Course Profile   English, Grade 10, Academic, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. 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.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Teams – English

 

Lead Board

Algonquin and Lakeshore Catholic District School Board

 

Course Profile Writing Team

Michael Wallace, (Lead Writer), Loyola Community Learning Centre

Tina Ash, Notre Dame Catholic High School

Denise Boilard, Nicholson Catholic Secondary School

Debbie Enright, St. Joseph’s High School

Maureen McGraith, Nicholson Catholic Secondary School

 

Word Processing

Darlene Keating, Loyola Community Learning Centre

 

Course Overview

English, Grade 10, Academic

Identifying Information

Department:  English

District:  Algonquin & Lakeshore Catholic District School Board

Course Developers:  Tina Ash, Denise Boilard, Debbie Enright, Maureen McGrath, Michael Wallace

Course Title:  English

Grade:  10

Course Type:  Academic

Development Date:  February 2000

Ministry Course Code:  ENG2D

Secondary Policy Document:  The Ontario Curriculum, Grades 9 and 10, English

Publication Date:  2000

Credit Value:  1

Description/Rationale

This course extends the range of analytic, reading, writing, listening, oral communication, and higher level thinking skills that students need for success in the secondary school academic program in the context of their daily lives and the larger community. Students will study and interpret challenging texts from contemporary and historical periods, including novels, poems, media works, essays, and plays. They will analyse and implement transition knowledge and skills. They will also investigate, analyse and create effective media works. An essential focus will be the pertinent, practical and correct use of spoken and written language. This course profile demonstrates one way in which the expectations from the Grade 10 Academic English course could be organized into units.

How This Course Supports The Ontario Catholic School Graduate Expectations

The primary goal of Catholic education is to educate for life and to facilitate young people to become discerning believers who demonstrate a Catholic openness and a commitment to social justice. Education in the Catholic school system nurtures the vision that the glory of God is realized when each person is able to reach his/her potential while acknowledging human weakness and limitations as creations of God. Subsequently, this course encourages students to find and value their own voice through the integration of a variety of literature, media and communication. The Grade 10 curriculum is another stage in the students’ journey towards completing the Catholic Graduate Expectations and their life long partnerships with God.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  Short Story and Essays: Examining the Craft

Time:  24 hours (18 hours and 6 hours for skills development)

Description

As the first unit, the examination of the short story lays the foundation of the course. Students will read and demonstrate their understanding of fiction beginning with the short story through discussion and reflection that will foster their personal growth. The teacher will teach various strategies to read, understand, interpret and analyse information within the short story informed by their Catholic values. Learning will be enriched by the inclusion of additional genres such as poetry and a dramatic dialogue. This unit will also include effective essay writing and an introduction to the comparison/contrast essay. Students will demonstrate their understanding through personal reflection, daily participation, discussions, creative writing, written work, daily reading, and group work.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  1d, 1g, 1j, 1i, 2a, 2b, 2c, 2e, 3b, 3c, 3d, 4a, 4b, 4f, 4g, 5a, 5e, 5g, 7b, 7g, 7j.

Strand(s):  Literature Studies and Reading; Language; Writing

Overall Expectations:  LIV.01D-03D, WRV.01D-05D; LGV.02D - 05D.

Specific Expectations:  LI1.01D-07D; LI2.01D, LI2.02D; LI3.01D, LI3.02D-03D; WR1.01D; WR2.01D-04D; WR3.01D-04D; WR4.01D-04D; WR5.01D, 04D-06D; WR5.11D, 04D, 06D, 10D, 12D, 13D; LG1.01D, 03D-07D, LG2.01D, 05D.

Unit 2:  Novels: Human Journey

Time:  21 hours (17 hours and 4 hours for skills development)

Description

In this unit the students will be given the opportunity to examine the novel critically within the context of their own lives by exploring values and related issues in the novel. The teacher will assist the students by providing activities that facilitate this exploration through group discussion, debate, theme/symbol jigsaw, presentations, journal writing and creative extension. The exploration will permit the students to examine their lives in light of gospel values.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  1e, 1i, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5b, 5e, 5g, 6e, 7g.

Strand(s):  Literature Studies and Reading; Writing; Language

Overall Expectations:  LIV.01D-03D; WRV.01D-05D; LGV.01D-02D.

