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Course Profile Studies in Literature (ETS4C), Grade 12,
College Preparation, Catholic
Course Overview
Prerequisite: ENG3C
This
course is for students with a special interest in literature. The course may
focus on themes, genres, time periods, or countries. Students study a variety
of forms and stylistic elements of literary texts and respond personally,
critically, and creatively to them. They also investigate critical
interpretations and complete an independent study project.
Students
in ETS4C will be presented with unique challenges to their Catholic education
and the curriculum outlined in this profile. It is the intent of the profile to
present opportunities to the student to integrate the core values of Scripture
with literary text and textual interpretation. ETS4C encourages the student to
extend their faith from a personal conscience to an active social conscience
through the application of the Ontario Catholic School Graduate Expectations.
The Catholic and public writing teams collaborated in the design for this Course Profile. ETS4C contains links to Catholic Graduate Expectations, providing discussion and writing activities related to foundation concepts such as human dignity, justice, stewardship, and empowerment.
ETS4C introduces students to schools of literary thought as a means of developing critical and creative responses to text as they investigate and analyse text selectively for specific purposes. Considerations for practical and personal planning and implementation include selecting texts that take advantage of students’ natural curiosity and passion regarding certain social issues. Teachers may consider that the selection of texts should be made with the intent to provide easily established links between literature and scripture. School boards have the responsibility for the selection of supplementary materials that would include literature texts for use in their schools. Teachers need to consider ways of assessing less mainstream ways of thinking and clarifying perspectives of some literary theories that are commonly misunderstood
Although the organization of units, strategies, and objectives is consistent with formally-established schools of literary criticism, the primary focus is to provide students with exposure to a variety of perspectives, in which they explore the self through creative response to literature. Course organization also clusters expectations to provide design, technology, and multi-media opportunities for students throughout the delivery of ETS4C. The students’ ability to respond critically and creatively to literature, effectively demonstrating themselves as informed and active readers, is consistent with the expected rigors of college destinations.
Cautions and sensitivities
· The theories in this course are to be used as theory only, and not as text. The teacher is to introduce the theoretical concept, using literature to apply it.
·
Being prepared to assess some of the less
mainstream ways of thinking about text and being able to a
·
A
· Selecting texts that reflect the rich diversity of cultures.
· These texts should also be sensitive/specific to the community in which the curriculum is delivered.
·
Instructing students to a
· Being sensitive to the personal nature of the experience and support students in avoiding disclosure and discussion of sensitive issues.
|
Unit 1 |
Overview:
Schools of Thought and You |
5 hours |
|
* Unit
2 |
The
Writer, The Reader, The Owner |
25
hours |
|
Unit 3 |
Mythopoeic
Criticism |
20
hours |
|
Unit 4 |
Issues
of Power |
20
hours |
|
Unit 5 |
Voice
from the Fringe |
20
hours |
|
Unit 6 |
Culminating
Unit: My Own Voice |
20
hours |
* This
unit is fully developed in this Course Profile.
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RI1.01,
RI1.03, RI1.04, RI2.02, RI3.01, RI3.03, RL1.01, RL1.02, RL2.03 |
Knowledge/
Understanding |
Overview:
Schools of Thought and You |
|
2 |
RI1.01,
RI1.02, RI1.04, RI2.01, RI2.03, RI3.01, RI3.03, RI3.04, RI4.01, RL1.01,
RL2.01, RL2.02, RL2.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
The
Writer, The Reader, The Owner |
|
3 |
RI1.01,
RI1.04, RI2.01, RI3.01, RI3.04, RI4.01, RI4.02, RL1.01, RL1.02, RL2.01,
RL2.02, RL2.03, |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Mythopoeic
Criticism |
|
4 |
RI1.01,
RI1.03, RI2.01, RI2.02, RI2.03, RI3.02, RI3.03, RI3.04, RI4.01, RI4.02,
RL1.01, RL1.02, |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Issues
of Power |
|
5 |
RI1.02,
RI1.04, RI3.01, RI3.04, RI4.02, RL1.01, RL1.03, RL2.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
The
Voice from the Fringe |
|
6 |
RI1.01, RI1.02, RI1.03, RI2.01, RI3.01,
RI3.02, RI3.03, RI3.04, RI4.01, RI4.02, RL1.01, RL1.02, RL1.03, RL2.01,
RL2.02, RL2.03, |
Thinking/Inquiry Communication Application |
Culminating Unit: My Own Voice |
Time: 5 hours
Unit Description
This unit
introduces a variety of literary schools of thought, such as Formalism (New
Criticism), Reader Response Theory, Deconstructionism, Marxism, Feminism, and
Mythopoeic criticism. Students take on a persona through which they analyse a
short fiction piece. As a diagnostic activity, they write a paragraph analysing
a second short fiction piece using a different literary lens. Students’
personal responses must be taped for use as part of a culminating task, and in
Unit 6. Finally, they engage in a class discussion on the nature of literature.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RI1.03,
RI2.02, RI3.01, RL1.01 |
Communication |
Multiple
Interpretations |
|
2 |
RI1.01,
RI1.04, RL2.03 |
Knowledge/Understanding |
Schools
of Thought |
|
3 |
RL1.01,
RL2.03 |
Communication |
Questions
of Theory |
|
4 |
RI3.03,
RL1.02 |
Communication |
Literary
Lens Writing |
Time: 25 hours
Unit
Description
This unit
defines Formalism, Reader Response and Deconstructionism through student
research and interpretation. The students work in independent or group settings
toward their culminating activity, as they select and develop one of these
schools of thought to present their interpretation and their rationale.
