Course Profile English,
Grade 9 academic, Catholic
Course Overview
Course Profiles are
professional development materials designed to help teachers implement the new
Grade 9 secondary school curriculum. These materials were created by writing partnerships
of school boards and subject associations. The development of these resources
was funded by the Ontario Ministry of Education and Training. This document
reflects the views of the developers and not necessarily those of the Ministry.
Permission is given to reproduce these materials for any purpose except profit.
Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise
adapt this material for educational purposes.
Any references in this
document to particular commercial resources, learning materials, equipment, or
technology reflect only the opinions of the writers of this sample Course
Profile, and do not reflect any official endorsement by the Ministry of
Education and Training or by the Partnership of School Boards that supported
the production of the document.
© Queen's Printer for
Ontario
Acknowledgements
Lead Board
Toronto Catholic District School
Board
Wendy Schmidt, Manager
Course Profile Writing
Team
Loretta Notten, (Lead
Writer), Bishop Allen Academy
Ada Melino, (Writer),
Madonna Catholic Secondary School
Clare O'Brien, (Writer),
Father John Redmond Catholic Secondary School
Don Walker, (Writer),
Bishop Allen Academy
Ann McGuire, (Writer),
Loretto Abbey
Research
Sal Arduini, James
Cardinal McGuigan Catholic Secondary School
Word Processing
Diane Furtado, Catholic
Education Centre
Graphic Layout
Ana Paula DaCosta,
Catholic Education Centre
Course Overview
Identifying Information:
School: Department:
English
District: Toronto Catholic District School Board Course
Developer(s):
Course Title: English
Grade: 9
Course Type: Academic Development
Date: February
1999
Ministry Course Code: ENG1D Course
Revisor(s):
Secondary Policy Document: The Ontario Curriculum
Grades
9 & 10 English
Publication Date: 1999 Revision
Date:
Credit Value: 1 Additional
Codes:
Description/Rationale
This course emphasizes
analytic reading, writing, oral communication, and thinking skills that
students need for success in secondary school academic programs and their daily
lives. Students will study and interpret texts from contemporary and historical
periods, including short stories, poems, novels, plays, and short essays. They
will also investigate and create media works. An important focus will be the
correct and effective use of spoken and written language. This course profile demonstrates
one way in which the expectations from the Grade 9 Academic English course
could be organized into units.
How This Course Supports The Ontario Catholic School Graduate Expectations
The primary goal of Catholic education is to graduate young men and women who are discerning believers in the saving story of Christ. They are challenged to become responsible citizens, based on the centrality of a tradition of Church social teaching which balances the sacred dignity and value of the human person with a striving for the common good. The goal for educators is to assist young people to think compassionately and reflectively and act in a manner consistent with the values of Jesus Christ. Education in the Catholic school system nurtures the vision that the glory of God is realized when each person is able to reach his/her full potential while acknowledging human weakness and limitation as creations of God. To that end, this course encourages students to find and to value their own voice and encounter literature which helps develop their growing awareness of personal growth and relationship, responsibility to the world and its peoples. Students begin working towards Catholic Graduate Expectations in grade 9 but will continue on their journey through to grade 12, and indeed, for the rest of their lives.
Unit Titles (Suggested Time and Sequence) [Units must total 110 hours]
|
Unit 1 |
Storytelling: Short Stories and Myths |
20 hours |
|
Unit 2 |
Novel Study |
20 hours |
|
Unit 3 |
Poetry |
10 hours |
|
Unit 4 |
Drama |
15 hours |
|
Unit 5 |
Non-Fiction: Media & Prose |
20 hours |
|
Unit 6 |
Skills: Writing Process: Improving Written Work & Language Study
and Independent Learning |
25 hours |
Unit Organization
Unit #1: Storytelling: Short Stories and Mythology
Time: 20 hours, plus 5 hours for skills development (Unit 6)
Description:
In the storytelling
unit students will read and demonstrate their understanding of short stories
and myths in discussions and reflections that will assist in the development of
their personal and social well being. Students will apply various strategies to
read, understand, and interpret information and ideas based on Christ's
teaching of compassion and understanding. They will demonstrate their
understanding through reflective discussions, group work and writing.
