OLC4O

Grade 12 Ontario
Secondary Literacy
Course

Unit 2
Student Portfolio

Ontario Secondary Literary Course

Unit 2

2022

Ontario Virtual School

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OLC4O Ontario Secondary Literacy Course
Unit 2 Student Portfolio
This workbook contains all the work for Unit 2 in the Ontario Secondary Literacy Course
course.

How to complete this Portfolio

1. Watch the lessons and complete this portfolio book as you go.

2. You can type right into this portfolio, or print it and hand write.

3. At the end of the unit, go to the Drop Box Page and submit the
whole Portfolio to the Unit 2 Portfolio Drop Box

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Table of Contents
OLC4O Ontario Secondary Literacy Course
Unit 2 Student Portfolio ............................................................................................. 1
Table of Contents………………………..………………………………………………………………………………. 3
Lesson 1………………………………………………………………………………………………………………………...4
Lesson 2………………………………………………………………………..…………………………………………….... 7
Lesson 3………………………………………………………………………………………………………………………… 9
Lesson 4……………………………………………………………….…………….............................................. 11
Lesson 5………………………………………………………………………………………………………………………... 14

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Mixing bags of concrete isn't complicated. You add some water, stir it up and pour it out. But to get the
most strength from the concrete, you have to recognize when it has just the right amount of water mixed
in. Too little water and the particles in the mix won't stick together. Too much water weakens the concrete.
In this article, we'll show you what the perfect mix looks like. We'll also show you a mixing technique that
will ensure thoroughly mixed concrete with a minimum of effort.
For most small jobs around the home, bagged concrete mix is the most convenient and least expensive
way to go. You can use it for fence post footings, deck footings and even small concrete pads. For jobs
requiring more than about 30 bags, consider ordering “ready-mix” concrete from a truck instead.

Sixty- or 80-lb. bags of concrete mix are readily available at home centers, lumberyards and hardware
stores. Don't confuse concrete mix with sand mix or mortar mix. They don't contain the aggregate (stones
or gravel) that's necessary to make a pour thicker than about 3/4 in. You're likely to find more than one
kind of concrete mix on the shelf, including “fast setting,” “high early strength” and “fiber reinforced.” But
for most jobs, standard concrete mix is fine. Read the recommendations on the bags or check
manufacturers' Web sites to find out if one of the special mixes would work better for your project.

Whether you handmix concrete in a plastic tub, homemade mixing tub or wheelbarrow, the technique is
the same. However, it's easier to move and dump concrete that's mixed in a wheelbarrow. For larger jobs,
you could rent a mixer ($35 per day), but it may be more economical to simply order ready-mix concrete.
In addition to a mixing container, you'll need a sturdy hoe and a large bucket as well as a stiff-bristle scrub
brush to clean the equipment. Wear waterproof gloves and safety glasses because the cement in the
concrete mix is caustic and can burn skin. Wash it off with water if it gets on your skin.

Set the bag of concrete mix in one end of the wheelbarrow and slice it open with your hoe. Dump the mix
from the bag and pull out the paper bag.

Fill a bucket with the specific amount of water recommended on the bag (amount varies with bag size).
For future reference, mark the water level with a permanent marker. Pour the water into the opposite end
of the wheelbarrow, reserving about 4 cups to add later if needed.

Pull a small amount of the dry mix into the water with a hoe and mix it completely. Continue pulling and
mixing until all of the powder is wetted and the mix is piled at your end of the wheelbarrow. Continue
mixing by going to the other end of the wheelbarrow and pulling the mix back toward you.

One of the most common mistakes beginners make is to add too much water and end up with concrete
that's thin and soupy. Here are a few tips to avoid the problem.

First, pour a measured amount of water into the mix from a bucket rather than squirting it in with a hose
(Photo 2). Continue mixing for a few minutes after all the water is absorbed because the concrete will
often get soupier as you mix. If you add more water right away, it may end up runnier than you'd like.
Finally, keep at least a few cups of dry concrete mix handy just in case your mix gets too thin.

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A hoe makes a great mixing tool. A flat shovel or spade works too. Whichever you choose, it's best to add
the water to one end of the wheelbarrow or mixing tray and pull the dry mix into it a little at a time (Photo
3). This method ensures that all the dry particles are completely wetted.

Use a sturdy wheelbarrow to mix your concrete. And make sure it's on a level surface. Brace the
wheelbarrow with your knee when you're mixing from the side.

Drag the hoe through the mix to make a trough. The mix is too dry if the sides of the trough are crumbly
and the concrete falls in chunks when you disturb it. Add water one cup at a time, mixing between each
addition.

Add more dry concrete if the mix is too wet and soupy and sags into the trench.

The mix is just right when the sides of the trough stand and the ingredients are thoroughly wetted. A hoe
patted against the concrete will leave a slightly shiny surface.

If the mixed concrete looks like the mix in Photo 6, it's ready to pour. Otherwise, mix in additional dry mix
or water until you get the right consistency.

It's tempting to just squirt water into the dry concrete mix with a hose and mix up a soupy batch of
concrete. After all, it's quicker and the runny concrete is easier to pour. The trouble is, soupy concrete is
only about half as strong as a proper mix and is more likely to crack. That's why we recommend spending
a little extra time measuring the water into a bucket first, and adding only as much as is needed. Even
though the thicker mix is a little harder to place, it'll be worth the extra effort.

Scrub the wheelbarrow and tools with a stiff-bristle brush before the concrete starts to harden. Rinse well.

Remember to clean your equipment right away (Photo 7). Once the concrete hardens, it's a bear to get
off. Scrape excess concrete from the wheelbarrow and pile it on a piece of plastic. If it's a big pile, break it
up into manageable chunks before it fully hardens. Dump the rinse water in an inconspicuous corner of
your lot (it can kill grass). You can even dig a depression to contain the water and then cover the residue
after the hole drains.

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After reading the description of the stages involved in mixing cement, complete the following flow chart to help identify
the sequence of steps.

Set up your mixing area and gather the necessary tools and materials, including the
FIRST… concrete mix, a wheelbarrow, water, a hoe, a bucket, and safety gear like gloves
and glasses.

Open the bag of concrete mix using a hoe, pour it into the wheelbarrow, and mark
the specific water level in a bucket according to the mix instructions. Then pour the
NEXT… correct amount of water into the wheelbarrow, leaving some extra water aside for
adjustments.

Gradually mix the dry concrete with water, pulling and turning the mix to ensure
THEN…. complete wetting of the particles. Add water sparingly if needed and keep mixing
until you achieve the right consistency. Use the hoe to create a trough and assess
the mix's texture, adding more water or dry mix as necessary.

When the mix has the correct consistency, resembling the desired appearance
FINALLY… indicated in the provided photo (Photo 6), it's ready to be used. Adjust the mix by
adding more dry material or water until you achieve the desired texture.

Achieving the perfect concrete mix involves a careful balance of water and
dry material. Too little or too much water can significantly impact the strength
In Conclusion…
and quality of the concrete. The recommended technique involves measured
water addition, gradual mixing, and continuous adjustments until the mix has
the ideal consistency for the specific project.

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Skim the following job advertisements:

1. Needed: Full time secretary position available. Applicants should have at least 2 years experience and
be able to type 60 words a minute. No computer skills required. Apply in person at United Business
Ltd., 17 Browning Street.

2. Are you looking for a part time job? We require 3 part time shop assistants to work during
the evening. No experience required, applicants should between 18 and 26. Call 366 - 76564 for
more information.

