PRIDE
P- Power, R – Respect, I – Inclusive, D – Determination, E - Empathy
Course Overview
Revised 2012
Teacher Writing Team : Emily Lane and Jaya Mehta
Administrator: Lola Gayle
July 2012
PRIDE Course Overview
Teacher Writing Team: Emily Lane & Jaya Mehta
Administrator: Lola Gayle
July 2012 (Revised)
Introduction:
Our goal is to implement a year-round academic program to increase attendance, lower failure rate and increase the amount of PASS graduates. PRIDE is a 4-credit, interdisciplinary program. Each culminating task will be an interdisciplinary (more than one 'subject') assignment. PRIDE will have 2 parts and run throughout the school year, giving students an opportunity to earn 8 credits.
PRIDE will build upon 5 character traits:
P- Power, R – Respect, I – Inclusive, D – Determination, E - Empathy
The PRIDE program is theme based which will help to further engage our students in our course material, it is also largely based on experiential learning to further develop life skills in our students. Each unit is based on the curriculum expectations for all the courses included in PRIDE. These units place an emphasis on an overarching theme which will be the basis of all assignments.
Courses Offered:
PRIDE SEMESTER 1
Senior English (ENG3C/ENG4C/EWC4C)
World Geography: Urban Patterns and Interactions (CGU4C)
Food and Nutrition Sciences (HFA4M)
Interdisciplinary Studies (IDC30/IDC40)
PRIDE SEMESTER 2
Senior English (ENG3C/ENG4C/EWC4C)
The Environment and Resource Management (CGR4M)
Outdoor Activities (PAD30/PAD40)
Interdisciplinary Studies (IDC30/IDC40)
PRIDE Semester 1: Unit Overview
Unit / Curriculum ExpectationsKnowledge is Power / CGU 4C:
· explain how humans modify the environment to meet urban needs;
· communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M:
· communicate the results of their inquiries effectively;
· identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices;
ENG 3C:
· listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
· reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
IDC 3O:
· demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
· analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;
Inquiry Questions / Description / Assessment for Learning & Assessment of Learning
How do my personality traits affect my success?
How does knowing the personality strengths of my classmates develop a strong team?
What does True Colours empower you to do? Locally? Nationally? Globally? / Summative: Participation in the True Colours workshop / Assessment For Learning:
· About Me Activities
· Class Icebreakers
· How well the class works together – provide feedback
· Food Lab safety
Assessment Of Learning:
· Students’ participation in the True Colours Workshop
· Students’ reflect on their learning
Contact Hours / Planning
6 hours / Unit will begin with several ice breaker activities to create an environment that fosters teamwork.
True Colours Facilitator
Unit / Curriculum Expectations
Global Toronto - Respect / CGU 4C:
· explain how social, political, cultural, environmental, and economic processes shape urban places;
· analyse and compare the characteristics of major urban systems in different parts of the world;
· explain how humans modify the environment to meet urban needs;
· describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
· explain the causes of cultural and economic convergence and/or divergence in urban settlements in different parts of the world;
· assess the impact of human migrations on urban systems and patterns;
· communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M:
· identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices;
· identify the components and foods that form the basis of various cuisines around the world.
ENG 3C:
· listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
· use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
· reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
· generate, gather, and organize ideas and information to write for an intended purpose and audience;
· draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
· use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.
IDC 3O:
· demonstrate an understanding of the key ideas and issues related to each of the subjects or disciplines studied;
· demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
· demonstrate the skills and strategies used to develop interdisciplinary products and activities.
Inquiry Questions / Description / Assessment for Learning & Assessment of Learning
How does Kensington Market reflect the diversity of Toronto?
Why is respecting diversity important?
What are cultural enclaves and how are they reflective of the city of Toronto (and surrounding areas)? / Kensington Market of the Class – Diversity of the Classroom.
Students will build their own multicultural market based on their classroom. / Assessment For Learning:
· Participation in Kensington Market field trip
· Discussion of cultural enclaves in Toronto
Assessment Of Learning:
· Classroom version of Kensington Market
· Evaluate how the class is reflected in this assignment
Contact Hours / Planning
5 hours / Trip to Kensington Market (permission forms, bus)
Rubric for classroom project
Unit / Curriculum Expectations
Community Outreach - Inclusive / CGU 4C:
· communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M:
· determine the relationship among nutrition, lifestyle, health, and disease.
