AFNORTH INTERNATIONAL SCHOOL

Course Syllabus

Grade 9 English (Ontario curriculum)

Course Code: ENG 1D

SY 2002 – 2003

Prepared by: Brian Donohue

Grade

9

English

Academic

ENG1D1

(Course title)

(course type)

(course code)

Credit Value:

1

Ontario Ministry of Education Document(s):

The Ontario Curriculum - English 1999 Grades 9 and 10 ISBN 0-7778-8336-8

Prerequisite(s):

none specified

Corequisite(s):

none specified

Department:

English

AFNORTH International School - DND

Dept Head:

(school)

Developer(s):

Alanna Emon, Renfrew County District School Board Brian Donohue, AFNorth International School

Development Date:

October, 2001

Revision Date:

August, 2002

Overall Expectations:

Literature Studies and Reading By the end of this course, students will: · read and demonstrate and understanding of a variety of literary and informational texts, from contemporary and historical periods (Lit.1); · demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories and short essays (Lit. 2); · identify and explain the effect of specific elements of style in a variety of literary and informational texts (Lit.3).

Writing By the end of this course, students will: · use a variety of print and electronic sources to gather information and explore ideas for their written work (W1); · identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information (W2); · use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work (W3); · revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity (W4); · edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English, with the support of print and electronic resources when appropriate (W5).

Language By the end of this course, students will: · use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (L1) ; · use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting for specific purposes and audiences (L2).

Media Studies By the end of this course, students will: · use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyze specific media works (M1); · use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect (M2).

Course Units in Sequence

Narrative Forms and Voices

Students read and study a range of short narratives, including short stories, novellas, narrative poetry, myths, legends, short animated films, and short feature films. Students demonstrate their understanding of narrative by recording their thoughts, ideas, and feelings in a variety of personal and interactive responses and by creating and sharing their own narratives. Students write descriptive and expository paragraphs, thereby providing a foundation for writing the five-paragraph essay.

25 hours Literature and Media 9 Language and Writing 9

Poetic Forms and Voices

Students read and study a variety of poetic forms and learn to identify different types of poems (i.e., lyric, expository, didactic, narrative, dramatic). Students apply appropriate strategies to read, understand, and interpret poetic texts. During this unit, students demonstrate their understanding of poetry by writing Response Journals, explications of poems, and original poetry; by participating in class activities; by presenting poems orally; by adapting a poem to a media form; and creating a Poetry Anthology.

15 hours Literature and Media 9 Language and Writing 9

Dramatic Forms and Voices

Students identify, analyse, and interpret the elements of dramatic structure, character and characterization, theme, setting, and stylistic features of drama, including movement and voice. . Students demonstrate their understanding by recording their thoughts, ideas, and feelings about the characters, conflicts, and themes of the work in a variety of personal and interactive responses; by writing and publishing a literary exposition; by rehearsing and performing a dramatic scene; and by creating and sharing a media work.

15 hours Shakespeare, W. Julius Caesar

Informational Forms and Voices	Students read and study a variety of informational texts, including argumentative essays, reports, surveys, letters, journals, memoirs, web sites, databases, documentary film, and other media works. Students create their own informational texts and presentations for a variety of purposes. The unit provides an opportunity to integrate learning across the curriculum.
30 hours Literature and Media
Finding Our Voices	Students move beyond their immediate personal experiences to explore literature and media that reveal the stories, ideas, and opinions of other time periods or cultures. Students develop and record their thoughts, ideas, and feelings about significant issues in a variety of personal responses, as well as in exposition and creative works. By the end of the unit, students better understand themselves in a diverse society through cross-curricular and cross-cultural learning.
25 Hours Frank, Ann The Diary of a Young Girl (completed)
	Evaluation Procedures* *Detailed information regarding assessment, evaluation and reporting policy is provided in The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. Course Assessment: 70 % Final Assessment: 30 %
Teaching Strategies:
The following are teaching strategies recommended for this course: -lecture -essay writing -work sheets -reading -multi-media presentations -small group cooperative learning -debates -small group discussions -interviews -brainstorming -oral presentations -mind maps -guided internet search -portfolios -role play -homework -analysis of videos -note taking -research -film/video

Assessment and Evaluation Strategies:
The following are assessment and evaluation strategies appropriate for formative assessment: -tests -conferences -quizzes -class discussion -portfolios -portfolio interviews -presentations -self evaluation -essays -peer evaluation -role playing -checklists -interviews -rubrics
Program Planning Consideration:
Education for Exceptional Students. In English courses, accommodations to meet the needs of exceptional students as set out in their Individual Education Plan may include the use of specialized equipment and learning aids such as Braille, magnification aids, voice activated computers, audiotapes, and specialized computer programs, as well as the assistance of oral or sign-language interpreters or scribes. Some students may benefit from using alternative resources (some less complex, others more challenging), communicating through sign language, or working inflexible grouping arrangement.
The Role of Technology in the Curriculum. Using information technology will assist students in the achievement of many of the expectations in the English curriculum. Information technology helps students in their written work and in the analysis of literary and informational texts. Students should use word processing to draft, organize, revise, edit, and format written work. In their research, students should use multimedia resources to find, process, and reorganize information and ideas. Presentation software and audio-visual technologies will enhance the effectiveness of oral and visual presentations.
English as a Second Language and English Literacy Development (ESL/ELD) The secondary English curriculum can be very demanding for second-language learners. Their relatively limited vocabulary in English may make it difficult for them to read certain materials, and their relative inexperience with the conventions of English and with complex sentence patterns in a second language may make it difficult for them to write as fluently or correctly as some of their peers. Also, these students may not be familiar with some of the traditional literary works and common literary themes that their English-speaking peers have already studied. Students who are learners of English as a second language will have the best chance of success in English programs where there are many opportunities for oral interaction with English-speaking peers. Teachers can make an asset of linguistic and cultural diversity in the classroom by encouraging students to share information about their respective languages and literary inheritances. Teachers should focus on the content and organization of ideas in students' written work, as well as on word choice, grammar, usage, spelling, and punctuation.
Career Education. Expectations in the English program include many opportunities for students to apply their language skills to work-related situations, to explore educational and career options, and to become self-directed learners. To prepare students for the literacy demands of a wide array of postsecondary educational programs and careers, English courses require students to develop research skills, practise expository writing, and learn strategies for understanding informational reading materials. Small-group work and oral presentations help students to express themselves confidently and to work cooperatively with others. Regardless of their postsecondary destination, all students need to realize that literacy skills are employability skills. Powerful literacy skills will equip students to manage information technologies, communicate effectively and correctly in a variety of situations, and perform a variety of tasks.
Cooperative Education and Other Workplace Experiences. The knowledge and skills students acquire in English courses will assist them in their cooperative-education and work-experience placements. In all placements, students will be required to read and listen, carefully and with attention to detail, to messages, instructions, and information, in order to perform placement-related tasks and duties efficiently, responsibly, and safely. In some placements, students will need to apply the specialized knowledge acquired in the optional courses on technical communication and presentation and speaking skills. Certain placements will have a specific focus on English literacy skills. For example, in placements with newspapers, television and radio stations, schools, and libraries, students will use their knowledge and skills to analyse texts, to conduct research, to write and revise texts, and to create media works.
Textbook(s):	Literature and Media 9 Nelson Educational Publishing Language and Writing 9 Nelson Educational Publishers Frank, Ann The Diary of A Young Girl Shakespeare, W. Julius Caesar
Other Resources:	Gage Canadian Dictionary