3. Computer trained secretaries: Do you have experience working with computers? Would you like a full
time position working in an exciting new company? If your answer is yes, give us a call at 344-5487

4. Teacher Needed: Tommy's Kindergarten needs 2 teacher/trainers to help with classes from 9 a.m. to 3
p.m. Applicants should have appropriate licenses. For more information visit Tommy's Kindergarten
in Leicester Square No. 56

5. Part time work available: We are looking for retired adults who would like to work part time
at the weekend. Responsibilities include answering the telephone and giving customer's
information. For more information contact us by calling

6. University positions open: The University of Cumberland is looking for 4 teaching assistants to
help with homework correction. Applicants should have a degree in one of the following: Political
Science, Religion, Economics or History. Please contact the University of Cumberland for more
information.

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Comprehension Questions
Which position is best for these people? Now scan the text and choose ONLY ONE position for each person.

- Jane Madison. Jane recently retired and is looking for a part time position. She would like to work with
people and enjoys public relation work.

The best job for Jane is -- The best job for Jane is the part-time work available that requires
answering the telephone and giving customer information, as it involves
working with people and involves public relations work, aligning with
Jane's interests.
- Jack Anderson. Jack graduated from the University of Trent with a degree in Economics two years ago.
He would like an academic position.
The best job for Jack is the University positions open at the University of
Cumberland for a teaching assistant, given his desire for an academic
The best job for Jack is -- position after graduating with a degree in Economics.

- Margaret Lillian. Margaret is 21 years old and would like a part time position to help her pay her
university expenses. She can only work in the evenings.

The best job for Margaret is -- The best job for Margaret is the part-time job as a shop assistant
during the evenings. This job suits her schedule and the need to
work part-time while attending university.

- Alice Fingelhamm. Alice was trained as a secretary and has six years of experience. She is an excellent
typist but does not know how to use a computer. She is looking for a full time position.

The best job for Alice is -- The best job for Alice is the full-time secretary position at United
Business Ltd. because she has experience as a secretary and is an
excellent typist without computer skills.

- Peter Florian. Peter went to business school and studied computer and secretarial skills. He is looking
for his first job and would like a full time position.

The best job for Peter is -- The best job for Peter is the computer trained secretaries' position as
he has studied computer and secretarial skills and is seeking his first
full-time job.

- Vincent san George. Vincent loves working with children and has an education license from the city of
Birmingham. He would like to work with young children.
The best job for Vincent is the position at Tommy's Kindergarten,
The best job for Vincent is --
which requires teachers/trainers to work with young children, aligning
with his love for working with children and his education license.

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 Being a safe and responsible driver takes a combination of knowledge, skill and attitude.

To begin, you must know the traffic laws and driving practices that help traffic move safely.
Breaking these "rules of the road" is the major cause of collisions.

Traffic laws are made by federal, provincial and municipal governments, and police from each level
can enforce them. If you break a traffic law, you may be fined, sent to jail or lose your driver's
licence. If you get caught driving while your licence is suspended for a Criminal Code conviction,
your vehicle may even be impounded.

But you need to do more than just obey the rules. You must care about the safety of others on
the road. Everyone is responsible for avoiding collisions. Even if someone else does something
wrong, you may be found responsible for a collision if you could have done something to avoid it.

Because drivers have to cooperate to keep traffic moving safely, you must also be predictable,
doing what other people using the road expect you to do. And you must be courteous. Courteous
driving means giving other drivers space to change lanes, not cutting them off and signalling your
turns and lane changes properly.

You must be able to see dangerous situations before they happen and to respond quickly and
effectively to prevent them. This is called defensive or strategic driving. There are collision
avoidance courses available where you can practice these techniques.

Defensive driving is based on three ideas: visibility, space and communication.

Visibility is about seeing and being seen. You should always be aware of traffic in front, behind and
beside you. Keep your eyes constantly moving, scanning the road ahead and to the side and
checking your mirrors every five seconds or so. The farther ahead you look, the less likely you will
be surprised, and you will have time to avoid any hazards. Make sure other drivers can see you by
using your signal lights as required. Managing the space around your vehicle lets you see and be
seen and gives you time and space to avoid a collision. Leave a cushion of space ahead, behind
and to both sides. Because the greatest risk of a collision is in front of you, stay well back.

