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Course Overview

Locally Developed English

Identifing Information

Department: English

Course Title: Locally Developed English

Grade: 10

Development Date: April-July 2000

Ministry Course Code:

Credit Value: 1.0

Secondary Policy Document: English

Description/Rationale

This course emphasizes key skills in reading, writing, oral communication, and thinking that these students need for continuing success in their secondary school subjects, and to communicate with others in their lives outside of school. The units suggest instructional strategies and a developmental approach to teaching the expectations that are essential for these students’ success. This course gives students a solid literacy skills foundation to enter Grade 11 English, Workplace and to prepare them for successful completion of the Grade 10 Test of Reading and Writing Skills. Students read key informational and literary text forms, including novels, editorials, magazine feature articles and poetry, for personal and academic purposes. They use their knowledge of media to create media works. Students will produce clear, complete writing in a variety of narrative and non-narrative forms for real-life purposes (including world of work), using appropriate and correct language. In particular, the course encourages students to develop and reflect upon the strategies that will improve their literacy competence and confidence.

Note: This course profile is only one example of how teachers can help students to achieve the expectations of the course. Teachers should use their professional judgement in adopting/designing a course which will meet the needs of their students.

Course Organization

Unit 1	To Thine Own Self Be True – Self-Identity	15 hours
Unit 2	Choices and Decisions	20 hours
Unit 3	Journey and Discovery	30 hours
Unit 4	Relationships and Belonging	25 hours
Unit 5	Power and Empowerment	20 hours

Appendix A: Coded Expectations: Grade Locally Developed English

Appendix B: Teacher Resources

Appendix C: Assessment Tools

Appendix D: Rubric for Assessing Writing

Appendix E: Rubric for Assessing the Reader’s Notebook

Appendix F: Tracking Sheet for Assessment by Strand

Appendix G: Learning Skills Assessment Criteria

The Image of the Learner

The majority of the activities have been developed recognizing the nature of the learners in this program, and the prior learning and instructional strategies that are essential for these students to succeed. These students may:

· range from struggling to be fluent and sophisticated readers, reluctant speakers to articulate and powerful speakers, or reluctant writers to creative and accurate writers;

· vary widely in each individual’s own knowledge, abilities, and skills: a student may have sophisticated viewing or speaking skills, but may be a struggling reader or writer; a student who has well-developed thinking skills may be a reluctant speaker;

· have behavioural, maturational, social, and cultural experiences that have influenced their progress in school;

· have attendance patterns ranging from perfect to highly erratic and unpredictable;

· have had life and school experiences that necessitate a program that consciously develops and provides opportunities for growth in self-esteem, confidence, and appropriate and safe risk-taking;

· have a wide range of physical, emotional, developmental, and/or behavioural needs that must be addressed throughout any and all activities;

· have a range of interests, strengths, and priorities that are often focussed outside the classroom. Significant school success can be achieved when class activities are directly related to these areas of interest and strength;

· have a variety of pathways open to them at the conclusion of the Grade 10 Locally Developed English program. Some students will go on to English, Grade 11 Workplace. Other students may proceed to English, Grade 10 Applied (or English, Grade 11 College). Still others will be more appropriately served by a modified program with a literacy and life skills or employment focus. Any program should build in flexibility to ensure that students are adequately prepared to proceed to the most appropriate level in future courses.

Thus, a wide range of activities, resources, and assessment and evaluation strategies is essential throughout all stages of the program.

It is suggested that each class in the Locally Developed Grade 10 English program provide opportunities for students to:

· read silently every day, and to respond to personal and assigned reading regularly in writing;

· be supported in their reading by reading in a variety of ways: being read to, being read with, choral reading, reading texts by listening to audiotapes;

· write on personally meaningful topics every day, with students’ own choice of both the topics to write about and the forms that will shape their writing;

· reflect upon their reading and writing skills, and to set reasonable goals for their improvement;

· use what they have learned about the conventions of language (spelling, grammar, usage, punctuation) to identify and correct errors in their own writing, thereby giving such learning an immediate and recognizable purpose;

· make real-life connections between classroom activities and the world, especially the world of work;

· make personal connections between classroom activities and that which is significant in their own lives;

· use the feedback given by peers and teachers to enable them to build on their strengths;

· use what they know and understand from media as springboards to understanding literature;

· use instructional technology on a regular and on-going basis for research, and the drafting, editing and polishing of writing.

Accommodations

The following considerations apply to each of the units in this course.

1. At various times throughout the course, individual students or groups of students may require accommodations to meet specific needs that arise during the teaching of the units. Appropriate accommodations should be part of the planning of each unit activity, and should be incorporated into the teaching methodology, instructional strategy, and instructional time and pace.

2. In order to make specific modifications and accommodations to match the needs of the students, teacher should consult with their colleagues in the Special Education Department.

3. Instructional and assessment activities must take into account the strengths, needs, learning expectations, and accommodations as identified in the Individual Education Plan, whether students are formally identified by an IPRC or not (Regulation 181/98).

4. Some students with an IEP may require modified expectations to meet the individual student’s needs. As outlined in Ontario Secondary Schools, Grades 9 to 12, 1999, the principal determines whether achievement of these modified expectations warrants successful completion of the course.

5. Accommodations to curriculum, assessment, and evaluation may include but are not limited to:

· alternative tasks and activities;

· expanded expectations and opportunities for enrichment;

· more time for learning and completion of activities;

· use of specialized equipment and assistive devices;

· use of available adaptive technologies to assist students (e.g., computer-assisted learning);

· varied assessment strategies;

· alternative assessment models and materials to address various individual learning styles and needs;

· use of special resources, such as: varied reading levels of materials, video/audio tapes, learning materials, and manipulatives that provide direct and concrete experiences for kinesthetic learners.

General Planning/Course Notes

1. Unit 1 has been designed as a diagnostic unit to assess students’ reading, writing, oral communication, and listening as a basis for programming decisions. It provides a review of key literacy skills taught in the Grade 9 Essential English course. It also establishes class routines and rules, and introduces a variety of ways for students to record and reflect upon their learning and to track their progress, and for this reason, Unit 1 should be taught first. Similarly, Units 2, 3, and 4 should be taught in sequential order; the writers have developmentally sequenced students’ skill development through the expectations taught. The order of the units also builds complexity of thinking, content, and form in a developmental way. However, Unit 5, essentially a Media unit, can be taught at any point in the course after Unit 1.

2. All units are thematic, ensuring integration of the strands and expectations. The approach recognizes that students in this course learn best when they can connect ideas and skills in whole, meaningful contexts.

3. Times suggested for the units, and the activities within the units, are approximations. Most units contain a variety of activities, which, if completed thoroughly, would take more than the time allowed. This is intentional, with the purpose of giving teachers the choice of a wide variety of activities and strategies from which to draw to meet the individual needs of students in this program. Teachers should provide flexibility in both timing and approach to allow for varying student interest, aptitude, and need.

4. Activities that involve learning and practising using the conventions of language (grammar, usage, spelling and punctuation) should usually be taught within the meaningful contexts of the students’ own reading and writing.

The lesson activities suggested in the units encourage teachers to use more effective approaches to teaching the conventions of language. One is to teach mini-lessons on key aspects of grammar, usage, spelling or punctuation (e.g., a ten-minute lesson on apostrophes). Another is the inductive method of learning language rules and conventions (e.g., students, individually or in groups, are given a passage that contains many contractions. Students make up the rules for using the apostrophe from the examples given.) Both of these instructional strategies target an error that most students are making in their writing. Both types of lessons should be followed by immediate application of the language rule to the students’ own writing or reading. It is the direct application of the rule to the writing that enables the learning to “stick” and become part of the students’ individual checklists for independent editing of their writing.

5. Students are to be reminded that there are many purposes for writing, both public and private. Teachers inform students at the outset if particular pieces of assigned writing have a particular audience, and encourage students to make their own decisions about intended audiences before writing. Pieces whose audience is “self” (e.g., diaries, personal reflections, etc.) need not be shared with others. On the other hand, the Reader’s Notebook (See Appendix B) whose purpose is to record and reflect about reading and to share these ideas in small and large-group discussions, has a public purpose, and is written with a public audience in mind.

6. The writers have provided examples of checklists, rubrics and other assessment tools. Teachers may use these as they appear here, or modify and adapt them to meet the needs of their students. Rubrics and checklists are especially meaningful when students help to design them by setting the criteria by which they will be evaluated.

7. Most of the reading materials suggested in the units are at a Grade 6/7 level of readability. The readings that the writers have suggested (see Resources in this Overview) come from both Grade 9 and 10 textbooks, as well as from a variety of other anthologies. They have been chosen for their readability and to match the themes of this course. However, your classroom may have students who represent a wide range of reading abilities. The writers suggest a variety of ways for texts to be read to make text accessible to all students:

· to students when the text is too difficult for students to read independently, but when ideas and language match students’ level of oral language and understanding. This can help to build knowledge of language and vocabulary, and allow all students to discuss the ideas and issues in the text;

· with students when students need support to understand the ideas and vocabulary;

· by students when the text is at their independent level of understanding and skill. Texts that students read independently are to be carefully considered in terms of readability. If the text to be read is above the student’s independent level, the teacher helps support the student by dividing the text into manageable chunks which are preceded by focus questions to give the students a purpose for reading the text (see Guided Reading, Appendix B).

8. The selection of print and electronic texts should be representative of the cultural groups that make up the Canadian mosaic, and reflect, as appropriate, local interests and concerns. Recognizing that few rich materials in English are totally free of bias toward belief systems, socio-economic status, or cultural, family, ethnic or gender groups, teachers should plan to use all materials as a means of teaching the values of respect, tolerance, and understanding.

9. It is of critical importance that teachers structure this English class to provide a predictable learning environment for students, but still one in which interesting and meaningful learnings occur. Routines should be established and maintained from the first day. When students know the structure of class time, they will be more likely to come to class prepared to do the work with the materials that they need. While students be expected to be responsible for organizing their class materials, for many students this is a developing skill. For them, materials can be kept in accessible areas in the classroom. Emphasis must be given to developing and maintaining the social and group skills necessary for being responsible learners. The writers suggest that opportunities for quiet reading and personal writing be given every day.

10. English classrooms must be language-rich environments. As the class learns together, teachers should make this learning visual by means of charts, diagrams, and other key visuals. There should be constant reminders to students of what they have learned about forms of texts, ways of applying thinking, strategies good readers use when they read, new vocabulary, and rules of language, spelling, and punctuation. When appropriate, student products are displayed in the classroom and shared.

11. The instructional strategies the teacher chooses are key for success with students at this level.

· Reading: when reading aloud, teachers model the process that good readers use when they read by means of a “think aloud” (read the text, but pause to ask questions, make predictions, inferences, and judgements about the text.) This will help students to understand what good readers know: that reading is the active process of constructing meaning, and not the passive process that less-skilled readers may think it is.

· Writing: when a new writing form is introduced, teachers first model how to write the form, then move to sharing the writing of a piece with ideas from the class, before students are expected to write the form independently.

12. Students in this course come with wide experiences of narrative and non-narrative structures which they have gained from the media. Teachers should use instructional strategies which connect this prior knowledge to print texts, encouraging comparison and analysis, in addition to teaching the media as a distinct strand of learning with its own associated expectations.

