Course Profile - Curriculum Services Canada

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Activity 3: Research: Choosing a Future Path Time: 6 hours Description Continuing with the theme of choices, students use an interest inventory to select an area to research. Students explore an educational path, which will lead them towards their chosen field. They continue researching this field using media, university and college calendars, and websites. Students synthesize their research into a visual and present it to their classmates. Strand(s) & Learning Expectations Oral and Visual Communication EORV.01 - initiate, sustain, and conclude conversations and discussions on a wide variety of topics of personal, social, and academic interest; EORV.02 - communicate orally, using patterns of English grammar and pronunciation with the accuracy necessary for continued success in subject classrooms; EORV.03 - analyse a variety of social contexts to determine the appropriate style of language and nonverbal behaviour to use in them; EORV.04 - create and analyse a variety of media works in forms appropriate for different purposes and audiences; EOR1.01 - make effective presentations on classroom topics with some teacher guidance; EOR1.02 - express support and elaborate a point of view in sustained discussions about classroom topics; EOR1.03 - communicate orally for a variety of education and career related purposes; EOR2.01 - monitor their speech for accuracy and correct common grammatical errors; EOR2.02 - use conventions of oral language appropriately; EOR3.01 - analyse social context and adapt their style of speaking to suit the setting and audience. Reading EREV.02 - choose and respond to personal reading material comparable in scope and difficulty to materials chosen by their English-speaking peers; EREV.03 - extract information from a variety of texts used in classroom subjects; EREV.06 - use a range of research strategies independently to gather information for a variety of purposes; ERE1.04 - analyse literature and classify it by type and theme; ERE1.05 - use a variety of methods to demonstrate understanding of their personal reading; ERE1.06 - write a critical review of a book or an article; ERE2.01 - use a variety of strategies to determine the meaning of unfamiliar words; ERE2.05 - take advantage of opportunities to use new words; ERE3.01 - use a variety of cues to extract meaning from a textbook; ERE3.02 - identify characteristic elements of a range of literary genre, including essays, short stories, novels, poetry and drama; ERE3.04 - analyse how informational texts present facts and ideas; ERE3.05 - record information from texts used in classroom subjects; ERE4.01 - gather information from a variety of sources including electronic databases, websites, and online libraries; ERE4.02 - synthesize and evaluate the information gathered from a variety of sources for an independent research project; ERE4.03 - prepare a bibliography of print and electronic sources consulted during research; ERE4.04 - acknowledge borrowed information, ideas, and quotations. Unit 1 – Page 11 • Bridge to English – Open
Writing EWRV.01 - write in a variety of forms, adopting a voice suitable to the intended audience; EWR1.01 - write coherently on a range of academic topics, using appropriate forms; EWR1.02 - write creatively in a variety of forms. Social and Cultural Competence ESCV.01 - demonstrate understanding of a range of local, national, and global, issues; ESC1.01 - analyse the media coverage of a current local, national, or global issue and present their own views; ESC1.02 - evaluate the effectiveness of their own and peers’ reports, letters, or speeches on current issues. Prior Knowledge & Skills • ability to access information from websites • familiarity with course calendars Planning Notes Independent Novel Study • While students are conducting their postsecondary research, hold individual student/teacher conferences. Students submit their copy of Appendix 1B – Conference Report for Independent Novel Study and their critical reviews. They talk to the teacher about the novel they have read independently. Post a sign-up sheet in order to develop a schedule. Provide extra time for conferences if necessary. Research • Students in ESLEO are at a point in their educational careers where they must make serious educational choices. <strong>Course</strong> choices made in secondary school impact on the options available in postsecondary education. This activity has been included to help students make informed educational choices. • Invite a guidance counsellor, if possible, to talk to the class about postsecondary options and applications. Encourage students to attend university and college presentations. • For interest surveys, consult the Student <strong>Services</strong> Department or websites listed in Resources. Arrange for computer access. The language in the government website Mazemaster is accessible. • Prepare class sets of Appendix 1F – Postsecondary Research: Choosing a Path to the Future, Appendix 1G – So Many Choices, Appendix 1H – Researching Postsecondary School Programs of Study, and Appendix 1I – Evaluation of Oral Presentation. • Appendix 1F is used both in this activity and in the next activity. In this activity, students complete Part A and B. • Info and Communicaat are reference booklets which list university and college course offerings. If possible, ask a counsellor to explain them to the students. Obtain class sets of Info and Communicaat and a selection of college and university calendars, or book computers for electronic access to these resources. • Encourage students to choose areas of study, e.g., health sciences, rather than specific jobs, e.g., doctor. Unit 1 – Page 12 • Bridge to English – Open
Page 1 and 2: Course Profiles Public District Sch
Page 3 and 4: Course Overview Bridge to English,
Page 5 and 6: Through a study of poetry, short st
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Page 9 and 10: Activity 3 Thinking About the World
Page 11 and 12: Unit 4: Love in an Imperfect World
Page 13 and 14: Activity 2 Bull’s Eye: Selling to
Page 15 and 16: The URLs for the websites were veri
Page 17 and 18: Reading Overall Expectations EREV.0
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Page 25 and 26: Resources Acker, D. and D. Hodgkins
Page 27 and 28: • What do you think the individua
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Page 35 and 36: Prior Knowledge & Skills • knowle
Page 37 and 38: Appendix 1B Conference Report for I
Page 39 and 40: Appendix 1D Adjectives for Self-Ana
Page 41 and 42: Appendix 1F Postsecondary Research
Page 43 and 44: Appendix 1I Evaluation of Oral Pres
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Page 47 and 48: Websites http://www.lynchmultimedia
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Page 51 and 52: 8. Students then assemble their pos
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Page 55 and 56: Appendix 3B Quiz on Romeo and Julie
Page 57 and 58: Appendix 3D Shakespeare’s Time As
Page 59: Appendix 3E Illustration Assignment

Course Profile - Curriculum Services Canada

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