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Course Profile Studies in Literature (ETS4U), Grade 12,
University Preparation, Catholic
Course Overview
Prerequisite: Grade 11 English,
University Preparation, ENG3U
This
course is for students with a special interest in literature and literary
criticism and interpretation. The course may focus on themes, genres, time
periods, or countries. Students will analyse a range of forms and stylistic
elements of literary texts and respond personally, critically, and creatively
to them. They will also assess critical interpretations, write analytical
essays, and complete an independent study project.
Students
in ETS4U will be presented with unique challenges to their Catholic education
and the curriculum outlined in this profile. It is the intent of the profile to
present opportunities to the student to integrate the core values of Scripture
with literary text and textual interpretation. ETS4U encourages the student to
extend their faith from a personal conscience to an active social conscience
through the application of the Ontario Catholic School Graduate Expectations.
This
profile has been designed to work with the Course Profiles developed by the
Public Board so that, by combining the profiles, the teacher has a
ETS4U
introduces students to schools of literary thought as a means of developing
critical-thinking skills and empathy for diverse perspectives. It is designed
for those students who enjoy reading.
Students
study a wide range of interpretive and critical perspectives and reading
materials on topics related to culture, gender, race, era, and political
systems. With a focus on reading strategies and skills, re-reading from
different perspectives, ETS4U recognizes the bias that people have when they
interpret text and makes connections to the self and the reader’s world. In
keeping with the theory of intertextuality, the course compares and contrasts
schools of thought while grouping expectations a
Considerations for planning:
·
Teachers
should obtain resources related to literary criticism and theory, and consider
strategies for responses, assumptions, and misconceptions about schools of
literary thought.
·
The
theories in this course are to be used as theory only and not as text. The
teacher is to introduce the theoretical concept, using literature to apply it.
·
The
study of media and non-fiction should be ongoing throughout the course and
integrated into each unit.
·
The
selection of texts should reflect the rich diversity of cultures.
·
These
texts should also be sensitive and specific to the community in which the
curriculum is delivered.
Considerations for implementing the course:
·
Students
are to keep a journal of their reactions and responses to the various texts
studied. The journal is to be used for consultation of growth and perspective
when they create a personal voice in the culminating unit.
·
Teachers
are advised to have students select their text for the culminating unit by the
end of Unit 3.
·
A
·
Opportunities
to clarify common misconceptions of literary theories (e.g., feminism) will
arise in the course.
|
Unit 1 |
Overview:
Schools of Thought and You |
5 hours |
|
Unit 2 |
Formalism,
Reader Response, Deconstructionism: the writer, the reader, |
25
hours |
|
* Unit
3 |
Mythopoeic
Criticism: Echoes and Resonance |
20
hours |
|
Unit 4 |
Feminism
and Marxism: Voices |
20
hours |
|
Unit 5 |
Marginalized
Voices: Discourse |
20
hours |
|
Unit 6 |
Culminating
Voices: Advocating a Voice |
20
hours |
* This
unit has been developed in this Course Profile.
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RI1.03,
RI1.04, RI3.02, RI3.03, RI3.05, RT1.01, RT2.01, RT2.03 |
Knowledge/
Understanding |
Overview:
Schools of Thought and You |
|
2 |
RI1.02,
RT1.01, RI1.03, RT102, RI1.04, RT2.01, RI2.02, RT2.02, RI3.01, RT2.03,
RI4.02, RI3.02, RI3.03 |
Knowledge/
Understanding, Thinking/Inquiry, Communication, Application |
Formalism,
Reader Response, Deconstructionism: The writer, the reader, the owner |
|
3 |
RI1.03,
RT1.01, RI1.04, RT1.02, RT2.02, RI2.01, RT1.03, RI3.01, RI4.02, RI3.04,
RI3.02, RI4.01, RI3.03 |
Knowledge/
Understanding, Thinking/Inquiry, Communication, Application |
Mythopoeic
Criticism: Echoes and Resonance |
|
4 |
RI1.02,
RT1.01, RT1.03, RI1.03, RT1.02, RI1.04, RT2.01, RI3.01, RT2.02, RI3.02,
RT2.03, RI3.04, RI3.05, RI4.01, RI4.02 |
Knowledge/
Understanding, Thinking/Inquiry, Communication, Application |
Power:
Feminism(s) and Marxism |
|
5 |
RI1.01, RT1.01, RI1.02, RT2.01, RI1.03,
RT2.02, RI1.04, RT2.03, RI3.01, RI3.02, RI3.04, RI3.05, RI4.02 |
Knowledge/ Understanding, Thinking/Inquiry,
Communication, Application |
Marginalized Voices |
|
6 |
RI1.01,
RT1.01, RI1.03, RT1.02, RI1.04, RT2.03, RI2.02, RI2.03, RI3.02, RI3.03,
RI3.04, RI3.05, RI4.01, RI4.02 |
Thinking/Inquiry,
Communication, Application |
Advocating
a Voice: Culminating Unit |
Time: 5 hours
Unit
Description
This unit
briefly introduces a variety of literary schools of thought, such as Formalism
(New Criticism), Reader Response Theory, Deconstructionism, Marxism,
Feminism(s), Mythopoeic criticism, Postcolonialism, and Marginalism. Students
take on a persona through which they analyse a short fiction piece. As a
diagnostic activity, they write a paragraph analysing a second short fiction
piece using a different literary lens. Students’ responses, both taped and
written, will be recorded for reviewing later in the course. Finally, they
engage in a class discussion on what literature is.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
RT2.01,
RI1.04, RI3.05 |
Communication |
Multiple
Interpretations |
|
1.2 |
RI3.02 |
Knowledge/Understanding |
Schools
of Thought |
|
1.3 |
RI3.02,
RI1.03 |
Communication |
Questions
of Theory |
|
1.4 |
RI.1.03,
RI3.04, RT2.03, RT1.01 |
Communication |
Literary
Lens Writing |
|
Focus |
Teaching/Learning Strategies |
Assessment |
|
1.1 |
Task
Card/Persona Sentence
Prompts Panel
Discussion |
Performance
Task Classroom Presentation |
|
1.2 |
Lecture |
Question
and Answer Quiz/Test |
|
1.3 |
Socratic Dialogue Question and Answer |
Response Journal |
|
1.4 |
Writing
to Learn |
Diagnostic
Writing – content |
Time: 25 hours
Unit
Description
This unit
