Course Profile   English, Grade 10, Applied, 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

Renfrew County Catholic District School Board

 

Course Profile Writing Team

Mary-Lise Rowat, St. Joseph’s High School (Lead Writer)

Lori Goodfriend, St. Francis Xavier High School

Michael Hamilton, St. Francis Xavier High School

Roy Lalonde, Holy Trinity High School

Norma More, St. Theresa High School

 

Arlene Corrigan, Bishop Smith Catholic High School (Project Manager)

 

Word Processing

Cathy Leblanc, Bishop Smith Catholic High School

 

Course Overview

English, Grade 10, Applied

Identifying Information

Course Developers:  Lori Goodfriend, Michael Hamilton, Roy Lalonde, Norma More, Mary-Lise Rowat

Department: English

Course Title:  English

Grade:  10

Course Type:  Applied

Ministry Course Code:  ENG2P

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

Development Date:  November 1999-February 2000

Publication Date:  February 2000

Credit Value:  1

Description/Rationale

This course extends the range of key reading, writing, oral communication, and thinking skills that students need for success in all areas of the curriculum. Students will study novels, poems, magazines, and reports, and will describe, design, and produce effective media works. An important focus will be the clear and coherent use of spoken and written language. This course profile demonstrates one way in which the Grade 10 Applied English curriculum could be organized into units.

How This Course Supports the Ontario Catholic School Graduate Expectations

Catholic Education’s purpose is to gradually develop the required academic skills and expectations within the context of the skills, values, attitudes, and beliefs of our Church. The goal of Catholic education is to graduate young women and men who are discerning believers, effective communicators, reflective, creative, holistic thinkers, self-directed life-long learners, collaborative contributors and responsible citizens. Language is the basis for thinking, communication, and learning. It is also a fundamental element of identity and culture. The English curriculum provides many opportunities for students to build a foundation for many of the Catholic Graduate expectations.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  Short Stories: What’s the Story?

Time:  20 hours

In this unit students will apply a variety of strategies to read, understand, and interpret short stories and develop an understanding of the conventions and literary elements involved (e.g., plot, character, setting, theme, conflict, atmosphere). Through individual and small group learning activities, students will practise their skills. Students will revisit the writing process in a summative activity that includes peer/self editing and the creation of a final product. They will apply the skills learned in this unit to their study of other literary works throughout the course. Students will identify values embedded in literature and make informed judgments.

Ontario Catholic School Graduate Expectations:  CGE1i, 2a, b, c, d, 3, b, c, 4a, b, c, d, f, 5a, c, e, f, g, 7a, b.

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

Overall Expectations:  LIV.01P, LIV.02P, LIV.03P, LGV.02P, WRV.03P, WRV.04P, WRV.05P, MDV.02P.

Specific Expectations:  LI1.01-08P, LI2.01P, LI3.01P, WR1.01-04P, WR2.01-03P, WR3.01-03P, WR4.01-04, WR5.01-13P, LG1.03-07P, LG2.02, LG2.07P.

Unit 2:  Novel Study: Mining the Imagination

Time:  25 hours

This unit is designed to help students investigate human experience through the study of character and theme. Students will apply literary terms introduced in the short fiction unit and will employ a variety of reading strategies to understand the key elements of the novel including content, character, atmosphere, and conflict. Students apply their knowledge in a summative activity that links the novel to media. Through this novel study, students will recognize and connect recurring themes that allow them to integrate the Catholic experience into their appreciation and understanding of literature.

Ontario Catholic Graduate Expectations:  CGE1d, h, 2a, b, c, d, 3b, c, 4a, b, c, d, f, g, 5a, e, g, 7b.

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

Overall Expectations:  LIV.01P, LIV.02P, LIV.03P, LGV.01P, LGV.02P, WRV.03P, WRV.04P, WRV.05P, MDV.02P.

Specific Expectations:  LI1.01-07P, LI2.01P, LI2.03P, LI3.01P, WR1.02P, WR1.04P, WR3.01-04P, WR5.04P, LG1.02P, LG1.03P, LG1.05P, LG2.01P, LG2.06P.

