SOFAD course resource page for Enjoyment and Entertainment II (ENG-2101) <

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2 SOFAD course resource page for Enjoyment and Entertainment II (ENG-2101) < Look for Common Core Basic Education Curriculum Then click on: <English, Language of Instruction> Then click on: <Enjoyment and Entertainment II> Then click on: <Media Resource Page> Unit 2 Unit 2 Work Request from Martin [audio, 1:30 min] Unit 4 Catherine Kidd interview, before-reading. [video, 16:39 min] Catherine Kidd Body Language Exercise [video, 1:27 min] Answer Key for Catherine Kidd Body Language Exercise [video, 1:27 min] Catherine Kidd interview, after-reading. [video, 16:14 min] Voice mail for student from Martin [audio, 1:24 min] Unit 5 Unit 5 Work Request from Martin [audio, 1:21 min] The Beat [audio, 1:09 min] Explorer [audio, 0:59 min] Destiny [audio, 1:21 min] Sitcom Plot Outline [downloadable PDF] Unit 6 Conversation between Julie and Marco [audio, 2:51 min] Ah Love! Ah Me! by Max Workman. [audio, 0:34 min] The Path Through the Cemetery by Leonard Q. Ross. [audio, 0:47 min] My War by Budge Wilson. [audio, 1:13 min] The Other Family by Himani Bannerji. [audio, 1:47 min] The Chaser by John Collier. [audio, 8:09 min] Unit 8 Unit 8 Work Request from Marco [audio, 0:58] Monsters Nadia Sessen [audio, mp3, 4:59 min] Nadia Sessen interview [audio, 14:03 min] Unit 9 Storyboard template for A Chip in the Plot [downloadable PDF] Comic Strip Template [downloadable PDF] Unit 10 Unit 10 Work Request from Martin [audio, 1:45] Gymnopedie No. 1, Eric Satie, performed by Chase Coleman [audio, 3:16 min] Unit 10 Beat_1 [audio, 2:59 min] Unit 10 Beat_2 [audio, 3:06 min] Norman Nawrocki interview [audio, 21:26 min] Why Am I an Anarchist by Norman Nawrocki [audio, 5:00 min] Home Is Here by Greg Ritallin Frankson Canadian Festival of Spoken Word 2011 [video, 3:01 min] Status by Lishai - Canadian Festival of Spoken Word 2011 [video, 3:05 min] Right Side Up by Ian Keteku [video, 3:33 min] Unit 11 Mother Sucker by Heather O Neill. [audio, 14:16]

3 English, Language of Instruction Enjoyment and Entertainment II Exploring and appreciating the creative potential of language ENG Learning Guide

4 ENG Enjoyment and Entertainment I Acknowledgements Project Manager: Instructional Designers: Authors: Content Revisor: Copy Editor: Illustrator: Rights Agent: Graphic Designer: Cover Page: Cover Photographer: Proofreader: Literature Search: Video Production: Audio Production: Audio Production: Michael Rutka (SOFAD) Lou Ann Paul Jo-Ann Stanton (SOFAD) Michael Rutka (SOFAD) Wendy Sturton Joanne Lehrer Catherine (Cat) Kidd Karen Torgerson Andrew Agostino Wendy Sturton Johanne St-Martin Hélène Meunier Nicole Cypihot (SOFAD) Robin Patterson Robin Patterson Elie Despins Johanne St-Martin Joanne Trussler Catherine Kidd Les films David Chaumel (videographer - Catherine Kidd video) Interviewer of Catherine Kidd: Sarah Low Pedagogical review: Wendy Sturton Claude Mercier Unit 8 interview of Nadia Sessen Unit 10 interview of Norman Nawrocki Interviewer of Ms. Sessen and Mr. Nawrocki: Wendy Sturton Unit 6 readings of The Chaser, My War, The Path Through the Woods, and The Other Family : Wendy Sturton Productions du Sixième inc. Original Music: Claude Mercier (Unit 10, beats 1 and 2) Audio Editing: Éric Éthier (Unit 11, Mother Sucker ) First Printing: February 2014 Société de formation à distance des commissions scolaires du Québec All rights for translation and adaptation, in whole or in part, reserved for all countries. Any reproduction by mechanical or electronic means, including micro-reproduction, is forbidden without the written permission of a duly authorized representative of the Société de formation à distance des commissions scolaires du Québec (SOFAD). This work is financed by the Ministère de l Éducation, du Loisir et du Sport du Québec. Part of this financing comes from the Canada-Quebec Agreement on Minority Language Education and Second Language Instruction. Legal Deposit: 2014 Bibliothèque et Archives Nationales du Québec Library and Archives Canada ISBN: SOFAD

5 Table of Contents Introduction Using the Learning Guide... 7 What You Will Need... 7 Icons Used... 7 What Am I Doing Here?... 8 What Will I Learn?... 8 Why Did I Enroll in This Course? How Do I Feel? Where Have I Been? How Does the Learning Guide Work? The Learning Situation How the Learning Guide Is Organized Review and Follow-up Section Where to Find Things Accessing the Internet How Will I Be Evaluated? Getting Ready to Learn Study Habits Managing My Time Students With Children First Impressions Unit 1 Using Language Creatively Welcome on Board You re Hired Different Types of Media Meet the Team Three Types of Language Review and Follow-up Grammar Pack (Phrase, Subject-Verb Agreement, Active Voice, Tense Consistency) Unit 2 Unlimited Ink Informative or Aesthetic? What s in Store? Work Request Main Attraction Reading a Text Together Activating Prior Knowledge Working Through a Response Make Predictions Planning and Preparation Doing the Work Review and Follow-up Grammar Pack (Conjunctions, Passive Voice, Style, Point of View, Person Consistency) Unit 3 Let s Practice Getting to Know You Activity 1 Introducing Yourself Activity 2 Presenting a Favourite Creative Production SOFAD 3

