Personal and Social Responsibility

Introduction

Personal Awareness and Responsibility

1. Self-determination
2. Self-regulation
3. Well-being

Social Responsibility

1. Contributing to community and caring for the environment
2. Solving problems in peaceful ways
3. Valuing diversity
4. Building relationships

Consider all of these elements as you work through the assignments in this section.

For your final project in this section, you will choose the project that corresponds to your chosen course (New Media 11, Composition 11, Literary Studies 11, Spoken Language 11, Creative Writing 11).

Source: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/Core_Competencies_Posters.pdf

Summary Explanation of Assignments

Here is a quick overview of the assignments for this unit.  However, be sure you read over the specific assignment instructions that follow for each one.  Review the marking rubrics for the assignments before you start.

ASSIGNMENT 1: The Strength of the Human Spirit

Students will learn about and summarize methods of persuasion through a variety of influential speakers and writers. 

ASSIGNMENT 2:  Evaluate and Defend

Perspective is everything. Do your research and argue for both sides of an issue.

ASSIGNMENT 3:  Pitch for Change Campaign

Create an elevator pitch to propose a solution to a current world issue.

ASSIGNMENT 4:  Effective Editorial

Learn from a member of the editorial board at USA Today how to write an effective editorial by reading and analyzing an example and then get a chance to evaluate an articles effectiveness. 

ASSIGNMENT 5:  What's the Issue? FORUM

Pose a strongly worded question in the forum for others to discuss and add a response to another thread using the persuasive techniques you have learned. 

ASSIGNMENT 6:  Final Project

Students will create a project based on their chosen course that they are passionate about.  Students will Identify a problem and present how it might be solved. 

ASSIGNMENT 7: Big Idea Reflection #3

Students will write a journal to reflect on their understanding of one of the Big Ideas from the ELA 11 course curriculum.

Persuasive Techniques

The human spirit is what drives us as individuals; it is our passion, intellect, emotions, and creativity.  Throughout history, there have been times where the written and spoken word have created change, even if only in the heart of one individual.  For assignment 1 you will be exploring examples from different genres to summarize, analyze, and demonstrate their techniques and effectiveness as powerful examples of the strength of the human spirit.

The lessons and tasks will teach you to critically evaluate and personally connect to people, moments and messages in a variety of forms.

Rhetoric

The Art of Rhetoric: As defined by Aristotle

Rhetoric is term used that means to effectively persuade, influence or impress an audience.  Aristotle describes three different tools that now form the base from which media, advertising and general discourse are rooted.

Watch this video describing each tool:

Use the following worksheet to practice labeling and identifying the different forms of rhetoric. 

Analysis of Rhetoric.docx
Analysis of Rhetoric.pdf

*Do not submit this practice sheet

Use either Martin Luther King’s Letter from Birmingham Jail or King’s “I Have a Dream” speech to answer the questions on the worksheet with thought and support.

I Have a Dream speech- Martin Luther King

Source: Secondary Solutions, Analyzing Rhetoric and Rhetorical Devices 

Rhetorical Devices

There are many tools and techniques that poets, writers and orators use to sway their audiences. The following information and practice will allow you to understand, analyze and distinguish between the different techniques and tools.

"Rhetorical Devices for Persuasion" discusses 8 different rhetorical devices:  rhetorical question, analogy, simile, metaphor, parallelism, repetition, allusion, and anecdote.  This list of rhetorical devices is not exhaustive, obviously, as other strategies includes antithesis, juxtaposition, and humour.  Click here to review rhetorical devices and their definitions. 

Practice your ability to pick out rhetorical devices in text and speech.  Revisit Martin Luther King’s letter or speech from the previous practice and fill out the chart in the worksheet below. Find examples of different rhetorical devices used in the piece(s). Write down the name of the device, its definition, and example from the speech and the effect that the device has on the audience. An example has been provided for you.

Rhetorical Device Practice.docx
Rhetorical Devices Practice.pdf

*Do not submit this practice for marks

Quotation Mark Usage Review

Using quotation marks in your analysis shows strength in both your writing and your understanding of the material.

