Communications 11/12 Unit: Grammar & Language Skills Length: 8 classes Essential Why is proper grammar important?

? Questions What specific rules can I apply to my writing in order to improve communication? (Thematic Statements) Learning Targets (Ministry PLOs or School Mission related ILOs) construct and confirm meaning using word-structure analysis, context clues, and prominent organizational patterns (11) demonstrate the ability to record, organize, and store information they read, hear, or view (12) demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12) assess their knowledge and use of language in light of the requirements of workplace communications (12) apply capitalization, spelling, and punctuation conventions and standard grammatical structures (11) demonstrate the ability to write for a variety of audiences and purposes (11) monitor spelling, grammar, mechanics, and syntax using appropriate techniques and resources as required, including electronic technology (12) demonstrate awareness of how different word choices produce different effects (12) Lecture/activities on parts of speech. Worksheet assignments Use students personal writing to evaluate language skills

Learning Strategies (Assignments, Activities, etc.) Assessment Resources (Books, ppts, websites, etc.)

Assessment as learning: Grammar exercises Assessment of learning: Grammar Test Student handout with fill in the blank notes and practice exercises. Grammar power point with answer key. Teacher package with answer key. English Workshop Writers Inc. The Communications Handbook

Unit: Length:

Essays: Reading and Writing 5 classes How can different types of essays communicate an authors exploration and discovery of purpose and theme. construct and confirm meaning using word-structure analysis, context clues, and prominent organizational patterns (11) apply appropriate strategies for locating and using information from a variety of print and non-print resources, including electronic resources (11) demonstrate efficient note-taking strategies (11) assess prior knowledge of and experience with specific topics (12) demonstrate the ability to record, organize, and store information they read, hear, or view (12) demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12) demonstrate the ability to record, organize, and store information they read, hear, or view (12) demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12) demonstrate the ability to record, organize, and store information they read, hear, or view (12) demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12) demonstrate the ability to read for a variety of purposes (11) identify the topics, main ideas, events or themes, supporting ideas, and sequence of a variety of works from different genres, including workplace communications (11) distinguish the different features of a variety of literary, technical, and business texts (12) demonstrate the ability to support a position by citing specific details from what they have read, heard, or viewed (12) compare different sources of information on the same topic (11) assess the effectiveness of persuasive techniques (12) assess information for completeness, accuracy, currency, relevance, balance of create original presentations in a variety of formats (11) per access and document information from a variety of resources to accomplish a particular purpose (12) formulate and refine research questions (12) spectives, and bias (12) evaluate their own and others work to ensure appropriate content and language and to enhance quality (12) demonstrate pride, satisfaction, and confidence in their ability to communicate in a variety of formal and informal contexts, including workplace contexts (11) demonstrate the ability to produce various communications, including documented research and business reports, multimedia presentations, debates, summaries, descriptions, explanations, instructions, letters, and narratives (12) demonstrate a commitment to high quality work when presenting ideas and information in a variety of school, community, and work contexts (12) communicate purposefully, confidently, and ethically in a variety of situations (11) demonstrate respect for the diversity of ideas, language, and culture in an inclusive community (11)

Essential Questions (Thematic Statements) Learning Targets (Ministry IRPs)

Learning Strategies (Assignments, Activities, etc.)

Assessment For Learning Assessment of Learning

demonstrate the ability to use language and texts to celebrate personal and community occasions and accomplishments (11) communicate purposefully, confidently, and ethically in various interpersonal and electronic contexts, including the workplace (12) demonstrate willingness to consider diverse, contrary, and innovative views (12) Class notes Class and group discussions Class reading for detail Assignments that require detail comprehension Various writing exercises exploring different essay types Reading quizzes Comprehension assessment of essays Peer editing Quizzes Test In class essays Composition corrections

Resources

Searchlights: Selected Essays

Unit: Length:

Drama: Death of a Salesman 12 classes

Essential Questions (Thematic Statements)

How is the novel used as a means of communication?

