Course Overview

Literacy Skills: Reading and Writing, Grade 11, Open

Identifying Information

Department: English

Course Developers: Susanne Matthews, Chris Kehoe, Lisa Gorrell, Tanya Vinkle, Catherine LaBine

District: The Catholic District School Board of Eastern Ontario

Course Title: Literacy Skills: Reading and Writing

Course Type: Open

Ministry Course Code: ELS3O

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12

Publication Date: 2000

Prerequisites: None

Development Date: May to August 2000

Description/Rationale

This course emphasizes the strengthening of essential reading and writing skills. Students will read short plays, short stories, novels, poems, newspaper and magazine articles and opinion pieces, with particular attention to locating important information, identifying the main ideas, and supporting details, extending personal knowledge, responding imaginatively, and using specific strategies to expand vocabulary. An important focus will be on writing clear, accurate, and coherent narratives, summaries, reports, letters, and short essays, using correct grammar, punctuation, and spelling.

How This Course Supports the Ontario Catholic School Graduate Expectations

With the premise of a God-centered universe at the core of its beliefs, Catholic education seeks to equip students with the tools needed to develop the knowledge, skills, and values, which lead to responsible citizenship, and active participation in the Christian community. Through the use of fiction and non-fiction, an in-depth study of the elements of style, and the conventions of writing, this course will help students improve their reading and writing abilities. With upgraded language skills, students will become more effective communicators, reflective, creative, and holistic thinkers, and collaborative contributors in society. By assisting students to experience greater success in their educational efforts, this course will help them become self-directed, responsible, life long learners, who will develop and demonstrate their God-given potential (Trafford, Larry. Educating the Soul. Institute for Catholic Education, Catholic Curriculum Cooperative – Central Ontario Region, 1998, section 4, page 17-21.)

Unit Titles (Time + Sequence)

Unit 1	Reading and Writing	40 hours (15 hours + 5 hours from each of the other units)
Unit 2	Short Fiction	12 hours (including 5 from Unit 1)
Unit 3	Prose Non-fiction	11 hours (including 5 from Unit 1)
Unit 4	Poetry	12 hours (including 5 from Unit 1)
Unit 5	Novel Study	20 hours (including 5 from Unit 1)
Unit 6	The Dramatic Form: Short Plays and Monologues	15 hours (including 5 from Unit 1)

Unit Organization

Unit 1: Reading and Writing

Time: 15 hours (+ 5 hours added to each of the other units)

Description

Because the focus of this course is to improve literacy, it is essential that the development and improvement of reading comprehension and writing skills be in the forefront. The first section, two hours long, is diagnostic. It will be necessary to ascertain each student’s level of performance at the beginning of the course in order to tailor the material to meet the needs of the student. The second section, six hours long, will familiarize students with a variety of reading techniques and strategies as well as with the basic conventions of Standard Canadian English. The third section, seven hours long, will deal specifically with writing as a step-by-step process involving brainstorming, writing, conferencing, editing, and publishing. In the five subsequent units of this course, students will read, write, and interpret a variety of paragraphs, personal responses and letters, short stories, dialogues, summaries, bibliographies, short essays, news stories, reports, etc. while improving their skills in spelling, grammar, and punctuation. In addition, students will familiarize themselves with both print and electronic devices designed to assist them with their reading and writing skills.

Strand(s) and Expectations

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

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE2.05, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Unit 2: Short Fiction

Time: 12 hours (including 5 hours from Unit 1)

Description

The short fiction unit will provide students with the opportunity to strengthen their essential reading and writing skills. Students will expand their vocabulary and extend their personal knowledge by exploring a variety of contemporary and other types of short fiction. By being introduced to the characteristics of the short story and the elements of plot, students will continue to develop their ability to locate information, identify main ideas, make inferences, and draw conclusions. Students will be encouraged to respond personally and creatively to the readings by reflecting on the social issues raised in the literary selections. In addition, students will improve their ability to communicate effectively in a variety of written forms by using supporting details from the short fiction and practising all steps of the writing process. This unit’s culminating activity will require students to create and write a short fictional narrative. As with all units in this course, the content and activities will allow students to demonstrate their God-given potential as life-long learners.