introduces students to the Formalist, Reader Response, and Deconstructionist
approaches to literature. Students select one of these schools of literary
thought and explore it further through research and a presentation. Some
activities include a pre-writing exercise followed by a round table discussion,
journal entries, minor research, and a brief essay. In the culminating
activity, students design a mosaic representing the literature and media work
studied that is reflective of one of the schools of literary thought, and
present a rationale of their interpretation. Expectations are grouped to create
an environment where students can analyse and write independently, as well as
collaborate and create with their peers.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 |
RI3.03,
RI1.02, RI2.02 |
Knowledge
Understanding Communication |
Article
pre-reading and pre-writing |
|
2.2 |
RI3.01 |
Communication
|
Literary
Circle |
|
2.3 |
RI3.03,
RI3.02 |
Knowledge/Understanding
Thinking/Inquiry |
Literature
Study |
|
2.4 |
RT2.01,
RT1.01, RT1.02 |
Thinking/Inquiry |
Literary
Theory |
|
2.5 |
RI1.03,
RI1.04, RI4.02 |
Thinking/Inquiry |
Literary
Path |
|
2.6 |
RT1.01,
RT2.01, RT2.03, RT2.02 |
Communication |
Mosaic |
|
Focus
Task |
Teaching/Learning Strategies |
Assessment |
|
2.1 |
Note
making Reflection
Issue Based
Analysis |
Checklist Conference |
|
2.2 |
Collaboration Discussion Literature
Circles Round
Table Facilitation |
Observation
Oral Questions and Answers Presentations |
|
2.3 |
Reading Response Writing Process Reflection |
Essay Peer Editing |
|
2.4 |
Oral
Explanation Inquiry
Process Questioning
Process Guided Guided
Writing Read
Along |
Response
Journal Conference |
|
2.5 |
Brainstorming Concept
Clarification Research
Process Facilitation |
Self
Assessment Response
Journal Checklist Conference |
|
2.6 |
Simulation Sketching
to Learn Collaboration Panel
Discussion Conference Multimedia
Applications |
Presentation Response
Journal Exhibition/Demonstration |
Time: 20 hours
Unit
Description
This unit
introduces students to a variety of archetypes from various sources (e.g.,
myth, fable, fairy tale, scripture). Students are encouraged to keep a journal
of their reactions and responses to sources; journal entries should explore
archetypal representations in sources used. As a pre-reading activity, students
discuss familiar stories to recognize the role of archetypes in their cultural
experience. Students begin to read a novel one week ahead of this unit in
preparation for a discussion of archetypes within the novel. Essay excerpts
from Karl Jung and Northrop Frye provide further preparation for writing an
analytical essay.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
RI2.01,
RT1.01 |
Communication |
Myth/Fable/Fairy
Tale The
familiar stories |
|
3.2 |
RT2.02,
RI3.04 |
Communication
Application Thinking/Inquiry |
The
Prodigal Son |
|
3.3 |
RI4.02,
RI1.03, RT1.02, RI1.04 |
Knowledge/Understanding
Thinking/Inquiry |
Novel
Study |
|
3.4 |
RI1.03,
RT1.03, RI3.02 |
Knowledge/Understanding
Communication |
Essays
of Jung and Frye |
|
3.5 |
RI1.03, RT1.02, RI2.01, RI3.01, RI3.03,
RI3.04, RI4.01 |
Thinking/Inquiry Communication |
Analytical Essay |
|
Focus
Task |
Teaching/Learning Strategies |
Assessment & Evaluation of
Student Achievement |
|
3.1 |
Directed
reading Jigsaw Reading
of literature |
Group
Presentation |
|
3.2 |
Teacher-directed
reading Tableau Application
of archetypes Dramatization |
Formative
listening Presentation
Rubric |
|
3.3 |
Directed
reading Journal
entry Sketching
to learn Literature
circles Round
table |
Small
Group Presentation Performance Task Questions
and answers Response
Journal |
|
3.4 |
Pre-writing
(Individual Reading Locating and rereading passages, Scanning text) Jung
and Frye Focus Group Journal
Response |
Conference Peer
feedback Response
Journal |
|
3.5 |
Writer’s
Contract Student
Essay Focus Group Writing
Process Application
of technology |
Rough
Draft edit Conference/peer
edit/feedback Rubric for essay evaluation |
Time: 20 hours
Unit
Description
Students
explore issues of power and how they are addressed through narrative. Students
gain an understanding of the means by which positions of power or powerlessness
reveal themselves in text. They investigate language and its construction as a
means of understanding positions of power. The culminating activity focuses on
assembling a collection of objects symbolic of the characters in the text and
their relative status.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
RT1.01,
RI1.03, RT2.02, RI1.04 |
Knowledge/Understanding
Thinking/Inquiry |
Introduction
to Marxist and Feminist Literary theory |
|
4.2 |
RI1.03,
RT1.01, RI1.02, RI3.01 |
Knowledge/Understanding
Thinking/Inquiry |
Text
Study |
|
4.3 |
RI3.05, RT1.01, RI4.01, RT2.03, RI4.02 |
Knowledge/Understanding Thinking/Inquiry |
Critical Interpretations of Text |
|
4.4 |
RI1.02,
RI3.02 |
Knowledge/Understanding
Application |
Commentaries
about power |
|
4.5 |
RI3.04,
RI4.02, RT1.02, RT1.03 |
Knowledge/Understanding
Thinking/Inquiry |
Personal
perspectives on power |
|
4.6 |
RIV.01,
RTV.01, RIV.03, RTV.02, RI1.02, RT1.01, RI1.03, RT1.02, RI1.04, RT2.01,
RI3.04, RT2.02, RI3.05, RT2.03, RI4.01 |
Knowledge/Understanding
Thinking/Inquiry |
Culminating
Activity - The Shoebox |
|
Focus |
Teaching/Learning Strategies |
Assessment |
|
4.1 |
Role
Play Group
Discussion Class
discussion |
Diagnostic
Observations |
|
4.2 |
Directed
Reading Group
Discussion |
Response
Journal Checklist |
|
4.3 |
Group
Presentation Reflective
Journal Response |
Conference Presentation Response
Journal Checklist |
|
4.4 |
View
variety of media text illustrating power and powerlessness Focus
Group Discussion for Analysis |
Question
and Answer Report |
|
4.5 |
Analysis
of Societal power structures (e.g., family, school, peer group) Think/Pair/Share |
Performance
Task |
|
4.6 |
Writing
Process Creative
Product Oral
Presentation |
Checklist
Rubric Conference |
Time: 20 hours
Unit
Description
This unit
introduces students to marginalized voices (e.g., Post-colonialism, Race, and
others). Through exploration of a variety of literary works and/or media,
students apply their skills and knowledge to one of these critical theories.
