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Course Profile
Canadian Literature, Grade 11,
University/College Preparation, Catholic and Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 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
This
profile was a collaborative effort between the Institute for Catholic Education
(ICE) and the Kawartha Pine Ridge District School Board.
Catholic
School Board Writing Team – Canadian Literature
Lead
Board – Bruce-
Patrick
Cureton, Project Manager
Course
Profile Writing Team
Deborah
Carter, Bruce-Grey Catholic District School Board (Lead Writer)
Matt
Fitzsimmons,
Donna
Vanderwal,
Internal
Review Team
Patrick
Cureton,
Steve
Henry,
Lead
Board -
Fiona
White, Project Manager
Course
Profile Writing Team
Sheila
Powell,
Susan
Blocker,
Connie
Bray,
Elaine
Holt,
Internal
Review Team
Carol
Ricker-Wilson, English Language Arts Network
Nora
Christos,
Suzanne
Hooke,
Course
Overview
Canadian
Literature, Grade 11, University/College Preparation, ETC3M
Prerequisite: English, Grade 10, Academic or Applied
This
course emphasizes the study and analysis of Canadian writers for students with
a special interest in Canadian Literature. Throughout the course, students
study the themes, forms, and stylistic elements within a variety of texts
representative of the various historical periods and the diverse cultures and
regions of
The
course is structured around six units: short fiction, drama, the novel,
children’s literature, poetry, and the personal profile culminating unit. Each
unit focuses on various themes and devices particular to the unit as well as
those that relate to the Canadian experience as a whole. Media and non-fiction
selections should be integrated throughout the course.
The
primary goal of Catholic education is to graduate young men and women who are
discerning believers in the saving story of Christ. They are challenged to
become responsible citizens, based on the centrality of a tradition of the
Church’s social teaching, which balances the sacred dignity and value of the
individual while striving for the common good. The goal for educators is to
assist young people to think compassionately and reflectively and to act in a
manner consistent with the values of Jesus Christ. Education in the Catholic
school system nurtures the vision that the glory of God is realized when
people, as creations of God, are able to reach their full potential while
acknowledging human weakness and limitation. To that end, this course
encourages students to find and to value their own voice and encounter Canadian
literature as they endeavour to develop their awareness of personal growth and
relationship and responsibility to the world and its peoples. Students, while
they begin working towards Ontario Catholic School Graduate Expectations in
Grade 9, continue this process throughout their high school career and for the
rest of their lives.
The
Grade 11 Canadian Literature course is open to students who have successfully
completed either Grade 10 Applied or Academic English, who may be considering either
university or college as their post-secondary destination. The course
encourages the ongoing development of literacy skills, interpersonal skills,
critical and creative thinking skills, and effective communication.
The
course has been organized by genre to maximize flexibility and to encourage the
recognition and appreciation of a broad range of Canadian writing.
Alternatively, this course could be organized historically, regionally, or
thematically depending on teacher preference, resource availability, and
student interests.
In
implementing the course, the teacher should be mindful of a number of
considerations including the following:
·
The
study of media and non-fiction should be ongoing throughout the course and
integrated into each unit.
·
Accommodations,
where appropriate, must be made based on individual learning needs and
interests.
·
The
selection of texts should reflect the rich diversity of our nation’s different
cultures and regions. These texts should also be sensitive/specific to the
community in which the curriculum is delivered.
·
If
teachers follow this course profile and all of its suggested activities, they
can be assured of giving students opportunities to fulfill all of the overall
and specific expectations mandated for the Grade 11 Canadian Literature course.
·
The
final activity for each unit is designed as the suggested culminating task for
the unit.
·
Unit
6, the Personal Portfolio, is designed as the suggested culminating task for
the course, to be used in conjunction with a final examination.
|
Unit 1 |
Short Fiction and the Art of Storytelling |
22.5 hours |
|
* Unit 2 |
Drama |
21 hours |
|
Unit 3 |
The Canadian Novel |
30 hours |
|
* Unit 4 |
Children’s Literature |
16.5 hours |
|
Unit 5 |
Poetry |
12.5 hours |
|
Unit 6 |
Personal Profile |
7.5 hours |
* These
units are fully developed in this Course Profile.
Time: 22.5 hours
Unit
Description
Students
are introduced to the concepts of culture and the uniqueness of Canadian
literature through a selection of short prose. Students should consider the
meaning of Canadian culture in their own lives and examine the values,
experiences, and perspectives that have helped to shape Canada. The selection
of short prose should include writing that reflects First Nations experience,
the immigrant experience, the search for cultural identity, and the discovery
of a sense of place. Students should reflect upon the future role and
importance of Canadian culture by studying contemporary non-fiction works such
as news articles, opinion pieces, documentaries, and editorials.
|
Activity |
Expectations |
Assessment |
Focus |
|
1. What is Culture? |
RI4.01, RI1.02, RS1.01 CGE4f, 7g, 2a |
Knowledge/ Understanding Thinking/Inquiry Communication |
Discover school and community through field research Introduction to regionalism |
|
2. Who am I as a Canadian? |
RI1.02, RI4.01, RSV.02, RS2.02 CGE5e, 5g, 7b, 2b |
Application Communication |
Create a personal cultural profile |
|
3. Dislocations and Relocations |
RI1.03, RIV.01, RI3.03, RI4.02, RSV.01 CGE1h, 1i, 7f |
Knowledge/ Understanding Communication |
Study migration stories past and present Written responses to the text |
|
4. Culture and Conflict |
RSV.01, RI2.03, RI3.01, RI4.01 CGE5b, 4a |
Application Thinking/Inquiry |
Identify changing perspectives on place, family, and society Write in role |
|
5. A Place Called Home |
RIV.01, RI1.03, RI4.01 CGE3c, 7f, 7h |
Application |
Discover identity through adaptation and acceptance in cultural and natural worlds Create a montage of quotations of works studied in class and images inspired by these works |
|
6. Visions of the Future |
RIV.01, RI1.01, RI2.02 CGE2b, 2e, 7g |
Communication Application |
Critique reflections on Canada’s culture from various non-fiction sources |
Time: 21 hours
Unit
Description
Students
explore Canadian drama through an in-depth study of terminology, monologue,
tableau, script reading, and script writing. Students develop reflective and
critical-thinking skills as they analyse the function and significance of
Canadian literature in society in a local and national context. The unit
culminates in an activity that reinforces drama as a unique Canadian voice and
allows students to make artistic and dramatic choices concerning a Canadian
play.
|
Activity |
Expectations |
Assessment |
Focus |
|
1. The Director’s Chair |
RSV.02, CGE1d CGE2a, 2c, 3c |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Study terminology and dramatic devices Learn personal movement vocabulary and vocalization |
|
2. Such a Long Journey, Telling Stories |
RIV.01, RSV.02, RIV.03, RI1.01, RI1.02 CGE4a, 4f, 5b, 7g |
Thinking/Inquiry Application Knowledge/Understanding Communication |
Interpret history and character through monologue and tableau |
|
3. Setting the Stage, the Power and the Impact of Canadian Drama |
RIV.03, RIV.04, RSV.01, RS2.03 CGE5d, 5g, 7a, 7f |
Thinking/Inquiry Knowledge/Understanding Communication |
Respond in writing to Canadian writing Conduct a gallery walk (written and oral component) Study regional theatre |
|
4. Putting Theory into Practice, It’s Your Turn |
RIV.02, RIV.03, RSV.01 CGE4b, 4d, 4g |
Thinking/Inquiry Application Communication Knowledge/Understanding |
Read and analyse a Canadian play Create a director’s portfolio for a dramatic performance |
Time: 30 hours
Unit
Description
The
novel, as an expression of cultural-regional context and of the author’s craft,
will be investigated through a whole-class novel study. A novel that allows for
analysis of the narrative elements of setting, plot, narrative voice,
characterization, and theme is recommended (e.g., Obasan, Barometer Rising, or Such
is my Beloved). Activities 1-5 represent the whole-class novel study while
Activities 6-8 represent the independent small group novel study. The teacher
may wish to divide the whole-class novel study and the independent small group
novel study into two separate units to provide balance in the course and
sufficient reading time for students.
