DATE:COURSE INFORMATION SHEETSECONDARY SCHOOL: MICHAEL POWER ST. JOSEPH HIGH SCHOOLDEPARTMENT HEAD:TEACHER:DEPARTMENT: EnglishCURRICULUM POLICY DOCUMENTThe Ontario Curriculum Grade 9/10COURSE TITLEPRE-REQUISITEFULL YEAR /SEMESTEREnglish Grade 9 AppliedNone, (Grade 8 English)COURSE CODEGRADE & TYPEENG 1P9 AppliedSemesterCREDIT VALUE1COURSE DESCRIPTIONThe course emphasizes the development of literacy, critical thinking and communication skills.Organized around the theme of close-mindedness and communication: intolerance and how it isovercome, the course will help students to continue to develop their ability to write organizedparagraphs, well structure and supported be quoted evidence, to speak purposefully, and read forcomprehension. Students will purchase and use a grammar workbook and will be familiarized withexpectations of the Ontario Literacy Test which is on the horizon in Grade10.LISTED IN ORDER OF INSTRUCTIONAL DELIVERYSTRAND / UNIT TITLES HOURS OVERALL EXPECTATIONS / UNIT DESCRIPTIONSHORT STORIES ANDMYTHOLOGYNOVEL STUDYDRAMA30-352020The short story unit often serves as a diagnostic tool early in the courseto establish the strengths and weaknesses of the class. Readingcomprehension techniques will be taught. Students will continue theirfamiliarity and understanding of plot stages, character and conflict,mood, setting and symbol and those elements working to establishliterary theme. The mythology unit introduces students to symbols, theconcept of archetype/foundational patterns/the links between foundingmyths in various cultures. Advertising aspects can be integrated withelements emerging from the myth unit to provide a hands-on activitycreating posters/myth connected commercials.Placed in the final third of the course, the novel study will test students’abilities to work with a longer prose piece. Students will continue toexplore the PACTS elements from the short story unit and will work tosee how writers pattern elements and work to connect characterdevelopment to conflict and plot element. Reader’s journals and/orreading circles are a possibility in this unit.Offering the chance for hands-on activity, the drama unit offers thechance for students to dramatize a work. The basics of stagecraft will bea unit of focus. The power of dialogue and the use of the spoken word asa device of characterization is a possibility.
POETRY/ NON-FICTION/WRITING ANONGOING GRAMMAR/CULMINATING ACTIVITY30-35Poetry and non-fiction works will likely be interspersed throughout thesemester. Students will use non-fiction to work on their summary skillsand to learn how to draw key ideas from the text. Poetry, besides offeringthe chance for literary analysis, gives the chance for anthology and forlooking at the links between song and poetry. Paragraph structure and thefundamentals of literate sentences are the main grammar focus. Aculminating activity is worth 10% of the final grade might be shapedaround a newspaper/new story structure and/or longer literary analysis.STUDENT EVALUATION CRITERIATERM – 70% FINAL – 30%10 ≤ RELATIVE EMPHASIS / WEIGHTING ≤ 40 RELATIVE EMPHASIS / WEIGHTINGKNOWLEDGE/UNDERSTANDING 17.5 Exam 20FINAL REPORT CARD GRADECALCULATION – 100%INQUIRY/THINKING 21 ISU 10 TERM TOTAL + FINAL TOTALCOMMUNICATION 21 = REPORT CARD MARKAPPLICATION 10.5TERM TOTAL 70 FINAL TOTAL 30ASSESSMENT FORMAT USEDWRITTEN PERFORMANCE OTHEREssay Oral Presentation Creative AnalysisUnit Tests Scene Dramatization News Story ProductionQuizzesRole PlayingReaders JournalsDebateTBARESOURCESPROSE/ POETRY Language Power F (sold to students $10)Crossroads 9In Your Own WordsInside StoriesTex/ The Pigman/ Men of Stone/ The Lottery Rose/ Any of theunassigned novels in the Learning Circles Packages (teachersdiscretion)DramaThe Miracle Worker/ Inherit the WindMultimediaResourcelines9/10/ various film/ mythology
LEARNING SKILLS CRITERIAIN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THESTUDENT IN EACH OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTERSYMBOLS.E–EXCELLENT G–GOOD S–SATISFACTORY N–NEEDS IMPROVEMENTSKILL: WORKS INDEPENDENTLYINDICATORS:• accomplishestasks independently• demonstrates persistence in bringing tasks to completion• accepts responsibility for completing tasks• uses time effectively• follows instructions• uses prior knowledge and experience to solve problems and• regularly completes assignments on time and with care make decisions• demonstrates self-direction in learning• reflects on learning experiences• independently selects, evaluates, and uses appropriatelearning materials, resources, and activitiesSKILL: ORGANIZATIONINDICATORS:• organizes work when faced with a number of tasks• manages and uses time effectively and creatively• devises and follows a coherent plan to complete a task • demonstrates ability to organize and manage information• follows specific steps to reach goals or to make• follows an effective process for inquiry and researchimprovements• uses appropriate information technologies to organize• revises steps and strategies when necessary to achieve a goal information and tasksSKILL: INITIATIVEINDICATORS:• seeks out new opportunities for learning• approaches new learning situations with confidence and a• responds to challenges and takes riskspositive attitude• demonstrates interest and curiosity about concepts, objects, • develops original ideas and devises innovative proceduresevents, and resources• attempts a variety of learning activities• seeks necessary and additional information in print,• seeks assistance when neededelectronic, and media resources• uses information technologies in creative ways to improve• identifies problems to solve, conducts investigations, and learning for self or othersgenerates questions for further inquiry• requires little prompting to complete a task, displaying selfmotivationand self-directionSKILL: TEAMWORKINDICATORS:• works willingly and cooperatively with others• questions the ideas of the group to seek clarification, test• shares resources, materials, and equipment with others thinking, or reach agreement• responds and is sensitive to the needs and welfare of others • shows respect for the ideas and opinions of others in the• solves problems collaborativelygroup or class• accepts various roles, including leadership roles• listens attentively, without interrupting• takes responsibility for his or her own share of the work to be • in discussions, paraphrases points of view and asks questionsdoneto clarify meaning and promote understanding• works to help achieve the goals of the group or the class • recognizes the contribution of group members by means of• helps to motivate others, encouraging them to participate encouragement, support, or praise• contributes information and ideas to solve problems andmake decisionsdecisionsSKILL: WORK HABITS/HOMEWORKINDICATORS:• seeks consensus and negotiates agreement before making• completes homework on time and with care• begins work promptly and uses time effectively• puts forth consistent effort• perseveres with complex projects that require sustained effort• follows directions• applies effective study practices• shows attention to detail• uses materials and equipment effectivelyNOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to theProvincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .