Course Profiles

Course Profile English, Grade 9 academic, Catholic

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 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 and Training. 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 and Training or by the Partnership of School Boards that supported the production of the document.

Acknowledgements

Lead Board

Toronto Catholic District School Board

Wendy Schmidt, Manager

Course Profile Writing Team

Loretta Notten, (Lead Writer), Bishop Allen Academy

Ada Melino, (Writer), Madonna Catholic Secondary School

Clare O'Brien, (Writer), Father John Redmond Catholic Secondary School

Don Walker, (Writer), Bishop Allen Academy

Ann McGuire, (Writer), Loretto Abbey

Research

Sal Arduini, James Cardinal McGuigan Catholic Secondary School

Word Processing

Diane Furtado, Catholic Education Centre

Graphic Layout

Ana Paula DaCosta, Catholic Education Centre

Unit #1

Title: Storytelling: Short Stories and Mythology

Time: 20 hours, plus 5 hours for skills development (Unit 6)

Unit Description

In the storytelling unit, students will read and demonstrate their understanding of short stories and myths in discussions and reflections that will assist in the development of their personal and social well being. Students will apply various strategies to read, understand and interpret information and ideas based on Christ's teaching of compassion and understanding. They will demonstrate their understanding through reflective discussions, group work and writing.

Strands and Expectations

Ontario Catholic School Graduate Expectations: 1g, 1h, 2a, 4a, 4b, 6c, 7f, 7g, 7j

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

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

Specific Expectations: LI1.01-02D, 03B, 04-08D; LI2.02D; WR1.02-04D; WR3.01-03D;

WR4.01D, 02B, 03D, 04B; LG1.01B, 03B, 04B, 05D, 06B, 07B;

LG2.01-04D; MD2.01-03D

Activity Titles (Time and Sequence)

Activity 1

Welcome to the World of the Story

300 minutes

Activity 2

Up Close and Personal: The Character Study

180 minutes

Activity 3

A Picture is Worth a Thousand Words: Creative Extension Activity

120-180 minutes

Activity 4

The Story Echoes: Myth Exploration and the Archetype

240 minutes

Activity 5

Words, Words, Words

60 minutes + integrated

Activity 6

Visiting Mount Olympus: Presenting a God/Goddess

180 minutes

Activity 7

Telling your Story

360 minutes

Unit Planning Notes

• Teachers should be aware that time used to complete the process work on writing assignments may be taken from/cross referenced with Skills Unit 6, as this unit is intended to be integrated throughout the course.

• As the Storytelling Unit is intended to be the first unit delivered in this course, teachers should take the time to incorporate diagnostic testing of reading and writing ability of students for the purposes of identifying the need for remediation.

• While one hour has been formally assigned in this unit to explore the etymology of words, this study should continue to be interspersed throughout the course.

• An introductory discussion of archetypes can be enhanced when students are invited to see how other cultures and times have struggled with the meaning of their existence, while allowing Catholics an opportunity to explore the symbolic patterns within their own scripture and artistic tradition.

• As the final summative assignment, students should be offered the choice between writing their own short story or myth.

Prior Knowledge Required

• Familiarity with the myths and legends of the Hebrew scriptures

Teaching/Learning Strategies

• discuss and collaborate in a group setting/contribute to a daily discussion

• engage in writing process

• conference with peers and teacher

• participate in classroom reading

• reflect via journal writing

• jigsaw around literary terms

• research, develop and participate in small group presentation

• formulate responses to questions as assigned

Assessment/Evaluation

Diagnostic and Formative Assessment:

• assess reading and writing ability for the purpose of identifying the need for possible remediation

• peer and self evaluation

• response journals

• homework questions

• informal and formal teacher observation/roving conferences

• jigsaw discussions

• preparation of the oral presentation (process)

Summative Evaluation:

• character sketch and literary character profile

• oral presentation (product)

• creative extension activities associated with short stories

• short story or myth

• unit test which addresses the four areas of achievement

Resources

• a short story collection, mythology collection, glossary of literary terms, etymology text