Ontario Catholic School Graduate
Expectations: 1g,1h, 2a, 4a, 4b, 6c, 7f, 7g, 7j
Strand(s): Literature Studies and Reading; Writing; Language
Overall Expectations: LIV.01-02D, 03B; WRV.01-05D; LGV.01D, 02B; MDV.01-02D
Specific Expectations: LI1.01-02D, 03B, 04-08D; LI2.02D; WR1.02-04D; WR3.01-03D;
WR4.01D, 02B, 03D, 04B; LG1.01B, 03B, 04B, 05D, 06B, 07B;
LG2.01-04D; MD2.01-03D
Unit #2: Novel Study
Time: 20 hours, plus 5 hours for skills
development (Unit 6)
Description:
In this unit students will reflect sensitively upon the saving story of our Christian faith, as they relate it to their understanding of the novel genre. This realization regarding the connectedness of our Christ-centred human experience will form their critical analysis, discussion and activities as they explore the text.
Ontario Catholic School Graduate
Expectations:1a, 2a, 2c, 3a, 3b, 3c, 4a, 4c, 4f, 5a, 5e, 7b,
Strand(s): Literature Studies and Reading; Writing; Language
Overall Expectations: LIV.01-02D, 03B; WRV.04-05D; LGV.01D, 02B; MDV.02D
Specific Expectations: LI1.01D, 03B, 06-07D; LI3.03D; WRI.03D; WR2.01D;
WR3.03-06D; WR4.01D, 02B, 03D, 04B; WR5.01D, 02B, 03D, 04B;
LG1.04B, 05D, 06-07B; LG2.01-05D; MD2.01D
Unit #3: Poetry
Time: 10 hours, plus 2 hours for skills
development (Unit 6)
Description:
Poetry calls upon the students to observe and reflect on the mystery and the spiritual essence of the world. Activities such as personal writing and collaborative learning will demonstrate their understanding of poetic forms and the growing awareness of their personal relationship with God, with others, with nature, and indeed with the world around them.
Ontario Catholic School Graduate
Expectations: 1g, 2a, 4a, 4b, 5a, 7j
Strand(s): Literature
Studies and Reading; Language; Writing
Overall Expectations: LIV.01D, 03B; WRV.02D; LGV.01D, 02B
Specific Expectations: LI1.01D, 03B, 06-07D; WR3.01D; LG1.04B, 05D, 06-07B; LG2.05D
Unit #4: Drama
Time: 15 hours, plus 2 hours for skills
development (Unit 6)
Description:
In this unit students will read, discuss and critically analyze dramatic text, in light of Jesus’ teaching and life of service. They will work collaboratively to demonstrate the skills of reflection, meaningful communication and Christian leadership, as they explore the identified play(s).
Ontario Catholic School Graduate
Expectations: 1a, 3a, 3b, 4a, 4b, 4f, 5c, 5e, 5f,
Strand(s): Literature
Studies and Reading; Writing; Language
Overall Expectations: LIV.01-02D, 03B; WRV.02D; LGV.01D, 02B; MDV.02D
Specific Expectations: LI1.01D, 06B, 08D; LI2.01D; LI3.02D; LG1.02B, 05D, 06-07B;
LG2.02-06D; MD2.01D
Unit #5: Non-Fiction: Media and Prose
Time: 20 hours, plus 1 hour for skills
development (Unit 6)
Description:
Students will examine, deconstruct and evaluate media and non-fiction genres in light of their calling to create a just and compassionate society. Students will also demonstrate the ability to work as respectful collaborative learners in the discussion, writing, and in the design and creation of their own media productions.