Unit 3:  Non-Fiction: Language in Society

Time:  15 hours

In this unit students will be given the opportunity to investigate a variety of media forms. They will bring media works from their own lives into the class to examine them. Students will investigate the elements that make up media forms, the messages they send, and the way those messages are created. Students will consider the values, stereotypes and biases inherent in media works in light of their Catholic faith and the gospel teachings. Students will express their ideas through group discussion, oral presentation, and in the written form.

Ontario Catholic Graduate Expectations:  CGE1b, d, h, i, 2a, b, c, d, e, 3c, d, e, f, 4b, f, g, 5a, e, f, g, 7a, e, g.

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

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

Specific Expectations:  LI1.01-02p, LI1.04-07P, LI2.03P, LI3.02-03P, WR1.04P, WR2.01-03P, WR3.02-03P, WR4.01-04P, WR5.01-13, LG1.05P, LG2.03P, LG2.07P, MD1.01-04, MD2.03P.

Unit 4:  Poetry: The Words we Breathe

Time:  15 hours

Poetic language provides writers with a vehicle to communicate the universalities of emotion and experience, including the stories of our Christian faith. In this unit, students will examine various poems, their devices and desired effects. They will participate actively in discovery and application activities to develop and demonstrate an understanding of poetic forms in poems written by published poets, peers, and themselves.

Ontario Catholic Graduate Expectations:  CGE1c, d, e, 2a, b, c, d, 3b, c, e, 4b, e, f, g, 5a, c, e, g, 7b, j.

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

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

Specific Expectations:  LI1.01-02P, LI1.04-06P, LI2.02P, LI3.01-02P, WR1.01P, WR1.03-04P, WR2.01-03P, WR3.01-2P, WR4.01-03P, WR5.02P, WR5.04-13P, LG1.02-03P, LG1.05-07P, LG2.01-03P, MD2.02P-03P.

Unit 5:  Drama: The Sound and Fury

Time:  20 hours

This unit provides an opportunity for students to explore the world of drama. Students will be exposed to the elements of drama and presentation through the study of a one-act play. Through collaborative work, students will search their own lives for potential story and play topics. They will construct a short story, referring to the elements studied in Units 1 and 2. Students will then use the dramatic conventions explored in Activity 2 to change their story into a play. Students will rehearse their play and present it in front of the class.

Ontario Catholic Graduate Expectations:  CGE1d, e, i, 2a, b, c, d, e, 3b, c, d, e, 4a, b, c, d, e, f, g, 5a, c, d, e, f, g, 7b, i, j.

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

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

Specific Expectations:  LI1.01-04P, LI1.08P, LI2.01-02P, LI3.02-03P, WR1.01P, WR1.04P, WR2.01-03P, WR3,02-04P, WR4.01P, WR5.03-13P, LG1.02-07P, LG2.07P, MD1.02P, MD1.03P, MD2.01P, MD2.03P.

Course Notes

Teachers of ENG2P should be mindful of the following:

·       15 hours has been allotted for a culminating activity (appendix M) to take place at the end of Units 1-5. This activity is described as follows:

This activity gives students the opportunity to demonstrate their understanding of the overall expectations of this course in the context of social justice issues. Students will examine social justice issues from the perspective of specific characters found in the literature studied in this course. They will express their ideas about one of these issues clearly, honestly, and sensitively in the form of an editorial. This will encourage students to develop attitudes and values founded on Catholic social teaching.

·       Appendix A outlines the grammatical conventions that are addressed in the ENG2P expectations as outlined in The Ontario Curriculum, Grades 9 and 10, English, 1999. The appendix separates the expectations that are reviewed from Grade 9 and those that are to be taught in Grade 10. These expectations have been incorporated into an ongoing writers’ workshop that constitutes Activity 1 of each unit. Through journal writing, regular class assignments, and timed-writing experiences, students will be given the opportunity to practise and build on these skills.

