparing several pieces of written work in a variety of forms. They will demonstrate their ability to record, inform, instruct, think critically and problem-solve. The resulting portfolio will be presented orally and assessed for its written content. The presentation could take the form of promoting a new company product, introducing a new company policy, recommending changes in company’s hiring practices, etc.

Teaching/Learning Strategies

Instructional Strategies

· reading – individual, whole group, and small group

· brainstorming – discussion, concept mapping

· researching – print and electronic sources

· editing – self, peer, teacher

· conferences – student/teacher, student/parent

· written responses

· personal reflection

· lecture/teacher-led discussion

· interviewing

Assessment & Evaluation of Student Achievement

Assessment Strategies

Reflection/Conferencing

· self-assessment

· response journals

· student/teacher conferences

Performance Assessment

· oral presentations

· essays, articles, editorials, reports,

· role playing

· graphic organizers

· portfolio

· projects

· multimedia presentation

· debating

Paper-and-pencil Tests

· teacher-made tests

· final examination

Observation

· formal and informal

· teacher observation

Assessment Tools

· rubrics, checklists, tests, marking schemes, anecdotal comments with suggestions for improvement

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

Teachers using course profiles are expected to understand the unique learning styles of individual students and students’ Individual Education Plans (IEPs). Necessary accommodations must be made. Following is a list of general accommodations for students in need of additional assistance or extension:

· pairing with another student;

· providing supplementary texts to accommodate different reading levels;

· providing alternate activities that complement different learning styles;

· providing audio/Braille versions of print resources;

· providing students with extra time and/or alternate location(s) for successful completion of tasks;

· audio taping or oral assessment of pencil-and-paper tests and assignments;

· breaking down larger assignments into smaller, more manageable tasks;

· allowing use of lap-top computers within the classroom;

· monitoring students’ understanding of texts and/or instructions;

· providing students with extra time and/or alternate location(s) for successful completion of tests;

· designing independent study projects that extend expectations for a particular unit or activity.

Resources

Print

Approved Grade 11 English textbooks

Allen, Jo. Writing in the Workplace. Toronto: Prentice-Hall, 1998.

Alred, Gerald J., Charles T. Brusaw, and Walter E. Oliu. The Business Writer’s Handbook, 6th ed. St. Martin’s Press, March 2000.

Bannon, Bente. Using Graphic Organizers to Improve Student Learning. Sarnia: St. Clair Catholic District School Board. February, 2001.

Barnum, Carol M. and Saul Carliner. Techniques for Technical Communicators. Toronto: MacMillan Publishing Company, 1993.

Blake, Gary and Robert W. Bly. The Elements of Technical Writing. Toronto: MacMillan Publishing Company, 1993.

Bible

Catholic Digest, Scarborough Missions publications,

Blueprints,

Catholic Register

Encyclopedia of Social Issues, Volumes 1-6. Toronto: Marshall Cavendish, 1997. ISBN 0-71614-0568-2

Foster, Harold M. Crossing Over: Whole Language for Secondary English Teachers. New York: Harcourt Brace Jovanovich, 1994. ISBN 0-15-500576-6

Gregory, Kathleen, Caren Cameron, and Anne Davies. Setting and Using Criteria. British Columbia: Connections Publishing, 1997. ISBN 0-9682160-1-3

Gustafson, Janie. Building Catholic Character. Notre Dame, Indiana: Ave Maria Press, 1998.

Hacker, Diane. A Canadian Writer’s Reference, 2nd ed. Scarborough: Nelson Canada, 1995.
ISBN 0-17-604-211-3

Kliment, Stephen A. and Hugh S. Hardy. Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications. Toronto: W.W. Norton and Company, 1998.

Knox, C.S.S.P Theology for Teachers. St. Paul’s University, Ottawa: Novalis, 1994.
ISBN 2-89088-733-2

Kretchman, M. Lily, Dorinne L. Wagner, and Peter J. Lowens. The Language of Business Communication. John Wiley and Sons Canada Limited, 1998. ISBN 0-471-79677-8

Lowry, Mary Ann, Patricia O’Connor, and Mary Ellen Smith. People to People: The Business of Communicating. Toronto: Copp Clark Pitman Ltd., 1987. ISBN 0-7730-464-2

Martin, Dave. Communicating Skills—A Language Arts Program. D.C. Heath Canada Limited, 1989.
ISBN 0-669-95303-2

Misener, Judi and Susan Kearns. Expanding Your Horizons—A Career Guide. Toronto: McGraw-Hill, 1993. ISBN 0-07-551392-7

Murphy, Terry, Rob Kelley, Ray McMillan, and Jack Wilson. The World of Business—A Canadian Profile, 3rd ed. Toronto: Nelson Canada, 1994. ISBN 0-17-604692-5

Mulligan, Jim. Catholic Education: The Future is Now. Toronto: Novalis, 1999.

