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Alternative Assignments for English 12

1.2 Responding to Prose - Version 2

Task:

For this assignment you will be actively reading and then answering five questions on the short story ''Harrison Bergeron'' by Kurt Vonnegut, Jr.. Kurt Vonnegut was an American writer noted for his wryly satirical novels and stories that highlight the horrors and ironies of 20th-century. The short story "Harrison Bergeron" is a dystopian short story set in the year 2081, where the pursuit of absolute equality has led to extreme measures.

      • Click here for a copy of the story.

First, actively read the story using the SQ3R strategy explained in the lesson.  Use the graphic organizer.  You do not need to hand this in.  Use these notes and with reference to the story, answer the following questions. 

1.Construct a plot outline showing the plot structure of "Harrison Bergeron". Watch the video below to review the 5 parts of plot. You should have at least 7 events on your plot outline.

2. Define satire and irony. Use the Glossary of Literary Terms in the sidebar of the course. Clearly explain the difference between irony and satire.  Which is "Harrison Bergeron"?  Explain your choice by referencing events from the story.

3. Think about the 3 main characters: Harrison, his mother (Hazel), and his father (George).  List three character traits for each one and provide evidence from the story (a quotation).  Use the list of character traits found in Class Handouts at the top of the course.

4. Discuss the conflict  in the story? Identify the type of conflict.  Why does it arise?  How is it resolved?  Is the resolution realistic?  Do you agree or disagree with the resolution of the conflict?  Watch the video below to review conflict and the types of conflict found in literature.

5. In a clear and coherent personal response paragraph of 200-300 words, discuss the ways the society in the story tries to make everyone equal. What are some effects of these equalization strategies? What would this society do to "equalize you"?    Your topic sentence should identify the title of the story as well as state your main idea. Make reference to the text in your paragraph. Use the ACE-it paragraph writing strategy which was explained in the lesson called 1.2 Reading and Responding to Prose.

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective.  Student demonstrates exemplary active reading skills to survey, question, read, recite, record, review and respond to questions on a selection of prose.  All activities are complete and correctly answered. Ideas generated are thoughtful and unique.

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.

Estimated Allotted Time:  45 min. to 1 hour

Submission:  "1.2 Responding to Prose" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment.  

Name the file with your name and the title.  eg. First Name Last Name Borders

      • Click Add submission
      • Upload the file containing your assignment under File submission
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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1.2 Responding to Prose - Version 3

Task:

For this assignment you will be actively reading and then answering five questions on the short story ''The Street That Got Mislaid'' written by Canadian author Patrick Waddington in 1954. The short story raises questions about citizenship, community, and identity.

      • Click here for a copy of the story.

First, actively read the story using the SQ3R strategy explained in the lesson.  Use the graphic organizer.  You do not need to hand this in.  Use these notes and with reference to the story, answer the following questions.  You do not need to do the Review section at the bottom of the graphic organizer for the purposes of this assignment.

1.Construct a plot outline showing the plot structure of "The Street That Got Mislaid".  Watch the video below to review the 5 parts of plot. You should have at least 7 events on your plot outline.

2. Figurative language like imagery uses words that stimulate the reader's imagination by appealing to the senses.  These help to make a literary work powerful.  Instead of using ordinary language that readers may take for granted, the writer chooses words that make a vivid impression on our senses of sight, sound, taste, touch, and smell.  They need not be long or obscure in meaning.  They should, however, be striking.  Pick out five examples of Waddington's use of imagery to describe the setting and discuss how these word choices help create the mood.

3. Think about the main character, the protagonist: Marc Girondin.  List three character traits for the protagonist and provide supporting evidence from the story (a quotation).  Use the list of character traits found in Class Handouts at the top of the course.

4. Discuss the conflict  in the story? Identify the type of conflict.  Why does it arise?  How is it resolved?  Is the resolution realistic?  Do you agree or disagree with the resolution of the conflict?  Watch the video below to review conflict and the types of conflict found in literature.

5. In a clear and coherent paragraph of 200-300 words, discuss the statement "In his heart, Marc had sometimes dreamed of such a possibility."  Think of any modern examples—real or imagined—where people might choose to "disconnect" from society the way the residents of Green Bottle Street did? Why might someone want to live this way today?  Would you choose to live this way?  Consider ideas like off-grid living, digital minimalism, or intentional communities. What do these choices say about people’s or your own relationships with modern systems or pressures?  Your topic sentence should identify the title of the story as well as state your opinion. Make reference to the text in your paragraph. Use the ACE-it paragraph writing strategy which was explained in the lesson called 1.2 Reading and Responding to Prose.