• CD ROMs or videos with references to mythological figures

• NRSV Bible, Vatican Library web site

Activity #1

Title: Welcome to the World of the Story

Time: 300 minutes

Description

This first activity has as its primary goal the opportunity for students to read and discuss short works of narrative fiction and to introduce students to the various elements of fiction writing. Story holds pride of place in the Christian tradition because it is through narrative that a community's identity and purpose is forged. Some of the techniques recommended in this activity are a jigsaw around the literary terms and the completion of a plot graph.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations The graduate is expected to:

• listen actively and critically to understand and learn in light of gospel values (2a)

• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)

• demonstrate flexibility and adaptability (4b)

• respect and affirm the diversity and interdependence of the world's peoples and cultures (7f)

• respect and understand the history, cultural heritage, and pluralism of today's contemporary
society (7g)

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

Overall Expectations At the end of Grade 9, students will:

• read and demonstrate an understanding of a variety of literary and information texts, from contemporary and historical periods (LIV.01D)

• demonstrate an understanding of the elements of a variety of literary and informational forms (LIV.02D)

• identify and explain the effect of specific elements of style in a variety of literary and informational texts (LIV.03B)

• identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately (WRV.02D)

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)

• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role-playing, and reporting/presenting specific purposes and audiences (LGV.02B)

Specific Expectations Students will:

• 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 variety of genres (LI1.01D)

• describe a variety of reading strategies and select and use them effectively to understand texts (LI1.03B)

• locate explicit information and ideas in texts to use in developing opinions and interpretations (LI1.04D)

• analyze information, ideas, and elements in texts to make inferences about meaning (LI1.05D)

• explain how readers' different backgrounds might influence the way they understand and interpret a text (LI1.07D)

• use knowledge of elements of the short story to understand and interpret examples of the genre (LI2.02D)

• select words and phrases appropriate to informal and formal styles, to suit the purpose and the intended audience of oral and written work (LG1.04B)

• recognize, describe, and use correctly, in oral and written language, the language structures and conventions of standard Canadian English (LG1.05D, LG1.07B)

• recognize, describe, and correct sentence errors in oral and written language (LG1.06B)

• communicate in group discussions by sharing the duties of the group (LG2.02D)

Planning Notes

• As this is the first unit of the course, teachers will administer a diagnostic reading and writing test for the purpose of identifying students who will require remediation and modification of their program. The results of these tests are not intended to be used in the calculation of student grades.

• This first activity is intended to act as an introduction to the world of literature and all it can afford. While teachers will read approximately four to five stories, they will be interspersed among activities one to three. Stories will be chosen from the selected anthology text. Teachers should be mindful to select stories which include Canadian content and which are respectful of the community in which the curriculum is being delivered.

• After students have been introduced to the literature, teachers will allow them to jigsaw around the relevant literary terms, such as: plot, plot graph, conflict, setting, mood/atmosphere, point of view, character, characterization, theme, symbol, suspense, foreshadowing, imagery and irony.

Teaching/Learning Strategies

• During the introduction of the first story, the teacher will have each student read a brief passage orally, in order to diagnose any reading difficulties that may exist in the class and in order to facilitate remediation (see Accommodations).

• Students will participate in journal writing throughout the course. Response journals will be employed as a vehicle for sharing personal reactions to texts under study. The teacher will provide prompts as needed, asking questions such as: a) Imagine yourself as the protagonist; how do you feel? b) It is the day after the last episode in the story; what will you do? c) Do you have any questions you'd like to ask the protagonist?

• The teacher will have students submit their first response journal for the purpose of diagnosing any writing and/or comprehension difficulties that may require remediation or support.

• Students will participate in classroom reading and contribute to daily discussion of the stories.

• Students will formulate responses to questions as assigned. (The teacher will be mindful of Bloom's taxonomy when assigning questions.)