While developing problem solving, group dynamics, and a
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 |
RT1.01,
RI4.02 |
Knowledge/Understanding,
Communication |
Introducing
Marginalized Voices |
|
5.2 |
RT2.01,
RT2.02 |
Knowledge/Understanding,
Communication |
Portrayal
of Voice |
|
5.3 |
RT2.03 |
Knowledge/Understanding
Communication |
Portrayals
in Poetry |
|
5.4 |
RI1.01,
RI1.02, RI3.01, RI3.02, RI3.05 |
Knowledge/Understanding
Communication |
Planning
your Perspective |
|
5.5 |
RI1.03,
RI1.04, RI3.04, RI4.02 |
Knowledge/Understanding
Communication |
Presenting
your Perspective |
|
Focus |
Teaching/Learning Strategies |
Assessment |
|
5.1 |
Lecture Socratic
Dialogue |
Response
Journal |
|
5.2 |
Directed
Viewing Think/Pair/Share Concept
Clarification Response
Journal |
Questions
and Answers Oral Quiz or
Test |
|
5.3 |
Directed
Reading Dramatic
Monologue Tableau |
Exhibition/Demonstration Response
Journal |
|
5.4 |
Pre-writing Round
Table |
Conference Peer
Assessment Self-Assessment |
|
5.5 |
Presentation |
Checklist Observation Performance
Task |
Time: 20 hours
Unit
Description
This culminating unit is the
independent study wherein students reinforce the critical-thinking, analytical,
presentation, and writing skills they have already demonstrated in the
preceding units. The final product has three tasks: an analytical essay, a
creative presentation, and a self-assessment sheet. Students choose and read a
piece of fiction (e.g., play, novella, novel, anthology of poetry or short
stories) and write an analytical essay that applies the school(s) of thought to
which the student feels the greatest connection. Students are encouraged to
blend the schools of thought into a framework that works the best for them and
produce a creative multi media presentation (such as a poetry reading, dramatic
monologue, mock interview) that rewrites or adapts a character or scene from
their text using a school(s) of thought studied. Finally, students revisit
their tape of themselves from Unit 1 and the diagnostic paragraph they
originally wrote and fill in a self-assessment sheet outlining the degree of
personal growth over the course.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
6.1 |
RI1.03,
RT1.01 |
Knowledge/Understanding
Thinking/Inquiry |
Self-directed
Reading |
|
6.2 |
RI1.03,
RI3.02, RI3.03, RI4.02, RT1.02 |
Knowledge/Understanding
Thinking/Inquiry |
Research
and Discovery |
|
6.3 |
RI1.01,
RT1.03, RI1.04, RI2.02, RI2.03, RI3.05, RI4.01, |
Communication |
Writing
Process: Drafts and Conferencing |
|
6.4 |
RI3.02,
RI3.04, RI3.05, RT2.01, RT2.02, RI4.01 |
Communication |
Speaking
Out |
|
6.5 |
RT2.03 |
Thinking/Inquiry |
Reflection
and Evaluation |
|
Focus |
Teaching/Learning Strategies |
Assessment |
|
6.1 |
Thing/Pair/Share Directed
Reading/Thinking Reading
Response Response
Journal |
Observation Conference |
|
6.2 |
Learning
Contract Independent
Study Inquiry
Process Research Internet |
Response
Journal Conference |
|
6.3 |
Conferences Independent
Study Writing
Process |
Conference Essay Peer
Evaluation |
|
6.4 |
Oral
Presentation Rehearsal/Repetition/Practice Role
Play Storyboard Independent
Study Multimedia
Applications |
Classroom
Presentation Peer
Evaluation |
|
6.5 |
Guided Writing Directed Thinking Reflection |
Portfolio Self-assessment Response Journal |
Students
enrolled in the ETS4U course have su
Strategies
that are used within the whole class, small group, and individual activities
incorporate a variety of approaches to develop skills in the following areas.
Teachers
should model expectations for students with regard to in-depth and varied
literary analysis, including clear and concise communication of such analysis.
Whole class discussions should provide the framework to demonstrate the various
factors that influence the many lenses through which literary text can be
considered.
Teacher-directed:
·
direct
instruction
·
Socratic
method
·
review
·
reading
aloud to students
Student-directed
Seminars
Activities
that produce collaborative products or explore an array of perspectives provide
students opportunities to extend and clarify their own ideas, as well as to
gain insight and knowledge from the observations of other students. Small
groups of two to five students are also useful in peer assessment as a strategy
for improving student learning and awareness with regard to the achievement
charts.
Activities should include:
·
pre-reading
activities (brainstorming, webbing);
·
writing
groups (pre-writing activities, conference partners, revision and editing
groups);
·
discussion/seminar
groups;
·
‘book
club’ activities;
·
panels,
debates, round table discussions;
·
think/pair/share
activities.
Individual
activities require students to develop and to exhibit critical-thinking skills
that incorporate several schools of literary criticism. These perspectives form
the basis of personal, critical, and creative responses to literary texts. The
independent study project gives the students an opportunity to pursue
individual interests, as well as craft their own theory of literary criticism.
Students should be encouraged to read materials from a wide range of historical
periods, cultures, voices, etc. Specific and ongoing assessment of individual
activities assists students in maximizing their abilities in all aspects of the
curriculum.
Activities should include:
·
independent
Study Project;
·
reader
response activities;
·
analytical
essays;
·
creative
writing;
·
tests,
quizzes;
·
student-teacher
conferences;
·
self
assessment.
Assessment is essential to monitor student learning and allows teachers to identify student strengths and weaknesses. Effective assessment gives students and parents the information they need to improve students’ performance.
Evaluation is a judgment based on specific criteria (from the achievement charts and curriculum expectations). 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 student experiences and learning styles must be respected and incorporated into the evaluation.