Strand(s) and Expectations

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

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03 WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.04, RE1.05, RE2.02, RE3.01, RE3.02, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR2.01, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Unit 3: Prose Non-fiction

Time: 11 hours (including 5 hours from Unit 1)

Description

Through the study and analysis of a variety of non-fiction materials, such as newspapers, magazines, etc., Students will express their understanding that all people are created in the image and likeness of God and, with this in mind, they will present their information and ideas with sensitivity to others. Students will explore the moral, ethical, and religious implications of contemporary issues and respond with respect for the history, cultural heritage, and pluralism of today’s society. This unit emphasizes the knowledge and practice of reading strategies, critical thinking, and the writing process presented in the first unit of this course. The study of prose non-fiction provides an opportunity for the students and the teacher to work closely with the teacher-librarian, the chaplain, and technology (CD-ROMs, the Internet, word processing, and desktop publishing) to improve research skills, and in small groups, create a newspaper.

Strand(s) and Expectations

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

Strand(s): Reading and Writing

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE2.05, RE3.01, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Unit 4: Poetry

Time: 12 hours (including 5 hours from Unit 1)

Description

In this unit, students will study various types of poetic devices with an emphasis on form, rhyme, rhythm, and imagery. Students will read, write, and explore poems, prayers, songs, and psalms to demonstrate an understanding and appreciation of poetic forms. The themes found in modern music and poetry will be examined and discussed to create a social awareness of the role of Gospel values in promoting a just and compassionate society. The personal growth and creativity of the student will be demonstrated by the compilation of a personal anthology of poems, prayers and songs.

Strand(s) and Expectations

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

Strand(s): Reading and Writing

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.04, WRV.05.

Specific Expectations: RE1.05, RE2.04, RE3.01, RE3.02, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.03, WR2.02, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, WR5.03, WR5.04.

Unit 5: Novel Study

Time: 20 hours (including 5 hours from Unit 1)

Description

In this unit, students will examine and interpret the essential characteristics of the novel. In the examination of the novel, students will participate in oral and silent reading and group discussions, and will use a variety of strategies to enhance their understanding and appreciation of the characteristics of this form of literature. Through the examination of the elements of the novel, the analysis of literary devices, and the completion of written assignments, students will strengthen their reading, and writing skills. Students will complete the unit with a culminating activity requiring them to go beyond the scope of the novel to demonstrate their knowledge and appreciation of this form of literature. Students will complete tasks to enhance their personal growth by examining a variety of issues presented in the novel, and reflecting on them in the light of Catholic traditions and Gospel values.

Strand(s) and Expectations

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

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.02, RE1.03, RE1.04, RE1.05, RE2.03, RE3.01, RE3.02, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR2.01, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR5.01, WR5.02, WR5.03, WR5.04.

Unit 6: The Dramatic Form: Short Plays and Monologues

Time: 15 hours (including 5 hours from Unit 1)

Description

In this unit, students will examine a variety of contemporary short plays and demonstrate their understanding of the dramatic form through reading and writing. Students will examine the elements of a written script; reflect on and share their ideas based on a guided reading of a play; discover the need and purpose of stage directions; and research some aspect of dramatic presentation using a variety of print, electronic, and community-based sources. Through individual and group assignments, in close consultation with the teacher, students will practise and improve their writing skills by using all steps of the writing process. Students will complete the unit by creating a 50-line script based on a Biblical theme. This unit promotes the integration of the Catholic faith tradition into the critical analysis of the dramatic form.

Strand(s) and Expectations

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

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.O1, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, RE2.01, RE3.01, RE4.01, RE4.02, RE4.03, WR1.01, WR1.03, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Course Notes

The focus of this course is on the practical application of the individual student’s God-given potential. It is concerned with developing all aspects of the student – intellectual, emotional, social, and spiritual. Teachers and students are encouraged to take every opportunity to explore the Catholic elements of this curriculum. A fundamental aim of this course is the development of a plan to facilitate the student’s achievement in the areas of reading and writing; students will keep a Portfolio of Written Work and a Personal Dictionary. In this document, “the writing process” is used to describe the complete step-by-step development of a piece of written work including the organization of information and ideas, revision of drafts, editing, proofreading, and publishing.