Expectations are grouped to allow the students the opportunity to display their
expertise from other subject areas.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
RI2.03, RI3.02, RI3.04 |
Knowledge/Understanding Communication |
The Issue and The Angle |
|
2 |
RI2.01,
RI3.01 |
Communication |
Voicing
the Issue |
|
3 |
RI1.01,
RI4.01 |
Knowledge/Understanding
Thinking/Inquiry |
Responding
to the Issue |
|
4 |
RI1.02,
RL1.01 |
Thinking/Inquiry |
The
Global Issue |
|
5 |
RI1.04, RI3.03,
RL1.01 |
Thinking/Inquiry |
Collaborators |
|
6 |
RL1.01,
RL2.01, RL2.02, RL2.03 |
Thinking/Inquiry |
Pieces
of the Moment |
Time: 20 hours
Unit
Description
Mythopoeic
theory holds that both the author and the reader share unconscious memories.
These memories are explored through a variety of archetypes (e.g., myth, fable,
fairy tale, scripture). Students are encouraged to keep a journal of their
reactions while exploring archetypal representations. As a pre-reading
activity, students discuss familiar stories to recognize the role of archetypes
in their cultural experience. Students come to the understanding of mythopoeic
theory through the use of techniques of drama that can be applied to the novel
study. As a culminating activity, students create a text (e.g., drama, slide
show, script, children’s book, etc.) that places archetypes in a new context.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RI1.01,
RI1.04, RI2.01 |
Communication
Application |
The Familiar
Stories: Myth/Fable/Fairy Tale |
|
2 |
RI3.01,
RI3.04, RI4.01, RI4.02 |
Communication
Application Thinking/Inquiry |
The
Prodigal Son |
|
3 |
RI3.04,
RL1.01 |
Knowledge/Understanding
Communication Application Thinking/Inquiry |
Memories
and Motifs |
|
4 |
RL1.01,
RL1.02 |
Knowledge/Understanding
Communication Application Thinking/Inquiry |
Retelling
the Memory |
|
5 |
RL2.01,
RL2.02, RL2.03 |
Knowledge/Understanding
Communication Application Thinking/Inquiry |
Archetypes
in Action |
Time: 20 hours
Unit
Description
Students
explore issues of power and how they are addressed through the media and
printed text. Students gain an understanding of the means by which positions of
power and powerlessness reveal themselves in text. They investigate language
and its construction as a means of understanding positions of power. The
culminating activity focuses on assembling a collection of objects symbolic of
a specific character in the text that denote the position they hold in society.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RI3.02,
RI3.03, RI3.04 |
Knowledge/Understanding
Thinking/Inquiry |
Issues
and Values |
|
2 |
RI4.01,
RI4.02, RL1.01 |
Thinking/Inquiry
Communication |
Hidden
Messages: Values beneath the Media |
|
3 |
RI1.01,
RI1.03, RL1.02 |
Thinking/Inquiry
Communication |
Hidden
Messages: Values beneath the Page |
|
4 |
RI2.01,
RI2.02, RI2.03 |
Communication |
Character
Analysis: The Shoebox |
Time: 20 hours
Unit
Description
Students
read and study materials that investigate a voice marginalized from society.
Through exploration of film, music, poetry, or other media, students apply the
skills and knowledge of critical theories, and offer personal interpretations.
In the culminating activity, students draw on skills related to problem solving
and group dynamics. Prepare a rationale for awarding an honourable and
prestigious prize to a ‘controversial’ text, due to the contribution it makes
to society.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RI1.04 |
Knowledge/Understanding
Communication |
Marginalized
Voices |
|
2 |
RI1.02,
RI3.01 |
Communication |
Music
from the Fringe |
|
3 |
RI3.01, RL1.03 |
Knowledge/Understanding |
Movies and the Armchair Critic |
|
4 |
RI3.01,
RI1.04, RL1.01 |
Communication |
Preparing
Award Rationale |
|
5 |
RI3.04,
RI4.02, RL2.01 |
Knowledge/Understanding
Thinking/Inquiry |
Presentation
of Award Rationale |
Time: 20 hours
Unit
Description
Students
reinforce the critical-thinking, analytical, presentation, and writing skills
they have already demonstrated in the preceding units. The final product has
three tasks: an analytical essay, a creative presentation, and a
self-assessment sheet. Students choose and read a piece of fiction (e.g., play,
novella, novel, anthology of poetry or short stories) and write an analytical
essay that applies the school(s) of thought to which the student feels the
greatest connection. Students blend the schools of thought into a framework
that works best for them and produce a creative multimedia presentation (such
as a poetry reading, dramatic monologue, mock interview) that rewrites or
adapts a character or scene from their text using a school(s) of thought studied.
