English 10-1 PDF
Preview English 10-1
cn ^ o Units 7,8, &t 9 English 10-1 Ex Libris Universitatis Albertensis English 10-1 Unit 7 Finding My Future Alht it.l CANADIAN CATALOGUING IN PUBLICATION DATA Sheets, Marvin Alberta Distance Learning Centre - E nglish 10-1 Pembina Hills Regional Division #7 ISBN 1-894811-42-9 Publisher: Alberta Distance Learning Centre Supervising Principal: Joe Raju Senior High Principal: Ruth LeBlanc Program Coordinator: Stephen Walker Author: Marvin Sheets Contributing Writers: Nicola Ramsey Keri Helgren Chris Pethybridge Resource Development Editor: Margaret Barry Proofreader: Donna Klemmer Curriculum Validator: Keri Helgren Cover Design: Kim Deley Interior Design and Page Layout: Kelly Kennedy Desktop Publishing Assistants: Pam Brade The Alberta Distance Learning Centre has an Internet site that you may find useful. The address is as follows: http://www.adlc.ca The use of the Internet is o ptional. Exploring the electronic information superhighway can be educational and entertaining. However, be aware that these computer networks are not censored. Students may unintentionally or purposely find articles on the Internet that may be offensive or inappropriate. As well, the sources of information are not always cited and the content may not be accurate. Therefore, students may wish to confirm facts with a s econd source. ALL RIGHTS RESERVED Copyright © 2 00 1 , t he Alberta Distance Learning Centre, 480 1 - 63 Avenue, Barrhead, Alberta, Canada, T7N 1 P4. Additional copies may be obtained from the Learning Resources Centre. No part of this courseware may be transmitted in any form, electronic or mechanical, including photocopying (unless otherwise indicated), recording, or any information stage and retrieval system, without the written permission of Alberta Distance Learning Centre. Every effort has been made both to p rovide proper acknowledgement of the original source and to comply with copyright law. If c ases are identified where this effort has been unsuccessful, please notify Alberta Distance Learning Centre so that appropriate corrective action can be taken. Printed and bound in Canada IT IS STRICTLY PROHIBITED TO COPY ANY PART OF THESE MATERIALS UNDER THE TERMS OF A LICENCE FROM A C OLLECTIVE OR A L ICENSING BODY. university library Unit 7: Finding My Future Overview Attempt the end, and never stand to doubt: Nothings so hard but search will find it out. Robert Herrick (1591 1674) Students entering high school are beginning to consider seriously life’s many options. Other units and other courses will have helped you “find yourself’. Unit 7 m ay help you to plan and to j ourney successfully. It is designed to help you “find a l ife”. Because literature allows us to understand better the “journey of life” through others’ eyes, discovery is well worth the effort of searching in literature. Finding My Future is a t hematic unit of three genres: > short story > non-fiction > visual Finding My Future is a s tudy and production of several representations of ideas: > j ournals > p aragraph > resume > cover letter > speech 1 English 10-1 Unit 7 Outcomes of Unit 7: Finding My Future You will • read and study various pieces of literature from SightLines 10 • respond to ideas in j ournals • employ various organizational techniques • prepare creative pieces for Creative Collection • demonstrate concern for your future As with all units, the activities of this Unit Booklet will direct you to SightLines and ResourceLines and sometimes to other resources. You will submit your responses and answers in the Response Booklet for marking. Organization of the Unit As you work through each Unit Booklet, your finished work should be placed in the Response Booklet. Only the Response Booklet with all required attachments is sent for marking. Marked assignments will be returned to you as quickly as possible. Review the marker’s comments and grading because you will gain greater awareness of your abilities and of aspects requiring attention. The marker will include a S upplementary Activity for Units 1 t o 7. These must be completed and included with the concluding unit, Unit 9. The Journal English 10-1 Introduction described the Journal as a u seful tool in developing language skills. In Unit 7: Finding My Future, a) FOUR entries will be assigned. b) ONE entry is to be designated for grading. Vocabulary Log Extend your vocabulary by keeping a V ocabulary Log in which you: • l ist new words and their definitions • l ist words more precise than your usual choices 2 English 10-1 Unit 7 Journal Entry 1 Where are you going? Which destinations seem attractive on your journey of life? Which routes will you take? In a j ournal entry of about a p age, answer some of these questions. You may wish to begin with a v iew of the present: • What are your favourite leisure activities? What do you like to do? To read? To watch on TV? To listen to on radio? etc. • What activities, tasks, jobs, or assignments do you prefer? • What sort of people do you like to be with? • What sort of events do you enjoy? You may choose to consider any aspects of your future: • education goals - W hat sort of college or university programs are attractive now? What career(s) seem interesting to you? • personal goals - W hat sort of person