6 Table of Contents Unit 4 Parallel Lines What s in Store? Work Request Main Attraction Planning and Preparation Doing the Work Review and Follow-up Grammar Pack (Irregular Verbs, Coordinating Conjunctions, Number Consistency, Passive Voice) Unit 5 Word Plays What s in Store? Work Request Main Attraction Purpose for Reading Planning and Preparation Theme, Issue, Message Plot, Storyline Setting, Set Doing the Work Review and Follow-up Grammar Pack (Tone, Transition Words, Prefixes) Unit 6 Sound Waves What s in Store? Work Request Main Attraction Doing the Work Planning and Preparing Revisor s Toolbox Reading and Recording Your Audiobook Listen to Your Recording Review and Follow-up Communication Grammar Pack (Hook, Persuasive Argument, Suffixes, Specific to General Argument) Unit 7 Let s Practice Watch, Read, Tell Work Request Activity 1 Essential Ideas and Questions Activity 2 Verbal Features of the Interview Activity 3 Write an Activity 4 Show Your Reading Strategies Activity 5 Write a Response Activity 6 Write a Short Story Unit 8 Words and Music What s in Store? Work Request Main Attraction Song Patterns Doing the Work Planning and Preparing Revisor s Toolbox Review and Follow-up Communication SOFAD

7 ENG Enjoyment and Entertainment I Grammar Pack (Contractions, Possessive Form, Possessive Pronouns) Unit 9 Shifts in Time What s in Store? Work Request Main Attraction Planning and Preparation Doing the Work Revisor s Toolbox Review and Follow-up Grammar Pack (Tone, Clause, Transition Words, Numerals, Singular Pronouns) Unit 10 Words Out Loud What s in Store? Work Request Main Attraction Planning and Preparation Doing the Work Revisor s Toolbox Performing Your Poem Review and Follow-up Communication Grammar Pack (Tone, Singular and Plural, Punctuation, Tag) Unit 11 Let s Practice Let s Wind It All Up Work Request Activity 1 Response After Listening to the Story Activity 2 Make a Connection Activity 3 Creative Writing Activity 4 Your Best Course Work Annexes Glossary Authorizations Transcripts Student Feedback Sheet Answer Key SOFAD 5

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9 Introduction Using the Learning Guide What You Will Need Learning guide: Journal: Dictionary: Much of your work will take place in this learning guide. For your journal activities, you ll need some kind of notebook or binder. You will be sending or handing in your completed journals to your tutor. You can use any English dictionary, either print or online. Paper for assignments: Loose-leaf paper that will be handed in to your teacher or sent to your tutor. Internet access: Accessories: You ll need access to a computer and the Internet either at home, in class, at a library, or anywhere you can get online. A pencil to write your answers and to take notes in your learning guide, a pen to correct your answers, a highlighter to emphasize important ideas, an eraser, etc. Icons Used This means that you have to access the Internet. This means that you have an audio clip to listen to. This means that you have to do the work in your journal. Task x.x This indicates an Answer Key (or AK). You will find the answer to the task at the back of the learning guide. This icon indicates that you may contact your teacher or tutor if you need to ask a question or get some feedback on the unit. This means that you have a video clip to view. This is the Bio Lynx icon. When you see this icon it means you will read a short biography or informative text about an artist. Do you understand the icon? The word Bio is from biography and the word Lynx is a play on words from the word link. This means that you have to download something from the media resource page. Words that are highlighted are words you will find in the glossary near the back of the learning guide. All instances of the icons throughout the learning guide: Internet icon beboy / Shutterstock; Audio icon YuliaPodlesnova / Shutterstock; Journal icon urfin / Shutterstock ; Video icon beboy / Shutterstock; Answer Key icon Jane Rix / Shutterstock.com; Bio Lynx image Reidl / Shutterstock.com; Contact icon kp3dart / Shutterstock; Download icon sommthink / Shutterstock SOFAD 7

10 Introduction Using the Learning Guide Captain Comma and Roddy Rock. The Captain and Roddy will be presenting the grammar activities in the learning guide. What Am I Doing Here? This course is all about Enjoyment and Entertainment through language in all its creative forms. In the learning guide you will explore how different genres of creative writing are organized, and how language is used to explore ideas and feelings, share information, and entertain people. Why Did I Enroll in This Course? What are your motivations and feelings as you begin this course? Take a few moments to think about why you enrolled in this course. Task 0.1 Check all the boxes that apply to you, or write in your own reason. I enjoy learning new things. I need my high school equivalency to get my dream job. I want to improve my English skills for personal or professional reasons. It s required for CEGEP, trade school or another course. I want to be a role model for my children. My parents are forcing me. Other reason: What Will I Learn? We will be exploring and appreciating the creative potential of language. To make things easier we have divided the tasks into four main types: speaking, writing, listening, and reading. Do you notice how speaking and writing are outputs, in other words, the language that comes from you? An output could also be in the form of a painting or a film, for example. Listening and reading are what you take in, what you can make sense of from what you hear and see. You can learn to read a film or photograph, for example. 8 SOFAD

11 ENG Enjoyment and Entertainment II Here is a quick breakdown unit by unit of what you will cover in this learning guide. Unit 1 Using Language Creatively In Unit 1, you will learn that you are both a consumer and producer of creative writing. We go into the different kinds of media that are produced at Sofador. We also discuss the three types of language creative people work with expressive, informative, and aesthetic. Unit 2 Unlimited Ink In this unit, you will discover the different genres of creative writing and a reading strategy that will help you become a more powerful reader. We have a look at what you can do before reading, during reading, and after reading. You will also learn how to make predictions about a text and how to develop a response to readings. Finally, you will learn how to make an oral presentation recommending a book or another text. Unit 3 Scored Activity 1 This scored activity unit will test how well you have understood what you have learned in Units 1 and 2. Unit 4 Parallel Lines In this unit, you will examine some of the many different features of communication: mood, purpose, intended audience, conflict, and characters. You will write a short story and learn how to plan a short story, how to revise it, and how to evaluate your own work. Unit 5 Word Plays In this unit, you will learn how to read and write a television script. To do this you will be learning to develop characters using character sketches. You will also learn about the general plot line for a situation comedy (sitcom). Unit 6 Sound Waves In this unit, you will learn about point of view in stories, that is, the difference between the first and third person points of view. You will also be recording your own short story. To do this, you will learn how to speak with expression using volume, tone, and pace to keep your audience interested. Unit 7 Scored Activity 2 This scored activity unit will test how well you have understood what you have learned in Units 4, 5, and 6. Unit 8 Words and Music In this unit, you will examine the songwriting process. You begin by studying the song of a Montréal singer/ songwriter. You will learn about rhyme and rhythm. You will also learn how a song can be written from first, second, and third points of view. You will learn about song form and how verses, chorus, and bridges make up a pattern for a song. You will be writing an informative text on how to write a song. SOFAD 9