·       Appendix B outlines a number of reading strategies that can be incorporated into regular classroom activities throughout the year. Teachers must include independent reading in their regular classroom routine whenever possible. This stresses the importance of reading in an English classroom; it gives students the opportunity to practise reading skills; and it allows for student choice in the materials they read.

·       Daily reading and writing provide an excellent opportunity for students to develop comprehension and writing skills. It also provides students with an opportunity to express opinions, develop ideas, and practise reading and writing skills. Teachers will incorporate 10-15 minutes of daily reading and response into the regular routine of their classroom.

·       When teaching/discussing the forms, conventions and mechanics of literature and language (e.g., symbolism, characterization, alliteration, etc.), teachers must be sure to teach within the context of the meaning, issues, and ideas expressed in the literature. Students must be encouraged to make active and creative links between form and meaning.

·       Teachers must be sensitive to students with special needs. When necessary, modifications and accommodations must be made to the course activities to ensure student success. Accommodations listed in the activities in this course profile may provide guidance for teachers who are developing Individual Education Plans.

·       All expectations in a course are to be taught and assessed. In this Course Profile, v is used at the Unit and/or Activity level to indicate those expectations which are the specific teaching focus of that Unit and/or Activity.

·       When designing activities, teachers must also be sensitive to the fact that not all students in Grade 10 classes attended Grade 9 in Ontario and not all students mastered all Grade 9 Applied English expectations outlined in The Ontario Curriculum, Grades 9 and 10, English, 1999. Teachers must constantly assess student achievement. Certain skills will have to be reviewed or re-taught.

·       When choosing resources for the classroom, teachers should make every effort to ensure that they are bias free, high interest, challenging, current, and Canadian. In selecting texts, the teacher should be sensitive to the cultures and community in which the curriculum is delivered. Selected materials will reflect the various cultural groups that make up the Canadian Mosaic. These resources should reflect gospel values and the teachings of the Catholic Church.

·       When designing activities, teachers should make use of the expertise of others in the school community, including special education teachers, teacher-librarians, drama teachers, guidance teachers, school chaplains, etc.

·       Teachers are encouraged to make connections between their curriculum and the community. When applicable, teachers are encouraged to bring in guest speakers and presenters including parish priest, Employment Canada workers, or writers.

·       Technology should be used as a research, presentation, and publications vehicle throughout this course. Teachers must continually model and instruct the appropriate use of technology including the critical and ethical use of the Internet. Issues of personal safety regarding the Internet should also be addressed.

·       This course is intended to be one step in the ongoing process that allows students to develop the skills, values, and beliefs that are necessary to fulfill the Catholic Graduate Expectations. Teachers must guide students and provide opportunities for them to discuss, analyse, and evaluate issues as they relate to their own lives and their Catholic faith.

·       This course is designed to employ a variety of assessment and evaluation methods, as well as a variety of teaching and learning strategies.

·       Teachers should refer to Explanatory Notes found pp. 50-55 of The Ontario Curriculum, Grades 9 and 10, English, 1999.

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Teachers using course profiles are expected to understand the unique learning styles of individual students and students’ Individual Education Plans (IEPs). Necessary accommodations must be made. Following is a list of general accommodations for students in need of additional assistance or extension:

·       pairing with another student;

·       providing supplementary texts to accommodate different reading levels;

·       providing alternate activities that suit strengths in learning styles;

·       providing audio/Braille versions of print resources;

·       providing students with extra time and/or alternate 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 lap-top computers within the classroom;

·       monitoring of students’ understanding of texts and/or instructions;

·       designing independent study projects that extend expectations for a particular unit or activity.

OSS Policy Applications

This course is a pre-requisite for Grade 11 English at the College or Workplace levels. It is an important part of the students’ preparation for the Grade 10 Literacy Test and is also a compulsory course for students to attain their secondary school diploma, as outlined in Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999. The English curriculum provides many opportunities for students to develop necessary written, oral communication, and collaborative skills directly related to career exploration activities and the student exit plan outlined in Choices into Action: Guidance and Career Education Program Policy For Ontario Elementary and Secondary Schools, 1999. This course reflects the role of technology, the integration of career expectations, and assessment, evaluation and reporting strategies prescribed in Program Planning and Assessment, 1999.

Course Evaluation

To ensure the growth and success of all students in this course, it is essential that teachers, both individually and collectively, evaluate this course on an ongoing basis. Not only should teachers employ a variety of evaluation strategies but they should ensure that these strategies are balanced and measure the sum of a student’s learning. As well, teaching strategies must be bias-free and address a range of learning styles.

Resources

Print

Approved Grade 10 English textbooks

Aker, Don and David Hodgkinson. Language and Writing 9. Toronto: Nelson English, 1999.
ISBN 0-17-618681-6*

Archer, Lynn, C. Costello, and D. Harvey. Reading and writing for Success. Canada: Harcourt Brace, 1997. ISBN 0-7747-0197-8.

Barlow-Kedves, Carrie Colins, Ian Mills, Robin Pearson, Wendy Mathieu, and Susan Tywoniuk. Sightlines 9. Scarborough: Prentice Hall Ginn Canada, 1999. ISBN 0-13-012906-2*

Barry, J., ed. Coast to Coast: Canadian Stories, Poetry, Non-Fiction and Drama. Toronto: Nelson Canada, 1994. ISBN 0-17-604704-2

Barry, James, ed. Side By Side: Songs and Poems. Scarborough: Nelson, 1993. ISBN 0-17-603897-3

Behn, Robin and Twichell, Chase, eds. The Practice of Poetry: Writing Exercises From Poets Who Teach. New York: Harper Collins, 1992. ISBN 0-06-27324-X

Bible

Catholic Digest, Scarborough Missions publications, Blueprints, Catholic Register

Dawe, Robert, B. Duncan, and W. Mathieu. ResourceLines 9/10. Toronto: Prentice Hall Language, 1999. ISBN 0-13-012922-4

Duncan, Barry, ed. Media Literacy: Intermediate and Senior Divisions Resource Guide. Toronto: Queen’s Printer for Ontario, 1989. ISBN 0-77295090-3

Dunning, Stephen, Andrew Carrigan, and Ruth Clay. Poetry; Voices, Languages, Forms. New York: Scholastic Book Services, 1970.

Dunning, Stephen, Edward Lueders, and Hugh Smith, eds. Reflections on a Gift of Watermelon Pickle...And Other Modern Verses. Illinois: Scott Foresman, 1966.

Encyclopaedia of Social Issues. Volumes 1-6. Toronto: Marshall Cavendish, 1997. ISBN 0-71614-0568-2

Foster, Harold M. Crossing Over: Whole Language for Secondary English Teachers. New York: Harcourt Brace Jovanovich, 1994. ISBN 0-15-500576-6

Gregory, Kathleen, Caren Cameron, and Anne Davies. Setting and Using Criteria. British Columbia: Connections Publishing, 1997. ISBN 0-9682160-1-3

Hayhoe, Mike and Stephen Parker. Words Large As Apples: Teaching Poetry 11-18. Cambridge University Press, 1988. 0-521-33731-3

Hilker, Douglas and Sue Harper. Elements of English 9. Toronto: Harcourt Brace Canada, 1999.
ISBN 0-7747-0575-2*

Hilker, Douglas, Barry Duncan, Sue Harper, and Andrea Mozarowski. Transitions Fiction, Poetry and Non Fiction. Toronto: Harcourt Brace Canada, 1999. ISBN 0-17-618701-4

Janeczko, Paul B., ed. Poetspeak: In Their Work About Their Work. New York: Bradbury Press, 1983.

Koch, Kennith. Rose Where Did You Get That Red? Teaching Great Poetry to Children. New York: Random House, 1990.

Leitenberg, Gillda. The Issues Collection. Toronto: McGraw-Hill Ryerson Limited, 1993.
ISBN 0-07-551442-7

Livesay, J, Barry McMahon, John J. Pungente, S.J., and Robyn Quin. Meet the Media. Toronto: Globe Modern Curriculum Press, 1990. ISBN 0-88996-236-7

Luengo, Anthony, ed. Literature and Media 9. Toronto: Nelson English, 1999. ISBN 0-17-618701-4*

Lundy, Charles J. and David W. Booth. Interpretation: Working With Scripts. Don Mills, Academic Press Canada, 1983. ISBN 0-7747-1210-4

New Catholic Encyclopaedia. Volumes 1-14. Toronto: McGraw Hill, 1967.

Olfson, Lewy. 50 Great Scenes for Student Actors. Toronto: Bantam Books, 1980.

Powell, Brian S. Making Poetry: Approaches to Writing from Classrooms ‘Round the World”. New York: Collier-MacMillan, 1972. ISBN 02-973440-1

Saliani, Dom and Nova Morine. Crossroads. Toronto: Gage, 1999. ISBN 0-7715-1324-0

The Teachers Complete and Easy Guide to the Internet. Second Edition. Trifolium Books, 1999.
ISBN 1-895579-44-9

Toutant, Arnold, ed. Endless Possibilities. Don Mills: Oxford University Press, 1999.
ISBN 0-19-541364-4*

Catholic Publications

Catholic World Report. (Catholic News Magazine) P.O. Box 591300, San Francisco, CA, 94159-1300

The Canadian Catholic Review. (A Basilian Journal of religion, literature, and social comment)
St. Thomas More College, 1437 College Dr., Saskatoon, SK, S7N 0W6.

Challenge. (A Magazine of Catholic news and opinion) 1050 Grosvenor Ave. Winnipeg, MN

Soul. (A National Catholic Magazine) P.O. Box 1051, Fort Erie, ON, L2A 5N8

YOU! Magazine. (A Catholic youth Magazine) www.youmagazine.com

Non-print

CD-ROM

The Heart of Catholicism. Compiled by Theodore E. James, 1997. ISBN 0-87973-293-8

Web Sites

http://www.gripvision.com

http://www.media-awareness.ca/eng/

http://www.schoolnet.ca/

http://www.vatican.va

http://www.catholicregister.org

http://www.ewt.com (eternal television network)

http://www.catholicanada.com (Catholic Canadian Directory)

http://www.ccel.org (Christian Classics Library)

Video

Writing the News. International tele-film. (www.itf.ca)

Scanning Television. Pungente.

Great Authors. International tele-film. (www.itf.ca)

Introduction to Literature. International tele-film. (www.itf.ca)

Writing Workshop. International tele-film. (www.itf.ca)

 

* These items are textbooks approved for Grade 9. Many of these texts contain stories, poetry, and play excerpts that are suitable for ENG2P and may provide a valuable resource for the Grade 10 teacher. Teachers must ensure that they are not repeating materials studied in ENG1P if they use these texts in their classrooms.

Coded Expectations, English, ENG2P

Literature Studies and Reading

Overall Expectations

LIV.01P

– read and demonstrate an understanding of a range of literary and informational texts;

LIV.02P

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

LIV.03P

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

Specific Expectations

Understanding the Meanings of Texts

LI1.01P

– describe information, ideas, opinions, and themes in texts they have read during the year from a variety of print and electronic sources, including novels, short stories, plays, poems, magazines, reports, biographies, and manuals;

LI1.02P

– select and read texts for a variety of purposes, with an emphasis on extending knowledge of the elements of literary genres and the organization of informational materials, collecting and assessing information, responding imaginatively, and relating literary experiences to personal experience (e.g., gather and evaluate information from several newspaper articles; compare the early years of a historical figure or fictional character with their own);

LI1.03P

– select a variety of reading strategies and use them effectively before, during, and after reading to understand texts (e.g., use a graphic organizer to focus reading; refer to text elements such as tables of contents and indexes to locate information; use prior knowledge and personal experiences to interpret and respond to information and ideas; reread confusing passages; summarize key points);

LI1.04P

– demonstrate understanding of a text by citing explicit information and ideas from it (e.g., create a character profile based on a character’s words and actions; list key steps from a technical manual to create a quick-reference guide);

LI1.05P

– analyse the information and ideas presented in texts and make inferences based on the analysis (e.g., analyse a student-created website in order to give it an appropriate title; contrast a character’s words and actions in a play to explain irony; identify the interests an author represents in an article on an environmental issue);

LI1.06P

– use evidence from a text to support judgements about an issue (e.g., debate an issue discussed in a magazine or newspaper; debate the appropriateness of the resolution of a story);

LI1.07P

– describe how readers’ different values and perspectives might influence the way they respond to and interpret texts (e.g., create and share visual responses to a text and suggest reasons for similarities and differences in interpretations; choose a favourite character from a novel and give reasons for the choice; describe and give reasons for a personal interpretation of a short story);

LI1.08P

– suggest ways in which an author’s experience might influence information and ideas in a text (e.g., compare the perspectives of two authors who differ on an issue; compare poems on the same theme by authors such as Atwood and Ondaatje).

Understanding the Forms of Texts

LI2.01P

– use knowledge of elements of the novel, such as plot and subplot, characterization, setting, conflict, theme, and point of view, to understand and interpret texts in the genre (e.g., explain the use of a limited point of view to create suspense in a novel; develop and present a monologue based on a character’s actions and choices in a novel; visualize and describe people, places, and events depicted in a novel);

LI2.02P

– use knowledge of elements of poetry, such as stanza forms, rhyme, rhythm, punctuation, free verse, imagery, and sound devices, to understand and interpret texts in the genre (e.g., illustrate the single image of a haiku; identify similes and metaphors in a sight poem and explain what is being compared in each example);

LI2.03P

– use knowledge of elements of magazines and reports, such as editorials, regular columns, letters to the editor, advertisements, foldouts, cover art, table of contents, layout, columns, headings, and sub-headings, to understand and interpret texts in the genre (e.g., present a display illustrating the key features of a popular magazine; create a table of contents for a class magazine; use understanding of magazine layout to read articles with columns and wraparound text).

Understanding the Elements of Style

LI3.01P

– explain how authors adapt diction and phrasing and use specialized vocabulary to communicate ideas, emotions, and information and achieve intended effects (e.g., compare the colloquial language of a personal letter to the formal language of a business letter; compare the technical language of a computer manual to the language in a poem about computers);

LI3.02P

– explain how authors use stylistic devices, such as varied sentence structures, onomatopoeia, alliteration, and symbol, to communicate ideas, emotions, and information and achieve intended effects (e.g., explain how the symbolic language used in an advertisement persuades consumers to buy a product; explain how the imagery in a poem helps engage the reader’s interest);

LI3.03P

– explain how authors and editors use design elements in texts to clarify and reinforce meaning (e.g., explain the use of headings in a technical manual; explain the use of frames and buttons on a web page to organize content and provide direction).

Writing

Overall Expectations

WRV.01P

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

WRV.02P

– identify literary and informational forms suited to a variety of purposes and audiences and use the forms appropriately in their own writing, with an emphasis on stating and supporting an opinion;

WRV.03P

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

WRV.04P

– revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and coherence;

WRV.05P

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

WR1.01P

– consider potential topics and develop research plans by asking questions and identifying information needs (e.g., create and rank focus questions; identify key words and electronic search terms to narrow a topic; connect possible topics and sources of information);

WR1.02P

– locate and summarize information and ideas from print and electronic sources, including newspapers and magazines, reports, dictionaries, encyclopedias, vertical files, and multiple electronic databases (e.g., create a graphic organizer for data acquired from a textbook and an electronic database; chart information by subtopic; list sources of information);

WR1.03P

– sort and label information and ideas; assess the relevance, accuracy, and completeness of the information and ideas; discard irrelevant material; and find additional information as needed (e.g., relate data to focus questions; verify data by consulting multiple sources; identify and reconcile inconsistencies; use a storyboard to sequence information from a narrative);

WR1.04P

– use the information and ideas generated to develop the content of written work (e.g., free write; create graphic organizers; do further research).