Whole-Class Novel Study
|
Activity |
Expectations |
Assessment |
Focus |
|
1. Historical and Regional Context |
RI1.04, RIV.04, RI3.03 CGE5b, 5g, 7f |
Knowledge/ Understanding Thinking/Inquiry |
Conduct a print and on-line resource-based inquiry (e.g., geographic, biographical, and historical study) |
|
2. Action: Structure and Effects of Plot |
RI2.01, SV.01 CGE2b, 2c |
Thinking/Inquiry Communication |
Use graphic organizers, timelines, and plot graphs to analyse plot structure |
|
3. Narrative Voice: the Author |
RI2.02, RI2.03 CGE7g |
Thinking/Inquiry |
Use short fictional texts to compare / contrast narrative stance and voice |
|
4. Characterization: Distinctive Voices |
RI3.01, RSV.01, RI4.01 CGE3c, 5b |
Thinking/Inquiry Communication |
Examine imagery and dialogue as they convey and develop character |
|
5. Theme: Common Voices |
RIV.02, RI4.02, RI4.01 CGE2e, 4e, 4f |
Thinking/Inquiry Communication |
Write an in-class expository essay based on a thematic focus |
Independent Small Group
Novel Study
|
Activity |
Expectations |
Assessment |
Focus |
|
6. Regional and Historical Inquiry: Small Group Novel |
RIV.01, RI1.04, RI2.03, RI3.02, RI4.01 CGE3b, 4b, 4c |
Thinking/Inquiry Communication |
Conduct a resource-based inquiry related to student-selected small group texts |
|
7. The Group Novel as an Expression of Time and Place |
RI4.01, RSV.01, RS1.02 CGE5a, 5f, 5g |
Thinking/Inquiry |
Apply critical and analytical techniques learned in Activities 3-5 |
|
8. Virtual Tour of |
RSV.02, RS2.01, RS2.02, RS2.03 CGE3b, 4a, 4f |
Communication |
Create a media-based interpretation of important aspects of group novel |
Time: 16.5 hours
Unit
Description
Children’s
literature, as a genre, offers an exceptional opportunity for the exploration
of universal human experiences that transcend culture, age, and time.
Throughout this unit, students build on their foundational understanding of
concepts established earlier in the course such as regionalism, physical and
psychological landscape, and diversity of perspective. Through reading,
response, and analysis, students should experience the full diversity of
Canadian children’s literature, such as regional alphabet books, young adult
fiction, Native writing, and urban and rural stories. Teachers could also
select appropriate non-fiction, poetry, picture books, songs, and folk tales.
|
Activity |
Expectations |
Assessment |
Focus |
|
1. Beginnings: the Art of Writing for Children |
RSV.02, RI2.01, RI4.02 CGE2a, 3b, 3c |
Knowledge/Understanding Thinking/Inquiry Communication |
Discover and apply archetypes and patterns in children’s literature to a Canadian context through a short writing response |
|
2. Canadian Perspectives: What Makes a Text Universal? What Makes a Text Canadian? |
RIV.01, RSV.01, RSI.02, RI2.03, RI3.01 CGE5b, 5e, 7f |
Knowledge/Understanding Thinking/Inquiry |
Visit a series of literature stations which reflect a range of children’s authors and illustrators |
|
3. Narrative Voice: the Art of the Author in a Canadian Children’s Novel |
RSV.01, RSI.01, RSI.02 CGE1d, 5b |
Knowledge/Understanding Thinking/Inquiry Communication |
Explain how the elements of good fiction are reflected in a major children’s text |
|
4. Our Voice to the World: Promotional Pitch to the International Children’s Book Festival |
RIV.01, RIV.03, RSV.01, RSV.02, RI3.03, RS2.02 CGE4a, 4b, 7g |
Thinking/Inquiry Communication Application |
In small groups, create and present a formal proposal for the Quintessential Canadian Children’s Book to the selection committee for the International Children’s Book Festival |
Time: 12.5 hours
Unit
Description
Students
examine the history, regions and diversity of their nation as represented
through Canadian poetry and song. Students are given the opportunity to respond
to and to analyse poetry throughout the unit as they work toward developing
their poetic voice.