Ontario Catholic School Graduate
Expectations: 1d, 2a, 2e, 3d, 3e, 4a, 4b, 5a, 7j
Strand(s): Media Studies; Writing
Overall Expectations: LIV.01-02D,
03B; WRV.01-03D; LGV.01D, 02B; MDV.01-02D
Specific Expectations: LI1.01D, 04-05D, 07D; LI2.03D; LI3.01D, 03D; WR1.01-02D;
WR3.04D; LG1.03- 04B, 05D,
06-07B; LG2.02-03D; MD1.01B, 02- 04D;
MD2.01-03D
Unit #6: Skills - Writing Process: Improving Written Work and Language Study
Independent Learning
Time: 25 hours integrated throughout the course
Description:
In this unit students will enhance their Catholic faith journey by realizing that language can be used as a tool to express their relationship with the world, as believers in the story of Christ. To that end, students will develop language skills that allow them to communicate with sensitivity, fluency and accuracy. The study of language and writing is integrated and is ongoing into each of the units of
this program.
Ontario Catholic School Graduate
Expectations: 2c, 2e, 3b, 3c, 3e, 4b, 4e, 4f, 5c, 5e, 7b,
Strand(s): Writing; Language
Overall Expectations: LIV.01-02D, 03B; WRV.01-05D; LGV.01D, 02B; MDV.01- 02D
Specific Expectations: LI2.03D; WR1.01-4D; WR2.01-02D; WR3.01-06D; WR4.01D, 02B
03D, 04B; WR5.01D, 02B, 03D, 04B, 05-06D, 07-16B; LG1.01-4B, 05D, 06-07B; LG2.07D
|
Instructional
Strategies |
Assessment
Strategies |
Main
Resources |
|
• Personal Reflection • Group Work • Daily Participation • Conferences • Written Responses • Creative Extensions • Analytical Writing • Independent Research Project |
• Reflection • Reader Response Journal • Personal Journal Writing • Observation: • Informal & Formal Teacher Observation • Conferencing • Anecdotal Notes, Teacher Logs, Probe Questions, Checklists • Seminars • Written Assignments • Portfolio Work Samples • Homework Checklists • Media Products • Personal Poetry • Narrative Extensions • Writing in Role • Scripts/Storyboards • Formal Paragraphs • 5 Paragraph Expository Writing Piece • Research Project |
• Novel(s) • Play(s) • Poetry Anthology • Collection of Non-Fiction and Media Readings (e.g., Newspapers and Magazines) • Writing and Language Resource Texts • Short Stories • Mythology Collection • NRSV Bible • Dictionaries and Thesauri Software/Video • Desktop Publishing Program (e.g., Microsoft Word) • Internet • CD-ROMs Hardware • Portfolios • TV/VCR • Computers • CD Player • Video camera • Videotapes |
Evaluation of Student Achievement
The primary purpose of assessment and evaluation is to improve student learning. To that end, in the Grade 9 Academic English course, teachers employ a variety of assessment strategies which would inform their final evaluation of student performance. While assessment strategies should be intimately linked to specific teaching strategies, final evaluation will be determined by recognizing a consistent level of achievement, based on established criteria. The criteria of 1) Knowledge/Understanding 2) Thinking/ Inquiry 3) Communication and 4) Application are found in the Achievement Chart in the Ontario Curriculum, grades 9 and 10, English.
The Grade 9 Academic English course is founded on the principles of sound assessment and evaluation, with a variety of teaching and assessment strategies which are comprehensive and informative. As Catholic educators, the assessment and evaluation must respect individual differences and build on a tradition of collaboration and the promotion of self-esteem.
The Grade 9 Academic English course stresses theoretical approaches and concepts, and incorporates practical applications as appropriate. While the final evaluation measures have been organized by assessment tool, each tool crosses into the four categories of knowledge and skills in English. Absences and punctuality are recorded separately and not considered in the determination of the percentage grade. Grades are criterion-referenced (based on how well a student does relative to the stated standards), instead of norm-referenced (based on how well a student does relative to the performance of other students).
Final Course Grade
|
Knowledge/Skill Category Weighting This page replaces the “Evaluation” page from the Phase 1 document. |
% |
Course Grade
Weighting Course Work (70%) Writing Process and Product Oral Presentations and Group Work Tests Final Summative
Tools (30%) Independent Study Project Exam |
% 30 % 20 % 20 % 10-15% 15-20% |
Course Notes
The grade 9 Academic
English course has as its foundation the desire to develop students' theoretical
and, where appropriate, practical application of literature and language. As
such, it is concerned with all developmental aspects of the student:
intellectual, emotional, social, and spiritual. Practical considerations of
which the teacher should be mindful include:
1. The grade 9 Academic course is a prerequisite for either the grade 10 Academic or grade 10 Applied course, as well as the grade 10 literacy test.