© Queen's Printer for Ontario, 2011.

Questions:

1. What does it take to be a safe and responsible driver?

Being a safe and responsible driver requires a combination of knowledge, skill, and attitude. It
involves knowing and following traffic laws, caring about the safety of others on the road, being
predictable and courteous, and practicing defensive driving techniques.

2. What could happen if you broke the "rules of the road"?

If you break the "rules of the road," you could face consequences such as fines, imprisonment, or
losing your driver's license. Additionally, if you drive with a suspended license due to a Criminal
Code conviction, your vehicle may be impounded.
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3. Who is responsible for avoiding collisions?
Everyone is responsible for avoiding collisions on the road. Even if someone else acts improperly,
you may be considered responsible if you could have taken steps to prevent a collision.

4. What is defensive driving based on?

Defensive driving is based on three key concepts: visibility, space, and communication. Visibility
involves constantly scanning the road and checking mirrors to be aware of your surroundings.
Managing space around your vehicle provides time and space to react, and communication
involves using signals and other means to make your intentions clear to other drivers.

5. Do people ever drive without their licence?

Yes, some people do drive without a valid license, which is illegal and can lead to serious
consequences if caught.

6. How can people ensure driving is safe for everyone?

People can ensure driving is safe for everyone by obeying traffic laws, being considerate and
courteous to other drivers, staying focused on the road, avoiding distractions like texting while
driving, and practicing defensive driving techniques.

7. Why shouldn't you text while driving?

Texting while driving is dangerous because it diverts attention away from the road, increasing the
risk of accidents. It is crucial to stay focused on driving to prevent collisions and ensure the safety of
everyone on the road.

8. Think of a time when you were in a car and another driver did something inappropriate.
If you could talk to them, what would you tell them?

Inappropriate driving behavior can include actions like aggressive driving, tailgating, or not using
turn signals. If I were to talk to a driver engaging in such behavior, I would stress the importance of
driving courteously, following traffic rules, and being considerate of others to ensure a safer road
environment for everyone.

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Please transfer your answers to the multiple choice questions into the space below.

#1 #2 #3 #4 #5
A G D G C

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Yes, Nat's career exploration will benefit from the interview with Alex. Alex shares
insightful information on his own entrepreneurial experience, including the creative side
of being his own boss and how he got started. After Alex completed his schooling at
Blaiseville College, Nat learns about the concrete actions he took, such as taking out a
loan to purchase a van and getting his brother's assistance to turn it into a mobile salon.
This first-hand narrative gives Nat advice on the value of study, practical business
planning, and goal focus in addition to providing real-world instances of
entrepreneurship.

The advantages of performing community service are demonstrated in this selection by

means of Alex's involvement at his grandfather's assisted living facility. In his charity
activities, Alex discovered that individuals who had difficulty accessing a hair salon or
barbershop needed hair services. His business endeavor, the Hair Shop on Wheels, was
founded on this realization. In addition to allowing Alex to positively impact the
community by rendering necessary services, volunteering inspired Alex to start his
business. This shows how doing community service can result in insightful experiences
and possibilities, highlighting the possibility of personal and professional development
through giving back to the community.

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Identify the type of text in the following passages.

1) Papers should not exceed 7000 words (including footnotes and Works Cited) and should follow the latest
MLA Handbook. Papers should be submitted in double-spaced format (two hard copies and a disk) to the
editors of the issue at the following addresses:
Tina Krontiris, School of English, Aristotle University, 541 24 Thessaloniki, Greece, and Jyotsna G. Singh,
Department of English,
Michigan State University, East Lansing, MI
48824-1036.

Type:
Informative Text

2) Most artists are very nervous of scientific analysis. They feel it destroys something about the human aspect
of creativity. […] Some fear that too much analysis will only break the spell. Likewise, most scientists see the
creative arts as an entirely subjective development that long ago left science to tread the long road to
objective truth alone. Whole books have been written about this bifurcation, but here I want to talk about
some interesting points of contact between art and science that are facilitated by the growth in our
understanding of complex organization and pattern. I believe that the sciences of complexity have a lot to
learn from the creative arts. The arts display some of the most intricate known examples of organised
complexity. Likewise, the creative arts may have something to learn from an appreciation of what
complexity is and how it comes about.

