English 11 - Self and Society (Personal Awareness)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• demonstrate confidence in their abilities to communicate effectively in a variety of formal and informal contexts
• assess their language skills, interests, and attitudes in the light of personal and career plans
• set communication goals and develop and monitor action plans
• appraise the language requirements of specific careers or areas of postsecondary study
• demonstrate a commitment to increasing their proficiency in all aspects of communication

To view the prescribed learning outcomes for Self and Society (Personal Awareness) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Discuss with students the importance of milestones in their lives and how they are celebrated. Have students design staircases in which each step represents a milestone in their personal development. Ask them to elaborate in writing on their key developmental steps.
• Brainstorm with students a list of their interests outside of school. Ask each student to choose one interest for further research. This research may comprise reading, conducting interviews, writing letters, or exploring sources such as information technology and telecommunications networks. What career opportunities are suggested by their research? Ask students to present their information to the class using at least two forms of communication.
• Ask each student to research the vocabulary specific to two careers (e.g., auto mechanics, graphic arts). Assign students to each write a conversation between two workers, one from each field, using the appropriate vocabulary.

SUGGESTED ASSESSMENT STRATEGIES

• Conferences or discussions in which students have opportunities to consider variations in the way they prefer to communicate can help them reflect on their current skills and develop goals for improvement. Questions might include:
  • Think about different situations and purposes for communicating. What ways are most comfortable and effective for you when you are asked to:
    • share your ideas about a book or story with other students
    • show your understanding about the same book to your teacher
    • present research information to your class
    • present information about yourself to a prospective employer
    • persuade students in the class to agree with an opinion or plan
    • persuade an employer to hire you
    • persuade your teacher to change a deadline or the length of an assignment
  • If you could use only one way of communicating to your teachers - talking, writing, video, audio, e-mail, sketching - what would it be? Why?
  • If you could avoid one form of communication at school or work, what would it be? Why?
  • If you could improve one area of communication, which one would you choose? Why?
• Provide regular opportunities for students to review and analyse their progress in developing language and communication skills. For example, consider setting aside a few minutes at the end of each class for students to record examples of specific skills or knowledge they have acquired or improved.

RECOMMENDED LEARNING RESOURCES

• 3-D English
• 75 Readings
• The Act of Writing
• The Business of English
• Coast To Coast
• Coming of Age
• Discoveries in Non-Fiction
• Discovering Literature
• Ethics
• Expanding Response Journals In All Subject Areas
• Family Issues
• Global Matters
• Horizons
• Inside Stories for Senior Students
• Living Theater
• Matters of Gender
• Nineteenth Century Short Stories
• Notes on a Prison Wall
• On The Edge
• Poetry Alive
• The Prentice Hall Reader
• Process and Practice
• The Stolen Party
• Stories from Asia
• The Storyteller
• Tracing One Warm Line
• Travel and Tourism
• Voices of the First Nations
• The Whole Language Catalogue
• World Literature
• World Literature, Signature Edition
• Worlds in Small
• The Writer's Workshop
• Your Voice and Mine

• In Perspective

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