2. Unit 6 (Skills) should be ongoing throughout the entire course, and integrated into the study of literature, media, and non-fiction.
3. The Independent Study Project is intended to be a summative form of evaluation and as such, the final product should be completed towards the end of the term, although process work should be assessed throughout the course.
4. Modifications must be made, where appropriate, based on individual learning styles.
5. Similarly, the course has been designed to reflect a wide variety of teaching strategies and assessment tools, to accommodate differing learning modalities.
6. Selection of texts should be sensitive to the community in which the curriculum is delivered and should also be representative of the cultural groups which make up the Canadian mosaic.
7. The Ontario Catholic Graduate Expectations reflect a spiral curriculum that echoes and develops as the student progresses through their high school education. Grade 9 should, therefore, be seen as a step on the journey.
8. If a teacher follows this course profile and all of its activities, he/she can be assured of giving students opportunities to fulfill all of the overall and specific Expectations mandated for the Grade 9 Academic English Course.
9. Technology is used as a research tool throughout the course. Therefore, it is imperative that teachers instruct students in the appropriate use of technology, with particular reference to critical and ethical use of the Internet.
OSS Policy Applications (Ministry of Education and Training)
Choices Into Action:
Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999
The Ontario
Curriculum, Grades 9 and 10: English 1999
Ontario Secondary
Schools, Grades 9 to 12: Program and Diploma Requirements 1999
The Ontario
Curriculum, Grades 9 and 10: Program Planning and Assessment
Course Evaluation
In order for teachers
to ensure program effectiveness, English departments must evaluate their
course. When completing this review, colleagues should check for a program
which respects the principles of evaluation, namely, that the strategies are:
comprehensive, valid, informative, equitable, ethical and collaborative. For
example, tests must be examined to explore how many of the different levels of
thinking are being required. A teacher must consider whether questions are
based primarily on content, or whether they are equitably distributed between
content, comprehension, analysis, synthesis, application, and evaluation, thus
ensuring a valid and reliable result.
ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS
The graduate is
expected to be:
A Discerning
Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates a basic understanding of the saving story of our Christian
faith;
CGE1b -participates
in the sacramental life of the church and
demonstrates an understanding of the centrality of the Eucharist to our
Catholic story;
CGE1c -actively reflects on God’s
Word as
communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good;
CGE1e -speaks the language
of life...
“recognizing that life is an unearned gift and that a person entrusted with
life does not own it but that one is called to protect and cherish it.”
(Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through
prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and
strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith
traditions,
world religions and the life-journeys of
all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness, conflict and
forgiveness are part of the human journey” and that the cross, the ultimate
sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective
Communicator who
CGE2a -listens actively and critically to understand and learn in
light of gospel values;
CGE2b -reads, understands and uses written
materials effectively;
CGE2c -presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
Canada’s official languages;
CGE2e -uses and integrates the Catholic faith tradition, in the
critical analysis of the arts, media, technology and information systems to
enhance the quality of life.
A Reflective and
Creative Thinker who
CGE3a -recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the
common good;
CGE3c -thinks reflectively and creatively to evaluate situations
and solve problems;
CGE3d -makes decisions in light of gospel values
with an informed moral conscience;
CGE3e -adopts a holistic approach to life by
integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge of
interdependent systems (physical, political, ethical, socio-economic and
ecological) for the development of a just and compassionate society.
A Self-Directed,
Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and
respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4d -responds to, manages and constructively influences change in
a discerning manner;
CGE4e -sets appropriate goals and priorities in
school, work and personal life;
CGE4f -applies effective communication, decision-making,
problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal values, abilities
and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness activities for a
balanced and healthy lifestyle.