|
Activity |
Expectations |
Assessment |
Focus |
|
1. Canadian Poetic Voices |
RIV.01, RIV.02, RI1.03, RI3.03, RI4.01, RI4.02 CGE2a, 2b, 5b, 7f, 7g |
Knowledge/ Understanding Thinking/Inquiry |
Examine history, region and diversity as represented in Canadian poetry |
|
2. On Style and Conventions |
RIV.02, RI2.01, RI2.02, RI2.03, RI3.04 CGE2b, 3c |
Knowledge/ Understanding Application |
Study of poetic terminology, style, and devices through direct teacher instruction |
|
3. Personal Voice |
RSV.01, RSV.02, RI1.01, RI3.01, RSI.01, RS1.02 CGE4f, 4g, 5b, 5g, 7b |
Thinking/Inquiry Communication |
Respond personally to poetic works of various Canadian regions and historical periods |
|
4. Songs of the Century |
RIV.04, RSV.01, RSV.02, RI2.02, RI2.03, RS1.02 CGE1g, 3a, 3f, 4a, 5a, 6c, 7f |
Communication Application Thinking/Inquiry |
Analyse voices of popular culture through media and the study of Canadian recording artists Select a song or poem of the century that reflects their identity as Canadians and justify why this selection qualifies as the song of the century |
Time: 7.5 hours
Unit
Description
As a
culminating activity for the course, students write a critical analysis or an
interpretive response to Canadian Literature in three of the five genres they
have studied. This activity allows students to demonstrate a synthesis of their
understanding of the Canadian experience as represented in this course. It is
recommended that students organize their final product upon a key question
(e.g., “To what extent has your experience over the course of study changed or
reaffirmed your understanding of the Canadian experience and/or what it means
to be a Canadian?”).
|
Activity |
Expectations |
Assessment |
Focus |
|
1. Personal Portfolio |
RIV.03, RSV.01, RI3.01, RI3.03, RI4.02, RS1.01, RS1.02, RS2.02, RS2.03 CGE3c, 3d, 5c, 5e, 7a |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Create a critical and interpretive portfolio |
Students
enrolled in the Grade 11 Canadian Literature course have successfully completed
either Grade 10 Applied or Grade 10 Academic English. The teacher needs to
select materials and resources appropriate to the range of learning styles and
interests of students in the class.
Strategies
that are used within the whole class, small group, and individual activities
incorporate a variety of approaches to develop skills in the following
important areas:
Students:
1. read a variety of text forms to understand
more about the uniqueness of Canadian literature;
2. understand implicit and explicit messages in
non-print text forms (e.g., radio, television, etc.);
3. use their knowledge of
4. develop and refine oral communication skills
for personal expression and public presentations.
Students:
1. recognize that culture, region, and time
affect point of view;
2. express a personal point of view that
demonstrates respect for others;
3. listen with empathy.
Students:
1. analyse and interpret texts for distinctive
Canadian features, themes, and viewpoints;
2. use writing to express feeling, explore
meaning, and make connections between prior knowledge and emerging
understanding.
Whole
class activities form one instructional method, which effectively promotes the
learning of the core knowledge and skills described in the expectations.
In
whole class activities such as direct instruction, Socratic lessons, and
review, the teacher should explicitly teach and model the required skills in
each of the strands. For example, by reading literary passages aloud to senior
students, the teacher demonstrates engaged, confident, and proficient reading.
As well, the teacher should establish standards for close reading of a text and
sophisticated use of critical evidence to support interpretations. Furthermore,
in whole class activities, the teacher should model clear, coherent, and
organized communication as well as exemplary application of language
conventions.
The
teacher and students work together to create an atmosphere of trust and respect
for each other. To accomplish this in the drama unit, the students use their
bodies as a form of expression and communication. The environment must be
conducive to the discovery of the language of drama.
Other
whole class activities such as field trips, guest speakers, and video
presentations provide opportunities for students to relate the concepts and
skills they develop in the course to life beyond the classroom.
In whole
class discussions of literary works the teacher models empathetic listening and
skillful facilitation. This modelling provides the opportunity for students to
gain knowledge of and respect for diverse points of view, as well as
comprehension of the influence of culture and experience on perspective and
thought.
The
teacher should create circumstances in which students may sometimes work in
collaborative groups. Students explore ideas, clarify their thinking, and gain
insight and knowledge when they work together to solve a real problem or to reach
a mutual goal. Most teachers find that the best number of students in a small
group is between two and five.
·
Writing
groups
·
pre-writing
activities, such as brainstorming, webbing, or listing
·
drafting
·
conference
partners
·
revision
and editing groups
·
co-authoring
·
Dramatic
readings and performances
·
Research
partners or workstation groups
·
Focus
groups for analysis
·
Panels,
debates, and round table discussions
·
Oral
reports and presentations
·
Reading
conferences and book talks
·
Portfolio
presentations
·
Oral
reading groups for poetry and drama
·
Homework
buddies
·
Response
groups for informal discussion
The
teacher should provide a variety of individual assignments to extend and
consolidate the learning that takes place in the whole class and small group
activities. Individual activities allow the teacher to accommodate interests
and needs and to assess the progress of each student. The teacher plays an
important role in supporting these activities through the provision of ongoing
feedback to the students, both orally and in writing.