A wide variety of teaching strategies and assessment tools should be used to accommodate the various learning modalities. The assessment tools provided in this profile are designed to be used throughout the course.

In each unit, the teacher will:

· plan lessons and activities that will meet the learning expectations of this course;

· plan supplementary assignments to enhance learning;

· provide direct instruction of new material;

· schedule time in the school Library/Resource Centre and computer lab;

· design remedial and enrichment activities when needed;

· conference with colleagues in order to provide opportunities for cross-curricular learning;

· arrange for opportunities for community integration;

· mentor and monitor students’ progress;

· design applicable rubrics, checklists, and templates for assessment and evaluation;

· assess and evaluate students on a regular basis;

· conference with students to ensure that learning outcomes are being met;

· provide additional tutoring as required.

Selection of texts should reflect the cultural diversity of the community and be representative of the cultures which create the Canadian mosaic.

Because technology is used as a teaching/learning tool throughout the course, it is imperative for teachers to consult with both the teacher-librarian and their colleagues in the field of technology. It is essential to instruct students in the appropriate use of equipment and in the critical and ethical use of the Internet.

The writers have provided samples of rubrics and checklists; however, teachers are urged to develop/find rubrics that meet the specific needs of their students.

If a teacher follows this course profile and its activities, he/she can be assured of providing students with the opportunities to fulfill all of the overall and specific expectations required for the Grade 11 Literacy Skills: Reading and Writing course, as well as many of the Catholic Graduate Expectations.

Teaching/Learning Strategies and Resources

Instructional Strategies

Assessment Strategies

Main Resources

Students will:

· write reports, paragraphs, and short essays;

· read texts, and re-tell events;

· research using the Internet, Library/Resource Centre, and media materials;

· use desktop publishing; conduct surveys and interviews;

· produce visual displays, posters, and publications;

· listen to recordings; compose original poetry, and short fiction;

· practice drafting, editing, and revising;

· learn and apply the rules of Standard Canadian English;

· prepare and deliver oral and written reports;

· identify literary terms; summarize fiction and non-fiction texts;

· reflect on classroom and personal experiences;

· work co-operatively with classmates in groups;

· complete worksheets;

· keep a Portfolio of Written Work and a Personal Dictionary;

· make/take notes;

· integrate and apply Gospel values.

The teacher will:

· model reading;

· provide direct instruction;

· design worksheets and assignments;

· lead discussion groups;

· provide opportunities for cross curricular learning and community integration;

· monitor student progress;

· be a role model for students by demonstrating Gospel values.

The assessment plan will include the following:

Reflection

· Self-assessment

· Peer assessment

· Portfolio of Written Work

Observation

· Formal teacher observation

· Informal teacher observations

· Diagnostic testing

Conferencing

· Student/teacher conferences

· Peer conferences

Paper and Pencil tests/quizzes

· Teacher-designed formative quizzes

· Teacher-designed summative tests

· Final exam

Performance Assessment

· Presentations

· Role play

· Graphic organizers

· Opinion paper, a variety of paragraphs, research report, original short fiction, short informal essay, script, character profile, original poetry anthology, annotated bibliography, and small group newspaper.

· Portfolio of Written Work

· Personal Dictionary

Assessment tools will include:

· Rubrics, checklists, tests, marking schemes, and anecdotal comments

The following resources are required to support teaching and learning:

(Whenever possible, teachers should select contemporary material with a sensitivity to the diversity of Canadian culture.)

· The Bible, Catholic Edition

· Prayer books/Missals

· Anthologies of short stories and poetry

· Contemporary novels of high interest to students

· Short plays

· Dictionaries and thesauri

· Grammar and punctuation worksheets

· Spelling lists

· Diagnostic assessment material

Media sources (from the Public domain)

· Electronic books

· Christian and secular songs, and psalms

· Brochures

· Pamphlets

· Instructional Manuals

· Televised texts

· Newspapers and magazines

Software

· Desktop publishing program

· Word processing program

· Internet

· CD-ROMs

Hardware

· Computers

· CD players, tape players

· Television set and VCR

Assessment and Evaluation

Assessment and evaluation will be based on the provincial curriculum expectations for this course and the achievement levels outlined in The Ontario Curriculum policy document, Grade 11 and 12 (2000). This course emphasizes the application and practical demonstration of student achievement in the areas of reading and writing. The assessment strategies will be “varied in nature, administered over a period of time and designed to provide opportunities for students to demonstrate the full range of their learning.” (The Ontario Curriculum Grades 9-12: Program Planning and Assessment, 2000, p. 9) Accommodations will be made for exceptional students consistent with the needs identified on their IEPs, as well as any other students who may require specific accommodations to enhance their learning opportunities such as English as Second Language students, or students who are English speaking, but not familiar with the intricacies of Standard Canadian English.