12 Introduction Using the Learning Guide Unit 9 Shifts in Time This unit focuses on chronology; the order in which events are presented in a story. You will be learning about episodes and flashbacks, as well as three different kinds of chronology: linear, non-linear, and reverse chronology. You will learn some of the conventions of comics and their longer form, the graphic novel. You will look into how to use storyboarding to plan your writing. Unit 10 Words Out Loud In this unit, you learn about spoken word poems. We discuss how spoken word poems often focus on societal issues important to many people. You will read poems and watch performances by Canadian spoken word artists. You will also have a chance to write and perform your own poem. You will learn how to use concrete language and imagery, rhyme, repetition, attitude, and voice when you write spoken word poems. You will discover the importance of performance in this genre. You will learn that posture, eye contact, gestures, facial expression, enunciation, projection, and memorization are key elements of a successful spoken word performance. Unit 11 Scored Activity 3 This scored activity unit will test how well you have understood what you have learned in Units 8, 9, and 10. Grammar Packs Each unit (except the three scored activity units) has a grammar section for you to practice and improve your grammar. Just as a carpenter uses tools and raw materials to build a table and chairs, think of grammar as the tools and raw materials you use to build and understand language. How Do I Feel? Going back to school can stir up all kinds of feelings. Take a moment to think about how you feel as you begin this course. Task Underline one or more illustrations that represent how you feel about beginning this course. You may draw your own if you prefer. ampyang / Shutterstock 2. Underline one or more illustrations that represent how you feel about becoming Martin s assistant at Sofador. You may draw your own if you prefer. Vlue / Shutterstock 10 SOFAD

13 ENG Enjoyment and Entertainment II Confused Brave Draw your own: Cate Frost / Shutterstock Melanie DeFazio Motivated Curious Subbotina Anna / Shutterstock Pressmaster / Shutterstock Happy Serge Black / Shutterstock Draw your own: Overwhelmed StudioSmart / Shutterstock Terrified vgstudio / Shutterstock Sad Chepko Danil Vitalevich / Shutterstock Confident Nervous Oleg Golovnev / Shutterstock FuzzBones / Shutterstock SOFAD 11

14 Introduction Using the Learning Guide Where Have I Been? There s an old saying, To get where you re going, you have to know where you ve been. Let s take a look at how you chose to take this course. Task 0.3 What types of language courses have you taken in the past? English, language of instruction English, language arts in high school Martian-English from the University of Outer Space Any other type of English language course: English as a second language Conversational English Grade 6 English language arts Jot down any other activities, events, or experiences from which you learned something related to English studies: How Does the Learning Guide Work? The Learning Situation In the learning guide you will be exploring and learning to appreciate the creative potential of language. To do this we have set up what we hope will be an interesting partnership for you. You will be an assistant at Sofador, a multimedia company that produces all kinds of media. Mr. Martin Singh is the Director of Production and he will accompany you throughout the learning guide. Mr Singh will also be introducing you to his team of media experts who will also be helping you as you work your way through the learning guide. How the Learning Guide Is Organized Take a minute to flip through your learning guide. You ll notice that it s divided into chapters, called units. Throughout each unit, you will find a number of tasks to help you learn. The units are divided into the following sections. Opening Activities: Each unit begins with opening activities to get you thinking about the content you will be learning. This section will help you make the connection between the new learning and what you already know. This is how we learn we connect new information and knowledge to the information and knowledge already in our heads. These will be quick and fun exercises designed to get you to think about and remember what you already know about the topic. What s In Store: This short section describes what you will be learning in the unit. Work Request: Here you will receive instructions for the work you must complete. Sometimes the work request is an . Other times, it will be a voice message. Main Attraction: Here you will find creative productions for you to read, listen to, or watch. You will be asked to respond to them and analyze them. You will be inspired by them for your own writing. 12 SOFAD

15 ENG Enjoyment and Entertainment II Production: Here you will try your hand at creating a production in the same genre as the Main Attraction. You will be guided through the steps to take before, during, and after your production. You will be reminded of important grammar points to consider. Review and Follow-up: This section may be the most important of all. This is where you take stock of what you have learned. You will also be asked to think about your own learning process. This will help you to become an independent learner. You will also complete a self-evaluation to make sure you are on track with your learning and progress. There is more about the Review and Follow-up section below. Grammar Pack: Read how Captain Comma helps out Roddy Rock with his grammar. Here is a visual of the learning guide organization. What s In Store Opening Activities Work Request Planning and Preparing Main Attraction Grammar Pack Review and Follow-up Doing the Work Review and Follow-up Section The Review and Follow-up section is your chance to check your own progress. This section has three parts: the Unit Summary, the Unit Checklist, and the Think It Over section. The Unit Summary Each unit of the learning guide provides you with a Unit Summary that briefly describes the main points that were covered in the unit. SOFAD 13