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective.  Student demonstrates exemplary active reading skills to survey, question, read, recite, record, review and respond to questions on a selection of prose.  All activities are complete and correctly answered. Ideas generated are thoughtful and unique.

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.

Estimated Allotted Time:  45 min. to 1 hour

Submission:  "1.2 Responding to Prose" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment.  

Name the file with your name and the title.  eg. First Name Last Name Borders

      • Click Add submission
      • Upload the file containing your assignment under File submission
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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1.3 Responding to Poetry - Version 2

Task:  

In this activity, you will have a chance to apply some of the poetry reading strategies from this lesson as you read and listen to “If” by English writer Rudyard Kipling.  Complete/Answer the questions below.

In this poem, the speaker outlines a set of virtues and behaviours that, if followed, will lead to a person becoming a "man".  Written in 1895, the poem covers ideas about integrity, resilience, and facing adversity.  It’s often interpreted as a blueprint for maturity and stoicism.

You will find the text and first audio of the poem here.

1.  TPCASTT the poem.  Fill in this graphic organizer as you go through this assignment. Submit this activity with your response to the next questions.  If you need to review literary terms, you can check out the Class Handouts folder at the top of the course or the Glossary of Literary Terms under Course Resources.

2.  Discuss the values emphasized in the poem (e.g. restraint, endurance, humility) and whether they feel timeless, outdated, or problematic today.  Provide evidence from the poem to support.

3.  The poem ends with "you'll be a Man, my son!"  What does this closing line suggest about gender expectations and how might this be viewed differently today?  Make a personal connection to the text.

4.  How does Kipling use contrasting ideas (such as “Triumph and Disaster” or “crowds and Kings”) to convey his message about maturity and self-mastery?

After you have read the poem and listened to the first audio, listen to another version of the poem as read by British actor, Sir Michael Caine.

Sir Michael Caine reads "If". 

5. Write a personal response paragraph of approximately 200 words that addresses your reactions to the oral presentations and to the written presentation.  Consider how listening to a poem being read aloud is different from reading it silently. Which presentation did you prefer?  Which of the three versions resonated with you the most?  What made the experience different or similar for you?  In a personal response, you go beyond "I like it," or "It's different," and give a thoughtful reaction to a piece of literature and the question.  A personal response to literature is the reader's answer to the question: "What are my thoughts and feelings about the different presentations of this poem?  How do I connect to the poem and the question?"  

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective.  Student demonstrates exemplary active reading skills and reflection to respond to questions on a selection of poetry.  There is a perceptive personal response.  All activities are complete and correctly answered. Ideas generated are thoughtful and unique.

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.

Estimated Allotted Time:  45 min. to 1 hour

Submission:  "1.3 Responding to Poetry"

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Elder's Drum

      • Click Add submission
      • Upload the file containing your assignment under File submission
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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1.4 Responding to Nonfiction - Version 2

Task:  

For this assignment, you will practice actively reading a nonfiction essay (PART A) and answer the questions that follow  (PART B). Read the essay "Ten Things I learned Living Off Grid in Canada" and respond to the following questions to complete your assignment.

Part A: Active Reading

Consider these active reading strategies before, during, and after you read the essay.  Jot down some initial ideas.  Use point form.

  • Question:  What will this be about?
  • Predict:  What do I expect to find in a nonfiction reading?  
  • Process:  What is the author’s purpose?  How is this essay developed?  
  • Connect:  Can I connect to the ideas presented in the essay?  Explain.

Part B: Responding to Nonfiction

Answer the following questions in complete sentences.  
1. What is the author’s purpose for writing “Ten Things I Learned Living Off-grid in Canada”?  Cite evidence from the essay.
2. Who is the intended audience?
3. What nonfiction text features do the authors use to communicate their main idea and make the information more accessible to the reader?
4. What persuasive elements do the authors use to communicate their main idea?
5. How do these features/elements help the reader?
6.  What is the author’s attitude (tone) to the subject material?  Provide evidence from the essay.
7.  What is the writer’s motivation?  Are the authors trying to persuade the reader to form an opinion?  Explain.


Be sure to review the handouts on author's purpose, common nonfiction text features and persuasive elements found here and in the book called 1.4 Reading and Responding to Nonfiction.

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective.  Student demonstrates exemplary active reading skills to predict, visualize, connect, question, and respond to questions on a selection of nonfiction. Student demonstrate exemplary understanding of text features,structure, and format to communicate purpose.  All activities are complete and correctly answered. Ideas generated are thoughtful and unique.

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.

Estimated Allotted Time:  45 min. 

Submission:  "1.4 Responding to Nonfiction" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Responding to Nonfiction

    • Click Add submission
    • Upload the file containing your assignment under File submission
    • Click Save changes.
    • OR provide the shareable link from your Google drive in the online text box. 