Accommodations are designed to enhance opportunities for learning for all students without altering the integrity of the curriculum.

Suggested Accommodations

The teacher should be mindful of any recommendations made in the student’s Individual Education Plan (IEP) and be prepared to accommodate and/or modify the program to meet the needs of individual students. Specific modifications and accommodations for the needs of the students are to be made in consultation with colleagues in the Special Education and Guidance departments.

Visual	· Checklists, specific directions
	· Reduced quantity/varied assignments
	· Highlight key information
	· Modified reading sources
	· Dual language dictionaries
Auditory	· Rewording/re-phrasing information
	· Taped stories
	· Alternate location for task completion
	· Chunking information/instructions
Kinesthetic	· Manipulatives
	· Concrete/hands-on materials
	· Dramatizing information
	· Gesture cues, body language
General	· Buddy/peer tutoring
	· Timing-extended deadlines for tests/assignments
	· Scribe/reader for note-making and/or tests
	· Preferential seating according to student IEPs
	· Strategic seating for classroom management
Organizational	· Communication book
	· Student-centred structure
	· Charts
	· Time-management aid

Evaluation of Student Achievement

Ongoing Evaluation	70%	Final Evaluation	30%
Knowledge and Understanding		Formal summative examination
· Worksheets based on content
· Tests/quizzes on content		Portfolio of Culminating Activities
· Discussions
· Graphic organizers		Personal Dictionary
Thinking/Inquiry
· Portfolio of Written Work
· Conferencing
· Informal teacher observation
· Opinion papers
Communication
· Reading Comprehension Questions
· Role playing
· Interviews
· Presentations
· Group activities
· Written assignment
· Personal Dictionary
· Portfolio of Written Work
Application
· Written assignments
· Projects
· Oral reports and presentations
· Using the writing process
· Surveys/research/reports

OSS Policy Applications (Ministry of Education)

Ontario Secondary School Grades 9 to 12: Program and Diploma Requirements, 1999.

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

The Ontario Curriculum Grades 9 to 12: Program Planning and Assessment, 2000.

Course Evaluation

· Student surveys

· Curriculum Review Development and Implementation, (CRDI), to be used by individual schools and departments

· Student/teacher course evaluation

· Self-evaluation, teacher

Coded Expectations, Literacy Skills: Reading and Writing, Grade 11, Open, ELS3O

Reading Skills

Overall Expectations

REV.01

· demonstrate an understanding of a variety of contemporary texts;

REV.02

· demonstrate an understanding of the elements of a variety of contemporary texts, with a focus on short plays, short stories, novels, poetry, and newspaper and magazine articles and opinion pieces;

REV.03

· explain the use of specific elements of style in a variety of contemporary texts;

REV.04

· use a variety of strategies to understand words encountered in texts.

Specific Expectations

Understanding the Meaning of Texts

RE1.01

– read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge, and responding imaginatively (e.g., read a short story as a model for writing; read a magazine article on a topic of personal interest and report on the main ideas and details to a small group);

RE1.02

– use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading, making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading sections, and summarizing key points (e.g., skim texts to locate specific ideas; discuss the effectiveness of a reading strategy modelled by the teacher; assess the appropriateness of a reading strategy used during a guided reading session; compare reading strategies used by various students to read the same passage; identify their own strengths and weaknesses in reading and set goals for improvement);

RE1.03

– use knowledge of the organization of texts to locate relevant information (e.g., create chapter titles to identify plot details in a novel; use headings, table of contents, and the index to find specific information in a text; refer to illustrations and diagrams to clarify information; explain the role of the introduction, body, and conclusion of a short essay in communicating the main idea; use knowledge of the organizational pattern of a text, such as comparison and contrast or cause and effect, to locate answers to questions about the text);