A Collaborative
Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and
purpose of work;
CGE5c -develops one’s God-given potential and makes a meaningful
contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work
which contributes to the common good;
CGE5e -respects the rights, responsibilities and contributions of
self and others;
CGE5f -exercises Christian leadership in the
achievement of individual and group goals;
CGE5g -achieves excellence, originality, and integrity in one’s
own work and supports these qualities in the work of others;
CGE5h -applies skills for employability, self-employment and
entrepreneurship relative to Christian vocation.
A Caring Family
Member who
CGE6a -relates to family members in a loving, compassionate and
respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given
gifts, to be used as the creator intended;
CGE6c -values and honours the important role of the family in
society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider
community through service.
A Responsible
Citizen who
CGE7a -acts morally and legally as a person formed in Catholic
traditions;
CGE7b -accepts accountability for one’s own
actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by
promoting equality, democracy, and solidarity for a just, peaceful and compassionate
society;
CGE7f -respects and affirms the diversity and interdependence of
the world’s peoples and cultures;
CGE7g -respects and understands the history,
cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities
of Canadian citizenship;
CGE7i -respects the environment and uses
resources wisely;
CGE7j -contributes to the common good.
CODING OF EXPECTATIONS
GRADE 9 ENGLISH, ACADEMIC
Literature and Reading Studies
Overall Expectations
L1V.01D read and
demonstrate an understanding of a variety of literary and informational texts,
from contemporary and historical periods
L1V.02D demonstrate
an understanding of the elements of a variety of literary and informational
forms, with a focus on plays, short stories, and short essays
L1V.03B identify
and explain the effect of specific elements of style in a variety of literary
and informational texts
Specific Expectations
Understanding the
Meaning of Texts
LI1.01D describe information,
ideas, opinions, and themes in print and electronic texts they have read during
the year from different cultures and historical periods and in a variety of
genres, including novels, short stories, plays, poems, biographies, short
essays, articles from newspapers, magazines, and encyclopedias
LI1.02D select
and read texts for different purposes, with an emphasis on recognizing the
elements of literary genres and the organization of informational materials,
collecting and assessing information, responding imaginatively, and exploring
human experiences and values
LI1.03B describe
a variety of reading strategies and select and use them effectively before,
during, and after reading to understand texts
LI1.04D locate explicit
information and ideas in texts to use in developing opinions and
interpretations
LI1.05D analyze
information, ideas, and elements in texts to make inferences about meaning
LI1.06B use
specific references from a text to support opinions and judgements
LI1.07D explain
how readers' different backgrounds might influence the way they understand and
interpret a text
LI1.08D explain
how the background of the author might influence the information and ideas in a
text
Understanding
the Forms of Texts
LI2.01D use
knowledge of elements of drama, such as plot and sub-plot, character portrayal,
conflict, dramatic structure, dramatic purpose, dramatic irony, dialogue and
stage directions, to understand and interpret examples of the genre
LI2.02D use
knowledge of elements of the short story, such as plot, characterization,
setting, conflict, theme, mood, and point of view, to understand and interpret
examples of the genre
LI2.03D use
knowledge of elements of short essays, such as introductions, thesis
statements, topic sentences, supporting details, connecting words, and
conclusions, to understand and interpret examples of the genre
Understanding
the Elements of Style
LI3.01D explain
how authors use diction and phrasing to achieve particular effects in their
writing
LI3.02D explain
how authors use stylistic devices, such as simile, metaphor, personification,
imagery, foreshadowing, onomatopoeia, oxymoron, alliteration, and symbol, to
achieve particular effects in their writing
LI3.03D explain
how authors and editors use design elements to help communicate ideas
Writing
Overall Expectations
WRV.01D use a
variety of print and electronic sources to gather information and explore ideas
for their written work
WRV.02D identify
the literary and informational forms suited to various purposes and audiences
and use the forms appropriately in their own writing, with an emphasis on
supporting opinions or interpretations with specific information
WRV.03D use a
