G.S.S.

Gananoque Secondary School

(613)-382-4741 Principal: C. Boston Vice Principal: M. McNair

Course Name: English, Grade 11 Workplace Preparation Course Code: ENG 3E Teacher: Mr. Tinkess Department: Communications

Credit Value: 1 Prerequisite: ENG 2P Date: February 2, 2012 Program Leader: Mrs. West

Course Description: (Ministry Document:

ENG 3E

English, 2007)

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in the workplace and in daily life. Students will study the content, form, and style of a variety of contemporary informational, graphic, and literary texts; and create oral, written, and media texts in a variety of forms for practical purposes. An important focus will be on using language clearly and accurately in a variety of formal and informal contexts. The course is intended to prepare students for the compulsory Grade 12 workplace preparation course.

Resources:
Textbook: Replacement Cost: $ Additional Resources: Additional Resources: There are dozens of additional resources for this course including plays, poetry, novels, writing, and grammar resources. Each is individually priced and signed out to students on an individual basis with the understanding that it will be returned in acceptable condition or replaced by the student if lost or damaged.

Extra Help:
The staff of GSS is committed to the success of all students. Students are strongly encouraged to seek extra help from the teacher both in and out of the classroom and to take advantage of their MSIP support.

Communication:
Please feel free to contact me at the school, 613-382-4741, if you have any questions or concerns. My voicemail extension is 617, and my email address is corey.tinkess@ucdsb.on.ca

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Assessment & Evaluation Ministry of Educations Fundamental Principles: The primary purpose of assessment and evaluation is to improve student learning. To ensure that
assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: are fair, transparent, and equitable for all students; support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Mtis, or Inuit; are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; develop studentsself-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Learning Skills:

Teachers use their professional judgment to provide authentic and relevant opportunities to help students develop their learning skills and work habits. The student: Responsibility

Organization

Independent Work Collaboration

Initiative

Self-Regulation

Fulfils responsibilities and commitments within the learning environment. Completes and submits class work, homework, and assignments according to agreed-upon timelines. Takes responsibility for and manages own behaviour. The student: Devises and follows a plan and process for completing work and tasks. Establishes priorities and manages time to complete tasks and achieve goals. Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks. The student: Independently monitors, assesses, and revises plans to complete tasks and meet goals. Uses class time appropriately to complete tasks. Follows instructions with minimal supervision. The student: Accepts various roles and an equitable share of work in a group. Responds positively to the ideas, opinions, values, and traditions of others. Builds healthy peer-to-peer relationships through personal and media-assisted interactions. Works with others to resolve conflicts and build consensus to achieve group goals. Shares information, resources, and expertise, and promotes critical thinking to solve problems and make decisions. The student: Looks for and acts on new ideas and opportunities for learning. Demonstrates the capacity for innovation and a willingness to take risks. Demonstrates curiosity and interest in learning. Approaches new tasks with a positive attitude. Recognizes and advocates appropriately for the rights of self and others. The student: Sets own individual goals and monitors progress towards achieving them. Seeks clarification or assistance when needed. Assesses and reflects critically on own strengths, needs, and interests. Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals.

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 Perseveres and makes an effort when responding to challenges.

G.S.S.
Gananoque Secondary School Course Name: English, Grade 11 Workplace Preparation Course Code: ENG 3E

Overall Course Expectations:

(See table Learning/Summative Tasks for corresponding evaluation tools)
Learning/Summative Tasks (See Table Below) 7 8 9 10 11 12

13

14

15

16

17

CA

OVERALL EXPECTATIONS ENG 3E

Oral Communications listen in order to understand and respond appropriately in a variety of situations for a variety of purposes use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations Reading and Literature Studies read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning use knowledge of words and cueing systems to read fluently reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading Writing generate, gather, and organize ideas and information to write for an intended purpose and audience draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience use editing, proofreading, and publishing skills and

* *

* *

* *

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strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process Media Studies demonstrate an understanding of a variety of media texts identify some media forms and explain how the conventions and techniques associated with them are used to create meaning create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts

Assessment & Evaluation Tools: The primary purpose of assessment and evaluation is to
improve student learning. The assessments will cover the four areas of the achievement chart, namely 1) Knowledge & Understanding, 2) Thinking & Inquiry, 3) Communication, 4) Application
Learning / Summative Tasks (Numbers correspond to Course Expectations table) 6. Current Events 11. Reflection 7. Brochure 12. Song Connections 8. Summaries/KWL 13. Timeline of Key Events 9. Glossary 14. Grammar Test 10. Rants 15. Advice Column

1. 2. 3. 4. 5.

Job Interview How-To Manual Workplace Poster Recruitment Video Research Paper

16. 17. CA

Peer Editing Create a Website Job Fair

Final Mark:

Assessing, evaluating and reporting on the demonstration of learning skills and work habits is separate from the achievement of curriculum expectations and should not be considered in the determination of a students grade. The final grade will be determined as follows: Term work: 70% Culminating Activities: 30% Culminating Activities in this course include: Job Fair June 7/8, 2012

Gananoque Secondary School Course Name: English, Grade 11 Workplace Preparation 4|Page

G.S.S.

Course Code: ENG 3E

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