Finally, students revisit their tape of themselves from Unit 1 and the
diagnostic paragraph they originally wrote, and fill in a self-assessment sheet
outlining the degree of personal growth over the course.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RI1.01,
RI1.03, RI2.01, RI3.01 |
Knowledge/Understanding
Thinking/Inquiry |
Self-directed
Reading |
|
2 |
RI1.01,
RI1.03, RI3.01, RI3.02, RI3.03 |
Knowledge/Understanding
Thinking/Inquiry |
Research
and Discovery |
|
3 |
RI3.04,
RI4.01, RI4.02, RL1.02, RL1.03 |
Communication |
Writing
Process: Drafts and Conferencing |
|
4 |
RL1.01,
RL1.02, RL1.03, RL2.01, RL2.02 |
Communication |
Speaking
Out |
|
5 |
RL2.03 |
Thinking/Inquiry
Communication |
Reflection
and Evaluation |
Students enrolled in the ETS4C course have successfully completed the Grade 11 College Preparation course and have a special interest in literature and literary criticism. The teacher needs to select literary text in a variety of forms and styles, as the students are required to respond personally, critically, and creatively to the literature studied in the course.
Strategies
that are used within the whole class, small group, and individual activities
incorporate a variety of approaches to develop skills in the following areas.
Whole Class Activities
Teachers
should model expectations for students with regard to in-depth and varied
literary analysis, including clear and concise communication of such analysis.
Whole class discussions should provide the framework to demonstrate the various
factors that influence the many lenses through which literary text can be
considered.
Teacher directed:
· direct instruction;
· Socratic method;
· review;
· reading aloud to students.
· student-directed seminars/presentations
Small Group Activities
Activities
that are constructed to produce collaborative products or to explore an array
of perspectives provide students opportunities to extend and clarify their own
ideas, as well as to gain insight and knowledge from the observations of other
students. Small groups ranging in size from two and five students are also
useful in peer assessment as a strategy for improving student learning and
awareness with regard to the achievement charts.
· Pre-reading Activities (brainstorming, webbing);
· Writing groups (pre-writing activities, conference partners, revision and editing groups)
· Discussion/seminar groups
· ‘Book club’ activities
· Panels, debates, round table discussions
· Think, pair, share activities
Individual Activities
Individual
activities require students to develop and exhibit critical-thinking skills
that incorporate several schools of literary criticism. These perspectives form
the basis of personal, critical, and creative responses to literary texts. The
independent study project (ISP) gives the students an opportunity to pursue
individual interests as well as craft their own theory of literary criticism.
Students should be encouraged to read materials from a wide range of historical
periods, cultures, voices, etc. Specific and ongoing assessment of individual
activities will assist students in maximizing their abilities in all aspects of
the curriculum.
· Independent Study Project (ISP)
· Reader-response activities
· Analytical essays
· Creative writing
· Tests, quizzes
· Presentations
· Student-teacher conferences
· Self assessment
Assessment is essential to monitor student learning and allows teachers to identify student strengths and weaknesses. Effective assessment gives students and parents the information they need to improve students’ performance.
Evaluation is a judgment based on specific criteria (from the achievement charts and curriculum expectations). Emphasis is placed on assessment tasks that are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate their knowledge and skills in a meaningful context. The diversity of student experiences and learning styles must be respected and incorporated into the evaluation.
The Achievement Chart for English is the basis for
reporting on student progress, as outlined in The Ontario Curriculum, Grades
9 to 12, Program Planning and Assessment, 2000. The goal of the ongoing
assessment is to provide varied and frequent opportunities to evaluate student
performance. Seventy per cent
of the grade will be based on assessments and evaluations conducted throughout
the course. Thirty per cent of the grade will be based on a final evaluation in
the form of an examination, performance, essay, and/or other methods of
evaluation.
Rubrics
are used to evaluate student achievement on performance activities. They can be
developed in conjunction with other teachers and students and used to address
specific expectations. They are particularly useful when evaluating essays,
presentations and creative projects. Checklists are used to monitor student
progress and are an excellent tool for ensuring process work is complete.
Conferences are used in conjunction with a rubric or checklist to evaluate
student learning through their ability to communicate their learning.
Teachers should consult individual student IEPs for specific direction on accommodation for individuals.
The nature of critical theory is complex and, for some students, may be a significant challenge. Teachers are encouraged to use many varying strategies to make the materials accessible to students.
Studies in Literature, Grade 12, College Preparation is an optional course chosen by students, and teachers are encouraged to make reasonable accommodations.
