Communications 11

Communicate Ideas and Information
(Composing and Creating)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

• locate, access, and select appropriate information from both print and non-print resources
• identify purpose and audience for their presentations
• describe how different arrangements of words, sounds, and visuals alter intended impact
• create original presentations in a variety of formats
• use a range of common communication forms, including business and personal letters, memos, and reports

To view the prescribed learning outcomes for Communicate Ideas and Information (Composing and Creating) in grade 12 click below.

Suggested Instructional Strategies

• Review with students a selection of travel brochures, asking them to identify the different markets targeted by the brochures and how these are reflected in the choice of words and visuals. Divide the class into small groups. Ask each group to choose a travel destination and research a holiday there at two price levels: budget and luxury. Have students present their two holidays to the class in the form of posters or flyers, making sure that appropriate words are used to emphasize the type of holiday (e.g., value, budget, smart consumer versus pamper, luxury, first class).
• Show the class a variety of newsletters (e.g., from a school, parent advisory group, community agency, company). As a class, have students identify the types of information commonly found in newsletters. Have groups of two or three students prepare newsletters for the class. Items could include sports-team schedules, club information, or pieces about issues important to students (e.g., school dances, timetables, food services).
• As a class, brainstorm information that might be presented in a school orientation video for new students. Have students use the information to prepare the script and storyboard for a five-minute orientation video about their school and, if possible, produce the video.
• Give students a poem with 8 to 10 words left out. Have them suggest what words might work in the blank spaces. Discuss the range of options and decide on the class's favourite choices. Read the poem with the suggested words in place. Then read the poem as originally written. Have students discuss the effects of the author's word choices on the meaning of the poem.

Suggested Assessment Strategies

• Collaborate with students to develop criteria to evaluate their holiday brochures or flyers. Criteria could include:
  • clearly presents information
  • visually appealing
  • effectively uses graphics
  • choice of words is appropriate for the price range and audience
  • information is accurate
  • uses words or visuals that are original or unusual
• Work with the class to create a checklist of the contents (e.g., headings, columns, graphics) and attributes (e.g., accurate, interesting) of effective newsletters. They can use the checklist to evaluate their own newsletters. Layout and visual impact could also be assessed, as well as the use of catchy or humorous headlines.
• When students provide their own words for those left out of a poem, ask them to explain the effectiveness of their words and why they think they are good choices (e.g., effective image, appropriate connotation, precise). When the poet's words are presented, ask students to explain if and how the poet's choices are effective. Finally, have them assess the effectiveness of words in their own writing.

Recommended Learning Resources

Print Material

• The Communications Handbook
• Reading and Writing for Success

Multimedia

• Breakthroughs