COM 11-12 Course Outline
-
Upload
stephanie-vande-kraats -
Category
Documents
-
view
214 -
download
0
Transcript of 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
-
8/6/2019 COM 11-12 Course Outline
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)
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)
-
8/6/2019 COM 11-12 Course Outline
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
-
8/6/2019 COM 11-12 Course Outline
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 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)
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
-
8/6/2019 COM 11-12 Course Outline
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)
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, 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 the effectiveness of persuasive techniques (12)
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 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.
-
8/6/2019 COM 11-12 Course Outline
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
-
8/6/2019 COM 11-12 Course Outline
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?
Learning Targets(Ministry IRPs)
use a variety of strategies before, during, and after reading, viewing, or listening toincrease 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)
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
-
8/6/2019 COM 11-12 Course Outline
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)
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)
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)
-
8/6/2019 COM 11-12 Course Outline
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?
Learning Targets(Ministry IRPs)
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 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 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)
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)
-
8/6/2019 COM 11-12 Course Outline
10/16
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(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.
-
8/6/2019 COM 11-12 Course Outline
11/16
Resources The Communications Handbook
Writers Inc.
What color is your parachute
Interviewing techniques video
-
8/6/2019 COM 11-12 Course Outline
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)
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 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)
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 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)
-
8/6/2019 COM 11-12 Course Outline
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 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 collaborativelyand 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
(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
-
8/6/2019 COM 11-12 Course Outline
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
-
8/6/2019 COM 11-12 Course Outline
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?
Learning Targets(Ministry IRPs)
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
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 documentedresearch 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)
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.
-
8/6/2019 COM 11-12 Course Outline
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