variety of organizational techniques to present ideas and supporting details
logically and coherently in written work
WRV.04B revise
their written work, collaboratively and independently, with a focus on support
for ideas, accuracy, clarity, and unity
WRV.05B edit and
proofread to produce final drafts, correctly using the grammar, spelling, and
punctuation according to the conventions of standard Canadian English,
specified for this course, with the support of print and electronic resources
when appropriate
Specific Expectations
Generating Ideas and
Gathering Information
WR1.01D investigate
potential topics by formulating questions, identifying information needs, and
developing research plans to gather data
WR1.02D locate and
summarize information from print and electronic sources, including vertical
files, periodicals, dictionaries, encyclopedias, electronic newsgroups, e-mail
messages, and electronic data bases
WR1.03D group and
label information and ideas; evaluate the relevance, accuracy, and completeness
of the information and ideas; and discard irrelevant material
WR1.04D use the
information and ideas generated by research to develop the content of written
work
Choosing the
Form to Suit the Purpose and Audience
WR2.01D demonstrate
an understanding of literary and informational forms, such as myths, poems,
short stories, scripts, advertisements, formal letters, reviews, and supported
opinion essays, by selecting and using forms of writing appropriate to
different purposes and audiences
WR2.02D select
first or third person and an appropriate level of language to suit the form,
purpose, and audience of written work
WR2.02P identify
the specific audience for each piece of writing
WR2.04P use the
third person singular and an appropriate level of language in expository forms
requiring objectivity
Organizing Ideas
and Information in Written Work
WR3.01D use a
unifying image, mood, or voice to structure descriptive paragraphs or poems
WR3.02D use changes
in time, place, speaker, or point of view to structure narrative paragraphs
WR3.03D use a
single controlling idea and connecting words to structure a series of
paragraphs
WR3.04D use key
words from questions or prompts to organize ideas, information, and evidence in
homework answers
WR3.05D structure
expository paragraphs using a topic sentence, supporting sentences to develop
the topic, connecting words to link the sentences, and a concluding sentence
WR3.06D provide an
introduction, body, and a conclusion in written reports and short essays
Revising Drafts
WR4.01B revise
drafts to ensure that ideas are adequately developed with supporting details,
and to achieve clarity and unity
WR4.02B revise
drafts to ensure consistency in use of first or third person and use of an
appropriate level of language
WR4.03D make
constructive suggestions to peers
WR4.04B consider
reactions from teachers, peers, and others in revising and editing written work
Editing,
Proofreading, and Publishing
WR5.01D identify
sources of ideas, information, and quotations in writing and independent
research projects
WR5.02B select the
publication method or vehicle most accessible or appealing to the intended
audience
WR5.03D assess
their facility with the writing process, documenting their use of different
genres and forms in personal and assigned writing and identifying goals for
writing improvement and growth
WR5.04B edit and
proofread their own and others' writing, identifying and correcting errors
according to the requirements for grammar, usage, spelling, and punctuation
listed below:
Grammar and
Usage
WR5.05D use parts
of speech correctly: nouns, pronouns, verbs, adverbs, adjectives, conjunctions,
prepositions, and interjections
WR5.06D construct
complete and correct compound and complex sentences, using the following
sentence components as required: subject, predicate, object, subject
complement; main and subordinate clauses; prepositional and participial phrases
WR5.07B identify
and correct sentence fragments, run-on sentences, and comma splices
WR5.08B make
compound subjects agree with verbs in simple and compound sentences
WR5.09B make
pronouns agree with their antecedents in number and gender
WR5.10B use
consistent and appropriate verb tense and voice (i.e., active and passive) for
clarity in narrative and expository writing
Spelling
WR5.11B use
knowledge of a wide range of spelling patterns and rules to identify, analyze,
and correct spelling errors
WR5.12B use and
spell homophones correctly
WR5.13B use the
apostrophe correctly when spelling contractions and possessives
WR5.14B use a
variety of resources to correct errors in spelling
Punctuation
WR5.15B use
punctuation correctly, including period, question mark, exclamation mark,
comma, dash, apostrophe, colon, quotation marks, parentheses, and ellipses
WR5.16B adapt
punctuation and capitalization for the special requirements of direct
quotations, scripts, dialogue, and poetry