13. As technology is used as a learning tool throughout the course, it is essential that teachers instruct students in its appropriate use. In particular, students may need instruction with respect to:

· appropriate and safe use of equipment

· appropriate, safe, and ethical use of e-mail

· appropriate, safe, and ethical use of web sites

· appropriate use of source material gained from electronic sources (e.g., proper citing of sources)

The activities recommend various methods of incorporating technology. However, at no time should students be allowed unrestricted or unsupervised access to any technology in a school setting. It is particularly important that teachers preview all web sites listed in this program for appropriateness and suitability, before allowing students to access these.

14. Teachers are encouraged to collaborate with parents and members of the community to implement the course fully. Some activities suggest opportune moments to incorporate local resources, but teachers of individual classes in diverse communities should be constantly aware of moments when the real world may be linked to the classroom.

UNIT 1: To Thine Own Self Be True – Self-Identity

Time: 15 hours

One of the purposes of this unit is to allow teachers the opportunity to assess students’ level of achievement of the key expectations of Grade 9 in terms of students’ literacy, and learning skills. Another purpose of the unit is to create a climate in which the students begin to feel secure and confident in their ability to participate in discussions, to take risks, and to reflect upon their own knowledge and skills. Students read and view some meaningful, thought-provoking texts (e.g., a short story, article, poem, film) and engage in writing activities and meaningful talk on the theme of self-identity. The unit gives students opportunities for self-assessment as they examine their interests and assess their strengths and areas for improvement. The teacher and student diagnostic assessments form the basis for the teacher’s programming decisions for the course.

Strand(s) and Expectations

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

Overall Expectations: LRV.01, WRV.01, WRV.03, LAV.02, MEV.01.

Specific Expectations: LR1.01, LR1.02, LR1.04, LR1.05, LR1.06, WR1.03, WR1.04, WR3.02, WR5.04G1, LA2.01. LA2.02, LA2.04, LA2.06, ME1.01, ME1.02, ME1.04.

UNIT 2: Choices and Decisions

Time: 20 hours

The focus of this unit is the choices and decisions that people make, as reflected in literary, informational, and media texts. Students read, write about, and view fictional characters and real people who face difficult decisions and choices in their lives, discussing, and evaluating these choices by examining and debating alternatives and consequences. Students use Readers’ Notebooks to respond to, reflect upon, and pose questions about the texts they read (stories, poems, personally-chosen novel, articles, short plays, short biographies), and begin to share these with their peers in small groups. Students propose alternative choices for characters/people at key points in their reading and viewing, and use the writing process to write alternative endings to these real and fictional stories. Students use key graphical/visual organizers, which illustrate decision-making processes to organize writing about an important decision they face or have faced in their lives. Students choose the appropriate form for their writing (e.g., poem, short story, letter, editorial) and write for a specific audience using appropriate and correct language.

Strand(s) and Expectations

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

Overall Expectations: LRV.02, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LAV.02, MEV.01.

Specific Expectations: LR1.01, LR1.03, LR1.04, LR1.05, LR1.07, LR1.08, WR1.01, WR1.03, WR1.04, WR1.05, WR2.01, WR2.03, WR2.04, WR3.01, WR3.04, WR4.01, WR5.04G2, WR5.04S4, WR5.04P1, LA1.02, LA1.04, LA2.02, LA2.03, LA2.05, ME1.01, ME1.04.

Unit 3: Journey and Discovery

Time: 30 hours

In this unit, students read, write, and view a variety of literary, informational, and media texts (including novels, magazine feature articles and video biography) which illustrate the journeys undertaken by real and fictional people and the discoveries that they make about the world, others, and themselves. Students use a variety of reading strategies before, during, and after reading to understand and critically examine the paths people choose, what they discover, and how they change as a result of the journey. They identify some common elements of these stories (e.g., plot patterns, characters, settings, conflicts, themes, issues) and use a variety of visual organizers to record, and relate information and ideas. Students use their knowledge of text forms, reading strategies, and writing to produce an informational form of text (e.g., report, magazine article, summary) and a narrative/literary form (i.e., description, story, script, autobiography) that represents their own journeys in life. They apply consistent point of view and verb tense and use correct and appropriate language. Students use oral speaking skills to share their writing with others.

Strand(s) and Expectations

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

Overall Expectations: LRV.01, LRV.02, LRV.03, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LAV.02, MEV.01, MEV.02.

Specific Expectations: LR1.04, LR1.05, LR1.07, LR1.08; LR1.09, LR2.01, LR2.02, LR3.01, LR3.02, WR2.01, WR2.03, WR2.04, WR3.02, WR3.04, WR3.07, WR4.01, WR4.02, WR5.01, WR5.02, WR5.04G1, WR5.04G3, WR5.04G6, WR5.04S1, WR5.04S2, WR5.04P1, LA1.01, LA1.02, LA1.04, LA1.02, LA2.05, ME1.02, ME1.04, ME1.05, ME2.01.

UNIT 4: Relationships and Belonging

Time: 25 hours

The focus of this unit is relationships and the important role they play in people’s lives. Students read, view, and analyse the interactions of fictional characters, real people and media personalities from a variety of print and electronic texts. They use visual or graphic organizers to gather and record, describe, and categorize facts and details relating to people’s character traits and actions, and make inferences about their values. Students define the qualities of positive relationships and their benefits, and use this information to examine and assess the interactions of characters in texts. Students present their learning through journals, expository paragraphs, poetry and a collaborative media work using the language appropriate to the writer’s purpose and audience. Students communicate this learning to partners, and to peers in groups, in a variety of ways.

Strand(s) and Expectations

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

Overall Expectations: LRV.01, LRV.02, WRV.01, WRV.03, WRV.04, WRV.05, LAV.01, LAV.02, MEV.01, MEV.02.

Specific Expectations: LR1.03, LR1.04, LR1.05, LR1.07, LR1.08, LR1.09, LR2.02, WR1.01, WR1.02, WR1.04, WR1.05, WR3.02, WR3.04, WR4.02, WR5.01, WR5.02, WR5.04G1, WR5.04G4, WR5.04G5, WR5.04S3, WR5.04S4, WR5.04P1, LA1.03, LA1.04, LA2.02, LA2.04, LA2.05, ME1.01, ME2.01, ME2.02.

Unit 5: Power and Empowerment

Time: 20 hours

The purpose of this unit is to enable students to examine the external and internal forces at work in their lives: specifically, issues of power as they relate to adolescents. Questions such as: how do we define power? Who has it? Who doesn’t? lead them to consider the effects of these forces upon themselves and society. A key focus is the examination of the symbols of power in society, and how the media in particular reflect and shape the reality of who has power in our society, and why. Students examine their own personal power—power over their own thoughts, words, attitudes, choices and action - in light of these media messages and the information they gain from reading literary and informational texts. Students share their responses and express their understandings in a variety of ways (e.g., written reports, reviews, narratives, oral presentations and an original media work). As a result they begin to formulate strategies and set goals, which empower them to make positive choices in their own lives.

Strand(s) and Expectations

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

Overall Expectations: LRV.01, LRV.02, LRV.03, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, LAV.02, MEV.01, MEV.02.

Specific Expectations: LR1.04, LR1.07, LR1.08, LR1.09, LR2.02, LR3.01, WR1.02, WR1.03, WR1.04, WR1.05, WR2.02, WR2.03, WR2.04, WR3.05, WR3.06, WR4.01, WR4.02, WR5.01, WR5.02, WR5.04, LA1.06, LA2.04, LA2.05, ME1.01, ME1.02, ME1.03, ME1.04, ME1.05, ME2.01, ME2.02.

Prior Learning Required

On-going teacher assessment of the strengths and needs of the students (in reading, writing, listening, speaking, viewing, group skills and the learning skills) is key to their success in this course. As a result of this on-going assessment, teachers therefore need not only to adapt and modify elements of the activities as they are presented here, but may need to explicitly teach knowledge and skills which students may have been taught in Grade 9 but not yet consolidated.

However, the course activities assume that students have had some prior experience with:

· self-assessment and goal-setting;

· rules and expectations for classroom behaviour;

· working independently or in groups of various sizes to complete task;

· choosing their own topics for writing, and using the writing process;

· choosing their own materials for personal reading;

· responding to reading in oral and written forms;

· using graphic/visual organizers to track progress (e.g., reading log);

· strategies that good readers use when they read;

· elements of literary texts: the short story, short plays;

· elements of informational texts: newspaper articles;

· features of text books: table of contents, chapter divisions, index, headings

· punctuation, spelling, grammar and usage conventions (see Language Conventions, Ontario Curriculum for Language 1-8, Appendix B);

· working with information technology to word process, format text, insert graphics and pictures, access web sites;

· presenting information orally to small groups or partner.

In particular, students will have experienced a variety of learnings and activities as prescribed by the following Ontario Ministry of Education Policy documents:

· Ontario Ministry of Education and Training. Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools. Toronto: Queen’s Printer, 1999.

· Ontario Ministry of Education. Co-operative Education: A Resource Guide. Toronto: Queen’s Printer, 1980.

· Ontario Ministry of Education. Handbook for Teachers of Students with Learning Disabilities. Toronto: Queen’s Printer, 1980.

· Ontario Ministry of Education and Training. The Ontario Curriculum Grades 1-8: Language. Toronto: Queen’s Printer, 1997.

· Ontario Ministry of Education and Training. The Ontario Curriculum Grades 9 & 10: English. Toronto: Queen’s Printer, 1999.

In addition, students may have been taught a program as outlined by the writers of the Grade 9 Essential English course profile:

· Halton District School Board Course Profile for a Locally Developed Course: Essential English, Grade 9. Toronto: Queen’s Printer for Ontario, 1999.

Assessment and Evaluation

Assessment and evaluation for students in this program is most appropriate when it allows for:

· regular and frequent formative assessment with timely and personal feedback;

· a variety of assessment tools and methods, not just paper and pencil tasks;

· on-going student self-assessment;

· meaningful peer assessment;

· sufficient time to practise the skill prior to evaluation;

· students’ knowledge of the expected evaluations at the beginning of each unit;

· student participation in setting evaluation criteria and designing rubrics for evaluating tasks;

· concrete, specific, and incremental steps which specify exact requirements for success;

· performance-based, authentic assessment: undertaking work for real reasons;

· flexible timelines for completion of the assessed/evaluated tasks;

· a variety of student learning styles and preferences;

· frequent and on-going assessment of the learning skills (assessed both by teacher and student);

· use of technology for research, drafting, editing and polishing of writing, and to produce media products.

Cumulative Evaluation

There are three alternatives for a final 30% evaluation of the expectations of this course. Teachers are reminded that the final 30% evaluation evaluates the essential skills and knowledge that have been previously taught in the course, and should not, within the 30%, require students to undertake the learning of new expectations.

1. A Traditional Approach, which could be administered under examination conditions

Reading sight passages, with:

· associated questions (literal, inferential, and interpretive) (10%) (see Questions as Assessment Tools, Appendix C)

· a personal response (10%)

· opinion paragraph, descriptive paragraph, or narrative paragraph(s) (10%)

2. A Portfolio Approach, to be evaluated during class time near the end of the course

Students select their two potentially “best” pieces from their Reader’s Notebook Writing Folder/Portfolio or Media Log. They critically examine each piece, soliciting the feedback of their peers, and take each piece through the writing process to shape, craft and publish the writing. Each of the pieces is evaluated at 10%, for a total of 20%. The students select one of the two pieces to publicly share in an oral/media presentation to the class, to be worth 10%, for a total of 30%.

As the students produce their work, the teacher is a facilitator and observer, evaluating students’ use of the writing process and their skills while working with peers.