• The teacher will facilitate the jigsaw process by setting up the "home groups." In "home groups", each student will take responsibility for 3 to 4 literary terms. Students will then meet with their "expert groups" and solidify their understanding of the terms, with the help of the text or teacher provided glossary. Students will then return to their "home group" and share their understanding of the assigned literary terms.

• During the jigsaw process the teacher will circulate throughout the classroom, conferencing with students regarding both the process and the terms, i.e., via roving conferences.

• The teacher will follow up the jigsaw activity with a review of the various literary terms.

• Students will continue to work with the selected stories throughout the next two activities.

Assessment/Evaluation

Diagnostic and Formative Assessment:

• diagnostic testing for reading and writing

• informal and formal teacher observation of group jigsaw discussions (Appendix 1.1)

• roving conferences

• homework checks of questions assigned

• self evaluation of participation in the jigsaw activity (Appendix 1.2)

Summative Assessment:

• questions of a summative nature on the unit test

Accommodations

• a scribe as required (a peer, a peer tutor or educational assistant)

• reduction in the amount of content and/or number of questions for which a student is responsible

• audiotapes/peer helper reading aloud

• read aloud to the teacher instead of the class

Resources

• a short story collection; some recommended anthologies include Inside Stories I, HBJ; Transitions, HBJ; Transformations, HBJ; Global Reading Safari, Nelson; The Issues Collection, McGraw Hill; Identity and Learning, HBJ; Between Worlds, Rubicon Press Inc.

Activity #2

Title: Up Close and Personal: The Character Study

Time: 180 minutes

Description

In this activity students will understand and apply the concepts of character development and create a character sketch and a literary character profile. The activity will culminate in students pairing up and conducting an interview to ascertain the physical characteristics, personality attributes, values, and beliefs of a selected individual. The study of character will foster in students a sensitivity to the uniqueness and inviolability of each person. Included in this activity is an introduction to the writing process, which will also be integrated throughout the entire course.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations The graduate is expected to:

• respect the faith traditions, world religions and the life-journeys of all people of good will (1h)

• listen actively and critically to understand and learn in light of gospel values (2a)

• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)

• demonstrate flexibility and adaptability (4b)

• value and honour the important role of the family in society (6c)

• respect and affirm the diversity and interdependence of the world's peoples and cultures (7f)

• respect and understand the history, cultural heritage, and pluralism of today's contemporary society (7g)

• contribute to the common good (7j)

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

Overall Expectations At the end of Grade 9, students will:

• read and demonstrate an understanding of a variety of literary and information texts, from contemporary and historical periods (LIV.01D)

• identify and explain the effect of specific elements of style in a variety of literary and informational texts (LIV.03B)

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)

• 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 (LGV.02B)

Specific Expectations Students will:

• 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 variety of genres (LI1.01D)

• describe a variety of reading strategies and select and use them effectively to understand texts (LI1.03B)

• locate explicit information and ideas in texts, to use in developing opinions and interpretations (LI1.04D)

• analyze information, ideas, and elements in texts to make inferences about meaning (LI1.05D)

• use knowledge of elements of the short story to understand and interpret examples of the genre (LI2.02D)

• select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work (LG1.04B)

• recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage (LG1.05D)

• recognize, describe, and correct sentence errors in oral and written language (LG1.06B)

• recognize, describe, and use correctly, in oral and written language the conventions of standard Canadian English for spelling, capitalization, and punctuation (LG1.07B)

• communicate in group discussions by sharing the duties of the group (LG2.01D)

Planning Notes

• As an option for the character sketch assignment, teachers/students can invite a guest to the classroom to be interviewed. The objective for students is to craft "the perfect question" to "get the scoop". Students will work on making the connections between their observations and their inferences. This is a skill they will continue to develop throughout the course. Questions will be prepared in advance.

• Before students complete the character sketch assignment, teachers will ensure that students comprehend the concepts of character, direct and indirect characterization, and static versus dynamic characters.

• While both written assignments (the character sketch and the literary character profile) will be checked for completion, students need only choose one for assessment, and as a possible submission to their writing portfolio.