Learning Targets (Ministry IRPs)

How do components of drama and theater explore the themes important to a playwrite? What is the American Dream? Why should we explore genre and play structure? use a variety of strategies before, during, and after reading, viewing, or listening to increase comprehension and recall (11) demonstrate efficient note-taking strategies (11) assess prior knowledge of and experience with specific topics (12) demonstrate the ability to record, organize, and store information they read, hear, or view (12) demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12) demonstrate the ability to connect their experiences and values to those reflected in Canadian and international literary and mass media works (12) demonstrate respect for others viewpoints when working collaboratively (11) demonstrate flexibility, responsibility, and commitment when working together (12) communicate purposefully, confidently, and ethically in a variety of situations (11) demonstrate respect for the diversity of ideas, language, and culture in an inclusive community (11) demonstrate willingness to consider diverse, contrary, and innovative views. (12) Read play aloud as class assigning characters. Explore the times/lifestyle surrounding the main characters in the play. Debate the psychological, spiritual, and physical hardships of the characters. Study character foils. Analyze the influence of plays, language, and cultural diversity on the plays characters as well as their personal lives/community.

Learning Strategies (Assignments, Activities, etc.)

Assessment For Learning

Assessment of Learning

Reading comprehension on the play Assessment of links between the play and the historical research/the American Dream concept. Movie review Written responses to questions pertaining to the reading. Analysis of characters and their development. Character development presentations American dream: fallacy or true composition In-class essay Understanding/participation in class debates/discussions

Test on reading, class notes, historical content, and drama techniques.

Resources Death of A Salesman by Arthur Miller Files on the FVCH network: teachers courses A live production of the play or a dvd film version with Dusten Hoffmann

Unit: Length:

Media/Writing as a means of vocation communication 3 classes What is it about media that holds so much influence in society? How does writing/audience knowledge/personal voice influence a persons communication skills within society/the workplace? What is an authors role in writing? What is an audiences role in writing? Why is it important to understand the role of different styles of writing? Why is it important to know how to use technology as a way to retrieve information? How can a person utilize language so as to strengthen personal beliefs and influence others? Why is it important to understand how the media works and its ability to influence value and behaviors of it audiences? apply appropriate strategies for locating and using information from a variety of print and non-print resources, including electronic resources (11) demonstrate efficient note-taking strategies (11) assess prior knowledge of and experience with specific topics (12) identify the topics, main ideas, events or themes, supporting ideas, and sequence of a variety of works from different genres, including workplace communications (11) identify indicators of cultural diversity in print and non-print media, including electronic media (11) demonstrate willingness to reassess their understanding of a topic on the basis of responses from others and new ideas and experiences (11) demonstrate the ability to connect their experiences and values to those reflected in Canadian and international literary and mass media works (12) explain how perspectives and biases are reflected in print and non-print resources, including electronic communications (11) identify ways in which mass media influence individual perceptions and social behaviours (11) assess the effectiveness of persuasive techniques (12) assess ways in which language reflects and influences values and behaviours (12)

Essential Questions (Thematic Statements)

Learning Targets (Ministry IRPs)

assess how mass media influence individual perceptions and social behaviours (12) use a v use a variety of computer programs to create and edit their presentations (12)variety of computer programs to create and edit their presentations (11) demonstrate awareness of language conventions used in the workplace (12) demonstrate the ability to produce various communications, including documented research and business reports, multimedia presentations, debates, summaries, descriptions, explanations, instructions, letters, and narratives (12) demonstrate respect for others viewpoints when working collaboratively (11) demonstrate flexibility, responsibility, and commitment when working together (12) communicate purposefully, confidently, and ethically in a variety of situations (11) Learning Strategies (Assignments, Activities, etc.) Class notes on different styles of writing: fiction and poetry, non-fiction Class discussion, experimenting in changing voice to suit a particular audience. Knowledge of technological advancements pertaining to Media Understand the logical progression and language found in reports, programs, presentations, letters, etc. Experiment with media biases and create example presentations which simulate the persuasive techniques use in print and non- print resources use by the Media.

Assessment For Learning

Information quizzes on the handouts of interviewing skills, letter writing, and analysis of job searching skills.

Analysis of sample letters, debates, multimedia presentations, etc..

Assessment of Learning

Writing a personal letter, a business letter, a cover letter, and a follow-up letter. Utilizing a letter to request information. Discussion the purpose of voice as a means of influencing others. Group brainstorms Studying models and research. Create a multimedia presentation using a variety of techniques found within the Media Understanding/participation in class discussion In class cover letter, resume, and follow-up letter writing and analysis Test on notes.