Specific Expectations:  LI1.01D-08D; LI2.01D-03D; LI3.01D-03D; WR1.01D-04D; WR2.02D-04D; WR3.01D; WR4.01D-04D; WR5.01D, WR5.07D; WR5.09D-13D; LG1.03D-07D; LG2.01D-06D; LG2.08D; MD2.01D.

Unit 3: Poetry: Language Of Life

Time:  17 hours (14 hours and 3 hours for skills development)

Description

Poetry speaks the language of life. As a viable means of self-expression students will read, explore, interpret, and write poetry. Emphasis will be given to critical reading, research, and oral recitation of poetry to enhance student understanding of the genre. The culminating activity of this unit is designed for students to explore their Canadian identity through an examination of Canadian poets and their works. Through the study and writing of poetic forms and devices, students are called upon to observe and reflect on their personal aspirations and values and to recognize that life is a sacred gift from God.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  1e, 1g, 1i, 2b, 2e, 3c, 3e, 4e, 4f, 4g, 5e, 5f, 5g, 7g.

Strand(s):  Literature Studies and Reading; Language; Writing

Overall Expectations:  LIV.01D-03D; LGV.01D, 02D; WRV.01D; WRV.02D; WRV.04D; WRV.05D.

Specific Expectations:  LI1.01D, 02D, 04D, 05D, 07D, 08D; LI2.01D, 02D; LI3.02D, 03D; LGI.01D, 03D, 04D, 05D; LG2.01D, 02D, 05D; WR1.01D-04D; WR2.01D-04D; WR4.01D, 04D; WR5.01D; WR5.03D, 04D, 08D, 10D.

Unit 4:  Drama: All the World’s a Stage

Time:  20 hours (15 hours and 5 hours for skills development)

Description

Students will expand and apply skills learned thus far, in the course, to the study of drama. Students will read and discuss the text. Teachers will provide students with the opportunity and information necessary to interpret the elements of dramatic structure, character and characterization, theme, setting and dramatic devices. Students will understand the importance of the context (social, cultural and political) in which a literary work was created and apply this knowledge in appreciating the text being studied. Students will demonstrate their understanding by reading, discussing, analysing and by participating and responding in various creative activities (e.g., dramatic presentation, prompt booklet and journal responses). Teachers may access community resources to enhance student learning and to promote multiculturalism. Teachers may organize a field trip to see a theatre production. These activities will allow the students to apply their knowledge of the human experiences and the development of a just and compassionate society.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  1d, 1j, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5e, 5f, 5g, 7g.

Strand(s):  Literature Studies and Reading; Writing; Language; Media Studies

Overall Expectations:  LIV.01D-03D; WRV.01D-05D; LGV.01D, 02D; MDV.02D.

Specific Expectations:  LI1.01D-05D; LI1.07D, 08D; LI2.01D; 02D; LI3.01D, 02D; LIV.01D-03D, 06D, 08D; WR1.02D; WR2.02D-04D; WR3.02D, 03D; WR4.01D, 03D, 04D; WR5.01D, 02D, 04D, 05D, 06D, 08D, 10D, 11D, 13D; LG1.02D-07D; LG2.01D-06D; MDI.02D; MD2.01D.

Unit 5:  Deconstructing Our World: An Examination Of Media

Time:  23 hours (19 hours and 4 hours for skills development)

Description

This unit builds upon the awareness of media developed in the Grade 9 program. The purpose of this unit is to provide students with the tools to deconstruct the media in their search for personal truth and their relationship with God. Through the examination of advertising, television, the Internet and the overall influence of the media, students will learn to discern the truth.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  1c, 1d, 1h, 1i, 2a, 2b, 2c, 3c, 3d, 3f, 4a, 4d, 4f, 4g, 5b, 5d, 5e, 5f, 5g, 6b, 6c, 7a, 7b, 7c, 7g, 7h.

Strand(s):  Literature Studies and Reading, Writing, Language, Media Studies

Overall Expectations:  LIV.01D-03D; LGV.01D-02D; WRV.01D-05D; MDV.01D-02D.

Specific Expectations:  LI1.01D-04D, 06D-08D; LI2.03D; LI3.03D; WR1.01, 02D, 03D; WR2.02D, 04D; WR3.02D, 03D; WR3.02D; WR4.01D, 02D, 04D; WR5.04D, 06D, 08D, 09D, 10D; LG1.02D, 04D, 06D; LG2.01D, 02D, 04D; MD1.01D-04D.