• As this is the first written assignment where students will take their writing from the prewriting stage through drafting to a final product, teachers will ensure that they instruct the students about the required steps and protocols in the writing process: prewriting, drafting, conferencing, revising and editing.

Teaching/Learning Strategies

Character Sketch

• Students will be introduced to the writing process, its steps and the qualities which constitute each.

• The teacher will outline expectations for both character related assignments.

• Students will create a list of interview questions designed to discover the personal qualities and values of the individual they select to interview.

• Students will conduct interviews in pairs, questioning either one another or as indicated above, a guest who visits the classroom. Students might choose to leave the classroom, and interview someone from the community, (e.g., someone working in a career field to which they aspire).

• Students will individually organize the information from their interview into a descriptive paragraph.

• Students will participate in conferencing, editing and revising their work.

• The teacher will conference with students as required.

Literary Profile

• Students will select a character from one of the stories under study.

• Students will create an observation inference chart which will indicate the evidence supporting their perceptions of the character.

• Students will write a descriptive paragraph based on a literary character.

• The teacher will review the concepts relevant to character that were introduced in the group jigsaw activity. (Unit 1, Activity 1)

Assessment/Evaluation

Formative Assessment:

• informal and formal teacher observation of interviewing skills and commitment to task

• peer and self evaluation of writing and editing process

Summative Assessment:

• character sketch and literary character profile via criteria checklist, developed collaboratively by teachers and students

• questions of a summative nature on the unit test

Accommodations

• reduction of content or requirements, or an audiotape of the short stories

• one-on-one conferencing with teacher or peer, for clarification and/or support

• a comparative study of two characters from two different stories in lieu of the literary character profile, for greater challenge

Resources

• texts which introduce students to the writing process e.g., Bridges 3, Prentice-Hall; Steps to Better Writing; Reading and Writing for Success, HBJ.

Activity #3

Title: A Picture Is Worth A Thousand Words: Creative Extension Activity

Time: 120 - 180 minutes

Description

In this activity students will extend one of the stories they have read in class and complete a creative project. This extension can take a variety of forms, from a film treatment (a paragraph-form plot outline that could later by developed into a script) to a poster based on a story, poem or painting.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations The graduate is expected to:

• understand that one's purpose or call in life comes from God and strive to discern and live out this call throughout life's journey (1g)

• demonstrate flexibility and adaptability (4b)

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

Overall Expectations At the end of Grade 9, students will:

• read and demonstrate an understanding of a variety of literary and information texts, from contemporary and historical periods (LIV.01D)

• demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays (LIV.02D)

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)

• use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect (MDV.02D)

Specific Expectations Students will:

• 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 variety of genres (LI1.01D)

• locate explicit information and ideas in texts to use in developing opinions and interpretations (LI1.03B)

• analyze information, ideas, and elements in texts to make inferences about meaning (LI1.04D)

• explain how readers' different backgrounds might influence the way they understand and interpret a text (LI1.07D)

• use knowledge of elements of a short story such as plot, characterization, setting, conflict, theme, mood, and point of view, to understand and interpret examples of the genre (LI2.02D)

• use a unifying image, mood, or voice to structure descriptive paragraphs or poems (WR3.01D)

• adapt a work of literature to another media form and determine what aspects have been strengthened and/or weakened by the adaptation (MD2.01D)

• create media works for different purposes and explain how each has been designed to achieve its particular purpose (MD2.02D)

• create media works appropriate to different audiences and explain why a particular design should appeal to a particular audience (MD2.03D)

Planning Notes

• Two of the major assignments in this unit (character sketch and short story/myth) involve writing. In order to provide variety, students are encouraged to apply their knowledge in this activity via a creative extension which allows them to produce a media work, whether it be electronic media or non-electronic media, such as visual arts. Teachers will offer a variety of options and students will select the one they feel best equipped to complete.

• An option for teachers and students can be a sharing day at the end of the unit, where students can choose one of their major works from the unit.