16 Introduction Using the Learning Guide The Unit Checklist Each unit also provides you with a checklist to let you see how well you have understood the unit. Have a look at the chart below. It is an example taken from Unit 6. Put a check mark in the column that best describes your understanding. The Still Unclear column means you did not understand. The Partly Understood column means you understand some parts, but not all of them. The last column, Fully Understood, means you are comfortable with your understanding of the topic. If you check Still Unclear or Partly Understood, go back into the unit, reread and redo the activities. Your teacher or tutor will also be pleased to help you. Unit 6 Checklist My questions about it (Note to self: Remember to ask my teacher/tutor about this) Still Unclear Partly Fully Understood Understood Can I use oral language to entertain a listener? Do I understand the meaning of the first person point of view, and of the third person (omniscient and limited) point of view? Do I understand how the narrator s point of view affects a story? Think It Over This section will be asking you to answer a few questions about your thoughts on your own learning process. It questions you about your train of thought. Seems strange maybe, but this practice helps you to recognize the best strategies for learning. It also helps you to realize if you have understood what you have just heard, read, or seen. Where to Find Things The inside of the front cover lists all the audio and video clips that you will find on the media resource page on the SOFAD site. Have a look at the Table of Contents. The learning guide is divided into 11 units plus the introduction. There are eight content units and three Scored Activity units. How the tasks are organized: The first number indicates the unit, the number after the period is the task. So Task 3.4 means Unit 3 Task 4. The Scored Activity units are printed on coloured paper. You may also download the Scored Activities from the SOFAD Resources for Students web page. There is a glossary page near the end of the learning guide. When you see a highlighted word you will find the word in the glossary. There is extra space for you to add new words. The authorizations and audio transcripts are found near the end of the learning guide. You will also find the Answer Key printed on coloured paper at the end of the learning guide. This is where you will find the answers to all the tasks you will do. Use the Answer Key (AK) to correct your work after you ve made an honest attempt at the tasks. The AKs are there to help you when you re really stuck. They re not meant as an easy way out. Your hard work and commitment to this course will be the keys to your success. This is the Answer Key icon. It tells you that an answer is available for that task. Task x.x 14 SOFAD

17 ENG Enjoyment and Entertainment II Accessing the Internet During this course, you ll be listening to interviews, stories, poems, and other audio clips. You will also be watching a number of videos. You will be required to respond to, make comments, and form an opinion about the audio and video clips that accompany this course. These resources are an important part of your learning for this course. When you see these icons you ll need to have access to a computer and the Internet. You can do this at home, in class, at a library, or anywhere you can get online. Depending on your school or centre, there may be different set-ups for accessing the Internet. Your centre may have downloaded the files for your use. You also have the option of downloading the entire media resource page from a zip file to your computer or device. You will find the audio and video files on the resource web page for your course. The link is written on the inside front cover of this learning guide. Ask your teacher or tutor where the audio and video files are. On the SOFAD media resource page for Enjoyment and Entertainment II. On the school intranet. Write the address: On a CD-ROM provided with my learning guide. Other: I ll guide you through the standard procedure. If your school or centre does things differently, write down the instructions here: How Will I Be Evaluated? Your teacher or tutor will help you throughout this course. He or she will be available to answer any questions you may have and will correct your Scored Activities. To help you prepare for the final examination you will have three preparatory evaluations in this learning guide. The first Scored Activity is Unit 3 and is worth 20% of your grade. The two other Scored Activities (Units 7 and 11) are worth 40% each. You will also be evaluated on the journal that you will hand in to your teacher or tutor. Evaluation for Certification Purposes In order to earn the credits for this course you must obtain a mark of a least 60% on the final examination that will be held in an adult education centre. To be able to write this final examination you should have an average of at least 60% on the evaluations that accompany this learning guide. Instructional Support This learning guide may be used by students in distance education or in an adult education centre. In the case of distance education your school board will assign a tutor to help guide you and answer your questions. For students who choose to study in an adult education centre you will be guided by a teacher in class. The prerequisite for this course is Secondary I. This means that you should have successfully completed your Secondary I English Language Arts classes. Your school board can also help place you in the correct level for your language skills. If you are not sure that this course is at the right level for you, contact the Adult Education Department at the school board in your region. SOFAD 15

18 Introduction Using the Learning Guide This course is the third of four courses for Secondary Cycle I (grades 7 and 8). Here is a list of the four courses: Course Name Level Hours to Complete the Course Informed Choices Secondary I 100 hours Enjoyment and Entertainment I Secondary I 50 hours Enjoyment and Entertainment II Secondary II 50 hours Rights and Responsibilities Secondary II 100 hours Your Feedback About the Learning Guide The writers and other contributors to the learning guide are interested in hearing your feedback on your impressions and experience with this learning guide. There is a page near the end the learning guide that you can fill out and send to us. We will use your insights to help us improve the learning guide for the next printing. Getting Ready to Learn Study Habits Make a schedule that you can respect. This is one of the most important things you can do. I speak more about this in the section Managing My Time. Follow instructions carefully pay close attention to what you are asked to do. Write the instructions in your own words. Study Habits Ask for help everyone needs the help of others. We have to pull together to be successful. Reread texts you are in a course of study, it makes sense to read everything twice or more. You will retain more if you read everything twice. Set goals and rewards for yourself it feels great to meet your goals. Set small and reachable goals. Remember to reward yourself when you meet your goals. For example, you could set the goal of completing one of the tasks and when you are finished you relax with your favourite TV show or go out with friends. Take breaks everybody needs a break. Do some work, take a break, and then get back to work. Stay positive remind yourself of your skills and abilities whatever they are. Avoid comparing yourself with others; this can, and usually does, lead to negative thoughts. Choose a workspace that will help you focus. You may need a quiet room such as a library, for instance, in order to be free from distractions. Give yourself enough time and space. Take notes writing down in your own words what you have learned is a powerful practice that leads to better understanding (and grades!). Ask myself how I can improve my learning. 16 SOFAD