Where appropriate, the
teacher should:
· encourage oral discussion prior to and after reading to increase the student's level of comprehension;
· ensure provision of alternate modes for information sharing, e.g., videos, plays, graphics, tapes, to support reading comprehension;
· allow additional time, when required for completion;
· read or clarify questions for the student and encourage student to rephrase questions, in his/her own words;
· make use of verbal tests or provide the student with a reader or a scribe;
· provide test materials in large print, braille or audio tape if required;
· ensure classroom is accessible to students who use mobility aids, e.g., canes, crutches, walkers and wheelchairs;
Units in the Course Profile make
reference to the use of specific texts, magazines, films, and videos. Teachers
need to consult their board policies regarding use of any copyrighted
materials. Before reproducing materials for student use from printed
publications, teachers need to ensure that their board has a Cancopy licence
and that this licence covers the resources they wish to use. Before screening
videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers
are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work on
the Internet is not allowed without the permission of the owner.
Abrams.
M.H. Glossary of Literary Terms, 3rd ed. Holt, Rinehart, and Winston,
1997. ISBN 0030765854
Bornstein,
K. My Gender Workbook. New York: Routledge, 1998. ISBN 0415916739
Eagleton,
M. Feminist Literary Theory; A Reader. Blackwell, 1992. ISBN 0631197346
Friend,
M., W. Bursick, and N. Hutchinson. Including Exceptional Students. A
Practical Guide for Classroom Teachers. Scarborough: Allyn and Bacon, 1998.
ISBN 0205283810
Hawthorne,
J.A. A Concise Glossary of Contemporary Literary Theory. London: Oxford
U.P., 1998.
ISBN 0340692227
Makaryk,
I.R., ed. Encyclopaedia of Contemporary Literary Theory: Approaches,
Scholars, Terms. Toronto: University of Toronto Press, 1997. ISBN
080206860X
Rius,
T.E., ed. Marx for Beginners: Philosophy, Economic Doctrine, Historical
Materialism. 1990.
ISBN 0679725121
Ryan,
M. Literary Theory: A Practical Introduction. Malden: Blackwell, 1999.
ISBN 0631172750
Seldon,
R., P. Widdowson, and P. Brooker. A Reader’s Guide to Contemporary Literary
Theory. London: Prentice Hall, 1997. ISBN 0134919521
Note: Boards continue to have the sole
responsibility for the selection of supplementary resources that would include
literature texts in their schools.
Abraham,
P. The Romance Reader. New York: Berkeley, 1996. ISBN 1573225487
Anderson-Dargatz,
G. The Cure for Death by Lightning. Toronto: Knopf, 1996. ISBN
0394281578
Angelou,
M. I Know Why the Caged Bird Sings. New York: Signal Hill, 1989. ISBN
0929631048
Atwood,
M. Alias Grace. Toronto: McClelland and Stewart, 1996. ISBN 077100835X
Atwood,
M. Cat’s Eye. Toronto: McClelland and Stewart, 1988. ISBN 077100871
Atwood,
M. Lady Oracle. Toronto: McClelland and Stewart, 1976. ISBN 0771008155
Atwood,
M. The Blind Assassin. Toronto: McClelland and Stewart, 2000. ISBN
0771008635
Atwood,
M. The Handmaid’s Tale. Boston: Houghton Mifflin, 1986. ISBN 0395404258
Atwood,
M. The Robber Bride. Toronto: McClelland and Stewart, 1993. ISBN
007100821X
Banks,
R. The Sweet Hereafter. New York: Harper Collins, 1999. ISBN 00060167033
Bauer,
M.D., ed. Am I Blue? Coming Out from the Silence. New York: Harper
Trophy, 1996.
ISBN 0064405877
Bradley,
M.Z. Mists of Avalon. New York: Knopf, 1982. ISBN 0394524063
Bradley,
M.Z. The Firebrand. New York: Pocket Books, 1988. ISBN 0671667033
Brand,
D. In Another Place, Not Here. Toronto: Vintage Canada, 1996. ISBN
0394281779
Brand,
D. Land To Light On. Toronto: McClelland and Stewart, 1997. ISBN
077101645X
Burnard,
B. A Good House. Toronto: Harper Collins, 1999. ISBN 000648526X
Cart,
M. My Father’s Scar. New York: St. Martin’s Press, 1996. ISBN 031218137X
Cohen,
M. Elizabeth and After. Toronto: Knopf, 1999. ISBN 0676971709
Cunningham,
M. The Hours. New York: Farrar, Straus, and Giroux, 1998. ISBN
0374172897
Findley,
T. Not Wanted on the Voyage. Markham: Penguin, 1985. ISBN 014007306X
Findley,
T. The Piano Man’s Daughter. Toronto: Harper Collins, 1995. ISBN
0002243792
Findley,
T. The Wars. Toronto: Penguin, 1986. ISBN 0140050116
Findley,
T. You Went Away. Toronto: Harper Collins, 1996. ISBN 0002243857
Fowles,
J. The French Lieutenant’s Woman. Boston: Little, Brown and Co., 1969.
ISBN 0451135989
Frazier,
C. Cold Mountain. New York: Atlantic Monthly, 1997. ISBN 0871136791
French,
M. Leaving Home. Toronto: New Press, 1972. ISBN 0887707122
Govier,
K. Angel Walk. Toronto: Little, Brown and Co., 1996. ISBN 0316319066
Gowdy,
B. Mister Sandman: A Novel. Toronto: Somerville House, 1995. ISBN
1895897548
Heyer,
M. The Weaving of a Dream. Markham: Puffin, 1986. ISBN 0140505288
Hoffman,
M. Amazing Grace. London: Frances Lincoln Ltd., 1991. ISBN 0711206996
Hurston,
Z.N. Their Eyes Were Watching God. New York: Harper Perennial, 1998.