3. A Collaborative Approach, to be produced and evaluated in class time near the end of the course

Students collaborate others to produce a media product. One example is: using the setting of a novel or play, students do research and use their knowledge of media forms to develop a travel brochure, promotional video, or radio ad to entice travellers to the destination. 20% of the students’ mark is individual, and a 10% evaluation is given to all members of the group for its product and presentation to the class for a total of 30%.

Resources

Student Resources

Andersen, Neil et al. Literature and Media 10. Scarborough, ON: Nelson Thomson Learning, 2000.

· Grace Paley. “A Man Told Me the Story of His Life” (short fiction) – Unit 3

· “The Cowtail Switch” (legend) – Unit 4

· “The Death of Balder” (Norse myth) – Unit 3

· from Utne Reader: “Family Matters: Sometimes the Perfect Mate is Someone You Hardly Know” (interview) – Unit 4

· Helen Fogwill Porter. “To My Son” (poem) – Unit 4

· Andrei Voznesensky. “First Ice” (poem) – Unit 4

· Mary Blalock. “Gurl” (poem) – Unit 1

· Alanis Morissette. “Perfect” (song) – Unit 4

· Kimberly Phillips.“How Seventeen Undermines Young Women” (article) – Unit 1

Aker, Don and David Hodgkinson. Language and Writing 9. Scarborough: ITP Nelson, 1999.

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing for Success. Toronto: Harcourt Canada.

Barlow-Kedves, Alice et al. Sightlines 9. Scarborough: Prentice Hall Ginn Canada, 1999.

· Henry Gilfond. “The Open Window” (play) – Unit 2, 4

· Jim Heynen. “What Happened During the Ice Storm” (story) – Unit 2

· Kahlil Gibran. “Appearance” (poem) – Unit 1

· Helen Fogwil Porter. “To My Son” (poem) – Unit 4

· Miriam Waddington. “Someone Who Used to Have Someone” (poem) – Unit 4

· Alden Nowlen. “ The Masks of Love” – Unit 4

· Susan Forde. “To Christine” (poem) – Unit 1

· Selina Hastings. “Sir Gawain and the Loathly Lady” (story/legend) – Unit 1, 4

· Robert Brehl. “Where’s Sommy? The Cyber-stalker Dodges His High-tech Pursuers” (article and news report) – Unit 4, 5)

Barry, James, Glen Huser, and Sharon Siamon, (ed). In Touch: A Nelson Mini-Anthology. Scarborough: Nelson Canada, 1993. (Unit 4)

Barry, James, Christine McClymont, and Glen Huser, (ed). Larger Than Life: A Nelson Mini-Anthology. Scarborough: Nelson Canada, 1994. (Unit 2, 3)

Barry, James, Sharon Siamon, and Glen Huser, (ed). On the Edge: A Nelson Mini-Anthology. Scarborough: Nelson Canada, 1994. (Unit 2, 3)

Barry, James, Sharon Siamon, and Glen Huser, (ed). Personal Best: A Nelson Mini-Anthology. Scarborough: Nelson Canada, 1993. (Unit 2, 3)

Barry, James. Poetry Express: A Nelson Mini-Anthology. Scarborough: Nelson Canada, 1994.

Barry, James Glen Huser, and Sharon Siamon, (ed). Side by Side: Songs and Poems. A Nelson Mini-Anthology. Scarborough: Nelson Canada, 1993.

Crane, Mary, Barbara Fullerton, and Amanda Joseph. Sightlines 10. Toronto: Prentice-Hall Canada, 2000.

· Paul Simon. “I Am a Rock” (song lyrics) – Unit 1, 4

· Angela Shelf Medearis. “Nonconformist” (poem) – Unit 1

· Vicky Rabinowicz. “My Body” (comic strip) – Unit 1

· Peg Kehret. “I’m Not My Brother; I’m Me” (monologue) – Unit 1

· Langston Hughes. “Dreams” (poem) – Unit 3

· Roch Carrier. “A Secret Lost in the Water” (short story) – Unit 4

· Robert Doisneau. “A Kiss at City Hall” (photograph) – Unit 4

· I. F. Bultakin. “A Rupee Earned” (fable) – Unit 2

Davies, Richard, Glen Kirkland and Jeff Siamon. Crossroads 10. Toronto: Gage Educational Publishing Co., 2000.

· Rulon Openshaw. “Action Hero” (essay) - Unit 2

· Melanie Doane. “Goliath” (song) – Unit 1

· Brian Bergman. “Tom Jackson” (profile) – Unit 3

· Martha Brooks. “The Crystal Stars Have Just Begun to Shine” (short story) – Unit 4

· Sunita Namjoshi. “Svayamvara” (short, short story) – Unit 4

· Patrick Fitzgerald. “To Build a Fire: Bringing a Short Story to the Big Screen” (storyboard) – Unit 2

· “Web Tips: The Equation” (guidelines for creating a web site) – Unit 1

· M. E. Kerr. “I’ve Got Gloria” (short story) – Unit 4

· Stuart McLean. “The Adventurous Life of John Goddard” (profile) – Unit 3

· Frank Horne. “To James” (poem) – Unit 3

· Maxine Tynes. “Looking Back” (poem) – Unit 4

· Kathy Cook. “Attacked by a Mountain Grizzly!” (magazine article) – Unit 3

Donaldson, Chelsea. Canadian Student Writer’s Guide. Toronto: Gage Educational Publishing, 2000.

Dube, Judith et al. Writing Sense 9. Toronto: Harcourt Brace & Company.

Duncan, Barry et al. Transformations. Toronto: Harcourt Brace & Company, 1996.

· J. Francis Davis. “The Power of Images: Creating the Myths of Our Time”(article) – Unit 2

· Janice Turner. “For Some Teens, Shopping is a Hobby” (article) – Unit 1

· Meryn Cadell. “Barbie” (poem) – Unit 1, 4

George, Jerry et al. On Common Ground. Don Mills: Oxford University Press, 1994.

· Langston Hughes. “Thank You, Ma’am” (short story) – Unit 2

· Elizabeth Ellis. “Flowers and Freckle Cream” (short story) – Unit 1

· Richard Peck. “Priscilla and The Wimps”(short story) – Unit 1

· Roberta Beecroft. “Ending the Blame Game” (non-fiction) – Unit 1

· Arnold Lobel. “The Camel Dances” (fable) – Unit 1

· Leah Eskin. “Teens Make Their Own Peace” (article) – Unit 3

· Brianna Politzer. “Virtual Reality” (article) – Unit 5

· M. C. O. Morris. “The Enchanted Apple Tree” (story)

Gough, Nigel and Gael Tickner. Language at Work. Toronto: Holt, Rinehart and Winston Ltd., 1987.

“A Mortal Flower” (short story) – Unit 2

Hilker, Douglas and Sue Harper. Elements of English 9. Toronto: Harcourt Canada Limited, 1999.

· Richard Peck. “Priscilla and the Wimps”– (short story) - Unit 1

· Evan Hunter. “On the Sidewalk, Bleeding” (short story) – Unit 3

Hilker, Douglas, et al. Transitions: Fiction, Poetry and Non-fiction. Toronto: Harcourt-Brace & Company, 1995

· Todd Strasser. “On The Bridge” (short story) – Unit 2

· Evan Hunter.“On The Sidewalk, Bleeding” (short story) – Unit 3

Kemper, Dave et al. Writers Express: A Handbook for Young Writers, Thinkers and Learners. Scarborough: ITP Nelson, 1998.

Kloss, Lynn W., Project Ed. Plays Without Endings: On the Edge. New Jersey: Globe Fearon Educational Publisher, 1996.

Kloss, Lynn W., Project Ed. Plays Without Endings: Tough Choices. New Jersey: Globe Fearon Educational Publisher, 1996.

Kloss, Lynn W., Project Ed. Stories Without Endings: Pushing the Limits. New Jersey: Globe Fearon Educational Publisher, 1996.

Korman, Gordon and Bernice Korman. The Last Place Sports Poems of Jeremy Bloom. Richmond Hill: Scholastic Inc., 1996.

“The Wanderer” (poem) – Unit 3

Luengo, Anthony, Editorial Consultant. Literature and Media 9. Scarborough: ITP Nelson, 1999.

· Julio Noboa, “Identity” (poem) – Unit 1

· Lucille Fletcher, “The Hitchhiker” (radio play) – Unit 3

McClymont, Christine, James Barry and Berenice Wood. Time Tracks: Moments in History: A Nelson Mini Anthology. Scarborough: Nelson Canada, 1994. (Unit 2, 3)

Saliani, Dom and Nova Morine. Crossroads 9. Toronto: Gage Educational Publishing, 1999.

· Felice Holman. “Who Am I?” (poem) Unit 1

· Shawna Lynne. Danielle Panipekeesick, “Wanted: Someone Who Cares” (poem) – Unit 1

· Toyomi Igus. “Going Back Home” (art essay) – Unit 1, Unit 4

· Vidhya Sridharan. “Acceptance” (short, short story) – Unit 1

· Catherine Rondina. “The Internet: The Newest Medium” (article) – Unit 1

· Edith Rudlinger and Vic Kelly. “The Two Sides of Advertising” (debate) – Unit 1, 5

· Evan Hunter. “On The Sidewalk, Bleeding” (short story) – Unit 2

· Langston Hughes. “Thank You, Ma’am” (short story) – Unit 2

· Steve Buist. “Signposts on the Journey” (anecdote) – Unit 2

· Eth Clifford. “Paris and the Golden Apple” (Greek Myth) – Unit 2

· W.D. Valgardson. “Bus Stop” (short, short story) – Unit 3

· Thomas Potts.“Undersea Science” (magazine article) – Unit 3

· Henry Rowe Schoolcraft. “The White Stone Canoe” (folk tale/story) – Unit 3

· Henry Gilford and O. Henry. “The Last Leaf” (script) –Unit 3

· Madhur Jaffrey. “Savitri and Satyavan” (Hindu myth) – Unit 4

Siamon, Sharon and James Barry. Media Mix: A Nelson Mini-Anthology. Scarborough: Nelson Canada, 1994. (Unit 5)

Smith, Peter, General Editor. The Harcourt Writer’s Handbook. Toronto: Harcourt Canada Ltd., 1999.

Stenson, Elizabeth, consultant. Help! For Young Authors. Scarborough: ITP Nelson, 1991.

_______. The Nelson Canada Young Writer’s Handbook. Scarborough: Nelson Canada, 1990.

Novels

Bell, William. Crabbe. Toronto: Stoddart Publishing Co. Ltd., 1995. (Unit 3)

Holman, Felice. Slake’s Limbo. New York: First Aladdin Paperback edition, 1986. (Unit 3)

Matas, Carol. Lisa. Richmond Hill: Scholastic Canada Ltd., 1994. (Unit 3)

Mazer, Harry. The Island Keeper. New York: Bantam, Doubleday, Dell, 1981.(Unit 3)

Mowatt, Farley. Lost in the Barrens. Toronto: McClelland and Stewart, 1983. (Unit 3)

Paulsen, Gary. Dogsong. New York: First Aladdin Paperback edition, 1995. (Unit 3)

Paulsen, Gary. Hatchet. New York: First Aladdin Paperback edition, 1996. (Unit 3)

Paulsen, Gary. Voyage of the Frog. New York: Bantam, Doubleday, Dell. 1989. (Unit 3)

Peck, Robert Newton. A Day No Pigs Would Die. New York: Random House, 1972. (Unit 4)

Spinelli, Jerry. Maniac Magee. New York: Harper Collins Publishers, 1990. (Unit 3)

Smucker, Barbara. Underground to Canada. Toronto: Puffin Books, 1977. (Unit 3)

Zindel, Paul. The Pigman. (Unit 4)

Teacher Resources

Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents. Portsmouth, NH: Heinemann Educational Books, 1987.