The
Achievement Chart for English is the basis for reporting on student progress,
as outlined in The Ontario Curriculum, Grades 9 to 12, Program Planning and
Assessment, 2000. The goal of the ongoing assessment is to provide varied
and frequent opportunities to evaluate student performance. 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 an examination, performance, essay, and/or other methods of evaluation.
Rubrics
are used to evaluate student achievement on performance activities. They can be
developed in conjunction with other teachers and students and used to address
specific expectations. They are particularly useful when evaluating essays,
presentations, and creative projects. Checklists are used to monitor student
progress and are an excellent tool for ensuring process work is complete.
Conferences are used in conjunction with a rubric or checklist to evaluate
student learning through their ability to communicate their learning.
The nature of critical theory is complex and, for
some students, may be a significant challenge. Teachers are encouraged to use
many varying strategies to make the materials a
Teachers are encouraged to make reasonable a
Where appropriate, the
teacher should:
·
compact
lessons regarding the mechanics of writing and facilitate learning of advanced
editing skills;
·
encourage
the use of technology (e.g., Dreamwriter, Alpha-smart);
·
encourage
oral discussion before and after reading to increase the students’ level of
comprehension;
·
ensure
provision of alternate modes for information sharing (e.g., videos, plays,
graphics, tapes,) to support reading comprehension;
·
allow
additional time for completion of reading activities;
·
allow
additional time, when required, for completion of assignments;
·
read
or clarify questions for the student and encourage student to rephrase
questions, in his/her own words;
·
encourage
the deaf or hard of hearing student to advocate for his own appropriate a
·
make
use of oral tests or provide the student with a reader or a scribe;
·
provide
test materials in large print, braille or audio tape;
·
ensure
classroom a
·
consult
student IEPs for specific direction on a
Units in
the Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Abrams.
M.H. Glossary of Literary Terms, 3rd
ed. Holt, Rinehart, and Winston, 1997. ISBN 0030765854
Brualdi,
A. “Multiple Intelligences: Gardner’s Theory.” Teacher Librarian 26, 2 (November-December 1998): 26-28.
Campbell,
L. and B. Campbell. Multiple
Intelligences and Student Achievement: Su
Coelho,
E., B. Costiniuk, and C. Newton. Antiracism
Education. Getting Started; A Practical Guide. Toronto: OSSTF, 1995. ISBN
0920930700
Friend,
M., W. Bursick, and N. Hutchinson. Including
Exceptional Students. A Practical Guide for Classroom Teachers.
Scarborough: Allyn and Bacon, 1998. ISBN 0205283810
Goodwin,
A.L., ed. Assessment for Equity and
Inclusion. Embracing All Our Children. New York: Routledge, 1997. ISBN
0415914736
Hawthorne,
J.A. A Concise Glossary of Contemporary
Literary Theory. London: Oxford U.P., 1998.
ISBN 0340692227
Makaryk,
I.R., ed. Encyclopaedia of Contemporary
Literary Theory: Approaches, Scholars, Terms. Toronto: University of
Toronto Press, 1997. ISBN 080206860X
Pinar,
W.F., W.M. Reynolds, P. Slattery, and P.M. Taubman, eds. Understanding Curriculum. An Introduction to the Study of Historical
and Contemporary Curriculum Discourses. New York: Routledge, 1995. ISBN
0791416623
Ryan,
M. Literary Theory: A Practical
Introduction. Malden: Blackwell, 1999. ISBN 0631172750
Seidman,
S., ed. Queer Theory/Sociology.
Cambridge: Blackwell, 1996. ISBN 1557867399
Seldon,
R., P. Widdowson, and P. Brooker. A
Reader’s Guide to Contemporary Literary Theory. London: Prentice Hall,
1997. ISBN 0134919521
Note: These are suggested materials only. It is
understood that Board approval practices will prevail. In some communities some
of these will be controversial and should be avoided.
Abraham,
P. The Romance Reader. New York:
Berkeley, 1996. ISBN 1573225487
Anderson-Dargatz,
G. The Cure for Death by Lightning.
Toronto: Knopf, 1996. ISBN 0394281578
Angelou,
M. I Know Why the Caged Bird Sings.
New York: Signal Hill, 1989. ISBN 0929631048
Atwood,
M. Alias Grace. Toronto: McClelland
and Stewart, 1996. ISBN 077100835X
Atwood,
M. Cat’s Eye. Toronto: McClelland and
Stewart, 1988. ISBN 077100871
Atwood,
M. Lady Oracle. Toronto: McClelland
and Stewart, 1976. ISBN 0771008155
Atwood,
M. The Blind Assassin. Toronto:
McClelland and Stewart, 2000. ISBN 0771008635
Atwood,
M. The Handmaid’s Tale. Boston:
Houghton Mifflin, 1986. ISBN 0395404258
Atwood,
M. The Robber Bride. Toronto:
McClelland and Stewart, 1993. ISBN 007100821X
Banks,
R. The Sweet Hereafter. New York:
Harper Collins, 1999. ISBN 00060167033
Bradley,
M.Z. Mists of Avalon. New York:
Knopf, 1982. ISBN 0394524063
Bradley,
M.Z. The Firebrand. New York: Pocket
Books, 1988. ISBN 0671667033
Brand,
D. In Another Place, Not Here.
Toronto: Vintage Canada, 1996. ISBN 0394281779
Brand,
D. Land To Light On. Toronto:
McClelland and Stewart, 1997. ISBN 077101645X
Burnard,
B. A Good House. Toronto: Harper
Collins, 1999. ISBN 000648526X
Cart,
M. My Father’s Scar. New York: St.
Martin’s Press, 1996. ISBN 031218137X
Cohen,
M. Elizabeth and After. Toronto:
Knopf, 1999. ISBN 0676971709
Cunningham,
M. The Hours. New York: Farrar,
Straus, and Giroux, 1998. ISBN 0374172897
Findley,
T. Not Wanted on the Voyage. Markham:
Penguin, 1985. ISBN 014007306X
Findley,
T. The Piano Man’s Daughter. Toronto:
Harper Collins, 1995. ISBN 0002243792
Findley,
T. The Wars. Toronto: Penguin, 1986.
ISBN 0140050116
Findley,
T. You Went Away. Toronto: Harper
Collins, 1996. ISBN 0002243857
Fowles,
J. The French Lieutenant’s Woman.
Boston: Little, Brown and Co., 1969. ISBN 0451135989
Frazier,
C. Cold Mountain. New York: Atlantic
Monthly, 1997. ISBN 0871136791
French,
M. Leaving Home. Toronto: New Press,
1972. ISBN 0887707122
Govier,
K. Angel Walk. Toronto: Little, Brown
and Co., 1996. ISBN 0316319066
Gowdy,
B. Mister Sandman: A Novel. Toronto:
Somerville House, 1995. ISBN 1895897548
Heyer,
M. The Weaving of a Dream. Markham:
Puffin, 1986. ISBN 0140505288
Hoffman,
M. Amazing Grace. London: Frances
Lincoln Ltd., 1991. ISBN 0711206996
Hurston,
Z.N. Their Eyes Were Watching God.