• Use quotation marks ( " " ) to show the exact words of a speaker or source.
• In general, put periods and commas inside the closing quotation marks and semicolons and colons outside.  Place question marks and exclamation marks inside the quotation marks if they are part of the original quotation, and outside if they are not.
• In dialogue, a comma separates the speaker tag (he said, cried Marjorie, sighed David) from the words spoken.
• Practice using the "quote sandwich".

ASSIGNMENT 4.1: The Strength of the Human Spirit

Task: 

Choose three examples of influential voices from the categories below.  Be sure to select from 3 different categories. For each one you will compose an analysis using the skills that you have learned from the previous lessons. Remember to use full sentences to show what you know.

As part of each analysis you will include:

• a summary - 2-4 sentences (The poem, Still I Rise, by Maya Angleou is about...)
• at least three direct quotes demonstrating the rhetorical devices used - minimum 2 sentences per quote ("this quote", shows simile by...)
• theme - minimum 2 sentences (A theme of Maya Angelou's poem, Still I Rise is...this is evident because...)
• historical purpose and importance - 2-4 sentences (This poem gave a voice to...)
• your own rationale for choosing this piece. - 2-4 sentences (I chose Maya Angelou's poem Still I Rise because...)
• you may choose to include how Ethos, Logos and Pathos were demonstrated

**You may choose to separate each part of the analysis with headings or write it as a completed paragraph (some sentence starters have been included to help get you going).  Write each part using specific details with evidence from the pieces you chose.

Use the following planning template to help outline and organize each of your analyses.

Strength of the Human Spirit Worksheet.docx
Strength of the Human Spirit Worksheet.pdf

*Do not submit this with your assignment

As you listen to, read, or view each piece consider the following:

• Choose a quiet space without any distractions. 
• Read, view, or listen to your chosen pieces at least three times - the first to find connection, the second to find meaning, and the third to find evidence.
• Choose one piece from each genre to focus on for your assignment.
• Choose pieces that you connect to (personally, religiously, because of the message, content, or speaker); however, consider pieces that you are not very familiar with in order to produce authentic reactions
• If questions form, do some research and find some answers.  Include those points of interest in your assignment.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.

Learning Targets: Exemplary (6/6): Students can read, view or listen to understand, evaluate and analyze the examples to demonstrate how literary elements, techniques, and devices enhance and shape meaning and impact.  Students consider the examples through a critical, creative and reflective lens to demonstrate meaning within and beyond the text.

Written Expression: Exemplary (6/6): Sentence structure and vocabulary are skillfully written and carefully chosen. Work has been proofread and there are no errors in spelling, capitalization, punctuation or grammar. Content is complete to assignment requirements and makes insightful, mature connections with logical information and inclusions.

Submission:

Use the "4.1 Strength of the Human Spirit" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 60 minutes (20 per selection)

Interpretation, Bias & Evidence

"There are no facts, only interpretations" ~Fredrick Nietzsche. In order to solve problems, to connect with others, and to understand an issue fully, it is important to be able to consider different perspectives.

Compare the two views in the poem below using a T-chart graphic organizer. Reflect why these two men might see the same things so differently.

The language used in statements is the biggest clue to their origin. Review the statements below and try and create some of your own statements changing them to fit into all three categories.

Read the following articles in the Bias Opinion Practice Activity worksheet below and complete the activity to review bias and perspective.

Bias Opinion Practice Activity.docx
Bias Opinion Practice Activity.pdf

DO NOT submit these practice activities. If you find that you are struggling, share them with your instructor for guidance.

The Art of Syntax

Syntax is the arrangement of words in a sentence.  These are the rules for stylistic effect that influence interpretation, mood and tone in writing and speaking.

Let's review and practice some of the basic rules. 