Clarke, Judy, Ron Wideman, and Susan Eadie. Together We Learn: Cooperative Small Group Learning. Scarborough, ON: Prentice-Hall, 1990.

Coil, Carolyn. Teaching Tools for the 21st Century. Pieces of Learning Press, 1997.

Course Profile for a Locally Developed Course: Essential English, Grade 9. Toronto: Queen’s Printer for Ontario, 1999.

Teacher resources and assessment tools were created by these writers which can be used to supplement this Grade 10 Locally Developed English Profile. The following resources can be downloaded from the OCC web site at www.curriculum.org:

· Sample Reading Log, Unit 1, p. 15

· Student Checklist to Assess Strengths and Needs, Unit 1, p. 20-21

· Story Frame, Unit 2, p. 20

· Story Chart Rubric, Unit 2, p. 25

· Comprehension Skills Rubric, Unit 2, p. 26

· Gardner’s Eight Intelligences Chart, Unit 4, p. 4

· How Would I Rate as An Employee? Unit 4, p. 18

· Types of Language, Unit 4, p. 25

· “I Learn Best By” Questionnaire, Unit 4, p. 28

· Is Media in Your Life? Survey, Unit 4, p. 29

· Media Log Checklist, Unit 4, p. 30

· Response to Media Product Rubric, Unit 4, p. 31

· Media Awareness Summative Rubric, Unit 4, p. 33

· Goal-Setting Rubric, Unit 4, p. 34

· Character Problem-Solving Organizer, Unit 5, p. 8

· Video Conflict Organizer Chart/Checklist, Unit 5, p. 9

· Character and Evidence Chart, Unit 5, p. 13

· Character Sketch Organizer, Unit 5, p. 14

· Group Work Rubric, Unit 5, p. 30

· Research Outline, Unit 6, p. 9

· Process Rubrics: Group Skills in Process, Unit 6, p. 19

· Research Process Rubric, Unit 6, p. 20

· Research Summary Checklist, Unit 6, p. 22

· Oral Presentation Behaviour Checklist, Unit 6, p. 24

· Oral Presentation Rubric, Unit 6, p. 24

Education Department of Western Australia. First Steps: Reading Developmental Continuum. Portsmouth, NH: Heinemann, 1994.

Education Department of Western Australia. First Steps: Reading Resource Book. Portsmouth, NH: Heinemann, 1994.

Education Department of Western Australia. First Steps: Writing Developmental Continuum. Portsmouth, NH: Heinemann, 1994.

Education Department of Western Australia. First Steps: Writing Resource Book. Portsmouth, NH: Heinemann, 1994.

Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993.

Fogarty, Robin. The Mindful School: Teach for Metacognitive Reflection. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc., 1994.

Kiersey, David and Marilyn Bates. Please Understand Me II: Temperament, Character and Intelligence. Del Mar, CA: Prometheus Nemesis Book Company, 1998.

Kooy, Mary and Jan Wells. Reading Response Logs. Markham, ON: Pembroke Publishers, 1996.

LaMeres, Clare. The Winner’s Circle: Yes I Can. Self-Esteem Lessons for the Secondary Classroom. Newport Beach, CA: LaMeres Lifestyles Unlimited, 1990.

Lewis, Barbara. What Do You Stand For? A Kid’s Guide to Building Character. Minneapolis: Free Spirit Publishing, 1998.

Mowbray, Gwen and Jerry George. Language Aloud…Allowed In the Middle and High School Years. Markham, ON: Pembroke Publishers, 1992.

O’Connor, Ken. The Mindful School: How to Grade for Learning. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc.

Ontario Ministry of Education, Ontario Assessment Instrument Pool. Assessing Language Arts:

Junior Division Language Arts, Book 1. Toronto: The Queens’ Printer, 1990.

Ontario Ministry of Education, Ontario Assessment Instrument Pool. Basic English: Assessment Strategies and Materials. Toronto: The Queens’ Printer, 1990.

Rhodes, Lynn K., editor. Literacy Assessment: A Handbook of Instruments. Portsmouth, NH: Heinemann Educational Books Inc., 1993.

Rief, Linda. Seeking Diversity.

Rogers, Spence and Shari Graham. The High Performance Tool Box: Succeeding with Performance Tasks, Projects and Assessments. Evergreen, CO: Peak Learning Systems, 1998.

Suid, Murray, and Wanda Lincoln. Recipes for Writing. Don Mills, ON: Addison-Wesley Longman, Inc., 1989.

Tarasoff, Mary. Reading Instruction that Makes Sense. Victoria, BC: Active Learning Institute, 1995.

Weaver, Constance. Reading Process and Practice: from Socio-psycholinguistics to Whole Language. Portsmouth, NH: Heinemann Educational Books, Inc., 1988.

Weaver, Constance. Teaching Grammar in Context. Portsmouth, NH: Boyton/Cook Publishers Inc., 1996.

Zack, Linda R. Building Self-Esteem Through the Museum of 25 Original Projects That Explore and Celebrate the Self. Minneapolis: Free Spirit Publishing, 1995.

___________. Media Literacy: Resource Guide. Toronto: Ontario Ministry of Education, 1989.

Media/Internet Resources

Magazines

Bang Magazine is published by Youth Culture Inc. To order your free copies, please call
1-800-292-5559, or in Toronto call (416) 595-1313

Watch Magazine is published by Youth Culture Inc. To order your free copies, please call
1-800-292-5559, or in Toronto call (416) 595-1313

Rinaldo, Denise, editor. Scholastic Scope Magazine. New York: Scholastic Educational Publications. Telephone 1-800-scholastic; e-mail: SCOPEMAG@scholastic.com

Web sites

http: //www.curriculum.org - for teaching resources and assessment tools created for the Grade 9 Essential English Course Profile. Go to the link “Locally Developed Courses” (see above in Teacher Resources)

http: //www.favouritepoem.org - “Project Share” shares audio and video of people reading their favourite poems, and invites readers to send in their own favourite poems with a few sentences to explain why it is special to them.

http: //www.realgame.com - “The Real Game” contains information about a computer program that helps students of all ages make career plans.

http: //www.careers.org/index.html - Career Explorations

http: //www.youth.gc.ca - Youth Link (Canada’s Youth Employment Strategy) provides information on work opportunities, summer job programs, starting your own business, overseas travel, on-line job banks, etc. The site is connected to the Government of Canada Youth Information Line: 1-800-935-5555

http: //www.career-lifeskill.com - “True Colors: Professional Training Programs and Workshops, is an interactive way to help people to discover their learning styles, needs, skills and motivations.

“True Colors” was developed by Don Lowry, who based his work on Dr. David Kiersey’s Please Understand Me, and research from the Myers-Briggs Type Indicator.

http: //www.fashionteen.com - on-line teen fashion magazine

http: //songfile.snap.com - allows students to search for song lyrics and play clips from songs.

http: //www.holmesglen.vic.edu.au/library/researchskills/research_skills_introduction2.html - an interactive web site to help students conduct research.

http: //www.mp3lit.com - source for free spoken-word recordings from favourite authors.

http: //www.heinemann.com/info/08894f5.html - research on the effectiveness of various methodologies for teaching grammar.

http: //www.rinkworks.com/amovieaminute - humorous summaries of famous movies

http: //www.publicfigure.com/PublicFigure/news/homepage.htm - news and video clips about public figures from the realms of entertainment, sports, politics, crime, the world, business, science and religion.

http: //www.medialink.com/glossary.htm - a glossary of broadcast terminology from the Webster New World Dictionary of Media and Communications

http: //www.smartbiz.com/sbs/arts/ams2.htm - glossary of media advertising terms

http: //www.movieline.com/movieline.html - news about the latest movies

http: //www.mediachannel.org/front/html - media issues and news

http: //www.comic-news.com - current affairs (mostly American) in comic form.

Videos and Films listed below could be readily available from Board media collections or other public sources. Teachers are reminded of the copyright laws of Canada, which prohibit copying of commercial film and videos without the permission of the producers/artists. Rented video and film may be shown in classrooms provided that wide performance rights have been paid in the rental fee, or if individual schools/boards have paid wide performance licensing fees for their jurisdictions.

Videos – Films from Canadian Literature

R.W. (original screenplay). The film dramatizes the differences of a Grade 7 gifted student who is accelerated into Grade 9 at age eleven and must adjust to life in the R.W. or Real World. Like all of us, at times Al feels a need to hide from the pressures brought to bear by a parent, brother, friends, teacher and classmates. His mother, also having problems in the R.W., helps him to resolve the problem. (series Canadian Literature, 1983.)

Boys and Girls, based on a short story by Alice Munro. Megan Follows stars in the story of a young girl who is confused and resentful of her parents' assumption that she will perform the traditional role of a woman on a farm in the 1940's. (series Canadian Literature, 1983.)

Home from Far, based on a story by Jean Little (1932-). The touching story of a young girl's struggle to accept a new foster brother after the tragic death of her real brother (series Canadian Literature, 1984.)

Pick me up at Peggy's Cove, from a book by Brian Doyle. Ryan is sent to spend the summer in Peggy's Cove with his aunt. He goes fishing with an old fisherman and his partner, and falls in with Drummer, a streetwise teenager. In the process, he learns some strong and startling lessons and begins to see the world from his own perspective. (series Canadian literature, 1982.)

The Bamboo Brush, based on the book Binky and the Bamboo Brush by Adelle LaRouche.The story of Benjamin, a young Chinese Canadian who is having trouble coping with the pressures of attending both regular and Chinese schools and the subsequent repercussions of a demanding father. With his grandfather's help, he finds new abilities and qualities in himself which serve to mark his passage into maturity.(series Canadian literature, 1982.)

Caroline (Revised), the story by W. P. Kinsella about a young half-Indian girl's struggle to overcome her grandfather's stubbornness. Through her initiative and common sense she finally gains his love and respect, something his own daughter was not able to win from him.(series Canadian literature, 1983)

A Good Tree, from a short story by David Walker. During the Christmas holiday season, three young children discover that their eccentric old neighbour, Mr. Horner, who they always considered an ogre and a scrooge, does have a heart after all the old man discovers the kids are not the hooligans he thought they were. A funny, warm and touching drama about neighbours, friendship, generosity, and the joy of Christmas. (series Canadian Literature, 1984.)

The Cap, from a short story by Morley Callaghan. On autograph day at the Montreal Expo Baseball Club, young Steve is thrilled when his idol, Andre Dawson, gives him an autographed baseball cap. Steve soon loses the precious hat, and later sees the son of a wealthy lawyer wearing it. When Steve and his unemployed father go to reclaim the cap, the scene between the two fathers and sons is emotional and dramatic — film about values, understanding and growing up. (series Canadian Literature, 1984.)

To Set Our House in Order, based on a short story by Margaret Laurence (1926-1987), is the story of a young girl's passage into adulthood. Vanessa MacLeod lives with her parents and her grandmother in the old family home. When her mother goes into premature labor, family relationships begin to intensify. In this atmosphere, Vanessa gains a new perspective on her father and grandmother. (series Canadian Literature, 1986.)

Mortimer Griffin and Shalinsky, based on a short story by Mordecai Richler. Mortimer Griffin is a college lecturer specializing in the teachings of Franz Kafka. One evening, one of his elderly students, Mr. Shalinsky, questions Griffin's cultural background; he is convinced that the professor is Jewish. Griffin vehemently denies the statement, but Shalinsky continues to probe deeper, causing Griffin himself to wonder about his heritage. This light-hearted satire exposes racial prejudice in an original and humorous way. (series Canadian Literature, 1986.)