Teachers
are encouraged to include individual activities such as the following in the
course.
·
Writing
·
·
Personal
writing
·
Creative
writing
·
Report
writing
·
Essay
writing
·
Individual
reading time
·
Independent
research assignments
·
Independent
novel study work
·
Portfolios
·
Oral
presentations
·
Dramatic
monologues
·
Tests,
quizzes
·
Homework
assignments
·
Student-teacher
conferences
The
word “assess” comes from the Latin root that means “to sit beside.” Good
assessment is ongoing feedback, which measures growth over time, is clearly
linked to expectations, is meaningful to students and is critical to the
teaching/learning process. Assessment monitors student learning and allows
teachers to identify student strengths and weaknesses, to develop and modify
teaching strategies, and to report effectively to students, their parents, the
school, and the wider community.
Assessment
is defined as the collection of information on student achievement; evaluation
is a judgement or decision based on the information collected over time. Under The
and 12: English, 2000, assessment and evaluation are criterion-based activities linked to the
provincial curriculum expectations and the Achievement Chart. Emphasis is
placed on assessment tasks that are varied in nature, administered over a
period of time, and designed to provide opportunities for students to
demonstrate their knowledge and skills in a meaningful context. The diversity
of students’ experiences and learning styles must be respected. Self-assessment
and self-monitoring are important components for students in the
teaching/learning process.
The
Achievement Chart for English is the basis for reporting on student progress,
as outlined in The
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of a personal profile and an examination.
Rubrics: often developed in collaboration
with students or with other teachers, rubrics are frequently used in the
English classroom to assess performance-based tasks, or tasks incorporating a
number of integrated or clustered expectations. The English essay and the oral
presentation are two “performance-based” tasks, which lend themselves to
assessment by rubrics.
Checklists: are particularly helpful for the
monitoring of “process” components of student work, of homework, formative
feedback, complete/incomplete record-keeping and for marks assignment.
Rating Scales: are numerical or symbolic
statements with attached criteria. Rating scales have less detail than rubrics
but provide more information than a checklist on the quality of the items
completed.
CheckBrics: are an interesting blend of a
rubric and a checklist, which include descriptors and a checklist.
Anecdotals: are time consuming, but useful,
written personalized comments, which are usually informal.
Portfolios: are collections of student work
showing growth over time. Portfolios can be course; topic or unit based and can
be in either working or presentation formats.
Conferences: are dialogues with peers, the
teacher, or parents allowing immediate personal feedback. Conferences are often
used in conjunction with a portfolio or student work log.
The teacher should establish a work
log/response journal or portfolio structure to track student growth during the
course. Since this course is open to students in both the university and
college directed streams, the teacher should expect a rich diversity of student
experiences, interests, and learning styles. Self-assessment is also an
important learning skill for students in the senior division.
For both of the completed units
provided with this profile, a rubric is included for the culminating task.
Additional assessments should be selected to ensure consistency with the requirements
outlined in the Grades 9 to 12, Program
Planning and Assessment, 2000 policy document. Assessment tasks should
cluster relevant and meaningful expectations; assessment tools and strategies
should inform curriculum planning as well as student progress.
Teachers
may make the following accommodations as needed:
·
pairing
with another student (mentor/tutor);
·
providing
supplementary texts to accommodate different reading levels;
·
providing
alternative activities that suit strengths in learning styles;
·
providing
audio/Braille versions of print resources;
·
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, electronic thesauri, and spellcheckers within the
classroom;
·
using
an audio tape/peer helper reading aloud to individuals or small groups;
·
providing
further reading of historical time periods and contexts for additional challenge
(enrichment);
·
note-taking
using NCR/carbon paper or scribe as required (a peer, peer tutor, or
educational assistant);
·
audio
taping or orally assessing of pen and paper tests and assignments;
·
restructuring
tests as needed (allowing extra time, providing a scribe, rephrasing questions,
reading the test aloud, using computer/word processor or voice-activated
writing program as available);
·
ensuring
that groups include students with a variety of abilities and skills/interests;
·
using
editing equipment, if available, to create a more polished product
(enrichment);
·
using
a peer to assist students in the composition and revision of their written
work;
·
using
simplified or abridged versions of plays/novels where available;
·
using
cue cards for students who are unable to memorize their lines, facilitating
roles for students who have performance difficulties;
·
other
accommodations as deemed necessary.