 

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2.1 Visual Literacy - Version 2

Task:

For this assignment, you will download the worksheet and complete the assignment for Visual Literacy. Remember, visual design relies on a combination of elements and principles. The elements, such as line, shape, colour, space, and texture are the building blocks of any visual composition. The principles, like balance, contrast, emphasis, and movement, guide how these elements are used to create a visually appealing and effective design. 

Review the author's purpose here.

Choose one of the following infographics to analyze. (You can click on the image and use the cntl + to increase the size if needed)

Pre-read the questions in the worksheet to help you explore your chosen infographic.

Visual Literacy Worksheet (.PDF)

Visual Literacy Worksheet (.DOCX)

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

Learning Target: Exemplary (6/6): Exemplary understanding and application of comprehension strategies for a variety of text structures. Grasps the texts’ deeper meanings and can explain them with insight and clarity. Analyzes how a text’s structure and visual elements contribute to its meaning.

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.

Estimated Allotted Time: 30 min

Submission:  "2.1 Visual Literacy" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Visual Literacy

      • Click Add submission
      • Upload the file containing your assignment under File submission
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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2.1 Visual Literacy - Version 3

Task:

For this assignment, you will 

      • Choose one infographic from the choices below.

      • Analyze using guiding questions:

        • What colours, fonts, or visuals are used—and why?

        • How is information organized (linear, comparative, timeline)? How is this organizational choice effective for this topic?

        • What rhetorical strategies make it persuasive or memorable?

      • Design task: Create your own mini-infographic using similar structure or style on a topic of your choice.  You can use Canva, Piktochart or Google Slides/Drawings.

Choose one of the following infographics to analyze. (You can click on the image and use the cntl + to increase the size if needed)

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

Learning Target: Exemplary (6/6): Exemplary understanding and application of comprehension strategies for a variety of text structures. Grasps the texts’ deeper meanings and can explain them with insight and clarity. Analyzes how a text’s structure and visual elements contribute to its meaning.

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.

Estimated Allotted Time: 30 min

Submission:  "2.1 Visual Literacy" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Visual Literacy

      • Click Add submission
      • Upload the file containing your assignment under File submission
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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4.1 Perspectives and Mediums - Version 2

Task:

In this lesson, you will put your critical reading and viewing skills to the test to form your own perspective on an environmental issue:  the Great Pacific Garbage Patch.  You will read and view 5 mediums of communication.  Follow the steps below to reach your own conclusion about the Great Pacific Garbage Patch and how each medium contributed to your final point of view on the environmental issue.  For each medium, explain the perspective each resource communicates and the effect the medium had on influencing your perspective. 

1.  Brainstorming.  Use the K-W-L graphic organizer to begin.

      • KNOW:  Use this space to discuss any background knowledge you have on the topic.  What do you already know about the Great Pacific garbage patch?
      • WONDER/WANT:  What do you wonder about it?  What do you want to know?  Do you have any questions you want answered about the topic? 
      • LEARNED:  Examine the five resources provided below.  What have you learned about the topic?  Summarize your learning and respond to the questions you generated.

2.   Note Taking.  Read the brief text "Great Pacific Garbage Patch" and view the images and resources (website, video, article) provided.  First examine how you respond to the material you read and view.  Question and make notes of what challenges your beliefs, values, or positions on the issue.  Give the resource some context.  How can we view and read text in a critical way to best inform our perspective?  Use this organizer for your notes.  

Perspectives and Mediums Note-Taking Worksheet (.PDF)

Perspectives and Mediums Note-Taking Worksheet (.DOCX)

3.  Responding.   In a concluding paragraph of approximately 200 words, write about your final conclusion on the Great Pacific Garbage Patch and how each resource contributed to your final perspective.  Which medium worked best for you?  Has your perspective changed?  Why or why not? What is your final point of view or conclusion about the environmental issue?

4.  Submit your K-W-L organizer, notes, and paragraph.

Resources

1. Text:  Great Pacific Garbage Patch

Imagine an area larger than the size of British Columbia that is made of a dense murky soup of approximately 3.5 million tons of trash - pop bottles, plastic bags, laundry detergent containers, and other garbage. Waste and litter from coastal waters off North America and Japan, trapped by an ocean current called the North Pacific Gyre, has created this floating garbage island. The Great Pacific Garbage Patch is made up of an Eastern Patch and a Western Patch that are connected by a 9700 km long current. The Eastern Garbage Patch floats between Hawaii and California, while the Western Garbage Patch is found east of Japan and west of Hawaii.