19 ENG Enjoyment and Entertainment II Here is some space for you to add a few more study habits that you find online or that you know about already: Managing My Time Managing your time is probably the most important thing you can do to be successful with your studies. The Enjoyment and Entertainment II course is designed to take 50 hours to complete. It s important to set aside time on a regular basis for your course work. If you need more hours to complete the course, then take more time. Take the time you need. We recommend that you create a routine for yourself and stick to it. The following schedules are examples provided to give you an idea of how you might organize your time. You can adjust the schedules to suit your needs. If you need 20 weeks to complete the course, then take 20 weeks. We suggest that you work on the course a minimum of three hours per week. Less than three hours and you risk dragging it out too long. Here is a sample schedule for two days of study per week that will take 14 weeks to complete: Week Unit Monday 7 to 9 p.m. Wednesday 7 to 9 p.m. Total hours Week 1 Unit 1 2 hours 2 hours 4 hours Week 2 Unit 1 Unit 2 2 hours 2 hours 4 hours Week 3 Unit 2 2 hours 2 hours 4 hours Week 4 Unit 3 Unit 4 1 hour (SA) 2 hours 3 hours Week 5 Unit 4 2 hours 2 hours 4 hours Week 6 Unit 5 2 hours 2 hours 4 hours Week 7 Unit 5 Unit 6 2 hours 2 hours 4 hours Week 8 Unit 6 2 hours 2 hours 4 hours Week 9 Unit 7 Unit 8 1 hour (SA) 2 hours 3 hours Week 10 Unit 8 2 hours 2 hours 4 hours Week 11 Unit 9 2 hours 2 hours 4 hours Week 12 Unit 9 Unit 10 2 hours 2 hours 4 hours Week 13 Unit 10 2 hours 2 hours 4 hours Week 14 Unit 11 1 hour (SA) 1 hour Total hours 25 hours 26 hours 51 hours SOFAD 17

20 Introduction Using the Learning Guide Here is a sample schedule for three days of study per week that will take 11 weeks to complete: Week Unit Tuesday 7 to 9 p.m. Thursday 7 to 9 p.m. Saturday 10 a.m. to noon Total hours Week 1 Unit 1 2 hours 2 hours 2 hours 6 hours Week 2 Unit 2 2 hours 2 hours 2 hours 6 hours Week 3 Unit 3 1 hour (SA) 1 hour Week 4 Unit 4 2 hours 2 hours 2 hours 6 hours Week 5 Unit 5 2 hours 2 hours 2 hours 6 hours Week 6 Unit 6 2 hours 2 hours 2 hours 6 hours Week 7 Unit 7 1 hour (SA) 1 hour Week 8 Unit 8 2 hours 2 hours 2 hours 6 hours Week 9 Unit 9 2 hours 2 hours 2 hours 6 hours Week 10 Unit 10 2 hours 2 hours 2 hours 6 hours Week 11 Unit 11 1 hour 1 hour Total hours 19 hours 16 hours 16 hours 51 hours You may find these schedules useful to you. Use one of the above schedules or create your own. We strongly suggest that you create a regular schedule of study for yourself. It is one of the most important keys to your success. Students With Children Having to study while supervising children can be very challenging, and despite your efforts it may be difficult to manage. Here are a few tips for those of you who have children underfoot while you are studying: Spend time with your children before you begin your studies. Allow your children to watch an educational DVD or TV show while you study. You can teach them to wear headphones while you study. Ask for cooperation from your children. Reward them with time together after you have finished studying. Explain your study schedule to your children. They will be more likely to cooperate if you have a regular schedule. Reward your children for respecting your schedule. Childproof a room so that your children will need less supervision while you study. Organize activities for your children that they can do while you study. Such as colouring books, building blocks, and other toys that engage your children s attention. Find a playmate for your children while you study. Ask other adults to help you out. First Impressions Task 0.4 Take a few minutes to flip through this learning guide. What does it mean to flip through a learning guide? Look at the pictures. Read the introductions. Glance through the pages as though you re looking at a magazine. Stop when something catches your eye. To flip through means to gather first impressions. Photos top to bottom: AISPIX by Image Source / Shutterstock; Ilike / Shutterstock; Karen Struthers / Shutterstock; Monkey business Images / Shutterstock. 18 SOFAD

21 ENG Enjoyment and Entertainment II At first glance, what is your feeling about this learning guide? What looks easy? What looks difficult? Name one thing that stands out for you: Task 0.5 Open your journal. At the top of the first page, write the date in the top right hand corner. On the next line, write: Unit 1, Task 5. Unit 1, Task 5 November 12, 2013 Writing in your journal is a great way to stay organized. Now, set a timer for one minute, and make a list of everything you ll need to do in your journal. Some examples are: a pencil, a quiet place What do you need to make writing easy and pleasant? When one minute is over, stop writing. My Notes: SOFAD 19

22 Introduction Using the Learning Guide My Notes: 20 SOFAD

23 Unit 1 Using Language Creatively Welcome on Board You re Hired From: Martin Singh Subject: You re Hired! To: Assistant Welcome on board Assistant! My name is Martin Singh. As Director of Production at Sofador, it is my job to review all our creative projects. I m involved in the entire creative process, from the first ideas to the final product. I am pleased that you have accepted the invitation to work with me at Sofador. We are one of Canada s largest media companies. Your work with us will be a creative adventure. We offer many media products and services. Television and radio broadcasting are, of course, an important part of what we do. The world of print is equally important. We publish newspapers, magazines, and books. We also distribute a wide array of cultural products, such as music and video games. As my Assistant, you ll be looking into the creative potential of language. Songs, poems, stories, essays, interviews, presentations, scripts we ll be learning and creating together as we read, write, speak, and listen. But first, I d like to get to know you better. Your first task is to give me a picture of who you are as a consumer of media. This will tell me what media you might want to create in the future. Think it over and fill it in. I ve heard good things about you and am looking forward to our collaboration. Regards, Martin Sofador Consumer and Producer of Creative Writing You might not know it, Assistant, but you are already a consumer and a producer of creative writing. SOFAD 21