Language
Overall Expectations
LGV.01D use
knowledge of vocabulary and language conventions to speak, write, and read
competently using a level of language appropriate to the purpose and audience
LGV.02B use listening
techniques and oral communication skills to participate in classroom
discussions and more formal activities, such as storytelling, role-playing, and
reporting/presenting, for specific purposes and audiences
Specific Expectations
Developing Vocabulary and
Knowledge of Language Structures and Conventions
LG1.01B describe
strategies used to expand vocabulary and provide evidence of other
vocabulary-building activities
LG1.02B identify
and explain examples of slang, jargon, dialect, colloquialism, as well as of
standard Canadian English, in literary texts and their own oral and written
work
LG1.03B identify
words borrowed from other languages and words and terms recently introduced to
describe new ideas, inventions, and products, and explain their origins
LG1.04B select
words and phrases appropriate to informal and formal styles, to suit the
purpose and intended audience of oral and written work
LG1.05D recognize,
describe, and use correctly, in oral and written language, the language
structures of standard Canadian English and its conventions of grammar and
usage, including:
• parts of speech: nouns, pronouns, verbs,
adverbs, adjectives, conjunctions, prepositions,
interjections
• simple, compound, and complex sentences
• components of sentences: subject, predicate,
object, subjective complement, prepositional
and participial phrases, main and subordinate clauses
• agreement between subject and verb, and
between pronoun and antecedent
• consistency of verb tenses, and of voice
LG1.06B recognize,
describe, and correct sentence errors in oral and written language
LG1.07B recognize,
describe, and use correctly, in oral and written language, the conventions of
standard Canadian English for spelling, capitalization, and punctuation,
including:
• spelling: homophones and possessive pronouns
and adjectives
• capitalization: of proper nouns and in direct
quotations, scripts, dialogue, and poetry
• punctuation: period, question mark,
exclamation mark, comma, dash, apostrophe,
colon,
quotation marks, parentheses, ellipses
Developing
Listening and Speaking Skills
LG2.01D communicate
orally in group discussions for different purposes, with a focus on identifying
key ideas and supporting details, distinguishing fact from opinion, asking
clarifying questions, and following instructions
LG2.02D communicate
in group discussions by sharing the duties of the group, speaking in turn,
listening actively, taking notes, paraphrasing key points made by others,
exchanging and challenging ideas and information, asking appropriate questions,
reconsidering their own ideas and opinions, managing conflict, and respecting
the opinions of others
LG2.03D plan and
make oral presentations to a small group or the class, selecting and using
vocabulary and methods of delivery to suit audience and purpose
LG2.04D use
specific examples, facial expressions, gestures, intonation, humour, and visual
aids and technology, as appropriate, to engage the audience’s interest during
oral presentations
LG2.05D practise with
cue cards and relaxation exercises (and with visual aids and technology, if
used) to ensure confident delivery in oral presentations
LG2.06D explain
how oral communication skills can contribute to success in all curriculum areas
and the world outside the school
LG2.07D analyze
their own and others’ oral presentations to identify strengths and weaknesses,
and plan ways to improve their performance
Media Studies
Overall Expectations
MDV.01D use
knowledge of the elements, intended audiences, and production practices of a
variety of media forms to analyze specific media works
MDV.02D use
knowledge of a variety of media forms, purposes, and audiences to create media
works and describe their intended effect
Specific Expectations
Analyzing Media and
Media Works
MD1.01B demonstrate
critical thinking skills by identifying the differences between explicit and
implicit messages in media works
MD1.02D identify
how elements of media forms are used in a variety of media works and explain
the effects of different treatments
MD1.03D compare and
explain their own and their peers’ reactions to a variety of media works
MD1.04D identify
factors that influence media production and distribution and explain the effect
of these factors on specific media works
Creating Media
Works
MD2.01D adapt a
work of literature to another media form and determine what aspects have been
strengthened and/or weakened by the adaptation
MD2.02D create
media works for different purposes and explain how each has been designed to
achieve its particular purpose
MD2.03D create
media works appropriate to different audiences and explain why a particular
design should appeal to a particular audience