Culminating Activity

Time:  5 hours

Description

This activity will be part of the 30% final summative evaluation which may also include a final examination. This culminating activity reinforces the skills and knowledge learned throughout the Grade 10 course. Students will compose an essay on a particular author within a selected genre as well as a creative piece for presentation. This activity is ongoing throughout the semester, therefore it is suggested that students begin their preparatory work after Activity 4 of the Novel unit. Teachers will monitor process and progress of this individualized project through the writing process, conferencing, and observation. In the spirit of Christianity, students will become not only collaborative learners, but self-directed, responsible life-long learners.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  2e, 3c, 4b, 4e, 4f, 5f, 7b.

Strand(s):  Literature Studies and Reading; Language; Writing; Media Studies

Overall Expectations:  LIV.01D-03D; WRV.01D-05D; LGV.01D, 02D; MDV.01D, 02D.

Specific Expectations:  LI1.01D, 02D, 04D, 06D; LI2.01D-03D; WR1.02D, 04D; WR2.01D; WR3.02D, 03D; WR4.01D, 04D; WR5.01D, 11D; LG1.06D, 07D; LG2.01D, 04D; MD2.01D, 03D.

Strategies and Resources

Resources

Print

Novels and plays

Poetry Anthology (multicultural)

Collection of Non-Fiction and Media Readings (e.g., anthology of essays, literary criticism, newspapers, and magazines)

Writing and Language Resource Texts

Short Story Anthology (multicultural)

NRSV Bible

Dictionaries and Thesauri

Glossary of Literary Terms

Social Teachings of the Church

Software/Video

Desktop Publishing Programs (e.g., Microsoft Word, Microsoft Access, PowerPoint, Encarta)

Internet

CD-ROMs (e.g., Interactive Shakespeare Library)

Electronic Library

Skills Bank

Hardware

Portfolios

TV/VCR

Computers

CD Player

Videocamera

Videotapes

Audio Tapes

Human Resources

Teachers, Students/Peers

People in the Community

Board Personnel

Evaluation of Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. In the Grade 10 Academic English course, teachers employ a variety of assessment strategies that will form their final evaluation of student performance. It is also imperative that the teacher use a variety of assessment tools to evaluate student learning. Accommodations for special needs students should be considered in advance of assessment. Teachers ensure students are involved in the establishment of task criteria and assessment tools, where possible. It is necessary that a balance of approaches to assessment are used including both teacher- and student-directed evaluation. Prior learning and level of skill will be predetermined by the teacher through diagnostic assessment. Assessment strategies should be intimately linked to specific expectations based on an established criteria. The Achievement Chart in The Ontario Curriculum, Grades 9 and 10, English, will be used in the final evaluations to determine a consistent level of achievement.

The Grade 10 Academic English course is founded on the principles of sound assessment and evaluation, with a variety of teaching and assessment strategies which are comprehensive and informative. Formative assessment becomes paramount as a means to involve learners in the evaluation process, to improve student learning, to validate individual responses and to empower the learner in the learning process. As Catholic educators, the assessment and evaluation must respect individual differences and build on a tradition of collaboration and the building of self-esteem. It is critical that the Christian spirit of co-operation and the value of the individual be modelled and stressed consistently by the teacher in order for students to evaluate the limitations of our competitive society.

The Grade 10 Academic English course stresses theoretical approaches and concepts, and incorporates practical applications as appropriate. Each assessment tool applies to all four categories of knowledge and skills from the Ministry. Teachers need to continue to discern the difference between the four achievement categories in the creation of rubrics, checklists, etc. Absences and punctuality are recorded separately as formative assessments and reported in the learning skills chart on the report card. Grades are determined based on student performance of expectations assessed throughout the course. The teacher assesses the most consistent level of student achievement and, where applicable, the most consistent recent level of achievement. The final grade on the report card should reflect 70% summative course work (produced daily) and 30% final summative work (i.e., culminating activity, examinations, research projects, etc.). The teacher at all times will keep the student foremost in mind when using any evaluation or assessment.