Basic rules:

1. A simple sentence has at least one subject and one verb/predicate.  This basic unit can also be called an independent clause, which means it can stand alone.
   • Superman flies. This short, simple sentence meets the criteria of 1 subject and 1 verb.
2. A compound sentence has two or more independent clauses joined together by a coordinating conjunction (and, but, or, nor, for, so, and yet).
   • Superman flies, but Spiderman climbs.
3. A complex sentence has an independent clause and at least one subordinate clause.
   • Superman flies, while Spiderman just hangs around
   • A subordinate clause is similar to an independent clause and has a subject and a verb; however, it cannot stand alone because it begins with a subordinating conjunction (while, although, where, because, though, and how) or by a relative pronoun (whomever, whose, whatever, which, and whom)
4. A compound complex sentence has two or more independent clauses and at least one subordinate clause.
   • Even though Spiderman gets into some sticky situations, there are many examples of Superman being less than super, where Lois Lane had to save him when he was in trouble.

Video Review:

Subject-Verb Agreement

When you are speaking or writing to convey a message or strong feeling, mistakes in your grammar can weaken your influence upon your audience.

Subject-verb agreement shows balance and clarity for your reader.

Verbs

1. Verbs must agree with their subjects, even when they are separated by several other words or when their order is reversed.
   • The entire cosmetic industry (subject) has (verb) been created to prevent aging.
   • I have (verb) many activities (subject) planned for this afternoon.
2. Collective nouns (birds) take on singular verbs (sing)
   • Is (singular verb) anyone (collective noun) ready for lunch?
   • The team (collective noun) likes (singular verb) the restaurant.
3. When sentences include either...or or neither...nor, the verb agrees with the subject closest to it.
   • Neither Megan nor her family (collective noun) are (collective verb) fond of broccoli.
   • Either the team members or the captain (singular) is (singular) going to have to make the decision.

Pronouns

* Pronouns replace a noun
* Antecedents replace the pronoun
* Indefinite pronoun antecedents include broad or undetermined number

anyone    each     everyone    no one   someone    one
anybody  either    everybody  nothing  somebody   other
anything  neither  everything  nobody  something

1. A pronoun must agree with its antecedent which is the word that the pronoun refers to or replaces.
   • Front wheel drive cars (antecedent) are the best for their (pronoun) good handling.
2. Indefinite pronouns are usually singular, even though some may seem plural.
   • Anyone (indefinite pronoun antecedent) who is finished may hand in his or her (singular pronoun) essay.
3. Be consistent in your pronoun use.
   • I take pride in my car; it is great to have your (incorrect: should be "my") own transportation.

Now you try.  Open the following worksheet and rewrite each sentence to correct the subject-verb or pronoun agreement error.

Agreement Practice.docx

Agreement Practice.pdf

*DO NOT Submit this practice for marks

ASSIGNMENT 4.2: Evaluate and Defend

Task: 

Choose an article from this online news site and compose an argument for both sides of the issue.  Complete your assignment with a self assessment evaluating which argument is stronger and, using the skills from the previous lessons, defend your thinking.

Each argument should include:

• facts/ quotes/ evidence to support
• emotions
• concerns
• fears
• using information that might help both parties better understand each other
• Cite the article you are referring to.

*Note: This is not intended to be a research assignment.  Any additional research you complete will be for your own advancement.

Assessment: Below you will find the exemplary criteria used to assess the assignment.

Learning Targets: Exemplary (6/6): Students can reflect on the importance of considering multiple perspectives and write from multiple perspectives on an issue.  Responses are expressed and supported with evidence, with recognition of bias, contradictions, distortions and omissions.  Students can demonstrate an understanding of the role of personal, social and cultural contexts, values and perspectives.  Arguments show complexity and insight; are skillfully written and utilize techniques and devices.

Written Expression: Exemplary (6/6):  Work has been proofread and there are no errors in spelling, punctuation or grammar. Content is complete to assignment requirements and shows specific and thoughtful connections and responses.

Submission:

Use the "4.2 Evaluate and Defend" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 45 minutes

Advertising Responsibly

Each advertisement has its own objective and audience and, in general, they fall into three categories - informative (tell you about a product), persuasive (convince you to use a product), or reminder (keep a product in your thoughts).  Companies use a variety of techniques to share their ideas, and recent studies have shown that advertising is responsible for self-esteem issues, objectification of women, stereotyping of gender roles, the LGBTQ2+ community, and obesity in children. 