The
following list provides general resources, which could be used throughout the
course. For the two units developed in detail for this profile, specific
resource lists are also included.
Atwood,
Margaret. Survival. Toronto:
McClelland and Stewart, 1996. ISBN 0771008325
Atwood,
Margaret and Robert Weaver. The New
Oxford Book of Canadian Short Stories in English,
2nd ed. Toronto: Oxford
University Press, 1995. ISBN 0195410254
Barry,
James, ed. Coast to Coast: Canadian
Stories, Poetry, Non-Fiction & Drama, Reflections in Literature.
Scarborough: Nelson Canada, 1995. ISBN 0176047042
Bennett, Donna and Russell Brown, eds. An Anthology of Canadian Literature in
English. Toronto: Oxford University Press, 1983. ISBN 0195403940
Borovilos,
John, ed. Breaking Through: A Canadian
Literary Mosaic. Scarborough: Prentice-Hall Canada, 1990. ISBN 0130830720
Borovilos,
John, ed. Breaking Free: A Cross Cultural
Anthology. Scarborough: Prentice-Hall Canada, 1995. ISBN 0133074307
Conrad,
Ron, ed. The Act of Writing, 5th ed. Toronto: McGraw-Hill Ryerson, Ltd., 1998.
ISBN 0075603659
Cooke,
Nathalie, ed. An Anthology of Canadian
Literature in English. Toronto: Oxford University Press, 1990. ISBN
0195407857
Frye,
Northrop. Mythologizing Canada: Essays on
the Canadian Literary Imagination. New York: Legas, 1997. ISBN 0921252579
Karpinski,
Eva, ed. Pens of Many Colours: A Canadian
Reader. Harcourt-Brace and Company, Ltd., 1997. ISBN 0774735104
Moses,
Daniel David and Terry Goldie, eds. An
Anthology of Canadian Native Literature, 2nd ed. Don Mills: Oxford
University Press, 1998. ISBN 0-19-541282-6
Petrone,
Penny. Native Literature in Canada: From
the Oral Tradition to the Present. Toronto: Oxford University Press, 1990.
ISBN 0-19-540796-2
Rooke,
Constance, ed. Writing Home: a PEN Canada
Anthology. Toronto: McClelland and Stewart, 1997. ISBN 0771069618
Stouck,
David. Major Canadian Authors: A Critical
Introduction to Canadian Literature in English. Lincoln: University of
Nebraska Press, 1988. ISBN 0803291884
Callaghan,
Morley. Such is my Beloved. Toronto:
McClelland and Stewart, 1996. ISBN 077109955X
Callaghan,
Morley. More Joy in Heaven. Toronto:
McClelland and Stewart, 1996. ISBN 0771099568
King,
Thomas. Medicine River. Toronto:
Viking, 1990. ISBN 0670829625
Kogawa,
Joy. Obasan. Toronto: Penguin Books
of Canada, 1983. ISBN 0140067779
Kogawa,
J. Itsuka. Toronto: Viking, 1992.
ISBN 0670844721
Laurence,
Margaret. Bird in the House. Toronto:
New Canadian Library, 1999. ISBN 0771099851
MacLennan,
Hugh. Barometer Rising. Toronto:
McClelland and Stewart, 1996. ISBN 0771099916
Mitchell,
W.O. Who has Seen the Wind. Toronto:
McClelland and Stewart, 2000. ISBN 0771061110
Roy,
Gabrielle. Children of my Heart.
Toronto: McClelland and Stewart, 2000. ISBN 0771075987
Richards,
David Adams. Nights Below Station Street.
Toronto: McClelland and Stewart, 1997.
ISBN 0771074670
Slipperjack,
Ruby. Honour the Sun. Winnipeg:
Pemmican Publications, 1987. ISBN 091914344X
Ballach,
J. Drama in Perspective. Toronto:
Harcourt Brace, Canada, 1993. ISBN 0-7747-1416-6
Brask,
Per. Contemporary Issues in Canadian
Drama. Winnipeg: Blizzard Press, 1995.
ISBN 0921368518
French,
David. Leaving Home. Toronto: New
Press, 1972. ISBN 0773759433
Gainas,
Gratien. Yesterday the Children Were
Dancing. Toronto: Clarke, Irwin, 1967.