Resources

The Communications Handbook Writers Inc. What color is your parachute Interviewing techniques video

Unit: Length:

Short Stories 7 classes Why are short stories such an important voice for literature? What is a short story and how does it communicate a writers purpose for writing? What is the purpose of a short story and how does it provide a structure for writers to share their own stories with others? use a variety of strategies before, during, and after reading, viewing, or listening to increase comprehension and recall (11) demonstrate efficient note-taking strategies (11) assess prior knowledge of and experience with specific topics (12) demonstrate the ability to record, organize, and store information they read, hear, or view (12) demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12) demonstrate the ability to read for a variety of purposes (11) analyze different presentations of the same information to reconsider positions (12) communicate purposefully, confidently, and ethically in a variety of situations (11) Reading for detail comprehension, Reading for enjoyment Reading for purpose and communication Elements in fiction: plot graphs, character, theme. Writing to hear the voice of others and to explore ones own literary voice Reading comprehension quizzes Class discussions of story content and structure Read aloud in class and silent/personal reading Written responses to question dealing with content, structure and author/reader response Understanding/participation in debates and literary discussions Quizzes Compositions dealing with author and literary technique/symbolism/theme/character. In-class essay Character sketches Plot graph presentations Unit test Personal writing of a short story.

Essential Questions (Thematic Statements)

Learning Targets (Ministry IRPs)

Learning Strategies (Assignments, Activities, etc.)

Assessment For Learning

Assessment of Learning

Resources

Insight and Outlook, a collection of Short Stories, by Murray Rockowitz, ed. Sunlight and Shadows, James A. MacNeill and Glen A. Sorestad, ed.Sh

Unit: Length:

Novel Studies: Lord of the Flies, All Quiet on the Western Front, A Lesson Before Dying, Of Mice and Men 14 classes What role does a novel have in our lives? How can a novel, its literary organization and its story enhance our lives as readers? Am I my brothers keeper? How does a novel shed light on the psychological, spiritual, mental, and physical aspects of ourselves? for choosing wat to watch on TV, movies, what to read, etc.) use a variety of strategies before, during, and after reading, viewing, or listening to increase comprehension and recall (11) demonstrate efficient note-taking strategies (11) assess prior knowledge of and experience with specific topics (12) demonstrate the ability to record, organize, and store information they read, hear, or view (12) demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12) demonstrate the ability to connect their experiences and values to those reflected in Canadian and international literary and mass media works (12) demonstrate respect for others viewpoints when working collaboratively (11) demonstrate flexibility, responsibility, and commitment when working together (12) communicate purposefully, confidently, and ethically in a variety of situations (11) Comparative study of the film and the novel The controversial nature of a novels language and literary technique. Character development and analysis The authors view of life/worldview The novel structure and dramatic component

Essential Questions (Thematic Statements)

Should Christians read dirty books? (censorship: What are your boundaries and codes
Learning Targets (Ministry IRPs)

Learning Strategies (Assignments, Activities, etc.)

Assessment For Learning

Assessment of Learning

Reading quizzes on the chapters for recognition Comprehension assessment of articles such as the one on censorship Assessment of links between novels and their historical content/significant psychological/spiritual repercussions for its audiences. Written responses to chapter questions and discussion topics Movie review Understanding/participation in censorship debate. Character sketch presentations. Am I my brothers keeper or Censorship writing. In-class essay Creative writing journals Literary discussion participation Unit test

Resources

1992 film of Mice and Men with J. Malkovich

Mice and Men by John Steinbeck Files on FVCH Teachers Courses Network Should Christians read dirty books? by B. Pell Morals and Education: Whose responsibility? by C. Moulton All Quiet on the Western Front by E. Remarque (DVD copy) Lord of the Flies by W. Golding (DVD copy) A Lesson Before Dying by Ernest J. Gaines (DVD copy)

Unit: Length:

Functional Writing 10 classes What is the purpose of writing with a purpose? Why should certain forms of writing be stated for particular functions? Why should readers know how to decipher the meaning of a piece of writing? How can writing enhance a persons ability to demonstrate abilities, interest, and ability in the workplace? construct and confirm meaning using word-structure analysis, context clues, and prominent organizational patterns (11) apply appropriate strategies for locating and using information from a variety of print and non-print resources, including electronic resources (11) demonstrate efficient note-taking strategies (11) demonstrate the ability to use a variety of strategies for locating information in print and non-print resources, including electronic resources (12) demonstrate the ability to read for a variety of purposes (11) identify the topics, main ideas, events or themes, supporting ideas, and sequence of a variety of works from different genres, including workplace communications (11) organize oral, written, or visual information into a variety of written and graphic forms (11) demonstrate the ability to interpret details in and draw conclusions from a variety of print and graphic formats (11) distinguish the different features of a variety of literary, technical, and business texts (12) paraphrase the main ideas, events, or themes in a variety of literary, technical, business, and informational communications (12) assess their knowledge and use of language in light of the requirements of workplace communications (12) identify various techniques of persuasion in a variety of works, including workplace communications (11) demonstrate awareness of language conventions used in the workplace (11) use a range of common communication forms, including business and personal letters, memos, and reports (11) access and document information from a variety of resources to accomplish a particular purpose (12) formulate and refine research questions (12) demonstrate pride, satisfaction, and confidence in their ability to communicate in a variety of formal and informal contexts, including workplace contexts (11) demonstrate the ability to produce various communications, including documented research and business reports, multimedia presentations, debates, summaries, descriptions, explanations, instructions, letters, and narratives (12) relate language skills, interests, and attitudes to personal and career plans (11) establish goals and plans for language learning based on achievement, needs, and interests (11) assess their communication skills, interests, and attitudes in light of personal and career plans (12) use appropriate criteria to evaluate group processes and individual contributions (11) apply various strategies, including consensus-building and formal decision-making techniques, to achieve communication goals (12) monitor their own and others contributions, suggest new ideas, and build on others strengths to achieve group goals (12)