2. Images: 

an ocean of garbage with Earth in the background    

 

3. Video:  Great Pacific Garbage Patch Ocean Pollution Awareness

4. Article:  Great Pacific garbage patch $20 million cleanup fails to collect plastic

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective.  Student insightfully applies appropriate strategies in a variety of contexts to comprehend written and visual information to guide inquiry and to extend thinking.  Student uses the diverse information to think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts to form a clear perspective.

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.

Estimated Allotted Time: 1 hr.

Submission:"4.1 Perspectives and Mediums" 

This is where you will upload your assignment to your teacher for marking.
You will upload the file (.docx, .pdf, .png, .ppt, etc.) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Perspectives and Mediums

      • Click Add submission.
      • Upload the file containing your assignment under File submission.
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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4.3 Nature Imagery - Version 2

Task:  

In this activity, you will discuss how a poet uses descriptive language to communicate perspective and identity. Pick out the imagery used to describe nature in each of the poems and think about how it conveys the poet's perspective on nature.  Consider what this point of view reveals about the author.  Decide if the descriptive details are effective in conveying the poet's feelings and perspective on nature.  Is the writer's use of nature imagery effective?  

PART A:   Read these 3 poems: "Big Wind" by Theodore Roethke, "Afterglow" by Jorge Luis Borges and "Loss" by A.R. Ammons.  Fill out the TPCASTT graphic organizer for each poem.

PART B:   Using your notes from Part A, respond to the specific questions on the following worksheet to complete the assignment.

Nature Imagery Worksheet (.PDF)

Nature Imagery Worksheet (.DOCX)

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective.  Student effectively discusses how poets use descriptive language to communicate perspective and identity and shape meaning and impact. Student demonstrates the ability to think critically, creatively, and reflectively to explore ideas within, between and beyond the poems.

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.

Estimated Allotted Time: 45 min.

Submission:  "4.3 Nature Imagery" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png, .ppt, etc.) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Nature Imagery

      • Click Add submission.
      • Upload the file containing your assignment under File submission.
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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4.6 PROJECT: Research Report - Version 2

Task:

For this final project, you will write a research report that discusses the future implications of cryptocurrency as you respond to the essential question below.  Examine the development of cryptocurrency.  How and why was it originally developed and what problems was it designed to solve?  What economic, legal, and social challenges could prevent cryptocurrency from becoming widely accepted?  How have public perceptions of cryptocurrency changed over time, and what influences those shifts?  Clearly respond to the essential question as your thesis statement and then support your opinion throughout the report with clear and identificable research.  Be sure to clearly state your opinion.  You must also include a visual aid to support.  Finally, as part of your research, collect real-world data.  You can use a personal experience with cryptocurrency or you can interview another person who shares their experience.

ESSENTIAL QUESTION:  Do you believe cryptocurrency could eventually replace cash or credit cards in everyday purchases?  Why or why not?

 All students will be required to:

      • Develop a research report that uses clear headings, a visual aid, and formal structure to communicate a response to the question.
      • Use the skills that you have developed in this course.
      • Research the given topic so that you become an expert on it.  Incorporate statistics and data that support your clearly stated opinion.  This includes real-world data.
      • Keep an MLA-style works cited list that will be turned in with your final product.

Your project should include:

      • a visual aid in the form of a chart or graph
      • a heading for each new section of the report. The headings should follow a parallel format/structure.
      • MLA formatting – includes in-text citation and a Works Cited List
      • Double-spaced
      • 12 size font (Times New Roman, Ariel)
      • formal tone and mature vocabulary

You can use the provided resources to begin your research.   You will also analyze your own resource selections and communicate your personal connections with self, text, and the world as you address the essential question.  The following resources will help you gain a basic understanding of cryptocurrency.  In order to deepen your understanding so that you are able to effectively complete this project, you are required to conduct your own research as well.

For this project, you will choose ONE of the options from the list below.  This assignment gives options according to the proficiency scale.  Each option allows you to display your understanding at different levels. Students should strive to reach "Proficient and Extending" in all topics.  However, students should be able to display their knowledge at whatever level they can achieve.  Make sure you are showing your highest level of understanding.  Be aware that displaying a Developing Understanding will result in a maximum of 3 out of 6, and a Proficient Understanding will result in a maximum of 4 or 5 out of 6.  For the opportunity to achieve a 6 out of 6 students need to follow the requirements of the Extending Understanding option.  Please choose the option that allows you to best display your understanding of the content.