This assignment will look at stereotyping, discrimination and teen targeted advertisement; you will have an opportunity to create your own anti-discrimination ad.

Stereotyping and the Target Audience

Looking closely at each ad, reflect on the questions below.  

 1.      Who is the target audience of the campaign?

2.       How is discrimination or stereotyping used to push the campaign?

3.       What is the underlying message of each ad? 

The video below "The Merchants of Cool" is about the impact and effectiveness of advertising.

*WARNING* There is some explicit language in this documentary.  Watch with care.

Create a brainstorm that shows the ads that impact you; the ones that make you laugh, feel, the jingles that get stuck in your head. To each entry attach an idea of how this could be targeted directly to you as a young consumer.

Economical Editing

Modifiers and Author Voice

A modifier is a word or group of words that describes another word

• Modifiers should be placed as closely as possible to the word(s) they modify to avoid confusion.
• The word "only" is the most commonly misplaced modifier in written English because it is so often placed carelessly in speech.
• A dangling modifier is connected loosely or not at all to the word(s) it should refer to.  As a result, it may seem to explain the wrong thing.  Dangling modifiers cannot be correct by simply moving them to another spot; part of the sentence must be rewritten to make the correction.

Maintain an active voice in your writing which is concise and strong rather than wordy and weak.

Avoid stating a fact that can easily be assumed from another fact you have given.

Avoid trying to strengthen a word that is already strong (Intensifiers such as very, highly, extremely add nothing to words such as these: crucial, definite, fascinating, horrible, impossible, intriguing, perfect, tragic, unique, wonderful.

ASSIGNMENT 4.3: Pitch for Change Campaign

Task: 

Estimated Allotted Time: 45 minutes

Put it in Writing

When authors get their ideas on paper, it is often the final touches that bring a piece to life.  This section will discuss the techniques used to elevate your writing from "just an assignment" to a piece of art that you are proud of.

The videos and activities below share the difference between Tone and Mood; which both convey emotion, however, from a different origin and for a different purpose.

As you watch these two videos, complete a graphic organizer (T-Chart, Venn Diagram), from the Graphic Organizer page at the beginning of the course to differentiate between the two.

Practice identifying tone and mood in the worksheet below.  For each example identify the tone, what context clues are used to convey the tone, and the overall mood of the sentence.

Tone and Mood Activity.docx

Tone and Mood Activity.pdf

*DO NOT submit the practice activities

Colloquialisms and Slang

Colloquial Language is informal language used in everyday speech.

Slang is informal language used by certain groups of people which is created by its users and is more informal than colloquial speech.

Neither are appropriate in academic writing (unless they serve a distinct and measurable purpose in your writing.  For example: in dialogue)

In the previous lessons, you have explored ways to write and persuade more formally by using compound and complex sentences with phrases, clauses and modifiers.

Review and practice editing Colloquialisms here.

ASSIGNMENT 4.4: Effective Editorial

How can writing change people's worldview? How can it influence public opinion? How can it lead to meaningful action? What is the difference between news articles and editorials?  Persuasive writing, in the form of editorials, is used in news writing to help readers form their own opinions about the world.

Task:

1. Watch this video created for students by Thuan Elston, a member of the editorial board at USA Today, who provides tips for writing an effective editorial.

2. Choose an editorial/opinion article out of your local newspaper and evaluate its effectiveness as an editorial and answer the questions. Review the following persuasive editorial techniques writers use to persuade their readers.  Use the following worksheet to complete your assignment.

Effective Editorial.docx 

Effective Editorial.pdf

Assessment:  Below you will find the exemplary criteria used to assess the assignment.

Learning Targets: Exemplary (6/6): Students can identify key elements of a newspaper editorial and evaluate the effectiveness persuasive writing techniques. Students will demonstrate how to evaluate how text structures, literary elements, techniques, and devices enhance and shape meaning and impact.

Written Expression: Exemplary (6/6): Responses show understanding, analyses and insight with complete content to assignment requirements including specific and thoughtful connections and responses. Sophistication of thought and fully developed and error free. Work has been proofread and there are no errors in spelling, capitalization, punctuation or grammar. Content is complete to assignment requirements and makes insightful, mature connections with logical information and inclusions.