Final Course Grade

Additional Information

Course Notes

The Grade 10 Academic English Course is a prerequisite for either of the Grade 11 English courses. This focus is reflected in the time allocated for each unit, the selection of resources, and the types of activities within each unit. To that end, the culminating activity embodies the course expectations and assesses student achievement.

The Grade 10 Academic English program affords the students an opportunity to read a balance of exemplary literary and informational works that promote a student’s intellectual growth and language development.

Through the study of the short story, the novel, poetry and drama and media, the young person embarks on a journey of self-discovery and encounters the human condition of suffering, alienation, inauthenticity, growth, loyalty and love.

In practising the craft, skills of reading, writing, listening, and speaking, students make connections between their world and the world of literature. Through co-operative and respectful group dynamics and discussions, the student has the opportunity to practise Christian leadership skills where sensitivity is fundamental. As a result, a greater sense of dignity is acquired and the individual is empowered to act and respond to improve the human condition.

The choice of resources should reflect the students’ diverse interests/abilities and backgrounds. The selection of texts should be sensitive to the community in which the curriculum is delivered and should, also, be representative of the multicultural framework which makes up the Canadian mosaic.

We live in the information age, therefore, students must be comfortable with and skilled in the use of information technology in order to access the wide variety of information that is available to them.

Technical literacy is essential for success, thus the English teacher needs to collaborate and co-plan activities with the teacher-librarian and technology teachers. It is imperative that teachers instruct students in the appropriate use of technology, emphasizing the critical, ethical, and safety issues associated with the use of the Internet. In an effort to provide opportunities to promote student learning across the curriculum, teachers should consult with the art teacher, history teacher, drama teacher, and guidance personnel.

In recognition that the classroom is an extension of the community, opportunities should be provided to allow members of the local community into the classroom. As members of a Catholic community it is important that students have opportunities to witness their faith in action.

Teachers must ensure that the classroom provides an environment that promotes respect, acceptance, integration, and a vision of the Catholic faith community.

The Catholic educator has been provided with a range of accommodations to help meet the diverse needs of the learner within his/her class. A range of accommodation strategies is provided in each unit for each activity. The range of accommodation is intended to serve the needs of the exceptional students and the English as a Second Language students.

In order to facilitate this accommodation, teachers will assess the students’ prior knowledge to accommodate enrichment and/or remediation.

In promoting the Gospel values of inclusion and acceptance, teachers will promote co-operative learning strategies and conflict management skills within their class.

In promoting safety, teachers must ensure that all classroom activities and out of school activities, used to expand the students’ learning, are safe for all students.

Teachers must ensure that the instruction materials are appropriate for the student. The safety issues regarding the use of the Internet are addressed.

The teacher will provide clear behavioral expectations regarding student interaction within the classroom. The teacher must ensure that student safety is provided.

This course profile demonstrates one way in which the expectations from the English Grade 10 Academic policy document can be organized into units.

Teachers must be cognizant of the fact that their students come from a variety of cultures, backgrounds and experiences. Thus, the teacher must be sensitive at all times to the subject matter being studied. The teacher must address issues as they arise and may access community resources for assistance.

At the beginning of the Grade 10 Academic English program, the teacher should provide time for students to set personal goals. In this way, students gain ownership of the process of learning and can enhance their commitment to their own education as they embark on a new journey. At the end of the course, in the culminating activity, students will recall and reflect on their goals to consider their personal growth in the context of the Grade 10 Academic English program. The culminating activity is ongoing throughout the semester therefore, it is suggested that students begin their preparatory work after Activity 4 of the Novel unit.

Accommodation

Teachers using course profiles are required to accommodate the unique learning styles of individual students by using the student’s Individual Education Plan (IEP). The following is a list of general accommodations for students:

·       pairing with another student (mentor/tutor)

·       providing supplementary texts to accommodate different reading levels

·       providing alternate activities that suit strengths in learning styles

·       providing audio/Braille version of print resources

·       providing students with extra time and an alternative location(s) for successful completion of tasks

·       audio taping or oral assessment of pen and paper tests and assignments

·       breaking down larger assignments into smaller, more manageable tasks

·       allowing use of laptop computers within the classroom

OSS Policy Applications

Ontario Ministry of Education and Training. Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements. Toronto: Queen’s Printer 1999.

