Course Profile
Hospitality Based English for Everyday Life 
ENG 3E

Grade 11
Workplace 
ENG3E

Course Profiles are professional development materials designed to help teachers implement the new Grade 12 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

Acknowledgments

Writing Team : Catherine Long, Waterloo Catholic District School Board

Course Overview
Hospitality English, Grade 11, Workplace, 
Secondary Policy Document:  The Ontario Curriculum, Grades 11,
English, 2009
Course Description
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in the workplace and in daily life. this course finds its roots in the hospitality industry and and emphasizes transferable language, reading, writing, and communication skills. Students will study the content, form, and style of a variety of contemporary informational, graphic, and literary texts; and create oral, written, and media texts in a variety of forms for practical purposes. An important focus will be on using language clearly and accurately in a variety of formal and informal contexts. The course is intended to prepare students for the compulsory Grade 12 workplace preparation course.

Prerequisite: English, Grade 10, Applied

How This Course Supports the Ontario Catholic School Graduate Expectations
The role of technological education and workplace English in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models Gospel values. The focus of the curriculum is to enable students to develop and demonstrate leadership qualities and a work ethic, which reflect Christian attitudes. Identification and utilization are emphasized, ensuring students recognize the God-given responsibility to demonstrate respect for the dignity and welfare of others.
Course Notes
Teaching and learning approaches address all of the areas of technological education, including knowing, doing, designing, testing, building, and evaluating. English in the hospitality vein is designed to provide students with and understanding of the importance of communication skills, clear and concise writing , decoding and comprehension skills, and the ability to clearly express oneself verbally and in writing in the workplace.Students use projects as a means of achieving these expectations. They are provided with a combination of information and experience that prepares them to make informed choices about the use of various technologies and the language skills needed in the hospitality industry

Overall Expectations
Communication
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
Reading and Literature 
1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, graphic, and literary texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
Writing
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. Reflecting on Skills and Strategies: 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.
Media Studies
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Activities are designed to include both individual and team approaches. Technological activities often require individuals to work collaboratively while undertaking a variety of roles and tasks.
Teachers could work collaboratively with colleagues to plan and deliver curriculum. Teachers can contribute individual expertise in the various areas of technology to ensure the successful implementation of the technological education curriculum. Course content may be integrated with other parts of the school’s program, such as biology, chemistry, art, and geography.

Unit Overviews
Units:  Titles and Time

Unit 1	Reading recipes, following details and steps, making adjustments and sourcing needed information.	25 hours	
Unit 2	Writing essays, three types of essays will be addressed throughout this term, a self descriptive essay from the students point of view, a research essay, a film review essay.	15 hours	
Unit 3	Menu writing, 	10 hours	
Unit 4	Communication, how to communicate with peers, superiors, and employees. Through discussions, lectures, role play and hands on practice, students will learn and develop skills to effectively communicate with others in the workplace.	25 hours	
Unit 5	Dissecting the truth. Students will look more closely at the obesity epidemic, food production, and GMO foods to determine fact from fiction, and perception from reality.	15 hours	
Unit 6	 Business plan and marketing for the hospitality business	20 hours	

Unit 1:  Recipes
Time:  25 hours
Overall Expectations:
1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, graphic,
and literary texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements
and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for
improvement, and the strategies they found most helpful before, during, and after reading.

Unit Description 
In this unit students will learn the importance of reading material to produce a final product. Understanding new vocabulary is essential in this unit as students become familiar with kitchen and industry terminology. Students learn to read for meaning and to source additional information when needed. These skills are reinforced throughout the term as students perfect their skills of reading recipes, examining charts, following diagrams, and referring to additional sources for clarification.
Students read articles, non fiction resources, and stories as a way of enhancing their knowledge of the hospitality industry. 

Unit 2:Essay Writing
Time:  15 hours
Overall Expectations:
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. Reflecting on Skills and Strategies: 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.
Unit Description
Students write three essays over the 28 week term; an opinion essay, a research essay, and a film review. The five paragraph essay style is emphasized. Focus is placed on developing a thesis, introducing the thesis and sub topics and writing three supporting paragraphs with two or more supporting details. Transition sentences between paragraphs and writing a strong summary paragraph are important components for this unit. Editing, proof reading, revising, and peer editing are reviewed throughout the three essays. Students have the opportunity to reflect on their writing skills and work on strengths and weakness in their writing.

Unit 3:  Menu Writing and Development
Time:  10 hours
Overall Expectations:
1. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
2. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
3. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience;
4. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
5. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
6. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
7. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
8. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Unit Description

Unit 4: Communication
25 hours
Overall Expectations:
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

Unit Description:
In this unit students have the opportunity to oversee the operations of the kitchen. Students, working in pairs, preform the duties of Chef de Cuisine for at least two days each in the first term and for one week in the second term. Students use communication skills to interact with the Chef and peers to supervise the operation of the kitchen. Students research and supervise the production of a staff meal in addition to ensure that all tasks are completed in the kitchen on a daily basis. Students work on motivating their peers, focusing on timelines and deadlines in kitchen production, and using their judgement as to when to assist in daily tasks. Students complete a written self evaluation reflection at the end of their individual units. 