Proficiency Scale Information:

  • To show Developing Understanding (max 3 out of 6 marks) - Write a research report of at least 500 words that uses in-text citations, headings, and analysis of research to clearly communicate a response to the essential question.  The report is formatted with a clear introduction, main body paragraphs, and a conclusion.   A relevant visual aid in the form of a chart or graph is used to support your conclusion but is not incorporated into the discussion.  Demonstrate thorough research with at least 2 sources of your own that are identified in a Works Cited list.   Research is used but the focus is primarily on personal experiences/opinions to make connections to self, to text, and to the world.

  • To show Proficient Understanding (max 4-5 out of 6 marks) - Write a research report of at least 1000 words that uses in-text citations, headings, and analysis of research to clearly communicate a response to the essential question.  The report is formatted with a clear introduction, main body paragraphs, and a conclusion.   A relevant visual aid in the form of a chart or graph is used to support your conclusion and is mentioned briefly in the discussion.  Demonstrate thorough research with at least 4 sources of your own that are identified in a Works Cited list.   Research includes the use of statistics and data analysis as well as personal experiences/opinions to make connections to self, to text, and to the world.

  • To show Extending Understanding (max 6 out of 6 marks) - Write a research report of at least 1500 words that uses in-text citations, headings, and analysis of research to clearly communicate a response to the essential question.  The report is formatted with a clear introduction, main body paragraphs, and a conclusion.   A relevant visual aid in the form of a chart or graph is used to support your conclusion and is referenced and incorporated into the discussion.  Demonstrate thorough research with at least 6 sources of your own that are identified in a Works Cited list.  Research includes the use of statistics and data analysis as well as personal experiences/opinions to make connections to self, to text, and to the world.

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

Learning Target(s) - Exemplary (6/6):  Final product demonstrates a thorough understanding of an authentic online identity and its past, present, and future implications.  This understanding results from diverse and comprehensive research and close analysis of texts, language, and author's intent.  Final product clearly communicates a response to the essential question.  Complex connections and original ideas are included in a thoughtful response which has been the result of informed, reflective, and insightful research.

Organization and Supporting Details - Exemplary (6/6): Exemplary development of ideas.  Content is clear, concise and original.  There is logical development and effective research report formatting. Provides evidence to support ideas and recognizes intellectual property rights by integrating correctly formatted acknowledgments as intext citations and an accurate works cited list.

Reflection and Insight - Exemplary (6/6):    Makes meaningful connections to self, to text, and to the world.  Accomplishes the purpose with originality, individuality, maturity, and sophistication. Explains ideas fully with depth and maturity, considering multiple perspectives and recognizing the significance of an authentic online identity. 

Conventions/Sentence Fluency - Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written (or spoken), and carefully chosen.  Composition shows maturity in vocabulary, structure, and organization. Reflection on the quality of writing is evident, resulting in few or no errors.

Estimated Allotted Time: 3-4 hours

Submission:  "4.6 PROJECT:  Research Report" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png, .ppt, etc.) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Research Report

      • Click Add submission.
      • Upload the file containing your assignment under File submission.
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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4.6 PROJECT: Research Report - Version 3

Task:

For this final project, you will write a research report that discusses the future implications of an advancement in technology as you respond to ONE of the essential questions below.  Examine the development of your chosen topic.  How and why was it originally developed and what problems was it designed to solve?  What economic, legal, and social challenges could prevent it from becoming widely accepted?  How have public perceptions or knowledge of it changed over time, and what influences those shifts?  Clearly respond to the essential question as your thesis statement and then support your opinion throughout the report with clear and identificable research.  Be sure to clearly state your opinion.  You must also include a visual aid to support.  Finally, as part of your research, collect real-world data.  You can use a personal experience with this technology or you can interview another person who shares their experience.

ESSENTIAL QUESTION OPTIONS:

TOPIC #1:  Social Media Algorithms and Mental Health

   ESSENTIAL QUESTION:  Do algorithm-driven social media platforms do more harm than good to the mental health of users?

TOPIC #2:  Self-Driving Cars: A Safer Future or a Dangerous Shortcut?

   ESSENTIAL QUESTION:  Should autonomous vehicles be fully adopted as a mainstream mode of transportation?

TOPIC#3:  The Rise of Artificial Intelligence in Education

   ESSENTIAL QUESTION:  Should AI tools like ChatGPT be integrated into classrooms as learning supports or banned due to academic integrity concerns?

TOPIC#4:  Facial Recognition Technology and Public Surveillance

   ESSENTIAL QUESTION:  Does the use of facial recognition by governments and private companies protect public safety or threaten individual privacy?

 All students will be required to:

    • Develop a research report that uses clear headings, a visual aid, and formal structure to communicate a response to the question.
    • Use the skills that you have developed in this course.
    • Research the given topic so that you become an expert on it.  Incorporate statistics and data that support your clearly stated opinion.  This includes real-world data.
    • Keep an MLA-style works cited list that will be turned in with your final product.