Ontario Ministry of Education and Training. Stepping Up! Ontario’s New Standards for High Schools. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. The Ontario Curriculum for Grades 9 and 10: English. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. The Ontario Curriculum for Grades 9 and 10: Program Planning and Assessment. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. Handbook for Teachers of Students With Learning Disabilities. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education and Training. Individual Education Plan (IEP): A Resource Guide. Toronto: Queen’s Printer, 1998.

Ontario Ministry of Education and Training. ESL/ESD: English as a Second Language/Dialect, Int. and Sr. Division. Toronto: Queen’s Printer, 1997.

Ontario Ministry of Education and Training. The Ontario Curriculum 9 to 12: English As a Second Language and English Literacy Development. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. The Ontario Curriculum Grades 9 and 10: Guidance and Career Education. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. Engendering Equity: Transforming Curriculum. Toronto: Queen’s Printer, 1995.

Ontario Ministry of Education. Media Literacy Resource Guide. Toronto: Queen’s Printer, 1989.

Ontario Ministry of Education and Training. The Ontario Curriculum Grades 1-8: Language. Toronto: Queen’s Printer, 1997.

Ontario Ministry of Education and Training. The Ontario Curriculum Grades 9 and 10: The Arts. Toronto: Queen’s Printer, 1999.

Course Evaluation

In order for teachers to ensure program effectiveness, English departments must evaluate their course. When completing this review, colleagues should check for a program which respects the principles of assessment and evaluation, namely, that the strategies are: comprehensive, valid, informative, equitable, ethical and collaborative. As well, teaching strategies must be bias free and address a range of learning styles.

 

Coded Expectations, English, ENG2D

Literature Studies and Reading

Overall Expectations

LIV.01D

– read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods;

LIV.02D

– demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces;

LIV.03D

– identify and explain the effect of specific elements of style in a range of literary and informational texts.

Specific Expectations

Understanding the Meaning of Texts

LI1.01D

– describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a range of genres, including novels, plays, short stories, poetry, opinion pieces, reports, short essays, full-length non-fiction works, newspapers, magazines, and reference materials;

LI1.02D

– select and read a range of texts for different purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, evaluating print and electronic materials as sources of information, and comparing personal ideas and values with those in texts (e.g., read multicultural short fiction to deepen their understanding of Canada’s diversity; assess the usefulness of a manual for a software application; develop a “profile” of a character in a play by Shakespeare or a novel and then role-play an interview with the character);

LI1.03D

– select and use a variety of reading strategies before, during, and after reading to understand texts (e.g., preview a text; predict main ideas or outcomes; use prior knowledge and personal experiences to interpret and assess ideas and information list unanswered questions while reading; role-play alternative solutions to conflicts presented in the text);

LI1.04D

– use relevant, significant, and explicit information and ideas from texts to support interpretations (e.g., use relevant evidence to support an explanation of the theme of a poem or short story; select quotations from an essay that best communicate the author’s arguments);

LI1.05D

– analyse information, ideas, and elements in texts and synthesize and communicate their findings (e.g., read a biography and make a speech about the person to the class; create a fictitious newspaper report about the events and issues in a novel or short story);

LI1.06D

– present sufficient significant evidence from a text to support opinions and judgements (e.g., defend in a debate a controversial statement from a short essay, or an action by a character in a story; incorporate quotations from a play in an essay about the pattern of imagery in the text);

LI1.07D

– explain how the values and perspectives of readers might influence their responses to a text and interpretations of it (e.g., record individual responses of group members to a poem, note similarities and differences in the responses, identify patterns, and suggest explanations for their findings compare the implicit perspectives in two letters to the editor about the same article);

LI1.08D

– explain how historical or cultural contexts shape the information and ideas in a text (e.g., research the historical or cultural context of a novel and suggest how it gave rise to the social attitudes depicted; compare nineteenth-century and modern attitudes to the theme of a novel by Dickens).