IBSN 077200210X
Barrie, Shirley, Beverly Cooper, and Banuta
Rubess. Wanna Play? Three Plays for High
School. Toronto: Playwrights Canada Press, 1994. ISBN 0887544959
Stevens, J., ed. Ten Canadian Short Plays. Toronto: Dell Distributing, 1975. ISBN
0-440-9575
Swartz,
Larry. Dramathemes: A Practical Guide for
Teaching Drama. Heinemann, 1989.
ISBN 0435085093
Booth,
David, ed. Doctor Knickerbocker and Other
Rhymes: A Canadian Collection. Toronto: Kids Can Press, 1993. ISBN
1550740792
Geddes,
Gary, ed. 15 Canadian Poets x 2.
Toronto: Oxford University Press, 1988. ISBN 0195406559
Davies,
Gwendolyn and Carole Gerson, eds. Canadian
Poetry from the Beginning through the First World War. Toronto: New
Canadian Library, 1996. ISBN 0771034504
Lee,
Dennis, ed. The New Canadian Poets
1970-1985. Toronto: McClelland and Stewart, 1985.
ISBN 0771052162
Egoff,
S. The New Republic of Childhood: A
Critical Guide to Canadian Children’s Literature in English. Toronto:
Oxford University Press, 1990. ISBN 0195405765
Jones,
R.E. and Jon Stott. Canadian Children’s
Books: A Critical Guide to Authors and Illustrators. Toronto: Oxford
University Press, 2000. ISBN 01954 1222-2
Pearson,
Kit, ed. This Land: A Cross-Country
Anthology of Canadian Fiction for Young Readers. Toronto: Viking. 1998.
ISBN 0670878960
Note:
The URLs for the
websites have been verified by the writer prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
The
Booker Prize – http://www.web.net/owtoad/
Canadian
Authors Online – http://web.idirect.com/~canuck/cao/ch
Canadian
Broadcasting Corporation – http://www.cbc.ca
Canadian
Short Stories Video Series – http://www.nfb.ca/FMT/MSN/34/34951.html
Canadian
Literature Archive –
http://canlit.st-john.umanitoba.ca/Canlitx/Canadian_Writers.html
Canadian
Literature Pathfinder@UNB –
http://www.ucalgary.ca/library/subjects/CNST/canadianlit.htm
Giller
Prize – http://www.thegillerprize.org/
Governor
General’s Literary Awards – http://www.canadacouncil.ca/prizes.ggla.default.asp
Guide
to Canadian Literature Materials –
http://vicu.utoronto.ca/library/guides/canlit.htm
National
Film Board of Canada – http://www.nfb.ca/
National
Library of Canada – http://www.nlc-bnc.ca/events/illustra/eintro.htm
Playwrights
– http://www.blizzard.mb.ca/catalog/Playwrights.html
The
Writer’s Union of Canada – http://www.writersunion.ca/
This course encourages both
community-based learning and career exploration utilizing resources offered by
the community. Opportunities may exist for students to participate in
cooperative and career-related endeavours by providing time in learning
environments such as libraries, bookstores, elementary school classrooms, and daycare
centres as a means for and/or classifying their post-secondary interests’
destinations.
The
nature of the course affords the opportunity to incorporate texts that allow
students to be cognizant of the differences that are common to each individual
person or our nation as a means of encouraging violence prevention and
acceptance and non-judgmental perspectives.
Consideration
should be given to board policy regarding the accepted use of computers. A
school-specific contract should be made available to ensure that students and
parents are aware of acceptable user policy with regards to computer-based
research.
Coded
Expectations, Canadian Literature, Grade 11, University/College Preparation,
ETC3M
RIV.01 · read and demonstrate an understanding of
Canadian fiction, drama, poetry, and non-fiction from diverse cultures,
regions, and time periods;
RIV.02 · demonstrate an understanding of the use of
form, language, voice, and style to communicate meaning and enhance the impact
of Canadian literary texts;
RIV.03 · demonstrate knowledge and understanding of a
variety of interpretations of Canadian literary texts;
RIV.04 · analyse the function and significance of
Canadian literature in society.
Understanding
Meaning in Canadian Literary Texts
RI1.01 – interpret a variety of Canadian literary
works;
RI1.02 – interpret Canadian literary texts in
performance or recorded on film or tape;
RI1.03 – explain the major themes and issues in
Canadian literary texts (e.g., make a group presentation on the representation
of nature in a poet’s work; compare authors’ treatments of immigrant
experiences in Canadian literature);
RI1.04 – select and use reading strategies to
understand Canadian literary texts (e.g., discuss regional and historical
contexts before reading a novel; keep a list of unfamiliar and distinctive
Canadian words and expressions while reading a play; reread a story after
consulting reference sources about allusions encountered in the text).