Essential Questions (Thematic Statements)

Learning Targets (Ministry IRPs)

(12) demonstrate the ability to use language and texts to celebrate important occasions and accomplishments (12)

communicate purposefully, confidently, and ethically in a variety of situations (11) demonstrate respect for the diversity of ideas, language, and culture in an inclusive community (11) demonstrate the ability to use language and texts to celebrate personal and community occasions and accomplishments (11) communicate purposefully, confidently, and ethically in various interpersonal and electronic contexts, including the workplace (12) demonstrate willingness to consider diverse, contrary, and innovative views (12) describe ways in which language choice and tone may affect others emotionally

Learning Strategies (Assignments, Activities, etc.)

Class notes on different styles of writing: fiction and poetry, non-fiction Class discussion, experimenting in changing voice to suit a particular audience. Writing business/personal letters, following specific letter formats, the cover letter, and the follow-up response. Exploring various interviewing techniques Information quizzes on the handouts of interviewing skills, letter writing, and analysis of job searching skills. Analysis of sample letters. Writing a personal letter, a business letter, a cover letter, and a follow-up letter. Utilizing a letter to request information. Interview with potential employer Understanding/participation in class discussion In class cover letter, resume, and follow-up letter writing and analysis Test on notes.

Assessment For Learning

Assessment of Learning

Resources

The Communications Handbook Writers Inc. What color is your parachute Interviewing techniques video

Unit: Length:

Public Speaking 8 classes Why is public speaking important? What skills are necessary in order to become a strong public speaker? Why is it important to understand who my audience is? Is it important to find my own philosophical, spiritual, psychological voice? How can public speaking teach me to find a balance between defending a point of view and achieving tolerance of the views of others? demonstrate efficient note-taking strategies (11) demonstrate the ability to use a variety of strategies for locating information in print and non-print resources, including electronic resources (12) assess prior knowledge of and experience with specific topics (12) demonstrate the ability to record, organize, and store information they read, hear, or view (12) demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12) demonstrate the ability to read for a variety of purposes (11) organize oral, written, or visual information into a variety of written and graphic forms (11) develop and defend a point of view using evidence from work they have read, heard, or viewed (11) demonstrate a willingness to explore diverse perspectives to develop or modify their points of view (12) demonstrate the ability to support a position by citing specific details from what they have read, heard, or viewed (12) identify various techniques of persuasion in a variety of works, including workplace communications (11) assess the effectiveness of persuasive techniques (12) analyse different presentations of the same information to reconsider positions (12) identify purpose and audience for their presentations (11) create original presentations in a variety of formats (11) access and document information from a variety of resources to accomplish a particular purpose (12) formulate and refine research questions (12) demonstrate alternative approaches to presentations for specific audiences and purposes (12) demonstrate the ability to use language, visuals, and sounds to influence thought, emotions, and behaviour (12) use a variety of techniques, including outlines, webs, flow charts, and diagrams to organize and communicate ideas (12) use appropriate criteria to critique their own and others ideas, use of language, and presentation forms relative to purpose and audience (11) use a variety of organizational structures and appropriate transitions to enhance oral, written, and visual communications (11) organize information and ideas to clarify thinking and achieve desired effect (12) demonstrate effective oral and representational skills to create or enhance communications (12) create clear and appealing oral, written, and visual presentations using a variety of tools and techniques (11)

Essential Questions (Thematic Statements)

Learning Targets (Ministry IRPs)

Learning Strategies (Assignments, Activities, etc.)