ENG 3C:
· listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
· use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
· reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
· read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
· recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
· use knowledge of words and cueing systems to read fluently;
· reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
· generate, gather, and organize ideas and information to write for an intended purpose and audience;
· draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
· use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
· reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
IDC 3O:
· implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
· evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
· analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;
· analyse and describe ways in which interdisciplinary skills relate to personal development and careers.
Inquiry Questions / Description / Assessment for Learning & Assessment of Learning
How does community leadership affect the overall health of a community?
Why does community leadership change the way people feel about/look at their community?
What other forms of community leadership exist?
How does the interpersonal relationship between a teenager and a child benefit the entire community? / Participation in a partnership with an elementary school
1. How they would evaluate themselves?
2. How the overriding teacher would evaluate the PASS student?
3. How the elementary student would evaluate the PASS student? / Assessment For Learning:
· Ongoing feedback throughout the elementary visits
· Discussion of the importance of mentors in the community
Assessment Of Learning:
· Self-evaluation, Student-evaluation, Teacher-evaluation of participation in school partnership
Contact Hours / Planning
Minimum 40 hours / Need to develop a relationship with an elementary school willing to develop a partnership between their school and the PRIDE program.
Weekly check in’s with students and their partners.
Unit / Curriculum Expectations
Determination and People / CGU 4C:
· explain how humans modify the environment to meet urban needs;
· describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
· assess the impact of human migrations on urban systems and patterns;
· communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M:
· summarize food-related issues that arise throughout the life cycle;
· identify the source of nutrients and the role they play in the maintenance of good health;
· determine the relationship among nutrition, lifestyle, health, and disease;
· identify the factors that are critical to achieving and maintaining food security and eliminating hunger.
· communicate the results of their inquiries effectively.
ENG 3C:
· read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
· recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
· reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
· generate, gather, and organize ideas and information to write for an intended purpose and audience;
· draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
· use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
· reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
IDC 3O:
· demonstrate an understanding of the key ideas and issues related to each of the subjects or disciplines studied;
· demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
· be able to plan for research, using a variety of strategies and technologies;
· be able to access appropriate resources, using a variety of research strategies and technologies;
· be able to process information, using a variety of research strategies and technologies.
Inquiry Questions / Description / Assessment for Learning & Assessment of Learning
What are the characteristics of determination?
How do personal obstacles play a role in determination?
What are the variety of ways in which people overcome their obstacles? / Biography in a box / Assessment For Learning:
· Discussion of determined people
· Assess students’ understanding of determination
· Feedback on students’ understanding of their chosen biographies
Assessment Of Learning:
· Students choose 10 things that make their chosen person determined and represent them with artefacts
· Students are assessed based on their thoughtfulness, creativity, relevance and explanation of the chosen artefacts
Contact Hours / Planning
8 hours / Variety of books based on resilient characters
Assignment sheet
Rubric
Unit / Curriculum Expectations
Food for Thought / CGU 4C:
· identify the factors that are critical to achieving and maintaining food security and eliminating hunger;
· analyse and compare urban forms and functions around the world, using concepts and theories of spatial organization;
· explain how social, political, cultural, environmental, and economic processes shape urban places;
· analyse and compare the characteristics of major urban systems in different parts of the world;
· describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
· explain the causes of cultural and economic convergence and/or divergence in urban settlements in different parts of the world;
· analyse the relationships between cities and their surrounding regions;
· assess various ways of managing urban change in selected world regions;
· analyse various proposed solutions to typical problems of large urban areas.
HFA 4M:
· identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices;
· summarize food-related issues that arise throughout the life cycle;
· plan, perform, and present the results of an investigation into the nutritional status of Canadians;
· Identify the economic, political, and environmental factors that affect food production and supply throughout the world;
· identify the factors that are critical to achieving and maintaining food security and eliminating hunger.
ENG 3C:
· listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
· use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
· reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;