New York: Harper Perennial, 1998. ISBN 0060931418
Irving,
J. A Prayer for Owen Meaney. Toronto:
Ballantine, 1990. ISBN 0345361792
Kingsolver,
B. The Bean Trees: A Novel. New York:
Harper Perennial, 1989. ISBN 0060915544
Kogawa,
J. Obasan. Toronto: Doubleday, 1994.
ISBN 0385468865
Lee,
H. To Kill a Mockingbird.
Philadelphia: Lippincott, 1960. ISBN 0397001517
Lowry,
L. Number the Stars. New York: Bantam
Doubleday, 1986. ISBN 0440220335
Matas,
C. Daniel’s Story. New York:
Scholastic, 1993. ISBN 0590465880
McCourt,
F. Angela’s Ashes. A Memoir. New
York: Simon and Schuster, 1996. ISBN 1568953968
Michaels,
A. Fugitive Pieces. Toronto:
McClelland and Stewart, 1996. ISBN 0771058837
Mistry,
R. A Fine Balance. Toronto:
McClelland and Stewart, 1995. ISBN 0771060521
Mistry,
R. Such a Long Journey. Toronto:
McClelland and Stewart, 1993. ISBN 0771098979
Naipaul,
V.S. A Bend in the River. New York:
Vintage Books, 1989. ISBN 0679722025
O’Brien,
T. In the Lake of the Words. Toronto:
Penguin, 1995. ISBN 0140250948
Ondaatje,
M. Anil’s Ghost. Toronto: McClelland
and Stewart, 2000. ISBN 077106893X
Ondaatje,
M. Coming Through Slaughter. Toronto:
General Publishers, 1982. ISBN 0773670289
Ondaatje,
M. In the Skin of a Lion. Toronto:
McClelland and Stewart, 1987. ISBN 0771068875
Ondaatje,
M. Running in the Family. Toronto:
McClelland and Stewart, 1982. ISBN 0771068840
Ondaatje,
M. The English Patient. Toronto:
McClelland and Stewart, 1992. ISBN 0771068867
Pola
Proulx,
A. The Shipping News. Toronto:
Scribner’s, 1993. ISBN 068419337X
Ri
Ri
Rushdie,
S. East, West: Stories. Toronto:
Knopf, 1994. ISBN 0394280938
Rushdie,
S. Imaginary Homelands: Essays and
Criticism 1981-1991. London: Granta, 1991.
ISBN 014014224X
Rushdie,
S. The Ground Beneath Her Feet.
Toronto: Knopf, 1999. ISBN 0676970621
Russell,
W. Shirley Valentine. London:
Methuen, 1988. ISBN 0413189503
Ryga,
G. The Ecstasy of Rita Joe and Other
Plays. Toronto: New Press, 1971. ISBN 0887700721
Salinger,
J.D. Catcher in the Rye. Toronto:
Little and Brown, 1991. ISBN 0316769487
Schlink,
B. The Reader. New York: Vintage
Books, 1998. ISBN 0375707972
Selvadurai,
S. Cinnamon Gardens. Toronto:
McClelland and Stewart, 1998. ISBN 0771079559
Selvadurai,
S. Funny Boy: A Novel in Six Stories.
Toronto: McClelland and Stewart, 1994.
ISBN 0771079508
Shields,
C. Larry’s Party. Toronto: Random
House, 1997. ISBN 0679308776
Shields,
C. The Stone Diaries. Toronto: Random
House, 1993. ISBN 0394223624
Sutcliffe,
W. New Boy. New York: Penguin, 1996.
ISBN 0140279105
Tan,
A. The Joy Luck Club. New York:
Ballantine, 1990. ISBN 0804106304
Tan,
A. The Kitchen God’s Wife. New York:
Ballantine, 1991. ISBN 080410753
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A. Coming Down From Wa. Toronto:
Viking, 1995. ISBN 0670863661
Urquhart,
J. Away. Toronto: McClelland and
Stewart, 1993. ISBN 0771086598
Urquhart,
J. Changing Heaven. Toronto:
McClelland and Stewart, 1994. ISBN 0771086628
Urquhart,
J. The Underpainter. Toronto:
McClelland and Stewart, 1997. ISBN 0771086644
Vanderhaeghe,
G. Homesick. Toronto: Emblem
Editions, 1987. ISBN 0771086911
Vanderhaeghe,
G. The Englishman’s Boy. Toronto:
McClelland and Stewart, 1996. ISBN 0771086938
Vassanji,
M.G. The Book of Secrets. Toronto:
McClelland and Stewart, 1997. ISBN 0771087217
Walker,
A. The Color Purple. New York: Pocket
Books, 1982. ISBN 0671019074
Watts,
I.N. Good-Bye Marianne. Toronto:
Tundra, 1998. ISBN 0887764452
Weiler,
D. Bad Boy. Toronto: Groundwood,
1989. ISBN 0888990839
Wong, J. Red China: My Long March from Mao to Now.
Toronto: Doubleday, 1996. ISBN 0385254903
Studies in Literature, Grade 12, University
Preparation must be preceded, su
Grade 11, University Preparation.
Studies in Literature, Grade 12, University
Preparation is an optional course and cannot replace English, Grade 12,
University Preparation.
This
course could be offered in the form of Distance Education. In this model,
students from several schools could be assigned one teacher. Readings could be
completed independently, conferencing with the teacher could o
Adapted
from the Electronic Curriculum Planner
Ministry
of Education, Queen’s Printer for Ontario, 2001
An
oral presentation involves the
formal or informal presentation of material to an audience. Oral presentations
can vary greatly both in content and format. An oral presentation is an
effective way for delivering reports, new material, facts, questions, and
suppositions about a topic.