Red shoes, based on a story by Lois Simmie. Meg and Carson's parents fight constantly and in an attempt to iron out their differences they go away and leave the girls with their grandparents. Their grandfather is rather uneasy about the situation because it forces him to examine his own unhappy marriage. Together, Grandfather and the two girls find a certain solace in their shared fears. (series Canadian Literature, 1986.)

Hotwalker, based on a story by Dave Billington. Bobby and Charlie both work at a racetrack tending horses. Charlie, the older one of the two, makes Bobby work extra hard to prove his worth. While they have their differences in the beginning, they eventually become friends, until “Hotwalker’s” tragic finale. (series Canadian literature, 1985.)

Happy Birthday, Hacker John, based on the story by Rick Terrien. In this futuristic tale, society is divided into the Whites and the Squatters. The Whites use computer banks as their sole source of information and knowledge. They are the rulers. The Squatters are a minority, dedicated to saving artifacts from the past before the Whites can destroy them. The protagonist in the story is a young man who is one of the Whites. His girlfriend is a Squatter. The young man is convinced that genetic engineering has created programmed people within his society. He is horrified by this thought. Determined to find the source, he spends day and night at his computer searching for the answer. His efforts finally lead him to a devastating discovery: he himself is one of “them”. (series Canadian literature, 1986.)

White Lies. Marie-Ange and Emma make a solemn pact: if both don't make the basketball team, then neither will join. Emma finds it difficult to honour the pact when she is selected, and Marie-Ange isn't. Looks at the impossible pressures we sometimes place on our friendships. (series Canadian Literature, 1983.)

An Ounce of Cure, based on a short story by Alice Munro. A young teenager falls in love with a Grade 13 hero. In a few weeks, he falls for the female lead in the high school play. Elizabeth suffers all the exhilaration of the romance, the humiliation of rejection, and the embarrassment of a failed attempt at sophistication. (series Canadian Literature, 1984.)

I Know a Secret, an adaptation of Lucy Maud Montgomery's short story set in Prince Edward Island in the 1930's. Jane Lawrence and her mother go to stay with Jane's aunt after her father dies. Two local children befriend her, but taunt her with a secret they say they know about her. (series Canadian Literature, 1982.)

The Sight, based on a short story by Brian Moore. Ben Chipman, a successful corporate lawyer in his late fifties, has returned home from the hospital after undergoing surgery. While awaiting more extensive tests, he notices that family members are fawning over him with unusual exuberance. He thinks they are hiding something from him and concludes that his death is imminent. It is his conversation with the housekeeper, who can foretell the future that brings The Sight to its chilling climax. (series Canadian Literature, 1986.)

All the Years, from a short story by Morley Callaghan. Al, a 19-year-old who has often been a source of trouble to his single mother, is torn between fulfilling his mother's wishes and making friends with a group of aimless teenagers. When Al is caught stealing from the drugstore, his mother's intervention prevents him from being charged and the incident provides an impetus for him to changes his ways. (series Canadian Literature, 1984.)

Bambinger, from a short story by Mordecai Richler. Set in Montreal during World War II, this is the story of a family who takes in a Jewish refugee named Mr. Bambinger. The family's son, Sammy, resents this intrusion, but his resentment turns to compassion when news arrives that the ship carrying Mr. Bambinger's wife and son to Canada has been hit by a torpedo. (series Canadian Literature, 1984.)

Cages, from a short story by Guy Vanderhaeghe. A powerful, realistic drama about a family in conflict. The father, who despises his job as a miner, hopes for a better life for his sons. Billy, the younger, understands his father's aspirations, whereas Gene mocks his father and brother and turns to drinking and delinquency. Billy makes excuses for Gene's behavior until he realizes he cannot cover up for his brother forever. (series Canadian Literature, 1984.)

Going to War, based on Timothy Findley’s short story The Wars. A young boy's distress leads him to lash out in anger when his father is leaving to enlist in the army at the outbreak of World War II. His father recognizes the boy's pain but cannot change the dictates of his conscience. (series Canadian literature, 1986.)

Connection, based on a story by Alice Munro. When Helen was a child, she would look forward to the annual visit of her mother's cousins. They made an outrageous and inseparable group. Thirty years later, now married to a polished, prosperous lawyer, Helen is afraid Cousin Iris will be a source of embarrassment rather than joy when she arrives unannounced. (series Canadian Literature, 1986.)

Esso, based on a short story by Linda Svendsen.Val has never had much interest in boys. What does interest her is working for her Uncle Syd at the local gas station. Soon she meets Greg, a new employee at the station, and begins to experiment with makeup and feminine clothes. But when her Grandmother dies, she is quickly jolted out of her dream world and begins to consider what life has in store for her. (series Canadian Literature, 1986.)

One's a Heifer, from a short story by Sinclair Ross. Set in Western Canada in the 1930's, the story revolves around 13-year-old Peter and his attempts to recapture two calves that strayed during a storm. His search brings him in contact with a suspicious-acting farmer who Peter believes is hiding the calves in his barn. Like the story, the film is filled with suspense and mystery. (series Canadian Literature, 1984.)

John Cat, from a short story by W.P. Kinsella. During a brief stop in a small western town, two young Canadian Indians rescue a fellow Indian named John Cat who has been beaten in a tavern brawl. Ironically, the next day, John Cat prevents his rescuers from helping an Indian boy they find injured by the roadside, arguing that the police will accuse them of having hurt the boy. A film about prejudice, and the conflict between helping someone and protecting one's interests. (series Canadian Literature, 1984.)

The Rebellion of Young David, based on a story by Ernest Buckler. Young David never knew his mother; she died when he was born. For as long as he can remember, he has called his father Art, not Dad, because his father determined that since there were just the two of them, they must become pals. And so they are. Art has always avoided talking about David's mother, not realizing that the boy is groping to understand death and needs to share his feelings. When an accident provokes Art into spanking his son – something he has never done before – he is taken aback when the boy tells him he was right to do it. A new communication opens up between them, revealing that what David needs is not a pal but a parent. (series Canadian Literature, 1986.)

Race to Freedom. This program shows the real-life story of thousands of American blacks who escaped slavery by fleeing to Canada. It is set in the 1850s, shortly after the United States passed the Fugitive Slave Act. With the Northern states no longer a sanctuary for freedom-seeking blacks, Canada, where blacks were free by law, became known as a promised land. Soon the secret route for escaping slaves came into operation. Inspired by Barbara Smucker’s book Underground to Canada. 1993.

The Sweater, an animated version of a short story by Quebec author Roch Carrier, set in the rural Quebec of his boyhood years. Carrier recalls the passion for playing hockey which he shared with the other boys of his community. It was the time of Rocket Richard, the Canadiens hockey team’s greatest star. 1980.

Films from American and World Literature

Silver Blaze, based on a short story by Sir Arthur Conan Doyle (1859-1930). Just before the Wessex Cup, Silver Blaze, the favorite, is kidnapped and his trainer murdered. Sherlock Holmes (Christopher Plummer) makes short work of the case with the aid of his portly sidekick Dr. Watson (Thorley Walters) in this mystery by Sir Arthur Conan Doyle. (from series Classics Dark and Dangerous, 1976.)

Mrs. Amworth, based on a short story by Edward Frederic Benson (1867-1940). The glamorous newcomer to a small Wiltshire village, Mrs. Amworth, has a deadly effect on the community, until a suspicious Oxford professor sees her wandering about at night. Glynis Johns stars. (from series Classics Dark and Dangerous, 1976.)

Birthmark, based on the short story by Nathaniel Hawthorne (1804-1864). Aylmer, a scientist, is married to the lovely Georgina. Their life proceeds happily until Aylmer discovers a minute birthmark on his wife’s cheek. Unable to endure even so minute a flaw in her beauty, he persuades her to have the mark removed. She agrees. The removal of the mark is undertaken. But Aylmer, in the story's melancholy denouement, is condemned to an inescapable punishment (from series The Short Story, 1978.)

The Tell-tale Heart, based on the short story by Edgar Allan Poe (1809-1849). Darkness, terror, and a ghostly beating heart are the ingredients of Edgar Allan Poe's classic tale of suspense and anguish (from series The Short Story, 1978.)

Mrs. Ripley's Trip, based on the short story by Hamlin Garland(1860-1940). For 23 years she has labored. Now Mrs. Ripley intends to take a trip to New York. Once her husband recovers from his surprise at this announcement, he provides her with what money he can raise. Her departure is unemotional. Two months later she returns. The brief escape is over; she returns to the routine of the farm (from series The Short Story, 1978.)

Two Thanksgiving Day Gentlemen, based on the short story by O. Henry (1862-1910). O. Henry is best known as a writer of amusing short stories, with an unexpected ending. The theme is that despite material costs and discomforts, carrying on traditions is important to the spirit (from series The Short Story, 1978)

The Bet, based on the short story by Anton Chekhov (1860-1904). This story by Anton Chekhov is told in the first person by an aged banker. He was determined to prove that capital punishment was preferable to life imprisonment because execution kills instantly; life imprisonment kills by degrees. The young impoverished lawyer disagreed. His theory was: It's better to live somehow than not to live at all. The bet was on; the banker bet two million that the lawyer could not exist in prison for five years. The lawyer was so sure of his theory that he extended the term to 15 years (from series The Short story, 1978.)

Tennessee's Partner, based on the short story by Bret Harte (1836-1902). Bret Harte's theme is how a rough, uncouth outward appearance belies the essential goodness and decency of an individual, in this case, Tennessee's partner. How he and Tennessee became friends was hard to fathom. Tennessee was a gambler and a thief, whereas Tennessee's partner was a good, forgiving man (from series The Short Story, 1978.)

Queen of Spades, based on the short story by Alexander Pushkin (1799-1837). Pushkin, a Russian writer, illustrates a belief in an underlying moral justice in the world. For a moment it seems as if greed and evil, through cleverness and ambition, will be rewarded, but in the end the clever, greedy one loses everything (from series The Short Story, 1978.)

The Toynbee Convector, based on a story by Ray Bradbury. It is the future and it works. The world is clean, the atmosphere pure and man lives in harmony with man. Perfection has been achieved because one hundred years in the past Craig Bonnet Stiles travelled in his time machine — the Toynbee Convector— to the future which the present has not reached. He brought back the message of hope to the diseased civilization. (The Ray Bradbury theatre, 1990.)

The Veldt. An adaptation of the short story of the same title by Ray Bradbury, in which the advanced technology of a house first pleases and then increasingly terrifies its occupants. Designed to motivate students to read the story. (Science fiction series, 1979.)

Course Evaluation

Evaluation of the effectiveness of this course should be done on an on going basis as a result of observation and discussion with students as to the effectiveness of the course. At the end of each unit, the teachers use the following informal strategies to measure the effectiveness of the course:

· a debriefing or feedback session on the most interesting and valuable activities and outcomes of the unit

· student questionnaires about the unit and course

· discussions of course effectiveness with colleagues who teach the same course. In addition, the teachers may use the following formal measures of success:

· student results on the Grade 10 Test of Reading and Writing Skills

· student retention rates in the course

· student success rates in the course

· compare results of objective tests administered at the start and end of the course

APPENDIX A

Coded Expectations, Locally Developed English, Grade 10 - Public

LITERATURE STUDIES AND READING

Overall Expectation: Understanding the Meaning of Texts

LRV.01

· select, read, and demonstrate an understanding of a variety of relevant literary and informational texts to locate and explain information, ideas and issues.