Nelson Canadian Dictionary of the English Language—An Encyclopedic Reference. Toronto: ITP Nelson, 1997. ISBN 0-17-604726-3

New Catholic Encyclopaedia, Volumes 1-14. Toronto: McGraw Hill, 1967.

Pennock, Michael. Catholic Social Teaching. Notre Dame, Indiana: Ave Maria Press, 1999.

Perry, Carol Rosenblum. The Fine Art of Technical Writing. Blue Heron Press, 1991.
ISBN 0-926085-24-X

Shaw, Harry. McGraw-Hill Handbook of English, 4th ed. Toronto: McGraw Hill, 1979.

Sides, Charles H. How to Write and Present Technical Information. Phoenix, Oryx Press, 1996.

Taller, Terry. Business in Changing Times. Don Mills, ON: Addison-Wesley, 1990. ISBN 0-201-07975-7

The Official Driver’s Handbook. Queen’s Printer for Ontario, 1995.

The Teachers Complete and Easy Guide to the Internet, Second Edition. Trifolium Books, 1999.
ISBN 1-895579-44

Various novels, short story anthologies, magazines, dictionaries, thesauri, writing and language resource texts

CD-ROM

The Heart of Catholicism. Compiled by Theodore E. James, 1997. ISBN 0-87973-293-8

Websites

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

Bly, Robert W. 10 Ways to Improve Your Technical Writing.
http://www.writerstoolbox.com/techwrit.html October 2000

Book and Magazine Publishing Program – www.bccc.com/learning/ft/bookmag.htm

Business Education – http://encarta.msn.com/find/concise.aps?ti=05ED6000

Business Education – http://www.ibf.com/be/ibbe.htm

Canada’s Multimedia Guide – www.multimediator.com

Canadian Centre for Studies in Publishing – www.harbour.sfu.ca/ccsp

Canadian Education on the Web – www.oise.utoronto.ca/canguide

Canadian Magazine Publishers Association – www.cmpa.ca

Catholic Education Network – http:www.catholic.org/cen/

Cool Doctor—Definitions of Computer Jargon – http:www.cooldoctor.com/computer

Designing Flow Charts – http://www.williamson-labs.com/design.htm

Flowchart Explanation – http://www.isixsigma.com/tt/process_mapping/

“Guidelines for the Use of Oral Presentations” – http://222.pr.doc.gov/oral.html

“How to Confess Your Sins” – http://www.manaco.simplenet.com/confession-how.html

Kolunsky, Nina. Becoming a Technical Writer in Three Easy Steps.
http://wwwstctoronto.org/art&link/howto.htm

Law Made Easy—Practical Legal Stuff in Simple English – http://www.laweasy.com/

Magazinewriting.com

Magazine Writer’s Journal – http://www.magazinewriting.com/journal/index.htm

mcgill.ca/mqup/relstudy.htm

On-line Technical Writing: Oral Presentations – http://www.io.com/~hcexres/tcm1603/acchtml/oral.html

Oral Presentations – http:www.aubum.edu/~smitheo/503/show

Pie Charts – http://www.smart.draw.com/specials/charts.asp

Report Writing (Writing Resources) – http://www.lehigh.edu/inloc

Report Writing – http://www.nutech.co.hk/solomon/reporting.htm

“Signs and Symbols: A Reflection” – http://www.ewtn.com/library/LITURGY/SIGSYM.TEXT

Statistics Canada – http://www.stacan.ca/

Technical Report Writing – http://www.lerc.nasa.gov

Workers Compensation Jargon – http://www.ourworld.compuserve.com

Other Ministry sites

Video

Vere, Father Dan. Tour of the Church. 1999.

Audio

Giles, Father H. The Sacraments. Steubenville, Ohio: Franciscan University, 1998.

Software

Desktop-publishing program

Hardware

Portfolio

TV/VCRs

Computers

CD player

Video camera/tapes

Audio player/tapes

Human Resources

teacher-librarian

guest speakers

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).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

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

CGE2b -reads, understands and uses written materials effectively;

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

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

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.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

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

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

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

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

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

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;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

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

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

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

CGE5e -respects the rights, responsibilities and contributions of self and others;

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

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

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

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

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

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 4 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Short Story

Unit 2: Novel Study

Unit 3: The Magazine

Unit 4: Technical Writing

Unit 5: Business Careers

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment Strategies

Assessment Tools

Accommodations

Resources

Print

CD-ROM

Websites

Video

Audio

Software

Hardware

Human Resources

Literature Studies and Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations

Language

Overall Expectations

Specific Expectations

Media Studies

Overall Expectations

Specific Expectations