ISBN 0060931418
Irving,
J. A Prayer for Owen Meaney. Toronto: Ballantine, 1990. ISBN 0345361792
Kingsolver,
B. The Bean Trees: A Novel. New York: Harper Perennial, 1989. ISBN
0060915544
Kogawa,
J. Obasan. Toronto: Doubleday, 1994. ISBN 0385468865
Lee,
H. To Kill a Mockingbird. Philadelphia: Lippincott, 1960. ISBN
0397001517
Lowry,
L. Number the Stars. New York: Bantam Doubleday, 1986. ISBN 0440220335
Matas,
C. Daniel’s Story. New York: Scholastic, 1993. ISBN 0590465880
McCourt,
F. Angela’s Ashes: A Memoir. New York: Simon and Schuster, 1996.
ISBN 1568953968
McDonald,
Ann Marie. Good Night Desdemona Good Morning Juliet. Toronto: Vintage
Press, 1998.
Michaels,
A. Fugitive Pieces. Toronto: McClelland and Stewart, 1996. ISBN
0771058837
Mistry,
R. A Fine Balance. Toronto: McClelland and Stewart, 1995. ISBN
0771060521
Mistry,
R. Such a Long Journey. Toronto: McClelland and Stewart, 1993. ISBN
0771098979
Naipaul,
V.S. A Bend in the River. New York: Vintage Books, 1989. ISBN 0679722025
O’Brien,
T. In the Lake of the Words. Toronto: Penguin, 1995. ISBN 0140250948
Ondaatje,
M. Anil’s Ghost. Toronto: McClelland and Stewart, 2000. ISBN 077106893X
Ondaatje,
M. Coming Through Slaughter. Toronto: General Publishers, 1982. ISBN
0773670289
Ondaatje,
M. In the Skin of a Lion. Toronto: McClelland and Stewart, 1987. ISBN
0771068875
Ondaatje,
M. Running in the Family. Toronto: McClelland and Stewart, 1982. ISBN
0771068840
Ondaatje,
M. The English Patient. Toronto: McClelland and Stewart, 1992. ISBN
0771068867
Polacco,
P. Mrs. Katz and Tush. New York: Bantam Doubleday Dell, 1992. ISBN
0440409365
Proulx,
A. The Shipping News. Toronto: Scribner’s, 1993. ISBN 068419337X
Ricci,
N. In a Glass House. Toronto: McClelland and Stewart, 1993. ISBN
0771074522
Ricci,
N. Where She Has Gone. Toronto: McClelland and Stewart, 1997. ISBN
0771074549
Rushdie,
S. East, West: Stories. Toronto: Knopf, 1994. ISBN 0394280938
Rushdie,
S. Imaginary Homelands: Essays and Criticism 1981-1991. London: Granta,
1991.
ISBN 014014224X
Rushdie,
S. The Ground Beneath Her Feet. Toronto: Knopf, 1999. ISBN 0676970621
Russell,
W. Shirley Valentine. London: Methuen, 1988. ISBN 0413189503
Ryga,
G. The Ecstasy of Rita Joe and Other Plays. Toronto: New Press, 1971.
ISBN 0887700721
Salinger,
J.D. Catcher in the Rye. Toronto: Little and Brown, 1991. ISBN
0316769487
Schlink,
B. The Reader. New York: Vintage Books, 1998. ISBN 0375707972
Selvadurai,
S. Cinnamon Gardens. Toronto: McClelland and Stewart, 1998. ISBN 0771079559
Shields,
C. Larry’s Party. Toronto: Random House, 1997. ISBN 0679308776
Shields,
C. The Stone Diaries. Toronto: Random House, 1993. ISBN 0394223624
Sutcliffe,
W. New Boy. New York: Penguin, 1996. ISBN 0140279105
Tan,
A. The Joy Luck Club. New York: Ballantine, 1990. ISBN 0804106304
Tan,
A. The Kitchen God’s Wife. New York: Ballantine, 1991. ISBN 080410753
Thomas,
A. Coming Down From Wa. Toronto: Viking, 1995. ISBN 0670863661
Urquhart,
J. Away. Toronto: McClelland and Stewart, 1993. ISBN 0771086598
Urquhart,
J. Changing Heaven. Toronto: McClelland and Stewart, 1994. ISBN
0771086628
Urquhart,
J. The Underpainter. Toronto: McClelland and Stewart, 1997. ISBN
0771086644
Vanderhaeghe,
G. Homesick. Toronto: Emblem Editions, 1987. ISBN 0771086911
Vanderhaeghe,
G. The Englishman’s Boy. Toronto: McClelland and Stewart, 1996.
ISBN 0771086938
Vassanji,
M.G. The Book of Secrets. Toronto: McClelland and Stewart, 1997.