Specific Expectations

LR1.01

- use a variety of strategies to record and organize information they have located in a variety of different texts (e.g., compare/contrast charts, cause/effect graphs, timelines);

LR1.02

- set personal goals for reading (e.g., to improve speed and comprehension, to increase time on task, to read a new genre);

LR1.03

- read texts for a variety of purposes, including: extending knowledge of different genres; reading for personal purposes; gaining information for writing and discussion (e.g., to gather and share information on future careers);

LR1.04

- identify and explain information, ideas, and issues in texts (e.g., issues of social justice in popular songs or articles);

LR1.05

- select and apply the appropriate strategy from a growing repertoire of reading strategies to deepen understanding of particular texts (e.g., set a purpose for reading; adjust reading style [skimming or scanning]; self-question while reading);

LR1.06

- use their understanding of the features of texts to locate information and show relationships between ideas (e.g., margin notes which summarize key ideas, headings and subheadings which give the main idea, underlining of words on web pages to point to links);

LR1.07

- demonstrate understanding of text by: citing explicit information; making inferences; using evidence from a text to support judgements and conclusions, interpreting charts and diagrams;

LR1.08

- respond to texts they have read, comparing their own ideas, values and opinions to others’ (e.g., Reader’s Notebooks, used as the basis for reflection and small-group sharing);

LR1.09

- explain how their personal values and beliefs influence the way they understand and interpret texts.

Overall Expectation: Understanding the Forms of Texts

LRV.02

· demonstrate understanding of key literary and informational text forms, including novels, poems, magazine feature articles, and editorials.

Specific Expectations

LR2.01

- describe the common elements of key literary text forms, including novels, short stories and plays (e.g., setting, conflict, characters, plot, theme) and compare some key differences (e.g., one plot in short stories, but subplots in novels and longer plays; limited setting and characters in short stories);

LR2.02

- compare and contrast the elements of key informational text forms, including newspaper articles, magazine feature articles and editorials (e.g., newspaper articles state facts, while editorials support opinions).

Overall Expectation: Understanding the Elements of Style

LR3.03

· identify and explain the effect of key elements of style in a variety of literary and informational texts.

Specific Expectations

LR3.01

- identify and describe how and why authors choose to use language and words differently in literary and informational texts (e.g., short sentences create clarity in informational texts; powerful verbs create action and suspense in a story);

LR3.02

- identify stylistic devices such as simile, metaphor, personification, and foreshadowing and describe effects on the audience (e.g., foreshadowing heightens suspense);

LR3.03

- explain how authors and editors use design features (e.g., margin notes, titles, "nuggets" of information, headings, graphics ) to organize information in texts.

WRITING

Overall Expectation: Generating Ideas and Gathering Information

WRV.01

· use a variety of print and electronic sources to gather information, generate and develop ideas for personal, social, and school-related purposes.

Specific Expectations

WR1.01

- use a variety of strategies, including identifying the purpose for writing, formulating questions, and generating lists of potential topics (e.g., brainstorm lists, semantic webs, mind-maps);

WR1.02

- create a plan to research/gather information on an identified topic;

WR1.03

- record information from print and electronic sources in a variety of ways (e.g., information in visual/graphic organizers; impressions/reflections in personal journals; photos, illustrations, sound clips in visual/oral journals);

WR1.04

- categorize and classify information (e.g., use of headings and subheadings, compare/contrast charts, visual organizers);

WR1.05

- examine information and ideas, making decisions as to whether the information is relevant and sufficient to develop the topic.

Overall Expectation: Choosing the form to suit the purpose and audience

WRV.02

· identify, select, and use the literary and informational forms that support the writer’s purpose and audience.

Specific Expectations

WR2.01

- select and use the appropriate forms of writing to suit their purpose and audience;

WR2.02

- use literary and informational texts as models to write for their own specific purposes and audiences;

WR2.03

- select and use the appropriate point of view to suit their purpose and audience (e.g., first person in a letter to the editor; second person for instructions to a new user of pagers; third person in a biography);

WR2.04

- use the appropriate level of language to suit the purpose and audience (e.g., simple words and sentences in a children’s story; contemporary colloquial language words in a persuasive argument for peers).

Overall Expectation: Organizing Ideas and Information in Written Work

WRV.03

· use a variety of organizational structures and patterns to produce writing.

Specific Expectations

WR3.01

- identify and select the appropriate organizational plan to structure written work (e.g., chronological order, order by example, least to most important, compare/contrast);

WR3.02

- develop and organize descriptive paragraphs (e.g., pattern detail around the five senses; describe, using spatial detail, the route to a destination);

WR3.03

- use key words in questions to organize information and ideas in homework answers, using quotations (direct and indirect) to support opinions and judgements;

WR3.04

- structure expository paragraphs with a clear topic sentence, supporting sentences, and concluding sentence;

WR3.05

- use an outline to organize ideas in the body of a report (e.g., group ideas by means of headings to show cause/effect, order of importance, chronological order);

WR3.06

- structure the report to demonstrate clear divisions between introduction, body, and conclusion;

WR3.07

- use changes in speaker, place, or time to structure narrative paragraphs.

Overall Expectation: Revising Drafts

WRV.04

· revise written work collaboratively and independently, with a focus on clarity, completeness, and accuracy of information.

Specific Expectations

WR4.01

- use a variety of strategies to revise written work (e.g., read the work aloud to self or another; select from a list of transition words and phrases to link ideas; use a checklist to examine the content for clarity, completeness, consistent tense and point of view);

WR4.02

- confer with teacher, peers, and mentors, and use feedback to produce writing which is complete, organized, and clear.

Overall Expectation: Editing, Proofreading and Publishing

WRV.05

· use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as appropriate.

Specific Expectations

WR5.01

- use quotation marks to identify the words and phrases that they have taken directly form authors’ works;

WR5.02

- produce, format, and publish written work using the appropriate technology to share writing with intended audiences;

WR5.03

- set personal goals for improving writing;

WR5.04

- use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the following requirements for grammar, spelling, and punctuation.

Grammar and usage

WR5.04G1

- identify parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, and conjunctions, to enable them to correct errors in their own writing;

WR5.04G2

- use their knowledge of sentence structure to write complete, correct sentences (subject, object, predicate, subordinate and principal clauses);

WR5.04G3

- use a variety of sentence types (simple, compound, and complex);

WR5.04G4

- make compound subjects agree with their verbs;

WR5.04G5

- make nouns and pronouns agree in number and gender;

WR5.04G6

- use consistent verb tense in narrative and expository writing.

Spelling

WR5.04S1

- demonstrate understanding of an increasing number of spelling patterns and rules by identifying and correcting their spelling errors;

WR5.04S2

- spell homophones and commonly-confused words correctly (e.g., hear/here; affect/effect);

WR5.04S3

- use the apostrophe correctly in contractions and possessives (e.g., its/it’s; there/their/they’re; who’s/whose; could’ve, not could of);

WR5.04S4

- use a variety of spelling resources to improve spelling (e.g., spell-checkers or dictionaries).

Punctuation

WR5.04P1

- use punctuation correctly in their writing, including the period, question mark, exclamation mark, comma, colon, and quotation marks.

LANGUAGE

Overall Expectation: Developing Vocabulary and Knowledge of Language Structures and Conventions

LAV.01

· use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situations.

Specific Expectations

LA1.01

- use a range of strategies to extend vocabulary, including word-building strategies (e.g., building on root words using suffixes and prefixes) and use of a thesaurus (print or electronic);

LA1.02

- note, record and define interesting words from personal reading, class reading and texts read aloud, e.g., in Reader’s Notebooks;

LA1.03

- describe the impact of using different words and expressions in a variety of social contexts (e.g., contemporary colloquial language in advertising; language use that escalates or reduces conflict in dramas or television shows);

LA1.04

- use language while working with groups which furthers positive interaction and accomplishment of the task, with a focus on clear, accurate, and appropriate communication;

LA1.05

- describe and use in writing the specialized vocabulary of the workplace (e.g., applications, resumes, letters of inquiry to gather information about future careers);

LA1.06

- recognize and use correctly, in oral and written communications, the language structures of standard Canadian English and its conventions of spelling, grammar, and punctuation, as specified in this course.

Overall Expectation: Developing Listening and Speaking Skills

LAV.02

· use listening techniques and oral communication skills to participate in formal and informal discussions, with an emphasis on active participation and co-operation.

Specific Expectations

LA2.01

- use a variety of listening strategies and oral skills to accomplish tasks in small groups (e.g., listen to instructions; ask questions to clarify the task; listen to the ideas of others; record ideas from discussion; speak respectfully, in turn, using appropriate language);

LA2.02

- demonstrate key oral skills which contribute to successful group work (e.g., following instructions; staying on task, giving ideas and information, asking others for ideas and information, disagreeing in an agreeable way, supporting opinions with reasons; contributing to completion of the task);

LA2.03

- demonstrate appropriate listening behaviours in large groups (e.g., not talking, looking at speaker as appropriate, note-taking);

LA2.04

- demonstrate appropriate oral skills in large groups (e.g., following classroom rules for speaking in turn, framing answers in complete sentences when appropriate, asking questions to seek clarification, disagreeing with others in an agreeable way);

LA2.05

- use techniques of effective oral communication (e.g., rehearse from written notes prior to presentation; speak clearly, in complete sentences, with an audible voice; identify topic and purpose for speaking; maintain eye contact with audience) to make short presentations to the class or small groups, as appropriate to their confidence;

LA2.06

- set goals for improving listening and speaking skills.

MEDIA

Overall Expectation: Analysing Media and Media Works

MEV.01

· describe and analyse the media forms, intended audiences, and production practices of key media works.

Specific Expectations

ME1.01

- demonstrate critical thinking skills by identifying explicit and implicit messages in key media works (e.g., compare how people of different groups or genders are portrayed in magazines, television shows, films, and advertising);

ME1.02

- describe the key elements of a variety of media forms (e.g., daytime dramas; action-adventure movies; radio broadcasts; magazine ads);

ME1.03

- identify the techniques used in key media works (e.g., camera techniques which contribute to the power relationships in a drama; visual elements which create suspense; sound effects in radio dramas);

ME1.04

- explain possible ways that media works influence audience behaviour (e.g., how the portrayals of teenage girls in fashion magazines may influence what they buy, the effects of music videos on teenagers’ perceptions of social justice);

ME1.05

- describe the relationship between key media works and production practices (e.g., examine ads for video games from different media to determine the intended audience and the techniques employed to appeal to that audience).

Overall Expectation: Creating Media Works

MEV.02

· apply understanding of the relationships between the form, purpose, audience, and production to collaboratively create media works.

Specific Expectations

ME2.01

- collaboratively design and create a media work based on an issue or theme of this course (e.g., use a storyboard to design a public-service commercial for peers, use script and sound effects to create an announcement over the school PA system for an up-coming event, create a video or audio how-to manual, create a multi-media welcome and orientation for students new to the school or community);

ME2.02

- describe and explain the choices made in the design and production of a media work (e.g., decision chart; media Reader’s Notebook).

Appendix B

Teacher Resources

GUIDED READING

Guided Reading is a powerful instructional strategy that helps students to develop their understanding of reading processes and to practise reading strategies. It allows teachers to observe small groups of students as they read to understand the text.

How to Conduct a Guided Reading Session

1. Select a text that fits with the class theme or unit that is at an appropriate level of challenge for a group of students.

