COM 11-12 Course Outline

8/6/2019 COM 11-12 Course Outline

1/16

Communications 11/12

Unit: Grammar & Language Skills

Length: 8 classes

Essential

Questions

(Thematic

Statements)

Why is proper grammar important?

What specific rules can I apply to my writing in order to improve communication?

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)

Learning

Strategies

(Assignments,

Activities,

etc.)

Lecture/activities on parts of speech.

Worksheet assignments

Use students personal writing to evaluate language skills

Assessment Assessment as learning: Grammar exercises

Assessment of learning: Grammar Test

Resources

(Books, ppts,

websites,

etc.)

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


2/16

Unit: Essays: Reading and Writing

Length: 5 classes

Essential Questions

(Thematic

Statements)

How can different types of essays communicate an authors exploration and discovery

of purpose and theme.

Learning Targets

(Ministry IRPs)

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)




view (12)

demonstrate the ability to listen and view critically (12) interpret a variety of technical, literary, and workplace communications (12)


view (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)


3/16

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)

Learning Strategies

(Assignments,

Activities, etc.)

Class notes

Class and group discussions

Class reading for detail

Assignments that require detail comprehension Various writing exercises exploring different essay types

Assessment For

Learning

Reading quizzes

Comprehension assessment of essays

Peer editing

Assessment of

Learning

Quizzes

Test

In class essays

Composition corrections

Resources Searchlights: Selected Essays


4/16

Unit: Drama: Death of a Salesman

Length: 12 classes

Essential Questions

(Thematic

Statements)

How is the novel used as a means of communication?

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?

Learning Targets(Ministry IRPs)

use a variety of strategies before, during, and after reading, viewing, or listeningto increase comprehension and recall (11)



demonstrate the ability to record, organize, and store information they read,

hear, or view (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)


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)

Learning Strategies

(Assignments,

Activities, etc.)

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 charactersas well as their personal lives/community.

Assessment For

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.

Assessment of

Learning

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


5/16

Unit: Media/Writing as a means of vocation communication

Length: 3 classes

Essential Questions

(Thematic

Statements)

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?

Learning Targets

(Ministry IRPs)

apply appropriate strategies for locating and using information from a variety of print

and non-print resources, including electronic resources (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)

identify indicators of cultural diversity in print and non-print media, includingelectronic 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 ways in which language reflects and influences values and behaviours (12) 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 flexibility, responsibility, and commitment when working together

(12)


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.


6/16

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..

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.

Assessment ofLearning

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


7/16

Unit: Short Stories

Length: 7 classes

Essential Questions

(Thematic

Statements)

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 toincrease comprehension and recall (11)




view (12)




analyze different presentations of the same information to reconsider positions (12)


Learning Strategies

(Assignments,

Activities, etc.)

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

Assessment For

Learning

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/readerresponse

Assessment of

Learning

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.

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


8/16

Unit: Novel Studies: Lord of the Flies, All Quiet on the Western Front, A Lesson Before Dying, Of Mice and Men

Length: 14 classes

Essential Questions

(Thematic

Statements)

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?

Should Christians read dirty books? (censorship: What are your boundaries and codesfor choosing wat to watch on TV, movies, what to read, etc.)

Learning Targets

(Ministry IRPs)

use a variety of strategies before, during, and after reading, viewing, or listening

to increase comprehension and recall (11)




hear, or view (12)




reflected in Canadian and international literary and mass media works (12) demonstrate respect for others viewpoints when working collaboratively (11)


(12)


Learning Strategies

(Assignments,

Activities, etc.)

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

Assessment For

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

Assessment of

Learning

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)


9/16

Unit: Functional Writing

Length: 10 classes

Essential Questions

(Thematic

Statements)

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, andprominent 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 the ability to use a variety of strategies for locating information in



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 graphicforms (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)


demonstrate pride, satisfaction, and confidence in their ability to communicate in

a variety of formal and informal contexts, including workplace contexts (11)




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)


10/16









describe ways in which language choice and tone may affect others emotionally(12)

demonstrate the ability to use language and texts to celebrate important

occasions and accomplishments (12)

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

Assessment For

Learning

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.

Assessment of

Learning

Interview with potential employer

Understanding/participation in class discussion

In class cover letter, resume, and follow-up letter writing and analysis

Test on notes.


11/16

Resources The Communications Handbook

Writers Inc.

What color is your parachute

Interviewing techniques video


12/16

Unit: Public Speaking

Length: 8 classes

Essential Questions

(Thematic

Statements)

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?

Learning Targets

(Ministry IRPs)






hear, or view (12)




organize oral, written, or visual information into a variety of written and graphicforms (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)


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)


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 toorganize 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)


13/16

demonstrate pride, satisfaction, and confidence in their ability to communicate in

a variety of formal and informal contexts, including workplace contexts (11)




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 collaborativelyand working independently on presentations (11)



(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)



inclusive community (11) demonstrate the ability to use language and texts to celebrate personal and





describe ways in which language choice and tone may affect others emotionally

(12)

demonstrate the ability to use language and texts to celebrate important

occasions and accomplishments (12)

Learning Strategies(Assignments,

Activities, etc.)

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.

Assessment For

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

Assessment ofLearning

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


14/16

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


15/16

Unit: Independent Reading Logs

Length: 15 minutes each class

Essential Questions

(Thematic

Statements)

Why read other peoples work/writing?

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?


use a variety of strategies before, during, and after reading, viewing, or listeningto increase comprehension and recall (11)

apply appropriate strategies for locating and using information from a variety of






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)


reflected in Canadian and international literary and mass media works (12)

demonstrate the ability to produce various communications, including documentedresearch and business reports, multimedia presentations, debates, summaries,










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.


16/16

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

COM 11-12 Course Outline

Documents

Transcript of COM 11-12 Course Outline