24 Unit 1 Using Language Creatively Task 1.1 Below is a list of different types of creative writing that you may have already consumed. Let s see if you can identify some of them. Copy the type of creative writing from the list on the right onto the line below each image. I left two rows blank so that you can add a couple of your own. Type of Writing Found It magazine articles websites songs television shows raps comic books short stories and novels movies shopping lists cereal boxes blogs Photos counter clockwise from top left: ARENA Creative / Shutterstock; EDHAR / Shutterstock; Andrey_Popov / Shutterstock; Mat Hayward / Shutterstock; EDHAR / Shutterstock; Deklofenak / Shutterstock; wavebreakmedia / Shutterstock; Zaretska Olga / Shutterstock; Matthew Cole / Shutterstock; William Robson / Shutterstock; viviamo / Shutterstock 22 SOFAD

25 ENG Enjoyment and Entertainment II Task 1.2 In addition to being a consumer of creative writing, you have produced some of your own writing. Circle the items you have produced or think you might like to produce in the future: Magazine Articles Raps s Text Messages Websites Comic Books Short Stories Poems Television Shows Novels Movies Lists (shopping lists, to-do lists) Cereal Boxes Other: Blogs Songs Different Types of Media From: Martin Singh Subject: Different Types of Media To: Assistant Hello Assistant, I m glad to see that you re getting organized. I d like to tell you about how we organize our work at Sofador. Because we are a media company, our departments are organized around different media. Media are communication channels for all kinds of content and messages. This makes life a challenge at Sofador! As you know, the world of media is constantly evolving and we have had to reorganize several times over the years. Back in 2000, how many people knew that we would be watching movies on our phones, or making phone calls on our computers? Or, that the Internet would have television channels? Today, there are many ways of delivering cultural products and the lines dividing media are not clear anymore. At the moment, we have four department heads with major responsibilities. In these exciting times, we work together across media to make things happen! Regards, Martin Sofador SOFAD 23

26 Unit 1 Using Language Creatively Meet the Team Welcome to Sofador Assistant, it is nice to meet you in person. I would like to introduce you to the team you will be working with at Sofador. As our Head of Print Production, Anne Trister works with traditional media. She is in charge of all the books and magazines we publish. Any artwork that is printed on paper will find its way to Anne s desk. Hi Assistant! Welcome to Sofador. I am happy to hear from Martin that you love reading as much as I do. Marco Lombardi is our Head of Digital/Mobile Production. He manages all the websites, mobile applications, and video games we produce. His name comes up in blogs all over the net, and his own blog has won a few awards. Marco works with our other department heads to figure out what traditional media can be adapted to digital, interactive and mobile formats. You d be surprised how much creative writing there is in interactive media. Don t worry Assistant, I ll let you try all our video games too. Julie Laplante is the Head of our Audio Department. She produces all of our music CDs as well as audiobooks. She also organizes music festivals, concerts, and other events to promote our productions. Do you like music? Of course you do! I m glad you re here! Ahmed Lagab is our Head of Audiovisual Production. He produces film and video for home and theatre use, and is also in charge of television and theatre production. He and Marco often work together. Hi Assistant, how do you like words and cameras? We spend a lot of time working with them! 24 SOFAD

27 ENG Enjoyment and Entertainment II Below you will see a fun quiz prepared by our department heads. See if you can guess which projects they have worked on, now that you know what media they work with. They re all very talented people who are looking forward to working with you, Assistant. Enjoy the quiz, and I ll be in touch with you soon. Task 1.3 Hello Assistant. Here are a few of the best projects and events we have worked on for Sofador. Can you guess who did what? Draw a line connecting each of us with the projects you think we worked on. We re looking forward to working with you on some new ones! Sweet Moments: The Sugar Shacks of Quebec Deep Trauma by Teresa Falk Montréal World Film Festival Event Pass Anne Print Julie Audio Visit Montréal Come and Festival With Us Ahmed Audiovisual Marco Digital/Mobile Centaur Theatre Presents Carmela s Table by Vittorio Rossi 2006 Task 1.3 Photos clockwise from top left: kanate / Shutterstock; Author: OOgie, Public Domain, Wikipedia Commons,Ticket for Osheaga Music and Arts Festival; filip robert / Shutterstock; Involved Channel / Shutterstock; oriontrail / Shutterstock (and inside the billboard- Author: Jeangagnon, Wikipedia Commons); National Screen Institute; Tertman / Shutterstock (and inside the billboard- Denis Roger / Shutterstock); MidoSemsem / Shutterstock SOFAD 25

28 Unit 1 Using Language Creatively Three Types of Language Our department heads enjoyed your work on the quiz. You ll get to know them better as time goes on. Before we leap into the work of Unit 2, I want to discuss the creative process with you. In this course and at Sofador, the creative use of language is very important. We use language for different reasons. Language can be either expressive, informative, or aesthetic. Writing down some thoughts in a journal. Victoria Andreas / Shutterstock Expressive language is used at the beginning of the writing process. When you brainstorm, write concept maps, make lists, write an outline or diagram, jot down your feelings as you react to a person, event, or art work, you are using expressive language. Sometimes you might share these first ideas and reactions with someone close to you. A lot of the time, you will work on these ideas and shape them into informative or aesthetic language. Informative language is used to inform and to get things done. We can inform by: recording, reporting, classifying, comparing, and Getting the report done. generalizing. We can wavebreakmedia / Shutterstock get things done by: instructing, warning, advising, and persuading. For example, we use informative language in instructions, explanations, reviews, textbooks, and how-to books. Aesthetic language is language for its own sake, as an art medium. The purpose of aesthetic language is to create pleasure, Writing down some lyrics. hidalgo89 / istockphoto satisfaction, and appreciation. It includes a wide variety of oral and writing productions such as poems and song lyrics, jokes and anecdotes, stories, films, plays, and novels. Here is a graphic of how expressive language is used to begin the writing process. Expressive Language Informative Language Aesthetic Language 26 SOFAD