Understanding the Forms of Texts

LI2.01D

– use knowledge of elements of the novel, such as plot and subplot, characterization, setting, conflict, theme, point of view, and cultural and historical contexts, to understand and interpret examples of the genre (e.g., rewrite a passage from a novel, adopting the point of view of another character; use knowledge of the cultural or historical context of a novel to understand the language and events in the work);

LI2.02D

– use knowledge of elements of poetry, such as stanza forms, rhyme, rhythm, punctuation, free verse, imagery, and sound devices, to understand and interpret examples of the genre (e.g., write a lyric or ballad in rhyming couplets; present a choral reading of a poem, emphasizing onomatopoeia);

LI2.03D

– use knowledge of elements of opinion pieces, such as overt statement of a position or opinion, type of diction, tone, paragraphing, transition words and phrases, selective supporting detail, allusions, and appeals to authority, to understand and interpret examples of the genre (e.g., relate the position taken to the tone used in an editorial; refer to an encyclopedia to clarify a historical allusion used in a newspaper column; write an opinion piece for the school newspaper).

Understanding the Elements of Style

LI3.01D

– compare the use of diction and syntax in the work of different authors and explain how these elements enhance the theme or message (e.g., compare the use of sentence variety in paragraphs by two different authors; identify examples of archaic diction in literature from any historical period and give modern-English equivalents);

LI3.02D

– explain how authors use stylistic devices, such as allusion, contrast, hyperbole, understatement, oxymoron, irony, and symbol, to achieve particular effects in their writing (e.g., explain the effects of the contradictory emotions or qualities expressed in an oxymoron; compare the poetic devices used in two poems on a similar theme; do research to understand a mythical allusion in a piece of literature or an advertisement and explain how the allusion enhances the theme or message in the text);

LI3.03D

– explain how authors and editors use design elements to help communicate ideas (e.g., explain how typography and layout contribute to meaning in a concrete poem; prepare a title page and bibliography template for an academic paper and defend their design decisions; create electronic links showing where and how to find related material).

Writing

Overall Expectations

WRV.01D

– use a range of print and electronic sources to gather information and explore ideas for written work;

WRV.02D

– 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 adopting a suitable voice;

WRV.03D

– use a variety of organizational techniques to present ideas and information logically and coherently in written work;

WRV.04D

– revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence, and effective use of stylistic devices;

WRV.05D

– edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English specified for this course, with the support of print and electronic resources when appropriate.

Specific Expectations

Generating Ideas and Gathering Information

WR1.01D

– investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to gather data (e.g., identify and rank focus questions; identify key words and electronic search terms to structure research; determine which sources of information are most relevant to the purpose for writing);

WR1.02D

– locate and summarize information and ideas from print and electronic sources, including interviews, surveys, statistical data banks, reports, periodicals, and news-groups (e.g., conduct an electronic search for information on regional Canadian authors; summarize and paraphrase information and ideas in point-form notes and in graphic organizers);

WR1.03D

– sort and label information, ideas, and data; evaluate the accuracy, ambiguity, relevance, and completeness of the information; and make judgements and draw conclusions based on the research (e.g., verify data by using multiple sources; identify and reconcile inconsistencies; identify significant omissions that need to be addressed);

WR1.04D

– use the information and ideas generated, researched, and evaluated to develop the content of written work.

Choosing the Form to Suit the Purpose and Audience

WR2.01D

– demonstrate an understanding of a range of literary and informational forms, such as poems, narratives, comparison-and-contrast and cause-and-effect essays, speeches, and research reports, by using forms of writing appropriate to different purposes and audiences (e.g., rewrite an episode of a story from the point of view of a different character; use a formal, objective voice in a short essay; write a speech for a class debate);

WR2.02D

– produce written work for a variety of purposes, with a focus on interpreting and analysing information, ideas, themes, and issues and supporting opinions with convincing evidence (e.g., state and support an opinion; compare and contrast the treatment of similar themes in two different works; explain how the images or setting in a work of fiction contribute to the overall theme);

WR2.03D

– consider the characteristics of the intended audience in selecting an appropriate form and developing the content of written work (e.g., use examples or images familiar to their peers in a poem to be read in class; include background information the audience needs to know in the introduction to an essay);

WR2.04D

– select a voice and an appropriate level of language to suit the form, purpose, and audience of their writing (e.g., use an impersonal voice and formal language in an academic essay; use everyday vocabulary and colloquial phrasing to engage the interest of an audience of peers).