RE1.04

– make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts (e.g., make judgements about a character’s values based on implicit and explicit information in a short story; read a magazine article and discuss the perspective of the writer; chart explicit information about a character in a short story; state the main idea in an opinion piece and list supporting details; differentiate between fact and opinion in a magazine article);

RE1.05

– compare their own interpretations of texts with those of others (e.g., record responses to self selected materials and share them with others in a small group; chart and compare various responses to the actions of a character in a novel; discuss different interpretations of the same text and suggest possible reasons for the differences; compare their own preferences for authors, genres, and topics with those of peers; explain how personal values and perspectives influence responses to and interpretations of texts).

Understanding the Forms of Texts

RE2.01

– use knowledge of the elements of drama, with an emphasis on plot, character development, conflict, and dialogue, to understand and interpret plays;

RE2.02

– use knowledge of the elements of the short story, with an emphasis on events, character, setting, and theme, to understand and interpret short stories;

RE2.03

– use knowledge of the elements of the novel, with an emphasis on plot, character, setting, and theme, to understand and interpret novels;

RE2.04

– use knowledge of the elements of poetry, with an emphasis on form, rhyme, rhythm, and imagery, to understand and interpret poems;

RE2.05

– use knowledge of the elements of newspaper and magazine articles and opinion pieces, with an emphasis on headlines, leads, the Five W’s (who, what, where, when, and why?), titles, subtitles, and accompanying photographs, to understand and interpret these texts.

Understanding the Elements of Style

RE3.01

– describe how particular words and phrases in a text help communicate ideas, feelings, and information effectively (e.g., discuss how descriptive language helps create a mood in a short story or poem; explain how connecting words help clarify the sequence in a set of instructions; describe how precise technical words strengthen the message in an article about safety);

RE3.02

– explain how authors use simile, metaphor, personification, and foreshadowing to communicate thoughts, feelings, and information (e.g., explain the explicit comparison made in a simile and discuss how it adds to meaning; identify the implied comparison made in a metaphor and relate it to the theme of a poem; describe the use of literary devices such as hyperbole, personification, irony, and simile for impact or emphasis in texts).

Building Vocabulary

RE4.01

– preview vocabulary before reading (e.g., skim and scan texts to identify unfamiliar words and look them up in a dictionary or glossary);

RE4.02

– use word-identification strategies while reading (e.g., sound out unfamiliar words; scan texts for key words; read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary);

RE4.03

– use context to determine the meaning of unfamiliar words (e.g., use the surrounding information and vocabulary in a sentence or paragraph to deduce or infer the meaning of abstract or specialized words; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook);

RE4.04

– use print and electronic dictionaries, thesauri, and reference texts to clarify the meaning and pronunciation of antonyms, synonyms, homophones, homonyms, specialized language, and commonly confused words.

Writing Skills

Overall Expectations

WRV.01

· investigate information and ideas for written work, using a variety of print and electronic sources;

WRV.02

· demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;

WRV.03

· organize information, ideas, and supporting details in written work;

WRV.04

· revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;

WRV.05

· edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.

Specific Expectations

Generating Ideas and Gathering Information

WR1.01

– describe and use strategies to generate ideas and explore topics for writing (e.g., brainstorm approaches to a topic; use graphic organizers to connect and structure ideas; use charts and graphs as sources of information; identify key words to narrow a topic);

WR1.02

– make research plans based on information needs (e.g., identify possible sources of information on specific writing topics; set timelines to plan, research, draft, revise, and complete short research projects);

WR1.03

– locate and record information from a variety of print and electronic sources (e.g., use an electronic catalogue in the library or an Internet search engine to locate information from textbooks, encyclopedias, magazines, CD-ROMs, and websites; use highlighting, note making, paraphrasing, and summarizing to gather and record relevant information);

WR1.04

– assess information to determine its relevance, sufficiency, and accuracy (e.g., classify information by topic and subtopics; assess the accuracy of information by comparing it with information from another source).