Rehearsal/repetition/practice is a strategy whereby students
engage in repeated encounters with facts, rules, patterns, skills, or
procedures that need to be recalled and applied during demonstrations of
learning.
Simulation is a model or set of circumstances that
replicates real or hypothetical conditions through which students respond and
act as though the situation were real. Simulation is used when learning about
complex processes, events or ideas.
Role-playing is a process in which one explores
the thoughts and feelings of another person by responding and behaving as that
person would, in a simulated situation. It can involve pairs, groups, or the
whole class.
Sketching to learn is a strategy whereby students
visually represent the ideas they hear, read or think about in pictorial/graphic
form during or immediately following a presentation. It is often used to help
students follow a listening, viewing or reading experience in order to process
new and complex ideas or concepts.
Tableau is a purposeful arrangement of a group of
people representing a moment frozen in time. Tableau may be used to explore
sequence, plot development, and characterization by arranging a number of
tableaux in a series or to initiate or summarize discussion.
Literature circles is a process in which students meet
to discuss their reading experiences, reveal their perceptions about the text,
clarify concepts, and participate in a shared experience with the text. A
literature circle comprises three to five students who read the same text and
gather to discuss and share responses. Students read the text and record their
thoughts in a journal, then meet with their group. All students in the group
have an opportunity to relate their impressions and contribute to the
discussion.
Round table is an information-sharing strategy
that is used to generate multiple answers to a question posed by the teacher.
Students respond in writing to a question that requires answers that are
factual, not conceptual or controversial. In sequential Round Table, one piece
of paper circulates and students add information that answers the question as
it comes to them.
Think/pair/share is a strategy whereby students think alone for
a specified amount of time (wait time) in response to a question that the
teacher poses, form pairs to discuss their ideas, and then share responses with
the class.
Conferences are meetings to discuss student work in pairs
or small groups in order to facilitate learning (e.g., report on progress,
point out strengths, consider problems/solutions, and focus on specific
topics). Conferences can be conducted in a variety of formats with the teacher,
with other students and with parents/guardians.
A
directed reading-thinking activity
is a process in which students are assisted to set purposes for and make
predictions about their reading. Students gain ideas and information and make
connections with literature: stories, poems, narratives, and genre. The process
also allows students of different abilities and backgrounds to su
Guided writing is a process of using a variety of
writing experiences to direct student understanding of the process, purpose and
form of writing. Guided writing demonstrates ways of creating, describing,
recording, explaining and organizing information.
A
lecture is an oral presentation of
information during which the learner is responsible for taking appropriate
notes. A lecture provides an opportunity for students to develop and practise
listening and note-taking skills.
Prompts are words, phrases, or sentences used to
focus, direct or stimulate thinking (e.g., "The next step is..." or
"Why would you...?"). This strategy can be used to reinforce the
positive aspects of students’ response, and can encourage students to complete
an incomplete response or revise an incorrect one.
A storyboard is a series of sketches that
frame events (e.g., of a story, film, advertisement) in sequential order. It is
used as a visual planning tool for larger presentations in a variety of
formats. Each frame consists of scenes or figures with commentary that helps
those involved in the production to visualize the story and sequence.
Independent study is a strategy that develops, with
teacher guidance, students’ ability to plan, explore, organize and communicate
a topic of interest independently and in more detail. It is also used to
generate thoughts, review or research a topic, and extend personal learning
within the framework of curriculum expectations.
A
learning contract is a negotiated
plan of intent between teacher and student/s to meet the learning
needs/interests of an individual, or small group. A learning contract gives
students a role and responsibility in shaping learning experience because the
students and teacher develop it collaboratively.
Reading response is a strategy whereby students make
thoughtful, personal connections with the ideas, language, emotions, and
experience in a literary text. Reading response enables students to articulate
links to personal experience and to form generalizations from the text for
deeper meaning and understanding.
Reflection is a thinking process that involves
taking time to consider information and making sense of it in light of previous
experience. Reflection also involves looking back to evaluate previous
experience and learning to identify possible problems and opportunities ahead.
A response journal is a form of writing
in which students make thoughtful connections to texts, activities, and
experiences. A response journal provides sustained opportunity to explore,
analyse, question, interpret, or reflect in order to gain new insights and
enriched appreciation or understanding.
The inquiry process is a set of strategies
whereby students answer questions - either their own or those developed
collaboratively - to solve problems and make decisions. In ways similar to the
research process, the inquiry process includes discernable stages, though these
may or may not be followed in a fixed order depending on the task and learning
style. Following an inquiry (and research) methodology provides opportunities
for students to acquire an attitude of inquiry and build habits of mind to be
independent learners.
Research is the process whereby students investigate a
topic by asking questions, locating and selecting resources, analysing and
evaluating information, reporting findings, and transferring learning for
purposes of extending and creating knowledge, solving problems, and making
decisions. Research is used by students to acquire further learning about
topics of personal interest, or for information required for school projects
and assignments.
The writing process is a process whereby
writers work through key steps from discussion or brainstorming, selecting a
topic, planning, writing a first draft, revising, redrafting and editing to
publishing a finished/polished written product.
Graphic applications are computer software programs,
such as paint and draw programs, which are used to create and edit images,
pictures, and other visuals. The use of graphic applications and desktop
publishing software can enhance work by clarifying and illustrating the text to
improve communication, provide additional information, illustrate ideas, appeal
to the visual learner and act as memory aids.
Multimedia applications are computer software programs that
integrate a variety of elements such as sound, animation, text, and graphics
into a presentation format. Multimedia applications allow students to practise
their skills in a variety of technologies creating a multimedia production.
The Internet (Net) is a worldwide computer
network connecting users to each other for communication. Because of the open
structure, the use of the Internet requires the teaching and learning of
critical searching skills in order to find and use relevant, valid, and useful
information in a timely, safe, and ethical manner.
Analysing bias and stereotype is a process that examines
inequities based on race, ethnicity, gender, class, points of view or
perceptions, and any number of physical or mental attributes of individuals. It
allows students to examine their own personal prejudices as well as systemic
discrimination, and to understand how social, political, economic,
organizational, and cultural structures in society contribute to these
perceptions.