• Another option for teachers is to direct students to the Vatican Library Web Site where they might find works of art which reflect Church history and traditions. Students can use these as either inspiration for their own art work or for their own written extensions.

Prior Knowledge Required

• a solid comprehension of the story which they are using as their foundational piece

Teaching/Learning Strategies

• Teachers will brainstorm ideas for a project with the students. Suggestions include: a film treatment, a poster, a collage, a poem or series of poems, a slide presentation, a new ending for a story, a 3-D model of a setting. All options should have their foundation in the original story which the student selects. Students may work individually, in pairs or in groups.

• The teacher will outline the expectations for the project. The following can be considered in the development of a checklist: correlation to the original story, application of ideas, aesthetic value, originality and creativity.

• Students will creatively explore one of the stories they have read, via the design and production of a creative response.

• Throughout the project students will conference with peers and teacher regarding their own ideas and progress.

• Students will present their product in its final form (see planning notes above for one possible option).

Assessment/Evaluation

Formative Assessment:

• informal and formal teacher observation of students' process through the activity

• peer and self evaluation

Summative Assessment:

• final creative product via criterion referenced checklist

Accommodations

• This assignment is well suited to students with special needs, as the choice it affords them will allow students to select an option that speaks to their respective strengths.

Resources

• art supplies and media equipment

• Video in Focus, Flynn & Hone.

• Vatican Library web site (Art History)

Activity #4

Title: The Story Echoes: Myth Exploration and Archetype

Time: 240 minutes

Description

In this activity students will be introduced to the central place of myth in our culture. They will explore the concept that truth and meaning are not solely revealed through science and technology, but are also conveyed in the stories that are most precious to a given people. The concept of archetype will inform how students analyze the mythological stories under study.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations The graduate is expected to:

• understand that one's purpose or call in life comes from God and to strive to discern and live out this call throughout life's journey (1g)

• listen actively and critically to understand and learn in light of gospel values (2a)

• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)

• demonstrate flexibility and adaptability (4b)

• value and honour the important role of the family in society (6c)

• respect and affirm the diversity and interdependence of the world's peoples and cultures (7f)

• respect and understand the history, cultural heritage, and pluralism of today's contemporary

society (7g)

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

Overall Expectations At the end of Grade 9, students will:

• read and demonstrate an understanding of a variety of literary and information texts, from contemporary and historical periods (LIV.01D)

• demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays (LIV.02D)

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)

• 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 (LGV.02B)

Specific Expectations Students will:

• 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 variety of genres (LI1.01D)

• describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts (LI1.03B)

• locate explicit information and ideas in texts, to use in developing opinions and interpretations (LI1.04D)

• analyze information, ideas, and elements in texts to make inferences about meaning (LI1.05D)

• Explain how readers' different backgrounds might influence the way they understand and interpret a text (LI1.07D)

Planning Notes

• This activity is the first one in the sub-unit of mythology, and students will be exposed to myths from a variety of different cultures, such as Greek, Norse, Native peoples, African, Asian, Celtic, and Scandinavian. The study of mythology allows students the opportunity to examine myths that are central to their own traditions, e.g., the two creation stories of Genesis. (Creation of the world and the Adam and Eve story.)

• The concept of the archetype will be introduced in this activity but will resurface and be explored throughout the course, as it relates to the larger issue of universal themes and storytelling.

• Teachers will select myths which are representative of the cultural backgrounds of the students in the class.

• This activity can provide teachers with an ideal opportunity to team teach with either members of the chaplaincy team or the religion department.

• Teachers can also team-teach with a member of the art department regarding works of art which are visual representations of classical and Biblical mythology, (e.g., Botticelli's "Birth of Venus", Delacroix's "Adam and Eve", the engravings of William Blake).

Prior Knowledge Required

• familiarity with the stories in the Hebrew scriptures (Old Testament)

Teaching/Learning Strategies

• Students will participate in classroom reading and contribute to daily discussion on the
selected myths.