Choosing the Form to Suit the Purpose and Audience

WR2.01P

– demonstrate an understanding of literary and informational forms, such as personal essays, dramatizations, descriptions, poems, research reports, newspaper columns or magazine articles, and formal letters, by selecting forms appropriate to different purposes and audiences to use in their own writing (e.g., use a journal entry to explore a personal opinion; compose a formal letter to persuade a community partner to sponsor a school project; write a letter to a newspaper editor about a local issue; write a children’s story for a Grade 2 class; use essay form to describe their response to a group of poems by one author);

WR2.02P

– consider the characteristics of the intended audience in selecting the form and developing the content for each piece of writing (e.g., list information the audience will need and identify the most appropriate way to present it; consider the audience’s age, gender, and probable knowledge of the topic in writing a report);

WR2.03P

– select first or third person and an appropriate level of language to suit the form, purpose, and audience of their writing (e.g., use the first-person singular to compare their own views with those in a text; use the third-person singular to summarize information from an encyclopedia; use formal language in a letter to the editor).

Organizing Ideas and Information in Written Work

WR3.01P

– use key words in questions or prompts to organize ideas, information, and evidence in written answers;

WR3.02P

– use a single, controlling idea and connecting words and phrases to structure a series of paragraphs (e.g., establish chronological order with words such as in the beginning, second, and finally for a short report);

WR3.03P

– provide an introduction, body, and conclusion to present information sequentially, support an opinion, or develop an argument in reports and short essays;

WR3.04P

– use a pattern such as sequential order, comparison and contrast, or cause and effect to present directions, instructions, and the results of investigations in a clear and logical manner.

Revising Drafts

WR4.01P

– revise drafts to ensure that ideas are adequately developed and supported by relevant details and facts, and to achieve clarity and unity (e.g., use a checklist to verify the content of a report and the logic of its structure; insert connecting words in paragraphs of a report or personal essay to improve unity; refer to the introduction in the concluding paragraph of a personal essay to improve unity);

WR4.02P

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

WR4.03P

– make constructive suggestions to peers in a writing conference (e.g., use checklists based on established criteria when discussing a piece of writing);

WR4.04P

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

Editing, Proofreading, an Publishing

WR5.01P

– identify borrowed information, ideas, and quotations and use a variety of techniques to incorporate them smoothly into written work and research projects (e.g., write an introduction to set up a quotation; use transition words to link information from different sources; create a bibliography to identify reference materials consulted);

WR5.02P

– 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 and send a letter requesting information; write a column for the school newspaper; create and format advertising and promotional posters and brochures);

WR5.03P

– provide documentation showing their use of the writing process (e.g., lists of genres and forms used in personal and assigned writing; lists of writing goals and next steps for improvement; notes about results of peer and teacher conferences; a writing folder with examples of strengths, weaknesses, and interests in writing);

WR5.04P

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

WR5.05P

– use parts of speech correctly, including the participle;

WR5.06P

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

WR5.07P

– identify and correct sentence errors, including comma splices and run-on sentences;

WR5.08P

– make collective nouns used as subjects agree with verbs in simple and compound sentences;

WR5.09P

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

WR5.10P

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

WR5.11P

– spell specific historical and technical terms correctly;

WR5.12P

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

WR5.13P

– 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).

Language

Overall Expectations

LGV.01P

– use knowledge of vocabulary and language conventions to speak, read, and write clearly, correctly, and competently for specific purposes and audiences;

LGV.02P

– 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.