Your project should include:

    • a visual aid in the form of a chart or graph
    • a heading for each new section of the report.  The headings should follow a parallel format/structure.
    • MLA formatting – includes in-text citation and a Works Cited List
    • Double-spaced
    • 12 size font (Times New Roman, Ariel)
    • formal tone and mature vocabulary

You can use the provided resource to begin your research.   You will also analyze your own resource selections and communicate your personal connections with self, text, and the world as you address the essential question.  In order to deepen your understanding so that you are able to effectively complete this project, you are required to conduct your own research as well.

  • Pew Research Centre - A nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping America and the world. It conducts public opinion polling with accompanying charts and graphs.
  • You can also use scholarly databases (Goodle Scholar, JSTOR); government and regulatory websites; news platforms. 

For this project, you will choose ONE of the options from the list below.  This assignment gives options according to the proficiency scale.  Each option allows you to display your understanding at different levels. Students should strive to reach "Proficient and Extending" in all topics.  However, students should be able to display their knowledge at whatever level they can achieve.  Make sure you are showing your highest level of understanding.  Be aware that displaying a Developing Understanding will result in a maximum of 3 out of 6, and a Proficient Understanding will result in a maximum of 4 or 5 out of 6.  For the opportunity to achieve a 6 out of 6 students need to follow the requirements of the Extending Understanding option.  Please choose the option that allows you to best display your understanding of the content.

Proficiency Scale Information:

  • To show Developing Understanding (max 3 out of 6 marks) - Write a research report of at least 500 words that uses in-text citations, headings, and analysis of research to clearly communicate a response to the essential question.  The report is formatted with a clear introduction, main body paragraphs, and a conclusion.   A relevant visual aid in the form of a chart or graph is used to support your conclusion but is not incorporated into the discussion.  Demonstrate thorough research with at least 2 sources of your own that are identified in a Works Cited list.   Research is used but the focus is primarily on personal experiences/opinions to make connections to self, to text, and to the world.

  • To show Proficient Understanding (max 4-5 out of 6 marks) - Write a research report of at least 1000 words that uses in-text citations, headings, and analysis of research to clearly communicate a response to the essential question.  The report is formatted with a clear introduction, main body paragraphs, and a conclusion.   A relevant visual aid in the form of a chart or graph is used to support your conclusion and is mentioned briefly in the discussion.  Demonstrate thorough research with at least 4 sources of your own that are identified in a Works Cited list.   Research includes the use of statistics and data analysis as well as personal experiences/opinions to make connections to self, to text, and to the world.

  • To show Extending Understanding (max 6 out of 6 marks) - Write a research report of at least 1500 words that uses in-text citations, headings, and analysis of research to clearly communicate a response to the essential question.  The report is formatted with a clear introduction, main body paragraphs, and a conclusion.   A relevant visual aid in the form of a chart or graph is used to support your conclusion and is referenced and incorporated into the discussion.  Demonstrate thorough research with at least 6 sources of your own that are identified in a Works Cited list.  Research includes the use of statistics and data analysis as well as personal experiences/opinions to make connections to self, to text, and to the world.

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

Learning Target(s) - Exemplary (6/6):  Final product demonstrates a thorough understanding of an authentic online identity and its past, present, and future implications.  This understanding results from diverse and comprehensive research and close analysis of texts, language, and author's intent.  Final product clearly communicates a response to the essential question.  Complex connections and original ideas are included in a thoughtful response which has been the result of informed, reflective, and insightful research.

Organization and Supporting Details - Exemplary (6/6): Exemplary development of ideas.  Content is clear, concise and original.  There is logical development and effective research report formatting. Provides evidence to support ideas and recognizes intellectual property rights by integrating correctly formatted acknowledgments as intext citations and an accurate works cited list.

Reflection and Insight - Exemplary (6/6):    Makes meaningful connections to self, to text, and to the world.  Accomplishes the purpose with originality, individuality, maturity, and sophistication. Explains ideas fully with depth and maturity, considering multiple perspectives and recognizing the significance of an authentic online identity. 

Conventions/Sentence Fluency - Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written (or spoken), and carefully chosen.  Composition shows maturity in vocabulary, structure, and organization. Reflection on the quality of writing is evident, resulting in few or no errors.

Estimated Allotted Time: 3-4 hours

Submission:  "4.6 PROJECT:  Research Report" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png, .ppt, etc.) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Research Report

      • Click Add submission.
      • Upload the file containing your assignment under File submission.
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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6.1 The Hero's Journey - Version 2

Task:  

For this assignment, you will choose a film to watch and analyze the major stages of the hero's journey: The Departure, The Initiation, and The Return. Refer back to the description of the three stages in the course and your notes you made while watching the video "What Makes A Hero?"  You may decide to use the same film that you selected for the forum activity in Unit 4 IF it has the monomyth structure.