Understanding
Form and Expression in Canadian Literary Texts
RI2.01 – identify elements of literary forms in
Canadian literary texts and explain how they are used to communicate meaning
and enhance impact (e.g., analyse the use of action and suspense in a short
story to engage the reader; discuss the use of flashbacks or multiple narrators
to deepen or broaden meaning in a Canadian novel);
RI2.02 – explain how language is used in Canadian
literary texts to communicate meaning and enhance impact (e.g., keep an
annotated list of effective words and expressions from texts; explain why the
use of regional dialect is an important element of characterization in a
Canadian play);
RI2.03 – explain how voice and style are used in
Canadian literary texts to communicate meaning and enhance impact (e.g.,
explain how a novelist uses first-person narration to establish and maintain a
distinctive voice; write an essay about the style of a Canadian author based on
representative works).
Understanding
Interpretations of Canadian Literary Texts
RI3.01 – analyse their own and others’
interpretations of a variety of Canadian literary texts (e.g., generate
questions about a Canadian novel and discuss them with peers; compare their own
interpretations with those of professional critics to debate the merits of a
Canadian film; compare literary reviews from a website on a Canadian author);
RI3.02 – research critical interpretations of
Canadian literary texts in print and electronic sources and summarize their key
ideas (e.g., report to group members the main ideas from critical articles on a
novel; compile an annotated bibliography of secondary sources on a national or
regional theme or issue);
RI3.03 –
explain how the historical and regional contexts of the works and the differing
perspectives of readers influence interpretations of Canadian literary texts
(e.g., research the historical and regional background to help understand a
specific text; produce a videotaped interview or audiotape oral history to
depict the historical period of a novel; compare interpretations of a Canadian
short story in a small group and account for the differences);
RI3.04 – select and use appropriate
strategies to understand specialized language and complex concepts in literary
criticism (e.g., apply contextual information or consult a specialized
reference source to understand unfamiliar concepts or terminology; summarize
the key ideas in a critical essay).
Understanding
the Social Purposes of Canadian Literary Texts
RI4.01 – describe distinctive values, attitudes, and
viewpoints in Canadian literary texts (e.g., draw conclusions about the social
norms and behaviours of Canadians by examining characters in a selection of
short stories; discuss the variety of attitudes to the geographical vastness of
Canada by writers of Canadian essays and poetry);
RI4.02 – explain how Canadian literary works comment
on the human condition or present universal themes or global issues (e.g.,
write a letter to the author of a literary text regarding the portrayal of
members of a particular gender, class, or culture; make a small-group
presentation about the diverse influences on a work of Canadian literature).
RSV.01 · produce personal and critical responses to a
variety of Canadian literary texts;
RSV.02 · produce creative responses to a variety of
Canadian literary texts.
Responding
Personally and Critically to Canadian Literary Texts
RS1.01 – compare their own thoughts, feelings,
attitudes, beliefs, and values to those expressed in Canadian literary texts
(e.g., record observations about the values and beliefs expressed in the work
of several authors; share interpretations in a group to explore and clarify
ideas, themes, and issues and to negotiate a common interpretation of a
Canadian literary text);
RS1.02 – produce critical responses to ideas, themes,
and issues presented in Canadian literary texts (e.g., write a review of a
Canadian literary text evaluating its effectiveness in communicating ideas for
a specific purpose to a specific audience; write an analytical academic essay
discussing ideas presented in a novel in the light of a critical theory about
Canadian literature).
Responding
Creatively to Canadian Literary Texts
RS2.01 – adapt a character, scene, or idea from a
Canadian literary text for presentation in another form or medium (e.g.,
role-play a conflict from a Canadian novel, including possible resolutions;
compose a television script based on a Canadian short story);
RS2.02 – design and create, individually or
collaboratively, literary or media works in response to Canadian literary texts
(e.g., create visual images to illustrate a Canadian poem, story, or novel;
create a multimedia presentation about a Canadian short-story writer);
RS2.03 – explain how the works created or adapted
reflect key ideas, themes, and issues in Canadian literary texts (e.g., make an
oral presentation explaining how their creative choices reflect aspects of
Canadian literary texts).
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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