Organizing Ideas and Information in Written Work

WR3.01D

– use plot structure and character portrayal to develop themes in short stories (e.g., use flashbacks to develop the theme of memory in a short story);

WR3.02D

– structure the introductory paragraphs of short essays using a clear statement of the topic or thesis, a device to engage the reader’s interest, and an overview of the main points to be covered;

WR3.03D

– use a pattern such as comparison and contrast, cause and effect, or classification to structure short essays;

WR3.04D

– use plot structure and character portrayal to present conflicts in a short story (e.g., introduce a conflict in the first half of a short story and provide the resolution of the conflict in the second half; describe two characters’ different reactions to the same event to prepare for a later clash between them).

Revising Drafts

WR4.01D

– revise drafts to ensure that ideas are adequately supported by relevant details and facts and to achieve clarity, unity, and coherence (e.g., reinforce a mood or feeling by elaborating the imagery in a poem or short story; read a supported opinion piece aloud with a partner or in a small group to check for coherence and effectiveness; remove redundancies and expand supporting detail in a report);

WR4.02D

– revise drafts to ensure consistency in the use of first or third person and use of an appropriate level of language;

WR4.03D

– make constructive suggestions to peers in a writing conference (e.g., identify ways to address problems of control in writing such as redundancies or inappropriate level of language; create checklists based on established criteria and use them when discussing a piece of writing);

WR4.04D

– consider reactions of teachers, peers, and others in revising and editing written work.

Editing, Proofreading, and Publishing

WR5.01D

– identify borrowed information, ideas, and quotations and use a variety of techniques to incorporate them smoothly into written work and independent research projects (e.g., provide a context for quoted material; use transition words and phrases to link information from different sources; include a brief bibliography to identify reference materials consulted);

WR5.02D

– select the publication method or vehicle most accessible or appealing to the intended audience, using technology in a variety of ways where appropriate (e.g., write a letter or e-mail message to recommend a book to a friend; submit work to a writing contest in the required format; write and format a concrete poem for the school yearbook);

WR5.03D

– assess their facility with the writing process, documenting their use of genres and forms in personal and assigned writing and identifying goals for writing improvement and growth (e.g., use samples from their writing folder to demonstrate their growth and achievement in writing; produce and carry out an action plan to improve their use of language conventions);

WR5.04D

– edit and proofread their own and others’ writing, correcting errors according to the requirements for grammar, usage, spelling, and punctuation listed below;

WR5.05D

– use parts of speech correctly, including the infinitive and the gerund;

WR5.06D

– construct a variety of complete and correct sentences (including compound-complex sentences), using prepositional, adjective, and adverb phrases; infinitive, participial, and gerund phrases; and noun, adjective, and adverb clauses;

WR5.07D

– use verb voice (i.e., active and passive) to suit purpose and audience;

WR5.08D

– use knowledge of a wide range of spelling patterns, rules, and strategies to analyse and correct spelling errors;

WR5.09D

– spell specific historical, academic, and technical terms correctly;

WR5.10D

– use a variety of resources to correct errors in spelling (e.g., dictionaries, spell checkers);

WR5.11D

– use punctuation correctly, including the semicolon (e.g., use the semicolon to join principal clauses and to separate elements in a list that contains commas);

WR5.12D

– use the comma, dash, and parentheses correctly to set off non-restrictive elements in a sentence;

WR5.13D

– use punctuation correctly when quoting short passages from texts.

Language

Overall Expectations

LGV.01D

– use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context;

LGV.02D

– use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

Specific Expectations

Developing Vocabulary and Knowledge of Language Structures and Conventions

LG1.01D

– identify examples of the use of idioms, euphemisms, slang, dialect, acronyms, academic language, technical terms, and standard Canadian English in oral and written work, and explain why the usage is effective in its context;

LG1.02D

– identify ways in which technology, other languages, and the media have influenced the English language (e.g., explain when and why particular nouns and verbs entered the language, both in earlier centuries and in recent years; give examples of technical terms and media phrases used in a variety of contexts);

LG1.03D

– select words and figurative expressions with understanding and sensitivity to enhance the persuasive or expressive power of their speech and writing (e.g., select words and phrases for their sound and rhythm in a speech; select words with symbolic associations for a poem);

LG1.04D

– select words and phrases consistent with the particular voice and tone required for a variety of informal and formal situations (e.g., for a dramatization of a scene depicting the central conflict in a novel; for a debate on the motivation of a character in a drama);

LG1.05D

– recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

– parts of speech, including infinitives and gerunds;

– types of sentences, including compound-complex sentences;

– components of sentences, including prepositional, adjective, and adverb phrases; infinitive and gerund phrases; noun, adjective, and adverb clauses;

– agreement between subject and verb, and between pronoun and antecedent;

– consistency of verb tense and voice;

LG1.06D

– recognize, describe, and correct sentence errors in oral and written language (e.g., run-on sentence, comma splice, dangling modifier);

LG1.07D

– recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for the following:

– spelling: historical, academic, and technical terms;

– punctuation: semicolon; non-restrictive phrases and clauses; quotations from texts.