Submission:

Use the "4.4 Effective Editorial" link on the main page of this section of the course to upload your assignment to your teacher for marking. 

Estimated Time Allotment: 30 minutes

Grammar Check Up

Grammar skills are important in many aspects of our life from education to our employment from our social life to our home life. Grammar lays the ground work for effective communication.  When you use your cell phone to call a friend and you have bad reception, you will most likely find that the intent of your conversation will be greatly affected.  Your friend may not understand what you are trying to speak to them about.  The same can be said for our understanding of proper grammar.  Improper grammar can greatly affect the meaning and clarity of our intended message. 

1.  Click on the links below to learn the following grammar lessons:

See also Commas Made Easy from the Class Handouts.

The Comma

The Semicolon

2.  Complete these self-marking quizzes to ensure you understanding of the lessons:

Practice Test: The Comma

Practice Test:  The Semicolon

These assignments DO NOT need to be submitted to your teacher.  Your understanding of these concepts should be displayed in every assignment you submit and your lack of understanding will result in lower grades throughout the course.  They will also be formally assessed on the final exam.  

ASSIGNMENT 4.5: What's the Issue? FORUM

Task:

Pose a strongly worded question in the forum for others to discuss and add a response to another thread using the persuasive techniques you have learned. 

Using the strategies you have learned in this unit, pose a persuasive statement/question for others to comment.  Also, in looking through questions posed by others, offer your opinion (think thesis statement) considering how to be both persuasive and clear within a sentence or two.

Your statement/question should be focused on current issues that you feel passionate about. but also an issue that others can engage in with a high level of emotional connection.

Some issues you might consider:

• Attitudes towards people with disabilities and measures to improve their lives
• Abortions
• Army women
• Death penalty and society
• Euthanasia
• Gay marriage and the possibility of adopting children
• Divisions of labour depending on gender
• Gender differences in salary
• Unemployment in the country
• The problem of homelessness and its solutions

Be sure you:

1. Post your example as described above by clicking Add a New Question.
2. Reply/Respond to your classmates' examples by clicking on their topic and selecting Reply.  Try using the following prompts to guide your response to another post:  "I wonder...", "I know...", "I can...". 

Assessment:  Below you will find the exemplary criteria used to assess the assignment.

Learning Target(s):  Exemplary (6/6):Students can demonstrate their ability to respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking.  Students will clearly articulate a strong thesis statement/question that demonstrates their passion for an issue but also an issue that others can engage in with a high level of emotional connection.

Written Expression: Exemplary (6/6): Sentence structure and vocabulary are skillfully written and carefully chosen. Work has been proofread and there are no errors in spelling, capitalization, punctuation or grammar. Content is complete to assignment requirements and makes insightful, mature connections with logical information and inclusions.

Submission:

Use the"4.5 FORUM:  What's the Issue?"link on the main page of this section of the course to upload your forum contribution by clicking on "Add a New Question" in the forum.  Do not submit to the TEACHER ONLY dropbox.

Suggested Allotted Time:  30 min.

ASSIGNMENT 4.6: PROJECT

Task:

For this final project, you will share, discuss, create, propose and/or analyze solutions for an issue you are passionate about. Include your reference list with your final submission. Using all the steps of the writing process and persuasive techniques, complete your final project under your specific course umbrella, on a topic that you care about. Your research and final product will be detailed in the course specific page to follow.  In other words, students who are enrolled in either Composition, Creative Writing, Literature Studies, New Media, or Spoken Language will each have a different approach to this topic. 

The Topic:

How can writing change people’s worldview? How can it influence public opinion? How can it lead to meaningful action? Persuasive writing is more than just an academic exercise — it is very much alive in the real world. 

Step One: Find a topic that you care about.

Finding the right topic is essential. You should pick something that a) you genuinely care about; b) other people would want to be informed about; c) an argument can be made about it d) and evidence can be found to support your claim.