29 ENG Enjoyment and Entertainment II Here at Sofador, the work we produce uses mostly aesthetic language. Assistant, you will also be using informative and expressive language as you go about your tasks. Task 1.4 Look at the samples of writing below. Would you say they are expressive, informative or aesthetic? Write your answer on the line below each example and then explain your answer. Lullabies for Little Criminals 1 Susan Law Cain / Shutterstock Is this an example of expressive language, informative language, or aesthetic language? The history of film (known variously as film, motion pictures or movies) began in the late 1880s with the invention of the first movie camera. Motion pictures were initially exhibited as a carnival novelty and developed to one of the most important tools of communication and entertainment, and mass media in the 20th century and into the 21st century. Most films before 1930 were silent. Motion picture films have substantially influenced the arts, technology, and politics. Right before my twelfth birthday, my dad, Jules, and I moved into a two-room apartment in a building we called the Ostrich Hotel. It was the first time I could remember taking a taxi-cab anywhere. It let us off in the alley behind the building, where all the walls had pretty graffiti painted on them. There was a cartoon cow with a sad look on its face and a girl with an oxygen mask holding a tiny baby in her arms. Jules was wearing a fur hat and a long leather jacket. He was all in a hurry to get our stuff out of the taxi because it was so cold. Stupid, lousy prick of a bastard, it s cold! Jules screamed. That s the only type of thing anyone could say while outside in that weather. I think he was also in shock that the cab driver had charged him ten bucks. ~1~ Lullabies for Little Criminals (extract), by Heather O Neill used with permission. Is this an example of expressive language, informative language, or aesthetic language? Nicemonkey / Shutterstock Is this an example of expressive language, informative language, or aesthetic language? SOFAD 27

30 Unit 1 Using Language Creatively Sofador November 3, 2013 Ms. Andrea Parks Deadline Movies Ltd 54 Pleasaunce Road Toronto, Ontario SB3 4RT Dear Ms. Philips: Translation Services and Fees Thank you for your letter of October 22 enquiring about our translation services. Sofador offers a full range of services to help you with subtitles and dubbing of your films. It s a pleasure to enclose our latest brochures and price list from which you can see that our prices are highly competitive. I look forward to calling you in a few days. Yours sincerely, James Brown James T. Brown Sales Manager Is this an example of expressive language, informative language, or aesthetic language? If I can stop one heart from breaking, I shall not live in vain; If I can ease one life the aching, Or cool one pain, Or help one fainting robin Unto his nest again, I shall not live in vain. Emily Dickinson (December 10, 1830 May 15, 1886) Is this an example of expressive language, informative language, or aesthetic language? Is this an example of expressive language, informative language, or aesthetic language? 28 SOFAD

31 ENG Enjoyment and Entertainment II Review and Follow-up Unit Summary So that s it for this unit, Assistant. It ll be hard work, but I know you ll do an excellent job. Otherwise, I wouldn t have hired you. We ve shared a lot of information in this unit. You ve explained why you enrolled in this course and how you feel about it. You learned that you are both a consumer and producer of creative writing. You ve learned what kind of media are produced at Sofador and which types are produced by our different departments. We also had a chance to discuss the three types of language creative people work with expressive, informative, and aesthetic. Unit 1 Checklist Did I create a schedule for myself to keep me on track for this course? Did I consider my motivations and concerns for taking this course? Did I identify the types of creative writing I consume? Did I identify the types of creative writing I already produce or would like to learn how to produce? Can I explain the different types of media that are produced at Sofador? Do I understand how expressive language is used to begin the writing process? Can I explain the difference between informative and aesthetic language? Can I identify examples of expressive, informative, and aesthetic writing? My questions about it (Note to self: Remember to ask my teacher/tutor about this) Still Unclear Partly Fully Understood Understood Think it Over In this section, think over your own learning process in the unit you have just completed. SOFAD 29

32 Unit 1 Using Language Creatively Write about: Your favourite learning activity Anything that was new to you Any achievement that made you proud of your progress While writing about these topics, you may want to use some of the following sentence starters. They will get you thinking about what and how you learned: I learned that I... I was surprised that I... I noticed that I... I discovered that I... I was pleased that I... I solved a problem when... When you have questions, write them down in the second column of the Unit Checklist. Don t forget to ask those questions to your teacher or tutor the next time you speak to him or her! In the next unit, you ll learn more about the department heads and work on an assignment for one of them. See you there! My Notes: 30 SOFAD

33 ENG Enjoyment and Entertainment II This is the Captain here. At the end of each unit you will find a grammar pack like this one. The grammar pack will explain and discuss some common grammar points with you. The grammar pack also contains some additional exercises for you to practice what you have just learned with Roddy and I. Roddy Rock has been kind enough to share his grammar challenges with you. I admire him very much for his efforts and want to thank him for allowing us to use his experiences to help others with similar grammar challenges. Roddy here. Thanks Captain Comma. I really don t mind helping at all. Anything to help my fans. I hope you guys will have as much fun working through these grammar packs as I had in working with the Captain. Good luck to you and keep on rocking. Grammar Pack (Phrase, Subject-Verb Agreement, Active Voice, Tense Consistency) Each of them are the hurting kind He was left a year ago By the only woman he ever loved Then he rides on the rails of a broken mind But neither of them are in the know How a hurting mind can melt to snow SOFAD 31

34 Unit 1 Using Language Creatively Something isn t right here. I need Captain Comma! Great song, Roddy. I really like how you re using language in your lyrics. Some of those phrases are creating great images. Oh yeah? Which phrases, Captain Comma? I like to know what I m doing right! The phrases I like so far are on the rails and of a broken mind. If you don t mind, I m going to add them to my collection of favourite phrases. 32 SOFAD