Developing Listening and Speaking Skills

LG2.01D

– communicate orally in group discussions for different purposes, with a focus on identifying explicit and implicit ideas and comparing and contrasting key concepts and supporting details;

LG2.02D

– communicate in group discussions by assigning tasks fairly and equitably; using verbal and non-verbal cues to signal a change in topic or speaker; contributing ideas, supporting interpretations and viewpoints; extending and questioning the ideas of others; summarizing the progress of the group’s work; checking for understanding; and negotiating consensus when appropriate;

LG2.03D

– apply techniques of effective listening and demonstrate an understanding of oral presentations by summarizing presenters’ arguments and explaining how vocabulary, body language, tone, and visual aids enhance presentations (e.g., make and confirm or revise predictions; identify the purposes and perspective of a presentation; analyse the ideas and arguments presented; discuss the use of visual aids in a presentation);

LG2.04D

– plan and make oral presentations independently, adapting vocabulary and using methods of delivery to suit audience, purpose, and topic (e.g., identify purpose and audience; gather ideas and information; plan, create, rehearse, and revise presentations such as dramatizations, panel discussions, and debates; assess their work independently and with help from peers);

LG2.05D

– use rhetorical questions, emotional appeals, gestures, intonation, and visual aids and technology, as appropriate, to engage the audience’s interest during oral presentations;

LG2.06D

– rehearse with visual aids and props, study audio- and videotaped rehearsals, and use mnemonic devices and visualization techniques to ensure confident delivery in oral presentations;

LG2.07D

– identify the oral communication skills required in a variety of postsecondary programs and occupations and cite specific examples of their use (e.g., interview recent school graduates about the importance of these skills for success in college and university programs and report their findings);

LG2.08D

– analyse their own and others’ oral presentations, identifying strengths and weaknesses and developing and carrying out plans for improvement

Media Studies

Overall Expectations

MDV.01D

– analyse a range of media forms to identify their elements, audiences, and production practices, and draw conclusions about how these factors shape media works;

MDV.02D

use knowledge of a range of media forms, purposes, and audiences to create media works, and use established criteria to assess the effectiveness of the works.

Specific Expectations

Analysing Media and Media Works

MD1.01D

– demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works (e.g., write a report comparing unique features of several newspapers to assess their appeal to readers; explain the satire in a parody of a media work);

MD1.02D

– identify key elements and techniques used to create media works in a variety of forms (e.g., illustrations and captions in political cartoons; narrative and characterization in a film or television drama; the choice of symbols and colours used to convey health and safety warnings on the packaging of a range of products) and analyse how these elements and techniques contribute to the theme or message;

MD1.03D

– analyse the elements of a variety of media works, in order to identify and describe the intended audience(s) for the works (e.g., analyse advertising in a range of newspapers and magazines to identify the target audiences);

MD1.04D

– analyse the relationship between media works and the production and marketing of related products (e.g., explain in a written or oral report how the target audience for a film determines the range of products marketed with it, and how this marketing, in turn, helps shape the film).

Creating Media Works

MD2.01D

– adapt an idea, theme, or issue from a work of literature for presentation in two related media forms, and assess the presentations to determine what aspects of the original have been strengthened and/or weakened by the adaptations (e.g., write a script adapting a short story or scene from a novel for radio and television; create a personal anthology of poetry in print and as a web page with links to related sites);

MD2.02D

– create media works for different purposes and explain how the design decisions for each were shaped by the purpose (e.g., create a public-service video to inform people about a health hazard; construct a collage of print advertisements to illustrate the media’s concept of a teenager);

MD2.03D

– design media works appropriate to different audiences and explain why certain elements will appeal to a particular audience (e.g., design a magazine for a specific audience, and explain how it differs from typical magazines).

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good

 

 

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