Consider these questions:

• What would you like to change if you could? What problems or policies do you think should be addressed — whether something global, like climate change, or something closer to home, like a later start time for your high school classes? Make as long a list as you can.
• What issues, topics and fields are you passionate about? Make a list. Your list might include fields as broad as “music” or as specific as “the early days of hip-hop.” What questions or controversies in these fields do experts or fans often argue? Where do you stand?
• What do you do outside of school? What are some things you’re an expert on? What aspects of those hobbies or interests do you find yourself having to explain to others? Why?
• What issues or ideas do you often find yourself discussing or arguing about with friends, your family or online?
• What issues or controversies have you followed recently in current events? What are your opinions about them? What might you need more information about?

Here are some links to topics to consider:

200-prompts-for-argumentative-writing

Student opinion prompts-explore and read further to develop a topic

Step Two: Gather ideas and facts: Using the same strategies in unit 2, complete your research. 

Step Three: Create an Outline

Step Four: Create Your Draft

Step Five: Proofread and Edit based on this Checklist

All students will be required to:

• Use the skills that you have developed in this course

• Research the given topic so that you become an expert on it

• Keep an MLA-style works cited list that will be turned in with your final product

Develop an persuasive product that informs its reader of the topic.

Target Audience:

You will be creating your project for the future generation.  (Those born roughly around 2010).  This generation has been told that the world is on fire; create a fire within them to do better, expect better and be better. Consider how you would communicate your passion through a lens that would be enigmatic and relevant to this younger generation.

A few points to consider as you prepare your Passion Project:

• Be clear when providing background information.  Assume that they know nothing about your topic and help to show them why this topic is of the utmost importance and worth the focus. 
• Use formal vocabulary and structure so that your communication leads these children to fight for your cause!

Course Specific Projects

Course Specific Projects:

Below you will see handouts outlining the project specific to your course.  Please download the handout that corresponds to your enrolled course.  You must only complete the project that corresponds to your course.  

Task: With the skills you have learned in this unit, create a presentation, speech, story, spoken word piece or infographic to share, discuss and propose solutions for an issue you are passionate about.

Assessment: Below you will find the exemplary criteria used to assess this assignment.

Learning Target(s): Exemplary (6/6): Final project demonstrates a rich understanding of persuasive writing strategies to create meaningful connection to self, text and world; exploring ideas within, between and beyond texts. This understanding results from thorough research and close analysis of texts. Ideas are communicated clearly and respectfully, acknowledging the sensitivity of the given topic, in order to communicate understanding.  

Ideas and Content: Exemplary (6/6): Students will demonstrate a strong, convincing point of view.  Students will show in depth thought and creative solutions with clear arguments including explanations supporting each argument.

Organization and Conventions: Exemplary (6/6): Students will provide a clear introduction and logical sequence and conclusion. The piece has clearly been edited for spelling, grammar, punctuation and sentence fluency.

Research and Connecting Support: Exemplary (6/6): Students show excellent use of research to support chosen topic using MLA Referencing style. Complex connections and original ideas are included that demonstrate student's learning process and growth.

Submission:

Use the "4.6 PROJECT: Personal Passion Project" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 2-3 hours

ASSIGNMENT: 4.7 Big Idea Reflection #3

English 11 is designed around a set of big ideas.  These are meant to guide our thinking as we explore the concepts that are presented to us across the course.  Below, you will find one of these big ideas.  In a multi-paragraph journal, explain your understanding (or interpretation) of this big idea.  Consider the things you’ve discovered in this course so far - the text’s you’ve read, the ideas you’ve developed.  But also consider your experiences outside of this course - how might they impact your understanding of this big idea?  In other words, what does it mean to you? Why does it matter?

The Big Idea:  Language shapes ideas and influences others.

Assessment: Below you will find the exemplary criteria used to assess the assignment.   

Learning Target(s) - Exemplary (6/6):  Develops a rich understanding and makes meaningful personal connections between self and the big idea.  Elaborates and explains these connections in depth, providing examples. Ideas and viewpoints are personal, but also consider the perspectives of others.  

Written Expression-  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization. Responses are skillfully organized, edited and easy to read.

 Submission:

Use the "4.7 Big Idea Reflection #3" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 40 min