ISBN 0771087217
Walker,
A. The Color Purple. New York: Pocket Books, 1982. ISBN 0671019074
Watts,
I.N. Good-Bye Marianne. Toronto: Tundra, 1998. ISBN 0887764452
Weiler,
D. Bad Boy. Toronto: Groundwood, 1989. ISBN 0888990839
Wong, J. Red
China: My Long March from Mao to Now. Toronto: Doubleday, 1996.
ISBN 0385254903
Studies in Literature, Grade 12, College
Preparation must be preceded, successfully, by English,
Grade 11, College Preparation.
Studies in Literature, Grade 12, College Preparation is an optional course and cannot replace English, Grade 12, College Preparation.
This course may be counted as an optional credit or an additional compulsory credit for diploma purposes.
Adapted from the Ontario Curriculum Unit Planner
Ministry of Education, Queen’s Printer for Ontario, 2001
An
oral presentation involves the formal or informal presentation of
material to an audience. Oral presentations can vary greatly both in content
and format. An oral presentation is an effective way for delivering reports,
new material, facts, questions, and suppositions about a topic.
Rehearsal/repetition/practice is a strategy whereby students engage in repeated encounters with facts, rules, patterns, skills, or procedures that need to be recalled and applied during demonstrations of learning.
Simulation is a model or set of circumstances that replicates real or hypothetical conditions through which students respond and act as though the situation were real. Simulation is used when learning about complex processes, events or ideas.
Role-playing is a process in which one explores
the thoughts and feelings of another person by responding and behaving as that
person would, in a simulated situation. It can involve pairs, groups, or the
whole class.
Sketching
to learn is a
strategy whereby students visually represent the ideas they hear, read, or
think about in pictorial/graphic form during or immediately following a
presentation. It is often used to help students follow a listening, viewing or
reading experience in order to process new and complex ideas or concepts.
Tableau is a purposeful arrangement of a group of people representing a moment frozen in time. Tableau may be used to explore sequence, plot development, characterization by arranging a number of tableaux in a series or to initiate or summarize discussion.
Literature
circles is a
process in which students meet to discuss their reading experiences, reveal
their perceptions about the text, clarify concepts, and participate in a shared
experience with the text. A literature circle comprises three to five students
who read the same text and gather to discuss and share responses. Students read
the text and record their thoughts in a journal then meet with their group. All
students in the group have an opportunity to relate their impressions and
contribute to the discussion.
Round
table is an
information-sharing strategy that is used to generate multiple answers to a
question posed by the teacher. Students respond in writing to a question that
requires answers that are factual, not conceptual or controversial. In
sequential Round Table, one piece of paper circulates and students add
information that answers the question as it comes to them.
Think/pair/share is a strategy whereby students think alone for a specified amount of time (wait time) in response to a question that the teacher poses, form pairs to discuss their ideas, and then share responses with the class.
Conferences
are meetings to
discuss student work in pairs or small groups in order to facilitate learning
(e.g., report on progress, point out strengths, consider problems/solutions,
and focus on specific topics). Conferences can be conducted in a variety of
formats with the teacher, with other students and with parents/guardians.
A
directed reading-thinking activity is a process in which students are
assisted to set purposes for and make predictions about their reading. Students
gain ideas and information and make connections with literature: stories,
poems, narratives, and genre. The process also allows students of different
abilities and backgrounds to successfully find meaning in text.
Guided
writing is a
process of using a variety of writing experiences to direct student
understanding of the process, purpose, and form of writing. Guided writing
demonstrates ways of creating, describing, recording, explaining, and
organizing information.
A
lecture is an oral presentation of information during which the learner
is responsible for taking appropriate notes. A lecture provides an opportunity
for students to develop and practise listening and note-taking skills.
Prompts are words, phrases, or sentences
used to focus, direct, or stimulate thinking (e.g., “The next step is...” or
“Why would you...?”). This strategy can be used to reinforce the positive
aspects of students’ responses and can encourage students to complete an
incomplete response or revise an incorrect one.
A storyboard is a series of sketches that frame events (e.g., of a story, film, advertisement) in sequential order. It is used as a visual planning tool for larger presentations in a variety of formats. Each frame consists of scenes or figures with commentary that helps those involved in the production to visualize the story and sequence.
Independent
study is a strategy
that develops, with teacher guidance, students’ ability to plan, explore,
organize, and communicate a topic of interest independently and in more detail.
It is also used to generate thoughts, review, or research a topic, and extend
personal learning within the framework of curriculum expectations.
A
learning contract is a negotiated plan of intent between teacher and
students to meet the learning needs/interests of an individual, or small group.
A learning contract gives students a role and responsibility in shaping
learning experience because the students and teacher develop it
collaboratively.
Reading
response is a
strategy whereby students make thoughtful, personal connections with the ideas,
language, emotions, and experience in a literary text. Reading response enables
students to articulate links to personal experience and to form generalizations
from the text for deeper meaning and understanding.
Reflection is a thinking process that involves
taking time to consider information and making sense of it in light of previous
experience. Reflection also involves looking back to evaluate previous
experience and learning and to identify possible problems and opportunities
ahead.
