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Welcome to Grade 12 English
In this course, you will have the opportunity to explore and think critically about the concept of resilience from the following perspectives.
Press the tabs to explore these perspectives.
The individual
You will start the course by examining the connection between learning and resilience on a personal level. You will also explore literary examples of individuals who faced difficult situations and think about what you have experienced.
The community
Then you will take a look at how communities have overcome adversity through the power of words, voice, and media.
Humanity
Finally, you will use your new understanding of resilience to examine texts through a selection of critical lenses. Each lens raises important questions about the human condition and human interactions.
Central questions in the course
As you proceed through this course, keep the following central questions in mind:
As you explore diverse written and media texts and apply different literary lenses in this course, you will gain insight and perspective on what it can mean to be resilient and overcome adversity.
Glossary
Resilience
Synonyms for resilience
Strength of character, strength, toughness, hardiness, adaptability, buoyancy, flexibility, ability to bounce back
– Oxford Living Dictionaries
Adversity
Synonyms for adversity
Misfortune, bad luck, trouble, difficulty, hardship, distress, disaster, suffering, sorrow, heartache, tribulation, woe, pain, trauma, reversal of fortune, setback, crisis, catastrophe, tragedy, calamity, trial, burden
Setting Goals
It’s time to develop one or more goals for this course that will help you succeed and recognize your progress.
If you’re not sure how to set goals, here’s one system and there are plenty of tips online.
Establishing SMART goals
You may find it useful to set goals using the SMART technique. SMART goals have five characteristics. Press on the following tabs to explore each characteristic.
Specific,
A goal should identify a specific action or result to be achieved. It answers questions like: What precisely do you want to achieve? Why?
Measurable,
A measurable goal is quantifiable and indicates how you will know you have achieved it. It answers questions like: How often will you need to do it? How will you know when it is accomplished?
Attainable,
Your goal should be achievable, given available resources. It answers questions like: How do you know this can happen? How can you be successful?
Relevant, and
A goal is relevant if it fits your interests and is linked to what you want to achieve. It answers questions like: Is this the best time for this goal? Is this goal worthwhile?
Timebound.
A time-bound goal holds everyone involved accountable and helps with the goal’s measurability. It asks questions like: When can you plan the next step? When will you have met your goal?
They focus on the actions and steps you need to take to achieve them. They identify what you need to do, and how you’ll know that you have achieved them.
Goals with these characteristics focus on the actions and steps you need to take to achieve them. They identify what you need to do, and how you’ll know that you have achieved them
Sample goals
Your goals for this course might range from wanting to finish by a certain date, getting a great mark, learning more about literature, improving your communication skills or simply completing your high school diploma. Your first goal should be to set up a notebook for the course:
Notebook
You will benefit from keeping an organized notebook, as it will be useful for your culminating project. Choose any notebook format you like − it can be a digital or a paper notebook. You will be prompted to reflect on your learning and track your growth throughout the course when you come across the Notebook icon.
Now, let’s try it out!
Write down your course goal(s) in your Notebook.