Brainstorming is a group process for generating
questions, ideas, and examples, and is used to illustrate, expand, or explore a
central idea or topic. Brainstorming involves students sharing whatever
material comes to mind and recording every idea, without making judgements
about the material being generated.
Concept clarification is a process that defines a concept
by identifying its critical attributes, identifying examples and creating
analogies to help students visualize or remember the concept.
Expressing another point of view is a strategy used to develop
critical thinking in students and the ability to look at issues from more than
one perspective. It includes identification of whose point of view is being
considered, the needs and concerns of the person identified, investigation of
information about the person identified, and summarizing the position of that
person.
Issue-based analysis is a strategy used to develop the
higher level thinking skills of analysis and synthesis. It involves summarizing
the material, distinguishing fact and opinion, identifying sources, and analysing
biases in primary source materials commonly using a visual organizer or frame.
Media analysis is the examination of commercial
media works for the purpose of “decoding” the work; that is, determining the
purpose, intended audience, mood, message, and techniques used to create the
work. Key concepts of media analysis include recognition that media construct
reality, have commercial implications, contain ideological and value messages,
and have social and political implications.
Adapted
from the Electronic Curriculum Planner,
Ministry of Education, Queen’s Press for Ontario, 2001.
The classroom presentation is an assessment that requires
students to verbalize their knowledge, select and present samples of finished
work and organize thoughts, in order to present a summary of learning about a
topic.
The conference is a formal or informal meeting
between the teacher and student and/or parent;
it
has a clear focus on learning for discussion.
The essay is a writing sample used to assess
student understanding and/or how well students can analyse and synthesize
information; it is a pencil-and-paper assessment where a student constructs a
response to a question, topic, or brief statement. It provides the student with
the opportunity to communicate his/her reasoning in a written response.
The exhibition/demonstration is a performance in which a student
demonstrates individual achievement through application of specific skills and
knowledge; it is used to assess progress in tasks that require students to be
actively engaged in an activity. (e.g., designing a mural).
The interview is a form of conversation in which
all parties (teacher, student and parent) increase their knowledge and
understanding.
The learning log is an ongoing record by the
students of what they do while working on a particular task or assignment; it
makes visible what students are thinking and/or doing through frequent
recordings over time.
Observation is a process of systematically
viewing and recording student behaviour for the purpose of making programming
decisions; it permeates the entire teaching process by assisting the teacher in
making the decisions required in effective teaching.
The performance task is an assessment which
requires students to demonstrate a skill or proficiency by asking them to
create, produce, or perform; it may be an observation of a student or group of
students performing a specific task to demonstrate skills and/or knowledge
through open-ended “hands-on” activities.
The Portfolio is a purposeful collection of
samples of students’ work that is selective, reflective, and collaborative; it
demonstrates the range and depth of student achievement, knowledge, and skills
over time and across a variety of contexts.
Questions are posed by the teacher to
determine if students understand what is or has been presented, or to extend
thinking, generate ideas or problem solve.
Answers
provide opportunities for oral assessment when the students respond to a
question by speaking rather than by writing.
Quizzes, tests, and examinations are assessments in which the
students demonstrate their knowledge and, in some cases, demonstrate their skills.
The
response journal provides frequent written reflective responses to material
that students are reading, viewing, listening to, or discussing.
Self-assessment is the process of gathering information and
reflecting on one’s own learning; it is the students’ own assessment of
personal progress in knowledge, skills, processes, or attitudes. It leads
students to a greater awareness and understanding of themselves as learners.
“The overall aim of
poststructuralism and deconstructive “critique” is different from the rigorous
“scientific” analyses of structuralism. Instead of attempting to a
Davis, Robert Con & Ronald Schleifer. Contemporary Literary Criticism. Literary and Cultural Studies, 4th ed. New York; Longman, 1998, p.319.
Feminist and gender studies are so diverse that a definition encompassing them all could easily be criticized as misleading, outdated, or impractical. This study includes, but is not limited to, investigating social constructions related to gender as they appear in literature. More recent feminist and gender studies have moved beyond simple critiquing of patriarchal culture implicit in a text and consider numerous viewpoints that can also include gay/lesbian culture.
Davis, Robert Con and Ronald Schleifer. Contemporary Literary Criticism. Literary and Cultural Studies, 4th ed. New York; Longman, 1998.
“In its literary criticism, structuralism is closely related to formalism… The principle aim of these movements was to displace “content” in literary analysis and to focus, instead, on literary “form” in a detailed manner analogous to the methods of empirical scientific research. Both movements also sought to organize the generic structures of literature into a system consistent with the inner ordering of works that close reading revealed. Literature is viewed as a complex system of “forms” and analyzable with considerable objectivity at different levels of generality – from the specific components of a poetic image or line through the poem’s genre to that genre’s place in the system of literature.”
Davis, Robert Con and Ronald Schleifer. Contemporary Literary Criticism. Literary and Cultural Studies, 4th ed. New York; Longman, 1998, p.257.
“The principle common to most branches of archetypal criticism is the hypothesis that the structures of myth and ritual are connected with (i.e., continuous with, extend themselves into) the structures of literature, and therefore a knowledge of myth and ritual are primary to the critical understanding of literature. Archetypal criticism focuses on images, symbols, metaphors, characters, plots, events, and themes that continually recur in works of literature but which cannot be satisfactorily explained or explicated as matters of biographical, historical, or social influence because they are in some way linked to sources prior to these contexts. These literary elements are called “archetypes” (Greek arch, “first” + typos, “form” or “type”). While the first task of archetypal literary criticism is to examine the presence and function of these recurring forms in the literary text, however they got there, most archetypal critics go on to theorize the more difficult matter of the nature and origin of such forms. Predictably, this sees archetypal criticism engaging fields such as psychology, psychoanalysis, religious studies, anthropology and comparative mythology in an interdisciplinary fashion.”
http://www.humanities.mcmaster.ca/~english/Gill/archetypal.html
Based on the writings of Karl Marx, (1818-1883) this school of thought contends that history and culture is largely a struggle between economic classes, and literature is often a reflection of the attitudes and interests of the dominant class. An often-repeated statement from Marx expresses a basic idea specific to this form of criticism. “It’s not the consciousness of men that determines their being, but on the contrary, their social being that determines their consciousness.”