A
response journal is a form of writing in which students make thoughtful
connections to texts, activities, and experiences. A response journal provides
sustained opportunity to explore, analyse, question, interpret, or reflect in
order to gain new insights and enriched appreciation or understanding.
The
inquiry process is a set of strategies whereby students answer questions
- either their own or those developed collaboratively - to solve problems and
make decisions. In ways similar to the research process, the inquiry process
includes discernable stages, though these may or may not be followed in a fixed
order, depending on the task and learning style. Following an inquiry and
research methodology provides opportunities for students to acquire an attitude
of inquiry and build habits of mind to be independent learners.
Research is the process whereby students
investigate a topic by asking questions, locating and selecting resources,
analysing and evaluating information, reporting findings, and transferring
learning for purposes of extending and creating knowledge, solving problems,
and making decisions. Research is used by students to acquire further learning
about topics of personal interest, or for information required for school
projects and assignments.
The writing process is a process whereby writers work through key steps from discussion or brainstorming, selecting a topic, planning, writing a first draft, revising, redrafting and editing to publishing a finished/polished written product.
Graphic
applications are
computer software programs, such as paint and draw programs, which are used to
create and edit images, pictures, and other visuals. The use of graphic
applications and desktop publishing software can enhance work by clarifying and
illustrating the text to improve communication, provide additional information,
illustrate ideas, appeal to the visual learner, and act as memory aids.
Multimedia
applications are
computer software programs that integrate a variety of elements such as sound,
animation, text, and graphics into a presentation format. Multimedia
applications allow students to practise their skills in a variety of
technologies creating a multimedia production.
The Internet (Net) is a worldwide computer network connecting users to each other for communication. Because of the open structure, the use of the Internet requires the teaching and learning of critical searching skills in order to find and use relevant, valid and useful information in a timely, safe, and ethical manner.
Analysing
bias and stereotype
is a process that examines inequities based on race, ethnicity, gender, class,
points of view or perceptions, and any number of physical or mental attributes
of individuals. It allows students to examine their own personal prejudices as
well as systemic discrimination and to understand how social, political,
economic, organizational, and cultural structures in society contribute to
these perceptions.
Brainstorming is a group process for generating
questions, ideas, and examples, and is used to illustrate, expand, or explore a
central idea or topic. Brainstorming involves students sharing whatever
material comes to mind and recording every idea, without making judgements
about the material being generated.
Concept
clarification is a
process that defines a concept by identifying its critical attributes,
identifying examples and creating analogies to help students visualize or
remember the concept.
Expressing
another point of view
is a strategy used to develop critical thinking in students and the ability to
look at issues from more than one perspective. It includes identification of
whose point of view is being considered, the needs and concerns of the person
identified, investigation of information about the person identified, and
summarizing the position of that person.
Issue-based
analysis is a
strategy used to develop the higher-level thinking skills of analysis and
synthesis. It involves summarizing the material, distinguishing fact and
opinion, identifying sources, and analysing biases in primary source materials,
commonly using a visual organizer or frame.
Media
analysis is the
examination of commercial media works for the purpose of “decoding” the work:
that is, determining the purpose, intended audience, mood, message, and
techniques used to create the work. Key concepts of media analysis include
recognition that media construct reality, have commercial implications, contain
ideological and value messages, and have social and political implications.
Adapted from the Ontario Curriculum Unit Planner
Ministry of Education, Queen’s Press for Ontario, 2001.
The
classroom presentation is an assessment that requires students to verbalize their knowledge,
select and present samples of finished work and organize thoughts, in order to
present a summary of learning about a topic.
The
conference is a
formal or informal meeting between the teacher and student and/or parent; it
has a clear focus on learning for discussion.
The
essay is a writing
sample used to assess students’ understanding and/or how well students can
analyse and synthesize information; it is a pencil and paper assessment where
students construct a response to a question, topic, or brief statement. It
provides students with the opportunity to communicate their reasoning in a
written response.
The
exhibition/demonstration is a performance in which students demonstrate individual achievement
through application of specific skills and knowledge; it is used to assess
progress in tasks that require students to be actively engaged in an activity
(e.g., designing a mural).
The
interview is a form
of conversation in which all parties (teacher, students and parents) increase
their knowledge and understanding.
The
learning log is an
ongoing record by the students of what they do while working on a particular
task or assignment; it makes visible what students are thinking and/or doing
through frequent recordings over time.
Observation is a process of systematically
viewing and recording student behaviour for the purpose of making programming
decisions; it permeates the entire teaching process by assisting the teacher in
making the decisions required in effective teaching.
The
performance task is
an assessment which requires students to demonstrate a skill or proficiency by
asking them to create, produce, or perform. It may be an observation of a
student or group of students performing a specific task to demonstrate skills
and/or knowledge through open-ended, “hands-on” activities.
The
portfolio is a
purposeful collection of samples of students’ work that is selective,
reflective, and collaborative. It demonstrates the range and depth of students’
achievement, knowledge, and skills over time and across a variety of contexts.
Questions
are posed to
determine if students understand what is or has been presented, or to extend
thinking, generate ideas or problem solve.