• The teacher will introduce the concept of archetype through readings, formal instruction and classroom discussions. A grade appropriate definition of archetype can be found in Myth and Meaning (Gage).

• Students will reflect via journal writing. The teacher will facilitate journal writing by providing students with prompts.

• Students will formulate responses to questions as assigned e.g., comprehension and application questions, such as, "Who is a hero in your life?", " Who has functioned as a Merlin character in your life?", and "Have you ever known a trickster?"

• The teacher will complete homework checks as required.

Assessment/Evaluation

Formative Assessment:

• homework questions for completion

• response journals for completion and thoroughness of reflection

• class participation via informal observation

Summative Assessment:

• questions of a summative nature on the unit test

Accommodations

• audiotapes or peer reading aloud to facilitate understanding

• reduction of content or questions required, or additional clarification

• modification and/or clarification of test questions, as required

• further reading of Carl Jung and Joseph Campbell, for greater challenge

• exploration of how the heroic journey is illustrated in a contemporary film

Resources

• a mythology text, e.g., Myth and Meaning, Gage; Mythic Voices, Nelson; Myths Within, Gage; Myths, Legends and Fables; Man the Myth-Maker, HBJ; An Anthology of Canadian Native Literature in English, Daniel David Moses (ed.)

• The New Revised Standard Version Bible

• a reference text dealing with archetypes and the heroic journey, e.g., The Writer's Journey, Vogler; The Hero with a Thousand Faces, Campbell; Myths, Gods, Heroes and Saviors, Biallas; Myths to Live By, Campbell; Man and His Symbols, Jung; First People, First Voices, Petrone (ed.); One Bit of Truth: An Anthology of Canadian Native Literature, Grant (ed.); Myths Within, Native Voices, Ahenakaw, Gurdipy, Lafond (eds).

Activity #5

Title: Words, Words, Words

Time: 60 minutes + integration time

Description

In this activity students will be introduced to the concept of the etymology of words. While this activity will be delivered as a formal lesson, it will be followed up by integrating the concepts covered throughout the remainder of the unit, and indeed the remainder of the course.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations The graduate is expected to:

• Respect and understand the history, cultural heritage, and pluralism of today's contemporary society (7g)

Strand(s): Literature Studies and Reading; Language

Overall Expectations At the end of Grade 9, students will:

• read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods (LIV.01D)

• identify and explain the effect of specific elements of style in a variety of literary and informational texts (LIV.03B)

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)

Specific Expectations Students will:

• select and read texts for different purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, collecting and assessing information, responding imaginatively, and exploring human experiences and values (LI1.02D)

• locate explicit information and ideas in texts to use in developing opinions and interpretations (LI1.04D)

• analyze information, ideas, and elements in texts to make inferences about meaning (LI1.05D)

• explain how the background of the author might influence the information and ideas in a text (LI1.08D)

• describe strategies used to expand vocabulary and provide evidence of other vocabulary-building activities (LG1.01B)

• identify words borrowed from other languages, and words and terms recently introduced to describe new ideas, inventions, and products, and explain their origins (LG1.03B)

Planning Notes

• This activity is best delivered via a teacher-directed formal lesson.

• The study of etymology will be integrated via informal instruction throughout the rest of the unit and the rest of the course.

Teaching/Learning Strategies

• The teacher will introduce the concept of word study via etymology, e.g., meaning, prefixes, suffixes, Latin roots, Greek roots.

• Students will explore the etymology of words based on their study of mythology and other literature throughout the course.

• Students will participate in the classroom reading of myths.

• Students will formulate responses to questions concerning the etymology of words, as assigned e.g., as found in Myth and Meaning.

• The teacher will provide appropriate background information.