Choosing the Form to Suit the Purpose and Audience

WR2.01

– demonstrate an understanding of form in written work, with an emphasis on narratives, summaries, reports, letters, and short essays (e.g., write frequently on self-selected and teacher-assigned literary and general-interest topics in a variety of forms);

WR2.02

– describe the form, purpose, and intended audience for each piece of writing;

WR2.03

– use the appropriate person and level of language for a specific form, purpose, and audience (e.g., use formal language in a short essay describing the theme of a novel studied; use the impersonal third person consistently in the summary of a report; use the first person in a friendly letter).

Organizing Ideas and Information in Written Work

WR3.01

– construct complete sentences to present information and ideas, using a variety of sentence types (e.g., compose a variety of simple, compound, and complex sentences on a topic; alter the word order in sentences for emphasis and variety);

WR3.02

– organize sentences about a topic into coherent and unified paragraphs (e.g., use a topic sentence to state the main idea of a paragraph; use relevant details to develop the main idea; use a specific pattern, such as logical, chronological, or climactic order, to organize information in a paragraph);

WR3.03

– organize paragraphs into coherent and unified narratives, reports, letters, and short essays (e.g., maintain a consistent point of view in a narrative; use transition words to link paragraphs in a letter; state the controlling idea in the opening paragraph of a short essay).

Revising Drafts

WR4.01

– revise drafts to strengthen the content (e.g., use feedback from a partner to identify incomplete ideas or lack of details; read passages aloud to identify unnecessary or incorrectly placed information);

WR4.02

– revise the organization of drafts to improve clarity of thought and expression (e.g., use a highlighter to track the logical development of ideas; use a word-processing program to reorder sentences, paragraphs, or sections of a draft; combine simple sentences to show a clear relationship between ideas);

WR4.03

– revise drafts to improve coherence (e.g., signal transitions with appropriate transition words and phrases; check for consistency between the topic sentence and the concluding statement);

WR4.04

– revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience (e.g., maintain consistent use of the impersonal third person in the summary of a report; check the use of the first person in a friendly letter; review the use of formal language in a short essay describing the theme of a novel studied);

WR4.05

– use print and electronic dictionaries, thesauri, and reference texts to select precise and appropriate vocabulary and find alternative phrasings for awkward constructions (e.g., select and use specialized vocabulary to clarify technical information and complex concepts).

Editing, Proofreading, and Publishing

WR5.01

– incorporate information from research into written work by using quotation marks and consistent documentation;

WR5.02

– describe and use strategies to edit, proofread, and correct written work (e.g., use peer feedback to identify errors in sentence structure and grammar; use spell checkers to flag possible spelling errors; replace incorrectly used homophones and homonyms);

WR5.03

– identify and use appropriate and effective techniques and formats to publish written work (e.g., word-process the final copy of a short story; edit and format a class anthology of effective student writing; add diagrams or charts to a report for a bulletin-board display);

WR5.04

– edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation listed below:

– Grammar and Usage: identify the rules of subject-verb and pronoun agreement and apply them correctly;

– Grammar and Usage: identify and use correctly the principal parts of irregular verbs;

– Spelling: identify and apply a wide variety of spelling patterns, rules, and strategies to recognize and correct spelling errors (e.g., use knowledge of word patterns, word families, root words, prefixes, suffixes, and syllabication to check spelling; use a variety of spelling references, such as dictionaries and spell checkers, to flag possible errors);

– Spelling: spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns (e.g., check a dictionary for the correct spelling of abbreviations and technical terms);

– Punctuation: identify the use of effective punctuation when reading and use punctuation correctly when writing.

Ontario Catholic School Graduate Expectations

The graduate is expected to:

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

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Reading and Writing

Unit 2: Short Fiction

Unit 3: Prose Non-fiction

Unit 4: Poetry

Unit 5: Novel Study

Unit 6: The Dramatic Form: Short Plays and Monologues

Course Notes

Teaching/Learning Strategies and Resources

Assessment and Evaluation

Suggested Accommodations

Evaluation of Student Achievement

OSS Policy Applications (Ministry of Education)

Course Evaluation

Reading Skills

Overall Expectations

Specific Expectations

Writing Skills

Overall Expectations

Specific Expectations