2. Decide upon the composition of the group. (To be at their most effective, guided reading groups should not have more than ten students.) Students can be grouped for many purposes:

· to meet common needs

· to group students of like ability

· to group students who for social reasons need to be together

· to group students who are interested in a common topic

3. Decide on the objective of the guided reading lessons, the focus, and the expectations the session will address.

4. Discuss the purpose for reading. Give every student a copy of the text to read.

5. Discuss the title, cover, and any illustrations. Encourage students to predict what the text is likely to be about, the type of language it might contain, and what one might learn from reading it. (Keep this short.)

6. Brainstorm or do a semantic web or similar activity to activate any background knowledge students will need to understand the text.

7. Provide any essential knowledge students will need (vocabulary, concepts) which will help them understand the text.

8. Read an appropriate introductory section of the text to the students.

9. Direct the students to read a section of the text themselves. Set a focus question and ask students to read the text silently in order to find the answer. Those that finish early can ask their own questions about the text. (Note: this is silent, not round robin, oral reading.)

10. Discuss the passage with the students by first asking them their answers to the focus question. Encourage students to talk about their different interpretations of the text.

11. Talk about the strategies the students used to create their understanding, both with respect to the meaning of the text and understanding the words in the text. Encourage them to return to the text to substantiate their answers with evidence.

12. Encourage students to discuss aspects of the text that they feel is important.

13. After reading: students reflect on and respond to the reading, and extend their knowledge of the text by writing, dramatizing, retelling, researching, sharing their understanding with others.

THE READER’S NOTEBOOK

What is a Reader’s Notebook and what does it have the power to do?

· It is a record of thinking about a piece of literature, from initial thoughts and questions, through discoveries and understandings.

· It is a place for expressing thoughts about reading experiences.

· It gives evidence of student thinking about reading and literature.

· It is a way to connect reading and writing.

· It is not a private journal or diary: It has a public purpose and the ideas in it are used for group and class discussion.

What Does the Reader’s Notebook Look Like?

· It consists of writing about reading and viewing, and includes notes and lists as well as fully developed paragraphs.

· It includes diagrams, charts, graphic/visual organizers.

· A loose-leaf binder works well with older students and is excellent for adding pages.

· It is a reader’s/viewer’s portfolio.

Prompts for Reader’s Notebook

Plot

I liked the part where ……

I liked the part when ……

I predicted ___________, but ….

I predicted ____________, and …..

I was confused when ….

The most suspenseful part was ….

I was surprised by …

When the story ended I felt …

Character

I know someone who is like …

The person I didn’t like was …

_____________ could have made a different choice. She/he could have …

I agreed with ___________ when she/he said …

I did not agree when ….

I thought that ___________ was …

When _________ did ____________, I thought/felt….

In my opinion, ______________ was a ________________ sort of person because….

Setting

I’ve been to a place like ….

This place reminds me of ….

I pictured ……

I sensed ……

Motive

I wonder why _____________

The reason (person’s name and what she/he did) ______________________ was …

If I was ______________, I would have …

I know someone whose reason was similar …

Conflict

_______ ‘s problem is ……

___________’s problem reminds me of ….

______________ should have/could have ……

Connections

Some questions I have are ….

I understand now why/what/how…..

What I don’t understand is ….

________ reminds me of ….

I wonder about ……

People who…..

I noticed that ……

If only …..

I never thought ….

LANGUAGE CONVENTIONS, THE ONTARIO CURRICULUM FOR LANGUAGE 1-8: Grades in which these are taught

CAPITAL LETTERS:

to denote proper nouns [Gr. 2]

to begin sentences; as abbreviations

to open direct speech

words within titles

conventions of the business and personal letter

PUNCTUATION MARKS

period: as end punctuation [Gr. 1]

to denote abbreviations [Gr. 7]

within quotation marks [Gr.8]

question mark [Gr. 2];

exclamation mark [Gr.3]

colon [Gr. 6]

parentheses [Gr.7]

comma: at the end of the salutation in a letter [Gr. 1]

to separate items in a list, in dates and addresses [Gr. 2]

to separate introductory phrases or clauses [Gr. 8]

and to separate phrases/clauses in a series [Gr. 8]

use commas accurately with quotations marks [Gr. 8]

quotation marks: for direct speech [Gr.4]

for passages of dialogue [Gr.5]

for clarity in non-narrative writing (to distinguish words being discussed [Gr.8]

the apostrophe (for possession [Gr.4]; in contractions

GRAMMAR AND SYNTAX:

parts of speech

nouns [Gr. 2]

verbs, adjectives, adverbs [Gr. 4]

pronoun [Gr. 5]

Parts of the sentence: subject, object, predicate [Gr. 7]

phrases [Gr. 5]

adjective and adverb phrases [Gr. 6]

prepositional phrases [Gr.7]

subordinate clauses [Gr. 6, 7]

Sentence types

statements, exclamations, questions, commands [Gr.7]

compound sentences [Gr. 4 ]

complex sentences [Gr.8]

Other

Connecting words [Gr.4]

Noun-pronoun agreement [Gr.5]

Consistent verb tense in narrative writing [Gr. 6]

Appendix C

Assessment Tools

QUESTIONS AS ASSESSMENT TOOLS

For teachers, questions are an important way of finding out what students know and understand from what they read. But if we are to give students opportunities to demonstrate the full range of their knowledge and understandings about text, it is important to ask questions that allow students to demonstrate their understanding at the three levels of comprehension.

Literal Knowledge

Some questions we ask can be answered by “reading on the lines”; the answer is right there in the text. The question is asking the student for literal information in the piece: the actual details, facts and information given in the piece by the author. Students locate the information and use it in their answers.

Some Question Words that ask for literal knowledge: give; list; find; describe; tell; retell; explain what ‘x’ did; explain how ‘y’ works

Inferential Knowledge

The answers to some questions are to be found by “reading between the lines.” Students re-read that part of the text in which the author gives the clues they need to construct the answer. Students ask themselves: is this what the author meant? These types of questions ask them to make inferences from the piece of writing.

Some Questions that ask for inferences:

Why do you think ‘x’ did ‘y’?

Predict: What do you think will happen?

Explain the underlying cause of…

Explain the real reason for….

On the basis of what ‘z’ does, what sort of person is he?

What do you think that ‘x’ should do?

On the basis of the details, what is the main idea?

Critical Knowledge/Interpretation

The answers to some questions are not in the text at all: they are the reader. For answers to these questions, we must encourage students to look inside themselves, to their own beliefs, experiences and knowledge to find the answer. The answer is “beyond the lines.” The question is asking them to interpret or critically examine the information in the piece.

When the students have the answer, they should ask themselves: would the author agree with this conclusion?

Some Questions that ask for Interpretation or Critical Analysis:

What would you do if you were…? What can we learn from this?

Is ‘x’ right/wrong/just/fair? Is the author/source trustworthy?

In your opinion, …? What do you think? Is ‘x’ logical? Is this relevant?

Appendix C (Continued)

The following assessment tools can be found in Basic English: Assessment Strategies and Materials. (Ontario Ministry of Education, Ontario Assessment Instrument Pool. Toronto: The Queens’ Printer, 1990.)

Interviews

Interview One: Students’ Prior School and Life Experiences (p. 7-12)

Interview Two: Students’ Learning Styles (p. 13-16)

Self-Assessment Instruments

My Strengths (three-part wheel) (p. 24-25)

Different Roles (p. 26)

Work and Study Habits (p. 27-28, 45)

Speaking (p. 29, 46)

Listening (p. 30-31, 47)

Small Group Learning (p. 32-33, 48)

Attitudes (p.34-36)

Opinions (37-38)

Reading History (p. 39-42)

Writing (p. 49)

Teacher: Guides to Assessment

Work and Study Habits (p. 62-64)

Speaking (p. 67-68)

Listening (p. 69)

Small Group Learning (p. 71-72)

Writing (p. 74-75)

Checklists

All Areas (p. 79, 80)

Work and Study Habits (p. 81, 82)

Small Group Learning (83, 84)

Speaking (p.85, 86)

Listening (p. 87, 88)

Oral Language (p. 89)

Writing (p. 90, 91)

Whole Class Profile of all Criteria (p. 92)

The following assessment tools can be found in Assessing Language Arts: Junior Division Language Arts, Book 1. (Ontario Ministry of Education, Ontario Assessment Instrument Pool. Toronto: The Queens’ Printer, 1990.)

Reading

Reading Interview (p. 67)

Checklist of Comprehension Strategies (p. 73)

Student’s Cumulative Reading Record (p. 82)

Sample Record Sheet to Assess Personal Reader’s Notebook (p. 86)

Conference to Assess Personal Response (p. 87-89)

Retelling Guide: Narrative Text (p. 97)

Retelling Guide: Expository Text (p. 103)

Random-cued Cloze Tests (p. 107-110)

Appendix C (Continued)

Writing

Profile of Writing Behaviour (p. 142)

Writing Process Observation Guide (p. 145-146)

Features of Narrative Writing (p. 150-152)

Features of Informational Writiing (p. 165-167)

Spelling Inventory (p. 192-194)

My Growth as a Writer (p. 205-206)

Speaking

Student Talk Profile (p. 241)

Group Talk Profile (p. 243)

Media

Student Media Literacy Profile (p. 314-315)

Appendix D

Rubric for Assessing Writing

Criteria

Level 1

(50-59%)

Level 2

(60-69%)

Knowledge/Understanding

- has a repertoire of strategies to generate ideas for writing

- understands the elements of literary forms

- selects appropriate forms of writing to suit purpose and audience

- has few strategies for generating ideas for writing

- has limited ability to choose own topics for writing

- has limited understanding of the elements of literary forms

- rarely selects appropriate forms of writing to suit purpose and audience

- has some strategies for generating ideas for writing

- chooses own topics for writing

- has some understanding of the elements of literary forms

- selects some appropriate forms of writing to suit purpose and audience

Thinking/Inquiry

- creates a plan to research/gather information

- records information from sources in a variety of ways

- categorizes and classifies information and ideas

- examines information and ideas for sufficiency and relevance

- produces organized writing

- creates a partial plan to research/gather information

- records information from sources in limited ways

- has limited ability to categorize and classify information and ideas

- rarely examines information and ideas for sufficiency and relevance

- produces writing which lacks organization

- creates a simple plan to research/gather information

- records information from sources using a few strategies

- categorizes and classifies information and ideas with some effectiveness

- examines information and ideas for sufficiency and relevance with some success

- produces writing which has some organization

Communication

- uses appropriate level of language for purpose and audience

- uses appropriate point of view to suit purpose and audience

- confers with teachers and peers to improve writing

- produces writing which is clear

- often employs a level of language which is inadequate or inappropriate

- has a limited sense of audience

- has a limited sense of purpose of the writing; writing lacks focus

- rarely able to improve writing after conference with teacher or peers

- produces writing which lacks clarity and is often confusing

- uses language inconsistently

- has some sense of audience, inconsistently maintained

- has some sense of purpose of the writing; focus may wander

- conferences with teacher or peers improves writing somewhat

- produces writing of moderate clarity which may be mildly confusing at times

Application

- uses a variety of strategies to revise written work

- use a variety of strategies to correct errors in:

· grammar and

· usage spelling

· punctuation

- uses a variety of sentence types

- uses consistent verb tense in narrative and expository writing

- uses few strategies to revise writing; reluctant to revise

- uses few strategies to correct errors in grammar and usage, spelling and punctuation; may have strengths in one of these areas but not the others

