Grade 10 - Self and Society (Personal Awareness)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• demonstrate confidence in using language in a variety of formal and informal contexts, both inside and outside the classroom
• assess their own communications skills to set and monitor personal and career goals
• describe the language and communications requirements of specific careers or areas of postsecondary study
• demonstrate commitment to increasing their proficiency in all aspects of communications
• explain the influence of others' ideas and contributions to the development of their personal thoughts and feelings

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• In a class discussion, have students generate a set of criteria to describe effective communications. Prompt students with questions such as:
  • What are the characteristics of a good listener?
  • What are the characteristics of a good piece of writing?
  Ask students to use the criteria to review items in their portfolios and generate brief profiles of themselves as communicators. Have them include communication areas they plan to strengthen.
• Have all students create dictionaries of specialized language that relate to the career interests they identified in their Student Learning Plans. To generate the words, ask them to develop descriptions that include the who, what, where, when, why, and how of the jobs or career areas. For example, have each student describe the role of the career in society, the tasks that workers in that field would perform regularly, the equipment they might use, and their work environment. Ask students to review their descriptions, circle vocabulary unique to the job field (e.g., for a career in the computer field: boot up, video card, interface, RAM, byte), and develop definitions in simple language for these words.
• Ask students to respond to an issue explored in a novel, short story, or play. Then have them read the novel, short story, or play and write essays explaining how their ideas about the issue have either changed or stayed the same.

SUGGESTED ASSESSMENT STRATEGIES

• When students develop communication profiles, have them meet with partners or in small groups to discuss their analyses and ask for feedback. The completed profiles can be added to their portfolios or other collections, or submitted for assessment. Focus assessment on the content of the profiles, looking for evidence that students are:
  • open and honest in their self-assessment
  • identifying both their areas of strength and areas for improvement
  • able to offer specific examples to support their analyses
  • aware of the interrelationships among some of the skills they describe
  • able to consider how various skills are developed and improved
  • realistic in selecting areas to improve
• Have students research and report on the language and communications requirements of a specific career or area of postsecondary study. The reports can be presented in a variety of oral, written, visual, or multimedia formats. Some students may choose to work in pairs. In assessing their work, look for evidence of:
  • use of a variety of sources, including people in their fields of interest
  • complete, detailed, and relevant information
  • clear presentation and organization of the information
  • explicit connections between what they found out and the skills they are developing in English and other areas
  • logical conclusions or implications for those interested in the field

RECOMMENDED LEARNING RESOURCES

• 3-D English
• Assessment and Evaluation in English
• Coast To Coast
• Discoveries in Non-Fiction
• Expanding Response Journals In All Subject Areas
• Family Issues
• Global Reading Safari
• The Issues Collection
• The Little, Brown Handbook
• Marking Success
• Mini Anthologies - Grade 9/10
• On Common Ground
• Stories from Asia
• The Whole Language Catalogue
• The Writer's Workshop

• In Perspective

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