Specific Expectations

Developing Vocabulary and Knowledge of Language Structures and Conventions

LG1.01P

– describe changes in English language use caused by influences such as technology, other languages, and the media (e.g., use of acronyms as nouns; conversions of other parts of speech into verbs; increasing use of specific technical terms);

LG1.02P

– use appropriate concrete and figurative language from a variety of sources to make their speech and writing vivid, precise, and interesting to its intended audience;

LG1.03P

– modify their vocabulary and phrasing in oral and written work to suit specific informal and formal situations (e.g., adapt a discussion with a friend to suit the requirements of a simulated job interview);

LG1.04P

– identify when it is appropriate to use slang, dialect, colloquialisms, idioms, acronyms, technical terminology, and standard Canadian English in oral and written work;

LG1.05P

– 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 participles;

– types of sentences, including compound-complex sentences;

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

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

– consistency of verb tense and voice;

LG1.06P

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

LG1.07P

– recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation, including:

– spelling: historical and technical terms;

– capitalization: of proper nouns, and in scripts, dialogue, and poetry;

– punctuation, including semicolon.

Developing Listening and Speaking Skills

LG2.01P

– use listening techniques and oral communication skills to participate in group discussions (e.g., stay on topic; contribute ideas; support opinions; build on the ideas of others; solicit and classify information; identify key ideas and supporting details; and distinguish between fact and opinion);

LG2.02P

– use techniques of effective listening (e.g., make and confirm or revise predictions; identify the purpose and perspective of a presentation; make notes to identify main ideas and supporting evidence) and demonstrate an understanding of oral presentations by summarizing presenters’ arguments and identifying and evaluating the techniques used to make presentations effective;

LG2.03P

– plan and make oral presentations, adapting vocabulary and methods of delivery to suit audience and purpose (e.g., identify purpose; gather ideas and information; plan, create, rehearse, revise, and assess presentations such as interviews, dramatizations, and reports);

LG2.04P

– use specific examples, facial expressions and body language, emotional appeals, and visual aids and technology, as appropriate, to engage the audience’s interest during oral presentations;

LG2.05P

– rehearse with peers (with visual aids and technology, if used), study audio- and videotaped rehearsals, use voice and relaxation exercises, and make modifications in response to constructive criticism to ensure confident delivery in oral presentations;

LG2.06P

– identify the oral communication skills required in college programs and the workplace and cite specific examples of their use (e.g., interview parents or guardians for a report on how they use these skills on the job; investigate part-time jobs that require these skills; conduct an electronic search to identify college programs that require these skills);

LG2.07P

– analyse their own and others’ oral presentations, identifying strengths and weak-nesses and developing and carrying out plans for improvement.

Media Studies

Overall Expectations

MDV.01P

– describe the elements, intended audiences, and production practices of a range of media forms and explain how these factors shape media works;

MDV.02P

– use knowledge of a range of media forms, purposes, and audiences to create media works and explain their intended effects.

Specific Expectations

Analysing Media and Media Works

MD1.01P

– demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works (e.g., read and compare the front pages of two different newspapers to determine their appeal to readers; explain the appeal of popular film genres to mass audiences);

MD1.02P

– identify key elements and techniques used to create media works in a variety of forms (e.g., rapid editing in a television commercial; plot in a comedy; juxtaposition of colour and text in posters), and explain how these elements contribute to the theme or message;

MD1.03P

– analyse the elements of media works in order to explain the reactions of different audiences to the works (e.g., write a report examining the sponsors of selected television programs to determine which groups of people the programs are aimed at; write an essay or report identifying stereotypes in television shows and suggest how specific audiences might react to them);

MD1.04P

– describe and explain how and why media works are used to market related products (e.g., how and why books are reissued in conjunction with film releases).

Creating Media Works

MD2.01P

– adapt an idea or theme from a work of literature for presentation in another media form and determine what aspects have been weakened and/or strengthened by the adaptation (e.g., recast a conflict from a novel as a debate on a television or radio talk show, a theme or images from a poem as a CD cover with liner notes);

MD2.02P

– create media works for different purposes and explain how the design has been influenced by the purpose (e.g., create an informational pamphlet and a promotional pamphlet for the same product or service);

MD2.03P

– design media works appropriate to different audiences and explain which elements will make a work appeal to a particular audience (e.g., design brochures marketing a product to consumers with different income levels and explain the appeal of each).

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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