- demonstrates little variety in types of sentences used in writing

- is inconsistent in the use of verb tenses in expository and narrative writing

- uses some strategies to revise writing; willing to revise

- uses some strategies to correct errors in grammar and usage, spelling and punctuation; may be stronger in some skills areas than others

- demonstrates some variety in sentence types

- uses verb tenses somewhat consistently in expository and/or narrative writing

Appendix D (Continued)

Rubric for Assessing Writing

Criteria

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/Understanding

- has a repertoire of strategies to generate ideas for writing

- understands the elements of literary forms

- selects appropriate forms of writing to suit purpose and audience

- has a variety of strategies for generating ideas for writing

- chooses own topics for writing somewhat effectively

- has considerable understanding of elements of most literary forms

- selects appropriate forms of writing to suit purpose and audience most of the time

- has a large repertoire of strategies for generating ideas for writing

- chooses own topics for writing effectively

- has solid understanding of elements of literary forms

- selects appropriate forms of writing to suit purpose and audience

Thinking/Inquiry

- creates a plan to research/gather information

- records information from sources in a variety of ways

- categorizes and classifies information and ideas

- examines information and ideas for sufficiency and relevance

- produces organized writing

- creates a plan to research/gather information

- uses a number of strategies to record information from sources

- categorizes and classifies information and ideas logically

- examines information and ideas to include sufficient and relevant details

- produces organized writing

- creates an effective plan to research/gather information

- uses a variety of strategies to record information from sources

- categorizes and classifies information and ideas logically and effectively

- examines information and ideas to include sufficient and relevant details

- produces effectively organized writing

Communication

- uses appropriate level of language for purpose and audience

- uses appropriate point of view to suit purpose and audience

- confers with teachers and peers to improve writing

- produces writing which is clear

- uses an appropriate level of language consistently- maintains adequately the sense of audience

- maintains purpose consistently

- uses conferences with teacher or peers to improve writing

- produces writing of considerable clarity

- uses an appropriate and effective level of language

- consistently maintains the sense of audience

- consistently demonstrates a clear purpose

- uses conferences with teacher or peers to improve writing

- produces writing of admirable clarity

Application

- uses a variety of strategies to revise written work

- use a variety of strategies to correct errors in:

· grammar and usage

· spelling

· punctuation

- uses a variety of sentence types

- uses consistent verb tense

- uses a number of strategies to revise writing; willing to revise

- uses strategies to correct most errors in grammar and usage, spelling and punctuation; may be weaker in one particular skills area

- demonstrates variety in sentence types

- uses verb tenses somewhat consistently in expository and/or narrative writing

- uses a variety of strategies to effectively revise writing;

- uses strategies to correct almost all errors in grammar, usage, spelling and punctuation, although one area may be not as strong as others

- uses a variety of sentence types

- uses consistent verb tenses in both expository and narrative writing

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix E

Rubric for Assessing the Reader’s Notebook

Criteria

Level 1

(50-59%)

Level 2

(60-69%)

Knowledge/
Understanding

- reads texts for a variety of purposes (e.g., for writing and discussion)

- demonstrates understanding by citing explicit information, making inferences, using evident to support judgements and conclusions

- may respond reluctantly or require prompting to respond

- retells literal details of plot, character and setting but makes few inferences

- may give opinions but rarely supports these with evidence

- may have difficulty responding to fictional characters and situations

- responds and reflects upon some of the deeper meanings

- may retell some literal details of plot, character and setting; makes some inferences and interpretations

- gives some opinions and support these with some evidence

- responds to fictional characters and situations

Thinking/Inquiry

- sets personal goals for reading

- responds to texts, comparing own ideas, values and opinions to others’

- explains how own personal values and beliefs influence understanding and interpretations of texts

- describes how authors use language and words in the text

- rarely sets personal goals for reading

- may, with teacher prompting, support opinions minimally

- makes simple judgements about characters/actions

- makes few connections between texts and personal experiences

- rarely asks questions of text

- rarely focuses on authors’ use of language and words

- sets some personal goals for reading

- supports some opinions adequately

- makes some judgements about characters/actions

- makes some connections between texts and personal experiences

- asks some questions of text

- some focus on authors’ use of language and words

Communication

- uses appropriate level of language for purpose and audience

- produces responses which are clear

- willingly responds to texts read with thoughts and feelings

- has little sense of the purpose of the Reader’s Notebook

- produces writing which lacks clarity and is often confusing

- is reluctant/has difficulty communicating thoughts and/or feelings about the text

- has some sense of the purpose of the Reader’s Notebook and audience

- produces writing of some clarity; may be confusing at times

- communicates some thoughts and feelings about the text

Application

- selects and applies appropriate reading strategies to understand texts

- uses a variety of sentence types

- uses consistent verb tense

- uses consistent and appropriate point of view

- uses quotation marks to identify words and phrases noted directly from author’s works

- applies and reflects upon few reading strategies to understand text

- uses simple sentences, and may write in sentence fragments or run- on sentences

- is inconsistent in the use of verb tenses

- is inconsistent in point of view

- rarely uses quotation marks to identify words and phrases noted directly from author’s works

- applies and reflects upon some reading strategies to understand text

- uses some sentence variety, but may write in sentence fragments or run-on sentences

- demonstrates some consistency in the use of verb tenses

- demonstrates some consistency of point of view

- uses quotation marks to identify words and phrases noted directly from author’s works some of the time

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix E (Continued)

Rubric for Assessing the Reader’s Notebook

Criteria

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/Understanding

- reads texts for a variety of purposes (i.e., for writing and discussion)

- demonstrates understanding by citing explicit information, making inferences, using evident to support judgements and conclusions

- responds and reflects upon the deeper meanings of the text

- notes both literal details of plot, character and setting; makes inferences and interpretations

- gives opinions and support these with evidence

- responds readily to fictional characters and situations

- responds and reflects meaningfully upon the text

- integrates literal details of plot, character and setting with inferences and interpretations

- gives thoughtful opinions and supports these with solid evidence

- responds meaningfully to fictional characters and situations

Thinking/Inquiry

- sets personal goals for reading

- responds to texts, comparing own ideas, values and opinions to others’

- explains how own personal values and beliefs influence understanding and interpretations of texts

- describes how authors use language and words in the text

- sets a number of personal goals for reading

- supports opinions

- makes judgements about characters/actions

- makes relevant connections between texts and personal experiences

- asks questions of text

- acknowledges authors’ use of language and words

- sets relevant personal goals for reading

- solidly supports opinions

- makes insightful judgements about characters/actions

- makes meaningful connections between texts and personal experiences

- actively questions text- explores authors’ use of language and words

Communication

- uses appropriate level of language for purpose and audience

- produces responses which are clear

- willingly responds to texts read

- has a clear sense of the purpose of the Reader’s Notebook and audience

- produces writing which is clear

- willingly communicates thoughts and feelings about the text

- has a clear sense of the purpose of the Reader’s Notebook and audience

- produces writing which is quite clear

- communicates meaningful thoughts and feelings about the text

Application

- selects and applies appropriate reading strategies to understand texts

- uses a variety of sentence types

- uses consistent verb tense

- uses quotation marks to identify words and phrases noted directly from author’s works

- applies and reflects upon a number of reading strategies to understand text

- uses a variety of sentences with some sentence errors

- uses consistent verb tenses most of the time

- is consistent in point of view most of the time

- uses quotation marks to identify words and phrases noted directly from author’s works most of the time

- applies and reflects upon a variety of reading strategies to understand text

- uses a variety of sentences with few sentence errors

- uses consistent verb tenses

- is consistent in point of view

- uses quotation marks to identify words and phrases noted directly from author’s works

Appendix F

Tracking Sheet for Assessment by Strand

Student: Grade/Level/Stream

Assessment Period:

Skills to be Assessed	Observations/Assessments
Reading
Reads for personal purposes
Reads for meaning
Uses features of text
Reads a variety of texts
Reads willingly
Compares text forms
Responds to texts
Applies what is read in texts
Writing 1. Writing Process
Generates ideas for writing
Organizes writing
Produces readable drafts
Revises writing
Gives/seeks/uses feedback
Edits/proofreads writing
Shares writing with others

Appendix F (Continued)

Writing 2. Conventions of Language
Parts of speech
Grammar
Sentence structure
Spelling
Punctuation
Language
Vocabulary
Listening
Speaking
Presentations
Group skills
Media
Analyses media texts
Creates media works

Appendix G

Learning Skills Assessment Criteria

Learning Skill	Needs Improvement (rarely)	Satisfactory (sometimes)	Good (good)	Excellent (always)
Work Habits · Reads independently with her/his own selected novels · Complete class work given · Contributes to class discussion
Team work · Home court maintained · Collaboration and sharing of task · Shows respect for group and class
Organization · English notebook – dividers used to separate sections · Calendar of dates or use of the Agenda · Use of visual organizers · Brings materials needed for class activities (e.g., recycled ‘stuff’ for writing folder)
Works Independently · On task · Reads independently with their own selected novels
Initiative · Homepage maintained · Materials brought in to add to homepage

The above criteria for learning skills are a starting point for students and teacher to create specific rubrics and checklists to match the needs of the class.

Continue to Unit 1 | Back to Course Profiles main menu

Acknowledgments

Identifing Information

Description/Rationale

Course Organization

The Image of the Learner

Accommodations

General Planning/Course Notes

UNIT 1: To Thine Own Self Be True – Self-Identity

UNIT 2: Choices and Decisions

Unit 3: Journey and Discovery

UNIT 4: Relationships and Belonging

Unit 5: Power and Empowerment

Prior Learning Required

Assessment and Evaluation

Cumulative Evaluation

Resources

Student Resources

Novels

Teacher Resources

Media/Internet Resources

Course Evaluation

APPENDIX A

LITERATURE STUDIES AND READING

Overall Expectation: Understanding the Meaning of Texts

Specific Expectations

Overall Expectation: Understanding the Forms of Texts

Specific Expectations

Overall Expectation: Understanding the Elements of Style

Specific Expectations

WRITING

Overall Expectation: Generating Ideas and Gathering Information

Specific Expectations

Overall Expectation: Choosing the form to suit the purpose and audience

Specific Expectations

Overall Expectation: Organizing Ideas and Information in Written Work

Specific Expectations

Overall Expectation: Revising Drafts

Specific Expectations

Overall Expectation: Editing, Proofreading and Publishing

Specific Expectations

LANGUAGE

Overall Expectation: Developing Vocabulary and Knowledge of Language Structures and Conventions

Specific Expectations

Overall Expectation: Developing Listening and Speaking Skills

Specific Expectations

MEDIA

Overall Expectation: Analysing Media and Media Works

Specific Expectations

Overall Expectation: Creating Media Works

Specific Expectations

Appendix B

Teacher Resources

THE READER’S NOTEBOOK

What is a Reader’s Notebook and what does it have the power to do?

What Does the Reader’s Notebook Look Like?

Prompts for Reader’s Notebook

LANGUAGE CONVENTIONS, THE ONTARIO CURRICULUM FOR LANGUAGE 1-8: Grades in which these are taught

Appendix C

Assessment Tools

Appendix C (Continued)

Appendix C (Continued)

Appendix D

Rubric for Assessing Writing

Appendix D (Continued)

Rubric for Assessing Writing

Rubric for Assessing the Reader’s Notebook

Appendix E (Continued)

Rubric for Assessing the Reader’s Notebook

Appendix F

Tracking Sheet for Assessment by Strand

Appendix F (Continued)

Appendix G

Learning Skills Assessment Criteria