Selden, Raman, Peter Widdowson, and Peter Brooker. A Reader’s Guide to Conemporary Literary Theory, 4th ed. London: Prentice-Hall, 1997.
This approach to criticism argues that the reader brings considerable meaning to a text in much the same way that observation alters the object under study. In other words, the reader, through their own values, experiences, and reading strategies, actively participates in the production of meaning in the text.
Selden, Raman, Peter Widdowson, and Peter Brooker. A Reader’s Guide to Conemporary Literary Theory, 4th ed. London: Prentice-Hall, 1997.
Coded
Expectations, Studies in Literature, Grade 12, University Preparation, ETS4U
RIV.01 · read and demonstrate an understanding of a
range of literary texts from various periods and countries;
RIV.02 · demonstrate an understanding of how form,
diction, syntax, voice, and style are used to communicate meaning and enhance
the impact of literary texts;
RIV.03 · demonstrate an understanding of a range of
critical interpretations of literary texts;
RIV.04 · assess the function and significance of
literature in society.
Understanding
the Meaning of Literary Texts
RI1.01 – analyse a range of literary works, with an
emphasis on in-depth study of particular genres, authors, themes, time periods,
or countries;
RI1.02 – analyse literary texts in performance or
recorded on film or tape;
RI1.03 – select, use, and adapt reading strategies to
interpret challenging literary texts (e.g., research the social, cultural, and
political context of a literary period before reading; reread a text to
identify connections among ideas, incidents, characters, images, and themes;
research critical assessments of an author’s work);
RI1.04 – analyse how literary texts provide insight
into diverse human experiences and perspectives (e.g., compare the
representations of heroes in a range of poems and novels).
Understanding
the Forms, Language, Voice, and Style of Literary Texts
RI2.01 – identify elements of literary forms and
evaluate their effectiveness in communicating meaning and enhancing the impact
of texts (e.g., write an essay explaining how variations in chronological order
or point of view are used to achieve multiple layers of meaning in a novel;
compare how a similar idea is expressed in a sonnet and a free-verse poem);
RI2.02 – describe the diction and syntax used in
literary texts and evaluate how effectively they help communicate meaning and
enhance impact (e.g., assess the effect on the reader of inverted word order in
a poem; describe how diction is used to reveal the social class of characters
in a novel);
RI2.03 – describe the voice and style used in
literary texts and evaluate how effectively they help communicate meaning and
enhance impact (e.g., describe the distinctive voices in a novel with multiple
narrators and assess the effect of their use for an independent study project
on the contemporary novel).
Understanding
Interpretations of Literary Texts
RI3.01 – analyse and assess their own and others’
responses to a range of literary texts (e.g., record and assess a group’s
responses to sections of a novel; write an analytical academic essay comparing
critical reviews of a poem with their own interpretation);
RI3.02 – demonstrate an understanding of key concepts
and specialized terms in literary criticism (e.g., consult a glossary of
literary terms or specialized reference sources to understand unfamiliar
terminology and allusions; explain concepts and specialized language used in
critical interpretations of a film; use the specialized language of literary
criticism appropriately and effectively in an analytical academic essay);
RI3.03 –
analyse and assess critical interpretations of literary texts researched through
the use of print and electronic sources (e.g., write a brief synopsis of a
critical article and assess the degree to which it increases understanding of a
play; create an annotated bibliography of secondary sources, assessing their
usefulness for helping readers understand a novel);
RI3.04 – analyse literary texts by applying key
literary concepts (e.g., explain the use of archetypes in short stories;
analyse the power relationships among characters from different social classes
in a novel or film; discuss how a psychoanalytical interpretation helps clarify
the motivations and actions of a tragic hero; debate whether a poem has only
one meaning that resides solely in the text or whether each reader negotiates a
unique meaning based on personal background and experience);
RI3.05 – analyse how social, cultural, and political
contexts and the perspectives of various readers influence the interpretation
of literary texts (e.g., explain the appeal of a play that has been presented
su
Understanding
the Social Purposes of Literary Texts
RI4.01 – analyse the relationships between literary
texts and the social, cultural, and political contexts in which they were
created (e.g., explain why certain authors have been persecuted or certain
literary texts suppressed; conduct research to explain the effect of literary
works that have had a significant impact on society);
RI4.02 – analyse and assess the social functions of
literary texts (e.g., prepare an independent study project about how literature
defines, reinforces, or challenges commonly held values; explain how a
contemporary novel or play contributes to public dialogue on a social issue;
explain the impact on society of selected works of literature).
RTV.01 · produce personal and critical responses to a
range of literary texts and criticism;
RTV.02 · produce creative responses to a range of
literary texts and criticism.
Responding
Personally and Critically to Literary Texts
RT1.01 – explain ideas, intuitions, and feelings
evoked by literature (e.g., discuss possible interpretations of an image to
understand a theme in a poem; keep a graphic record of personal reactions to
ideas from primary and secondary sources; describe and explain personal
responses in a group to clarify and challenge the ideas, issues, and themes in
a text and to negotiate a common interpretation);
RT1.02 – produce critical responses to ideas, themes,
and issues presented in a range of literary texts (e.g., evaluate the
relationship between the structure and ideas in a sonnet; challenge the values
conveyed in plays of the Theatre of the Absurd for an independent study
project);
RT1.03 – produce critical responses to
interpretations of texts and theories of literary criticism (e.g., analyse a
particular interpretation of a novel to identify significant evidence from the
text that is not included in the interpretation; debate the critical view that
meaning resides solely in the text).
Responding
Creatively to Literary Texts
RT2.01 – design and create, individually
or collaboratively, literary or media works in response to literary texts
(e.g., write a satire exposing the human foibles and social follies of
characters in literary texts; write and perform an original short play
extending a theme in literature);
RT2.02 – adapt a character, scene, or idea from a
literary text for presentation in another form or medium (e.g., role-play
characters from a novel in a trial situation; use ideas and themes from a poem
as the basis of a short story);
RT2.03 – assess the extent to which their created or
adapted works expand understanding of ideas, themes, and issues in the original
literary texts (e.g., use a class-developed rubric to assess the effectiveness
of the created or adapted works; make an oral presentation explaining how the
work created or adapted underlines the continuing relevance of the original
text).
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 -a
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.