Assessment/Evaluation

Formative Assessment:

• homework checks for questions assigned

Summative Assessment:

• questions of a summative nature on the unit test

Accommodations

• peer buddy using NCR/carbon paper or scribe taking down class notes

• reduction of content or questions assigned

• modification and/or clarification of test questions

Resources

• Myth & Meaning, Gage and/or other text that explores word etymology

• Oxford English Dictionary or similar

• The Nature of Greek Myths, G.S. Kirk

Activity #6

Title: Visiting Mount Olympus: Presenting a God/Goddess

Time: 180 minutes

Description

In this activity students will work with a peer to research and present a mythological god/goddess or hero/heroine to the whole class. Students will be encouraged to engage their audience through a creative means of presenting their material. As well, they will attempt to make the connections between their own faith tradition and those of other peoples of the world.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations The graduate is expected to:

• listen actively and critically to understand and learn in light of gospel values (2a)

• demonstrate a confident and positive sense of self and respect for the dignity and welfare of

others (4a)

• demonstrate flexibility and adaptability (4b)

• respect and affirm the diversity and interdependence of the world's peoples and cultures (7f)

• contribute to the common good (7j)

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

Overall Expectations At the end of Grade 9, students will:

• read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods (LIV.01D)

• demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays (LIV.02D)

• use a variety of print and electronic sources to gather information and explore ideas for their written work (WRV.01D)

• use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work (WRV.03D)

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)

Specific Expectations Students will:

• 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 variety of genres (LI1.01D)

• select and read texts for different purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials (LI1.02D)

• locate explicit information and ideas in texts, to use in developing opinions and interpretations (LI1.04D)

• analyze information, ideas, and elements in texts to make inferences about meaning (LI1.05D)

• locate and summarize information from print and electronic sources (WR1.02D)

• group and label information and ideas, evaluate the relevance, accuracy, and completeness of the information and ideas, and discard irrelevant material (WR1.03D)

• communicate orally in group discussions for different purposes (LG2.01D)

• plan and make oral presentations to a small group or the class, selecting and using vocabulary and methods of delivery to suit purpose and audience (LG2.03D)

• use specific examples, facial expressions, gestures, intonation, humour, and visual aids and technology, as appropriate to engage the audience's interest during the oral presentations (LG2.04D)

Planning Notes

• Teachers will link with the teacher-librarian for this unit, to enable students to learn about the available resources where they can access appropriate research materials, such as the internet, CD ROMs, encyclopedias and multi-media sources.

• Students will be encouraged to make their presentations engaging for their audience. As such, research will be presented in a meaningful and creative manner and might include something such as a 3D model of a throne "fit for a god/goddess."

• Students will also be encouraged to find similarities and differences between the mythological gods and the presentation of our Christian God, as communicated in our scriptural tradition. Alternatively, they might explore issues such as the portrayal of the Christian motif in the Arthurian legends.

Teaching/Learning Strategies

• The teacher will collaborate with a librarian regarding orienting students to library research skills.

• The teacher will outline the expectations of the assignment.

• Students will research a god/goddess or hero/heroine, via a visit to the library where they will be introduced to various research skills and materials.

• Students will collaborate with a partner on their presentation.

• Students will prepare a presentation of approximately 5 minutes in length. Students will prepare notes to guide them in their presentation, and while the notes should be checked for completion, no formal report need be submitted. Students may include visuals to heighten interest in

their presentation.

• The teacher will conference with students regarding ideas and progress.

• Students will make a presentation with a partner.

Assessment/Evaluation

Formative Assessment:

• peer and self evaluation

• informal teacher observation regarding process

Summative Assessment:

• oral presentation product via the use of a criterion referenced rubric (Appendix 1.3)

• questions of a summative nature on the unit test

Accommodations

• student-directed mini-workshops on use of specific computer software (possibly outside of

class time)

• presentation made to the teacher on a "one-to-one," if there are significant difficulties with

oral communication

• groups of students brainstorm a variety of options from which they can select

presentation strategy

Resources

• library resources, such as the Internet, CD ROMs encyclopedias, multi-media resources and

written texts

• The Teacher's Complete and Easy Guide to the Internet, Heide & Stilborne, Trifolium Books Inc.