Type:
Narrative Text

3) Yes, I have returned to this arcaded city, unwisely, it may be. I rented a place in one of the little alleyways
hard by the Duomo, I shall not say which one, for reasons that are not entirely clear to me, although I confess I
worry intermittently about the possibility of a visit from the police. It is not much, my bolt-hole, a couple of
rooms, low- ceilinged, dank; the windows are so narrow and dirty I have to keep a table lamp burning all day
for fear of falling over something in the half dark.

Type:
Descriptive Text

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4) The geography of the Aran Islands is very simple, yet it may need a word to itself. There are three islands:
Aranmor, the north island, about nine miles long; Inishmaan, the middle island, […] nearly round in form; and
the south island, Inishere − in Irish, east island, − like the middle island but slightly smaller. They lie about thirty
miles from Galway, up the centre of the bay, but they are not far from the cliffs of County Clare, on the south,
or the corner of Connemara on the north.

Type:
Descriptive Text

5) Acanthus

A thistle-like plant (common to the warm Mediterranean region) whose narrow and pointed-lobed leaves,
when stylized, form the characteristic decoration of the Corinthian and Composite Orders of columns.

Type:
Expositive Text

6) President George W. Bush has told us that the question of whether to withdraw from Iraq is one that his
successors will have to deal with − not him. I don’t think so. Bush is not going to have that luxury of passing
Iraq along. You see, the insurgency in Iraq is in its “last throes” − just like Dick Cheney said. Unfortunately, it’s
being replaced by anarchy in many neighborhoods − not democracy. And I don’t believe the American people
will put up with two and half more years of babysitting anarchy instead of midwifing democracy.

Type:
Argumentative Text

7) The dancers were trickling away on to the touchlines of the long-floor. The walls were decorated with scenes
from the remoter past, portrayed in what no doubt an advanced style, so that in the one nearest Dixon, for
example, some lack of perspective or similar commodity made a phalanx of dwarf infantrymen seem to be
falling from the skies upon their much larger barbarian adversaries who, unaware of this danger overhead,
gazed threateningly into the empty middle distance. Lowering his eyes from these memorials, he caught sight
of Michie talking and laughing with his girl. She had the kind of water-gipsy face that affected him
uncomfortably.

Type:
Descriptive Text

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 Student Self - Assessment

Something I did well… Something I need to work on… Self - Regulation

 I submitted my work on time
 I completed everything the assignments asked
me to do
 I did well in the application section
 I did well in the knowledge section
 I did well in the communication section
 I did well in the thinking section
 I asked for help when I needed it
 I studied hard
 I did all of my homework
 Other: ____________________________
 I need to communicate more clearly
 I need to edit my work more carefully
 I need to know more of the course material
 I need to be able to problem solve and think
critically
 I need to apply what I’ve learned to new
situations
 I need to get clarification of the assessment
 I need to manage my time more responsibly
 I need to be better organized
 I need to collaborate with others
 I need to put in more effort/show initiative
 Other: _______________________
 I will study more
 I will do my homework
 I will get extra help
 I will plan my time better
 I will ask questions in class when I do not
understand
 I will organize my class materials and notes
 I will focus more in class
 Other: ______________________

My learning goal was: Success Criteria - I know that I am successful when I can…
My learning goal was to develop reading strategies and generally I know that I am successful when I can read significantly
important factors to consider before, during, and after reading. more efficiently.

I met my success criteria at a level 4, 3, 2, or 1 (highlight) because……. A next step for me is

At level 4, I achieved my success criteria. I met my objectives for this unit I would like to continue studying deeper into literacy.
and gained a more comprehensive understanding of the subject of
literacy.

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