Communication skills are ongoing throughout the two terms of the course. Working with varying personality types in the hospitality industry is reflected in the work like atmosphere of the teaching kitchen.

Unit 5:  Dissecting the Truth 
Time:  15 hours
Overall Expectations:
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
4. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
5. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience;
6. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
7. Reflecting on Skills and Strategies: 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.

Unit Description:

Unit 6: Business Plan and Marketing for the Hospitality Industry
Time: 20 hours
Overall Expectations:
1. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
2. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
3. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
4. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
5. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience;
6. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

Unit description:
In this unit students investigate various market trends relating to household expenditures, the market place, consumer buying practices and trends, population breakdown by age, and restaurant types. Purchasing vs leasing options are investigated, students use cost analysis, goal setting, and objective projection to determine the most cost effective solution in the decision to own or lease property. More than one financial institution is reviewed when looking at mortgage calculators. Fixed and variable costs are reviewed. Various types of taxes are presented; personal, business, and emphasis on HST. An introduction to labour cost is presented with emphasis on scheduling and determining appropriate staff levels by charting sales. 
Students develop and write a professional business plan based on the model provided in class. The use of formal tone and writing skills are key to completing this business type report. The report is presented in a meeting style atmosphere to mimic a presentation made to a banker or potential investors. Students are encouraged to present their projects as professionally as they can.

Resources
Books
Gisslen, Wayne. Study Guide to Accompany Professional Cooking, 6th ed. Toronto: John Wiley and Sons, Inc., 2007
Gisslen, Wayne. Study Guide to Accompany Professional Cooking, 7th ed. Toronto: John Wiley and Sons, Inc., 2010
Gisslen, Wayne. Professional Cooking, 6th ed. Toronto: John Wiley and Sons, Inc., 2007
Gisslen, Wayne. Professional Cooking, 7th ed. Toronto: John Wiley and Sons, Inc., 2010
Labensky, Sarah et al. On Cooking, A Textbook of Culinary Fundamentals,3rd Canadain Edition. Pearson Educational Canada. 2006

Lynn, Jacqueline and Entrepreneur Press. Start Your Own Restaurant and More. Entrepeneur Press. 2009.

Websites
http://whattheworldeats.ca
http://www.rouxbe.com
Canadian Restaurant and Foodservice Association
 Teaching/Learning Strategies
Brainstorming – group generation of initial ideas expressed without criticism or analysis
Buddy System – linking of students for peer/cross age support
Case Study – investigation of real and simulated issues
Class Discussion – active participation of students by taking turns while discussing current issues
Collaborative/Cooperative Learning – small group learning providing high levels of student engagement and interdependence
Computer-assisted Learning – use of the computer to learn new material or to review/reinforce material previously learned
Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation to success in all learners
Demonstration – practical showing or explanation of how something works or is made
Design Process – problem solving approach using a prescribed process involving a number of steps
Field trips – tangible examples of food service operations and work sites
Foods Service Preparation Labs – application by students of industry standards in food safety, sanitation, time planning, preparation, and presentation of food products
Guest Speakers – the use of the knowledge and experience of professionals in order to increase students’ understanding of the real world and how it relates to course content
Handouts/worksheets – formation of a resource book of information for students to draw on
Homework – an extension of classroom learning
Independent Study – exploration and research of a topic interesting to students
Issue-based Analysis – the use of current issues to develop the skills of synthesis and analysis
Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding or new learning in written form on a regular basis
Learning Centres – the use of assigned spaces where learning activities are provided which promote choice, thought, exploration, and interaction
Mind Map – the representation of physical, demographic, numerical data through visual formats to show relationships among ideas
Note Making – recording of information for a variety of purposes
Problem-solving Strategies – working through problems
Problem Solving – model for helping students to identify and work through a design process
Report/Presentation – oral, visual, and written presentation of researched topic to class or community
Research – various models of investigation
Socratic Lesson – oral presentation of information by the teacher
Theological Reflection – examination by students of issues in relation to spiritual understanding as it reflects on them individually, in their families and in their communities
Assessment & Evaluation of Student Achievement
Assessment Strategies
Paper-and-pencil Tests
Activity/answer sheets
Ongoing quizzes
Final evaluation (tests and final exam)
Performance Assessment
Assigned exercises
Checklists
Worksheets
Log/journal entries
Product assessment
Finished product checklists
Career research project
Portfolios
Personal Communication
Classroom discussion
Conferencing
Student-teacher
Teacher-group
Self/peer assessment
Daily log/journal
Ongoing verbal feedback
Critique
Presentation
Teacher Observation
Formal/informal
Reflection
Self/peer assessment
Log/journal
Assessment Tools
Checklists
Marking schemes
Quizzes/tests
Rubrics/rating scales
Anecdotal comments with suggestions for improvement
Evaluation of Student Achievement Assessment Methods
Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful
Formative: occurs during learning and provides ongoing feedback to the teacher and student about the quality of learning and the effectiveness of instruction
Summative: usually carried out at the end of a learning process and may include evaluation