(12) demonstrate the ability to use language and texts to celebrate important occasions and accomplishments (12) Following public speaking engagements/ techniques of prominent speakers Provide public speaking rubric and opportunity to engage in short public speaking between partners Review steps to successful speeches Research a specific topic, organize it, present it Peer evaluate speeches.

demonstrate pride, satisfaction, and confidence in their ability to communicate in a variety of formal and informal contexts, including workplace contexts (11) demonstrate the ability to produce various communications, including documented research and business reports, multimedia presentations, debates, summaries, descriptions, explanations, instructions, letters, and narratives (12) demonstrate a commitment to high quality work when presenting ideas and information in a variety of school, community, and work contexts (12) adjust presentations according to purpose, topic, and audience (12) demonstrate understanding of the differences between working collaboratively and working independently on presentations (11) demonstrate respect for others viewpoints when working collaboratively (11) demonstrate flexibility, responsibility, and commitment when working together (12) apply various strategies, including consensus-building and formal decision-making techniques, to achieve communication goals (12) monitor their own and others contributions, suggest new ideas, and build on others strengths to achieve group goals (12) communicate purposefully, confidently, and ethically in a variety of situations (11) demonstrate respect for the diversity of ideas, language, and culture in an inclusive community (11) demonstrate the ability to use language and texts to celebrate personal and community occasions and accomplishments (11) communicate purposefully, confidently, and ethically in various interpersonal and electronic contexts, including the workplace (12) demonstrate willingness to consider diverse, contrary, and innovative views (12) describe ways in which language choice and tone may affect others emotionally

Assessment For Learning

Assessment of Learning

Reading quizzes on the notes. Comprehension assessment of articles, discussions, and DVD examples of renowned speeches and speakers. Speakers reviews using discussions and rubrics. Written responses Understanding/ participation in debates, discussions, and public speaking presentations. Prepare a personal speech In class group assessment Written speeches with a purpose (persuasive techniques) Test

Resources

Public Speaking notes packet FVCH teachers courses network Public speaking rubric An Inconvenient Truth by Al Gore Jerry Seinfeld DVD Assorted professors/instructors/journalists/politicians

Unit: Length:

Independent Reading Logs 15 minutes each class Why read other peoples work/writing?

Essential Questions (Thematic Statements)

How can reading a variety of writing teach a reader to value technique, cultural

diversity, other peoples values and experiences, and enhance a personal worldview?

Learning Targets (Ministry IRPs)

Learning Strategies (Assignments, Activities, etc.)

Read the first 15 minutes of each class. Upon completion of a book, text, paper, magazine, essay, etc, the reader must retrieve information from the reading, summarize the points, and then critique it.

use a variety of strategies before, during, and after reading, viewing, or listening to increase comprehension and recall (11) apply appropriate strategies for locating and using information from a variety of print and non-print resources, including electronic resources (11) demonstrate efficient note-taking strategies (11) demonstrate the ability to use a variety of strategies for locating information in print and non-print resources, including electronic resources (12) demonstrate the ability to read for a variety of purposes (11) demonstrate familiarity with literary works from a variety of genres and cultures (11) demonstrate the ability to adjust reading and viewing according to purpose, content, and context (12) interpret details in and draw conclusions from information presented in a variety of print and graphic formats, including electronic formats (12) relate a range of texts, genres, and mass media to personal interests, ideas, and attitudes (11) identify indicators of cultural diversity in print and non-print media, including electronic media (11) demonstrate willingness to reassess their understanding of a topic on the basis of responses from others and new ideas and experiences (11) demonstrate the ability to connect their experiences and values to those reflected in Canadian and international literary and mass media works (12) demonstrate the ability to produce various communications, including documented research and business reports, multimedia presentations, debates, summaries, descriptions, explanations, instructions, letters, and narratives (12) communicate purposefully, confidently, and ethically in a variety of situations (11) demonstrate respect for the diversity of ideas, language, and culture in an inclusive community (11) demonstrate the ability to use language and texts to celebrate personal and community occasions and accomplishments (11) communicate purposefully, confidently, and ethically in various interpersonal and electronic contexts, including the workplace (12) demonstrate willingness to consider diverse, contrary, and innovative views (12)

Assessment For Learning

Read a variety of works

Assessment of Learning

Develop an Independent Reading Log where items are summarized and then critiqued.

Resources

Library Internet Anthologies, novels, magazines, newspapers, comics, etc. Independent Reading Logs duotang and template