would you like to become? What values do you consider important? • material goals - W hat special possessions do you hope to own in two years? Five years? Ten years? At retirement? • family goals - H ow do you define the ideal family? Where (and with whom) would you like to spend your adult life? English 104 Unit? 3 Fu.tuj*'^ in Fi&tion Fiction writers may seem unlikely counsellors for you and your future. However, their characters and points of view can convey helpful deseriptions and insights. Many Grade 10 students yearn for summer jobs beyond mowing lawns, weeding gardens, or other tasks labelled ‘drudgery’. They want something exciting, something more grown-up, something that pays well. READ about Ken, a y outh of sixteen, on the first two pages of “The Tunnel” by Sarah Ellis in SightLines, pp. 369-370. Journal Entry 2 After reading the first two pages only, think about Ken’s situation. Respond in a p age- length Journal entry. Perhaps the following questions will help you foeus on Ken, on summer jobs, and on yourself Do not try to answer all, but use one or more to start the flow of creativity. • Why was Ken unable to get a “ better” summer job? • Why is childcare given so little status? • How does “the global economy” ruin (or provide) opportunities for youth? • Why do employers emphasize experience when hiring? • Why are 1 6-year old boys embarrassed when playing with little kids? • What qualities make Ken a s uitable (or unsuitable) ehildcare person? • To what extent is Ken correct in stating “Girls are differenf ’? • Of what benefit is a “ life-skills analysis”? • What advice about summer jobs do you have for younger students? 4 English lO"! Unit 7 READ the remainder of “The Tunnel” by Sarah Ellis, pp. 369-375. Part of the story is memory. Ken remembers very clearly the events and feelings of an earlier experience. In fact, he is still quite terrified by the memory of his claustrophobia. (Is that a w ord for your Vocabulary Logl) Respond to some ideas and some extensions from the story rather than to the techniques employed by the author. Theme: unpleasant event? Focus your paragraph on dealing with fears or memories, and support your interpretation with details from the story. Content: 2. After reading ResourceLines pp. 246-250, create an advertising poster of usual letter-page size to be posted in the local high school, convenience store, and teen center. lb’s mother wants a c aregiver for Ib for the summer. The poster should indicate significant needs and traits of the child as well as expected qualities of a top-quality caregiver. “Baby-sitter wanted” simply will not do the task! A s erious approach and an attractive product are expected. ad'* 3. Construct your actual resume and a c over letter in response to the advertisement resume- .jpooefbrt esn oa np asplul bi mcdiaattttiae o dn s heweitt,h 1 Whatoc1 fo3 v3s qe uru ag es gs let ersitetotfenier o r n ea2 nl. cs d oeTo..he is s T h taehs es f isogtlonlrmoye wn iotnf gf e wr i pl aflgo re r se oq vupeirrroecv oi mdyeoi un gi tno f fo eurasmresa tR iaeonsndo/ ou rar bc oemuLetmi ontrehise e rs ep ps .uo fm e1 a 2n8 -a nd cover letter - letter accompanying resume as job application 5 English lO"! Unit 7 Section 2: Finding Mxj Future in Fiction This rubric will help you understand the expectations and evaluation. Format Thought and Detail Writing Skills The student... The student... The student... Excellent Excellent Excellent • uses appropriate resume • dceovnefliodpesn t liyd eas insightfully and • sutsersu c tsukrilelsf ul and effective format, free of errors • uses full-block business letter • supports ideas fully with • udiscetsi o pnr ecise and controlled format, free of errors appropriate and necessary information • uses generally correct grammar and usage Proficient Proficient Proficient • uses appropriate resume • develops ideas thoughtfully • uses clear and fluent structures format, but with minimal • supports ideas with appropriate • uses specific diction errors information • uesfefse c gtrivaemlmya r and usage • uses full-block business letter format, but with minimal errors Satisfactory Satisfactory Satisfactory • uses appropriate resume • develops ideas appropriately • uses clear but ordinary format, but with some errors • supports ideas with some structures • uses full-block business letter appropriate information, but • uses general diction format, but with some errors some details are lacking • uses generally controlled grammar and usage Limited Limited Limited • uses inappropriate resume • develops ideas superficially or • uses some ineffective format and/or makes frequent leaves them underdeveloped structures errors • fails to provide appropriate and • uses Imprecise and/or very necessary Information • ulsetetse r i nfaoprpmr o parnida/toer bmuaskiense ss • gsehnoewrsa l l adcikc t oifo n c ontrol of frequent errors grammar and usage Poor Poor Poor • produces unacceptable • uses marginally relevant or • uses unclear and confusing r^ume undeveloped Ideas structures • uses Inaccurate diction often • produces unacceptable • provides insufficient business letter information • makes frequent errors that impede communication 6 Section 2: Finding My Future in Fiction English lOM Unit 7
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