While watching the film of your choice, record your observations on the worksheet of how the film follows the structure of the quest journey.  You should refer to some of the stages discussed but it is not necessary to use them all. Record at least one notable quote from each major stage that you feel best exemplifies that stage. Note that you should not be selecting Spiderman, Batman, or other obvious hero movies typically found on the internet.  These presentations will not be graded.

You can review the stages of the hero's journey here.  A list of suggested movies you can use follows the examples. I would, however, suggest you select a favorite movie of your own.

The Hero's Journey in Film (.PDF)

The Hero's Journey in Film (.DOCX)

After watching your chosen film and completing the worksheet, you will create a visual presentation that explains how the protagonist of your film experiences the major stages of the Hero’s Journey.

Your presentation must include:

    • An introduction that briefly summarizes the film and introduces the hero.

    • Slides or visuals that clearly outline each stage of the Hero’s Journey, using specific scenes from the film.

    • Explanations of how the protagonist experiences each stage, including challenges, mentors, transformations, and outcomes.

    • Relevant quotes from the film (or your worksheet) to support your analysis.

    • A conclusion that reflects on what the hero learned or how they changed by the end of their journey.

Additional Guidelines:

    • The presentation should include at least 10 slides.

    • Be creative! You should include images, or film clips if you'd like.

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective. A deep understanding of the plot structure is evident by accurately identifying examples from the film, choosing notable quotes to exemplify the stages of the monomyth and explaining the quotes in an insightful manner.

Written/Visual Expression:  Exemplary (6/6):  A variety of communication strategies are successfully implemented and the visual component enhances the overall message.  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. There is clear and logical organization.

Estimated Allotted Time:  2-4 hours. 

Submission:  "6.1 Assignment: The Hero's Journey in Film" 

Submit both the worksheet and your presentation below.

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown The Hero's Journey in Film

      • Click Add submission
      • Upload the file containing your assignment under File submission
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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6.4 Writing Style - Version 2

Task:

Margaret Atwood's "Shopping," Chapter 2 of The Handmaid's Tale,  is an exemplary expression of the way in which the choice and arrangement of language create harmony between an idea and its manner of expression. This chapter focuses on the description of the house of the main character, Offred,  as she dresses for a shopping trip.  Atwood's purpose is expressed in the formal elements of the passage: structure, diction, sentence patterns, mood, symbol, and figurative language which are defining characteristics of her writing style.

Read a short excerpt from Margaret Atwood's The Handmaid's Tale.

Describe the author's style of writing in a 200-300 word paragraph.  Use text examples to support your analysis.  Review literary paragraph formatting from the book "Assignment 6.4:  Writing Style".

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective. The paragraph demonstrates an insightful analysis of the author's style supported with well-chosen text examples. 

Written Expression:  Exemplary (6/6):  Well-organized paragraph with strong introduction and conclusion. Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar. 

Estimated Allotted Time:  30 min.-1 hr.

Submission:  "6.4 Assignment: A Closer Look at Writing Style" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment. 

Name the file with your name and the title.  eg. Sally Brown A Closer Look at Writing Style

      • Click Add submission
      • Upload the file containing your assignment under File submission
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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6.4 Writing Style - Version 3

Task:

  1. Feed the paragraphs from Chapter 2 "Shopping" of Margaret Atwood's The Handmaid's Tale to an AI writing assistant.
  2. Ask the AI to continue the scene.
  3. Mark where the AI’s style departs from Atwood's writing style. Review the characteristics of writing style here. 
  4. Write a 300‑word “How I’d fix it” commentary.  Review literary paragraph formatting from the book "Assignment 6.4:  Writing Style".  Specify certain characteristics of Atwood's style and show where the AI version deviates from the original.   Provide well-chosen text examples to support.
  5. Submit both your annotated copy of the AI scene and your final commentary in the form of a formal literary paragraph.

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective. The paragraph demonstrates an insightful analysis of the author's style supported with well-chosen text examples. 

Written Expression:  Exemplary (6/6):  Well-organized paragraph with strong introduction and conclusion. Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar. 

Estimated Allotted Time:  30 min.-1 hr.

