Communications 12

Self and Society
(Building Community)

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:

• communicate purposefully, confidently, and ethically in various interpersonal and electronic contexts, including the workplace
• demonstrate willingness to consider diverse, contrary, and innovative views
• describe ways in which language choice and tone may affect others emotionally
• demonstrate the ability to use language and texts to celebrate important occasions and accomplishments

To view the prescribed learning outcomes for Self and Society (Building Community) in grade 11 click below.

Suggested Instructional Strategies

• Create a bulletin board with the headings Fact and Fabrication. Ask students to collect pictures, clippings, or headlines about teenagers; assess whether they accurately depict the reality of teenage life or misrepresent it; and place them under the appropriate headings. Have students write poems or articles on the topic "Stereotyping Teenagers."
• Have students prepare a time capsule or Museum of the 20th Century, to which they each contribute two or three items they think reflect 20th-century culture (e.g., fashion items, toys, photos, household gadgets, books). Have each student write a brief explanation of the significance of their items. Display the collection in a classroom or school display case.
• Have pairs of students interview each other and make notes of the other’s accomplishments and goals. Each student can then create notes for an oral presentation celebrating and praising the accomplishments of the other student, who will be receiving a classroom Certificate of Achievement. Certificates could be presented to each student, who then gives a brief acceptance speech.
• Have students practise reading a children’s book out loud. Then plan a field trip to a nearby elementary school and have students read the stories to primary classes. Afterwards, discuss the success of the exercise with the class.

Suggested Assessment Strategies

• To assess students’ willingness to consider diverse, contrary, or innovative points of view, prepare an anticipation guide on an article or story they have not yet read (e.g., Of Mice and Men). Ask them to react to statements such as:
• People who speak incorrectly lack intelligence.
• Killing another person is wrong.
• Pets should be put to sleep when they become too old.
• Having dreams for the future can get you through the hardships of life.

Discuss each statement as a class and have students write their opinions on each statement. Then have students read the selection and reconsider the statements in light of the author’s ideas. To assess students, look for evidence that they are willing to consider other points of view or to change their point of view.

• When students write brief explanations of items they would place in a time capsule, look for concise, detailed, and original perspectives on each item’s importance. Students might also write a piece celebrating the culture represented by the items in the time capsule. Look for students’ ability to use language that compliments others on their choice of items and demonstrates pride in the project being completed.
• To assess students’ application of social-interaction skills, ask them to document and analyse their participation and competence in a variety of community and career-related situations. Collaborate with students to develop a list of situations to include. For example:
• interactions through electronic media
• volunteer activities
• activities related to work experience
• activities involving people or views that are unfamiliar or are different from their own
• situations in which they deal with conflict

Recommended Learning Resources

Print Material

• Canadian Writer’s Companion
• The Communications Handbook