35 ENG Enjoyment and Entertainment II By the way, do you know what a phrase is? Refresh my memory. A phrase is a small group of related words that acts like a part of speech in a sentence. Sometimes phrases have a subject or a predicate, but never both. OK. Tell me more about my own great phrases. The first one, on the rails, tells where the action is taking place, so it s behaving like an adverb. It s called a prepositional phrase because it begins with the preposition on. What about of a broken mind? That phrase is acting like an adjective, because it s giving more detail about the noun rails. It s also a prepositional phrase because it begins with the preposition of. Put them together and you ve got one great line in your song! Thanks CC, but we both know I ve got a few problems in my lyrics. That s why you re here, right? SOFAD 33

36 Unit 1 Using Language Creatively True. You ve run into a few grammar problems. I m here to help you make a good song even better! There s something wrong with the first line. I like it, but... Let s look at subject-verb agreement, Roddy. Do you remember what a subject and verb are? You got it! With subject-verb agreement, you make sure that your subject matches your verb. For example, you wouldn t say He run, would you? Sure, a verb is a word that shows action, like runs, talks, eats. Oh, and it can show a state of being, like is, exists, were. The subject actually performs the verb like he runs, Susan is happy, and so on. Well no, it s He runs. John have been sick or John has been sick? John has been sick! Which would you say, They is late or They are late? Easy! They are late. 34 SOFAD

37 ENG Enjoyment and Entertainment II Right again. This is the basic rule of subjectverb agreement: if the subject is singular, use the singular verb form. If the subject is plural, use the plural verb form. Here s a short list of examples. See if you can fill in the missing verb forms on the blank lines: Practice 1.1: Subject-Verb Agreement Singular Forms Charles laughs Plural Forms Charles and Eva laugh He has grown He and she have grown She was late They late It doesn t matter Those events don t matter The seed has been planted The seeds planted A thought forms in my mind Thoughts in my mind Your mother has been worried Your parents Club membership $300 Two club memberships cost $600 A ship has sunk Two ships Your friend soon Your two friends are arriving soon GP 1.1 SOFAD 35

38 Unit 1 Using Language Creatively Those were easy. But I have a feeling things are going to get more complicated. Right again, Roddy. It s easy to recognize a plural verb form, but it s not always easy to recognize a plural subject. Here are a few rules you need to know. 1. Two singular subjects connected by or or nor require a singular verb. Ex: Either Bob or Dan is going to represent us at the festival. singular subject singular verb 2. Use a plural verb with two or more subjects connected by and. Ex: Jack and Jill are good friends. 3. Pronouns each, everyone, every one, everybody, anyone, anybody, someone and somebody are singular. They need singular verbs. Don t be confused by what follows of: Ex: Each of those songs is a winner. Every one of the judges agrees on this. 4. When either and neither are used as subjects, they always take singular verbs. Ex: Neither of us has a handle on this. Either of the girls is able to do a good job. Uh oh, I m starting to get your point. Some of these rules aren t as easy as He is, they are. Especially rules three and four! When you look back at your lyrics, do you have a few grammar inspirations? Let s take a look. 36 SOFAD

39 ENG Enjoyment and Entertainment II Each of them are the hurting kind He was left a year ago By the only woman he ever loved Then he rides on the rails of a broken mind But neither of them are in the know How a hurting mind can melt to snow Practice 1.2: Subject-Verb Agreement Each of them the hurting kind He was left a year ago By the only woman he ever loved Then he rides on the rails of a broken mind But neither of them in the know How a hurting mind can melt to snow GP 1.2 I can see it now. I need is, not are, to agree with each and neither. Well done! Those are minor improvements that will make your song even better! Now I m getting somewhere. Any other suggestions? As a matter of fact, yes. To improve your style, you should know when to use active and passive voice. Let s start with active voice. What s that? SOFAD 37

40 Unit 1 Using Language Creatively When you write in the active voice, the subject of your sentence acts. It s as simple as that. So instead of saying The ball was hit by Jack you d say Jack hit the ball. Or instead of saying The letter was written by the teacher you d say The teacher wrote the letter. The subjects are doing things not having things happen to them! Oh, so instead of saying He was left a year ago By the only woman he ever loved It would be better to say The only woman he ever loved Left him a year ago Yes, I like that better. It sounds stronger. 38 SOFAD

41 ENG Enjoyment and Entertainment II There are some places where it s better to use the passive form. But we ll look at that later. I think you ve made a good choice here. If you have any more time to spend with me, please make more suggestions. I do have a few more minutes before I have to rush off to rescue the Prime Minister s speech writer. So how about looking at tense consistency? Tense? Should I be tense? As long as you are talking about actions or states in the same time frame, use the same main verb tense. This applies to sentences, paragraphs, and entire texts! No, by tense I m talking about how the verbs in your lyric refer to time verb tenses, such as present tense, past tense you know. And by consistency, I mean that you have to think about how your verbs should use the same tense for events that belong in the same time. Here s the rule. SOFAD 39

42 Unit 1 Using Language Creatively If you are telling a story, you usually tell it in the past tense, although it s possible to narrate in the present tense if you prefer. The rule is, pick your tense and stick to it! Can you spot the problems in this text? You got it. Now look at your song, Roddy. What about your verb tenses? The little girl was walking in the woods, planning to deliver a basket of food to her grandmother. Then a big, bad wolf comes up to her and says, Where are you going, little girl? OK, I see the point. It should be was walking, came up to her, said. We should tell the story in past tense. They re a bit confused, I think. I probably should change some of them. Should I put them all in the past tense? This story happened a year ago. Past tense makes sense. 40 SOFAD

43 ENG Enjoyment and Entertainment II OK. I ll make some changes, then. was Each of them is the hurting kind The only woman he ever loved rode Left him a year ago was Then he rides on the rails of a broken mind But neither of them is in the know How a hurting mind can melt to snow could I have to fly, Roddy. That speech writer is about to have a meltdown, and rescue is my business! But you should practice these grammar items to make sure they stick. Check out the Additional Exercises section I put together for you below. Thanks, CC. SOFAD 41