Submission:  "6.4 Assignment: A Closer Look at Writing Style" 

 This is where you will upload your assignment to your teacher for marking.***

You will upload the file (.docx, .pdf, .png or .ppt) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown A Closer Look at Writing Style

      • Click Add submission
      • Upload the file containing your assignment under File submission
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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6.7 PROJECT: Writing a Hero's Memoir - Version 2

Task: 

For this assignment, you will write a personal memoir based on a memorable incident from your past. Focus on a personal story that humanizes and breaks stereotypes about a person from a marginalized group (race, class, gender, mental health, disabilities, etc.) from your life. Write about how you learned to check your thinking--how you had an "aha" moment that led to growth and to lessen the hold of stereotypes on you. Illustrate the heroic traits demonstrated during the experience. You can write about understanding the challenges people from marginalized groups have faced and how they have overcome them or how you have done that together.  As you reflect on this experience, you will also connect your narrative to one of the stages of the Hero’s Monomyth (The Hero’s Journey)—a framework that helps us understand personal growth and transformation through storytelling.  

Use the information you’ve just read about How to Write a Memoir to guide your structure, tone, and length (around 500 words). This is an opportunity to practice your personal narrative writing skills while also making deeper thematic connections to universal storytelling patterns.

Step 1 – Brainstorm

Fill in the provided STASH SHEET to generate ideas for your memoir. This organizer helps you develop a meaningful personal anecdote. As you brainstorm, begin to think about which stage of the Hero’s Journey your experience most closely reflects (e.g., Call to Adventure, Crossing the Threshold, Ordeal, Return with the Elixir, etc.).  You can review the major stages in a hero's journey from Assignment 6.1.

Hint: Your story doesn’t have to be “epic”— even small moments can represent major turning points in our personal journeys.

Step 2 – Organize

Outline your ideas using effective paragraphing and logical sequencing. Identify where your chosen stage of the Hero’s Journey fits into your narrative. This will help you shape your reflection with a deeper thematic connection to both the experience and the stage in the hero's journey.  Complete the Research and Planning Outline that you will use to help draft your memoir. Hand this in with your memoir.

Research and Planning Outline - PDF (if you don't have Word)

Step 3 – Write and Connect

Write a first draft of your memoir based on one of the memories or people you described on your STASH SHEET. Use first-person.  As you revise and polish your work, make sure to include a clear connection to the Hero’s Journey—you may do this explicitly (by naming the stage) or implicitly (by weaving it into the reflection).

To get ideas and be inspired about how we are the heroes in our own lives--just by being brave and speaking up or taking action--watch the following videos.

 

For this project you will have the option to choose to what level the assignment is completed.  This assignment gives options according to the proficiency scale.  Each option allows you to display your understanding at different levels. Students should strive to reach "Proficient and Extending" in all topics.  However, students should be able to display their knowledge at whatever level they can achieve.  Make sure you are showing your highest level of understanding.  Be aware that displaying a Developing Understanding will result in a maximum of 3 out of 6, and a Proficient Understanding will result in a maximum of 4 or 5 out of 6.  For the opportunity to achieve a 6 out of 6 students need to follow the requirements of the Extending Understanding option.  Please choose the option that allows you to best display your understanding of the content.

Proficiency Scale Information:

    • To show Developing Understanding (max 3 out of 6 marks) - Complete the assignment only up to step 2. Be thorough in your notes and planning to show a good understanding of what should be included.
    • To show Proficient Understanding (max 4-5 out of 6 marks) - Complete all three steps of the assignment. The third step (the final draft of the memoir) will be a minimum of one page while still including all requirements of the final step of the assignment.
    • To show Extending Understanding (max 6 out of 6 marks) -Complete all three steps of the assignment. The third step (the final draft of the memoir) will be a minimum of two pages and will include all requirements of the final step of the assignment.

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

Learning Target: Exemplary (6/6):  Exemplary comprehension of the task and clear accomplishment of the objective. Student demonstrates exemplary communication and understanding of memoir format. 

Ideas and Content: Exemplary (6/6):  Writing processes clearly communicate a memorable incident in the hero's journey and illustrates heroic traits of that person that are based on facts gathered through research.

Conventions and Sentence Fluency:  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.

Organization and Word Choice: Exemplary (6/6) The memoir uses effective description that shows character traits and creates an emotional impact. The narrative structure is fluent with an engaging hook and a conclusion that emphasizes the stage of journey that is being narrated.

Estimated Allotted Time:   2-4 hours

Submission:  "6.7 PROJECT:  Writing a Hero's Memoir"

This is where you will upload your assignment to your teacher for marking.
You will upload the file (.docx, .pdf, .png, .ppt, etc..) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Memoir Project

      • Click Add submission.
      • Upload the file containing your assignment under File submission.
      • Click Save changes.

OR provide the shareable link from your Google drive in the online text box. 

 

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Last modified: Sunday, 2 November 2025, 11:55 AM