Activity #7

Title: Telling your Story

Time: 360 minutes

Description

In this activity students will have the choice of writing their own creative short story or myth, using the conventions which they have learned through their study of this unit. This assignment, along with the unit test, forms the summative evaluation. Students will be encouraged to communicate their story sensitively, while affirming through this activity, their own voice and imaginative capacity.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations The graduate is expected to:

• understand that one's purpose or call in life comes from God and to strive to discern and live out this call throughout life's journey (1g)

• listen actively and critically to understand and learn in light of gospel values (2a)

• respect and affirm the diversity and interdependence of the world's peoples and cultures (7f)

• respect and understand the history, cultural heritage, and pluralism of today's contemporary
society (7g)

Strand(s): Writing; Language

Overall Expectations At the end of Grade 9, students will:

• identify the literary and information forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information (WRV.02D)

• use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work (WRV.03D)

• revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity (WRV.04D)

• edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation according to the conventions of standard Canadian English, with the support of print and electronic resources when appropriate (WRV.05D)

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)

Specific Expectations Students will:

• use a unifying image, mood, or voice to structure descriptive paragraphs or poems (WR3.01D)

• structure expository paragraphs using a topic sentence, supporting sentences to develop the topic, connecting words to link the sentences, and a concluding sentence (WR3.05D)

• revise drafts to ensure that ideas are adequately developed with relevant supporting details and to achieve clarity and unity (WR4.01D)

• revise drafts to ensure consistency in use of first or third person and use of an appropriate level of language (WR4.02B)

• make constructive suggestions to peers (WR4.03D)

• consider reactions from teachers, peers, and others in revising and editing written work (WR4.04B)

• select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work (LG1.04B)

• recognize, describe, and use correctly in oral and written language, the language structures and conventions of standard Canadian English (LG1.05D, LG1.07B)

• recognize, describe, and correct sentence errors in oral and written language (LG1.06B)

Planning Notes

• Once again, teachers will stress the steps in the writing process, as this will be the second writing assignment of this unit.

• It is important to allow for student choice in this activity, as our expectation is that they will continue their journey toward discovering their own voice and developing personal accountability.

• Teachers can facilitate student writing by taking them through pre-writing exercises and/or students can collect writing prompts, e.g., photographs, paintings, fragments of other stories and headlines from supermarket tabloids.

• As an option, students may wish to invite a storyteller into the classroom or teachers may wish to plan a field trip to hear a storyteller perform.

• As a prewriting activity teachers can invite students to share stories that resonated with them or that they remember from their childhood. Students might be further encouraged to explore why those stories have remained memorable. Stories might be from literature, family or scripture traditions.

Teaching/Learning Strategies

• The teacher will outline the expectations of the assignment.

• The teacher will facilitate the writing of the story or myth, via the assigned pre-writing activities.

• Teachers may encourage students who select the myth option to write myths which are more reflective of our modern times.

• Students will engage in the writing process via pre-writing, conferencing, drafting, revising and editing of their own personal short story or myth.

• The teacher will conference with and support students throughout the process.

• Students will collaborate in a group setting, sharing short story or myth, process work and ultimately their products (see planning notes in Activity 3 of this unit regarding a possible method for sharing of work).

Assessment/Evaluation

Formative Assessment:

• peer and self evaluation of drafts

• roving conferences regarding writing process

Summative Assessment:

• short story or myth via criterion referenced checklist (Appendix 1.4)

Accommodations

• one-on-one conferencing with teacher or peer for support

• reduction of requirements

• a scribe, as required

• an oral narrative as opposed to a written product

Resources

• texts helpful in the instruction of narrative technique, e.g., Bridges 3, Prentice-Hall; Reading and Writing for Success, HBJ; The Writer's Companion, Prentice-Hall Ginn; The Writer's Journey, Braun-Brunfield, Inc.

• resources valuable to use in the pre-writing phase, as a source for writing prompts, e.g., The Mysteries of Harris Burdick, Van Allsburg; tabloid newspapers; paintings; and photograph

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