Answers
provide
opportunities for oral assessment when the student responds to a question by
speaking rather than by writing.
Quizzes,
tests and examinations are assessments in which the students demonstrate their knowledge and,
in some cases, demonstrate their skills.
The
response journal
provides frequent written reflective responses to material that students are
reading, viewing, listening to, or discussing.
Self-assessment is the process of gathering
information and reflecting on one's own learning; it is the students’ own
assessment of personal progress in knowledge, skills, processes, or attitudes.
It leads students to a greater awareness and understanding of themselves as
learners.
“The overall aim of poststructuralism and deconstructive “critique” is different from the rigorous “scientific” analyses of structuralism. Instead of attempting to account for how things are, their order, deconstruction and poststructuralism aim at describing the limits of understanding in terms of such various factors as the intellectual assumptions that allow limits and definitions to be assumed, the social relationships of power that are served by these definitions and individual and “subjective” ends that are served.”
Davis, Robert Con & Ronald Schleifer. Contemporary Literary Criticism. Literary and Cultural Studies, 4th ed. New York; Longman, 1998, p.319.
Feminist and gender studies are so diverse that a definition encompassing them all could easily be criticized as misleading, outdated, or impractical. This study includes, but is not limited to, investigating social constructions related to gender as they appear in literature. More recent feminist and gender studies have moved beyond simple critiquing of patriarchal culture implicit in a text and consider numerous viewpoints…
Davis, Robert Con and Ronald Schleifer. Contemporary Literary Criticism. Literary and Cultural Studies, 4th ed. New York; Longman, 1998.
“In its literary criticism, structuralism is closely related to formalism… The principal aim of these movements was to displace “content” in literary analysis and to focus, instead, on literary “form” in a detailed manner analogous to the methods of empirical scientific research. Both movements also sought to organize the generic structures of literature into a system consistent with the inner ordering of works that close reading revealed. Literature is viewed as a complex system of “forms” and analyzable with considerable objectivity at different levels of generality – from the specific components of a poetic image or line through the poem’s genre to that genre’s place in the system of literature.”
Davis, Robert Con and Ronald Schleifer. Contemporary Literary Criticism. Literary and Cultural Studies, 4th ed. New York; Longman, 1998, p.257.
“The principle common to most branches of archetypal criticism is the hypothesis that the structures of myth and ritual are connected with (i.e., continuous with, extend themselves into) the structures of literature, and therefore a knowledge of myth and ritual are primary to the critical understanding of literature. Archetypal criticism focuses on images, symbols, metaphors, characters, plots, events, and themes that continually recur in works of literature but which cannot be satisfactorily explained or explicated as matters of biographical, historical, or social influence because they are in some way linked to sources prior to these contexts. These literary elements are called “archetypes” (Greek arch, “first” + typos, “form” or “type”). While the first task of archetypal literary criticism is to examine the presence and function of these recurring forms in the literary text, however they got there, most archetypal critics go on to theorize the more difficult matter of the nature and origin of such forms. Predictably, this sees archetypal criticism engaging fields such as psychology, psychoanalysis, religious studies, anthropology and comparative mythology in an interdisciplinary fashion.”
http://www.humanities.mcmaster.ca/~english/Gill/archetypal.html
Based on the writings of Karl Marx, (1818-1883) this school of thought contends that history and culture is largely a struggle between economic classes, and literature is often a reflection of the attitudes and interests of the dominant class. An often-repeated statement from Marx expresses a basic idea specific to this form of criticism. “It’s not the consciousness of men that determines their being, but on the contrary, their social being that determines their consciousness.”
Selden, Raman, Peter Widdowson, and Peter Brooker. A Reader’s Guide to Contemporary Literary Theory, 4th ed. London: Prentice-Hall, 1997.
This approach to criticism argues that the reader brings considerable meaning to a text in much the same way that observation alters the object under study. In other words, the reader, through their own values, experiences, and reading strategies, actively participates in the production of meaning in the text.
Selden, Raman, Peter Widdowson, and Peter Brooker. A Reader’s Guide to Contemporary Literary Theory, 4th ed. London: Prentice-Hall, 1997.
Coded
Expectations, Studies in Literature, Grade 12, College, ETS4C
RIV.01 · read and demonstrate an
understanding of a variety of literary texts from different periods and
countries;
RIV.02 · demonstrate an understanding of
how form, language, voice, and style are used to communicate meaning and
enhance the impact of literary texts;
RIV.03 · demonstrate an understanding of a
variety of interpretations of literary texts;
RIV.04 · analyse the function and
significance of literature in society.
Understanding
the Meaning of Literary Texts
RI1.01 – interpret a variety of literary
works with an emphasis on in-depth study of particular genres, themes, time
periods, or countries;
RI1.02 – interpret literary texts in
performance or recorded on film or tape;
RI1.03 – select, use, and adapt reading
strategies to understand challenging literary texts (e.g., research the social
context of a novel or play before reading; apply prior knowledge of a theme or
image from other reading experiences to interpret a text; reread a text closely
to relate repeated images to a theme; use a literary encyclopedia to research
the biography and reputation of an author; use an electronic version of a
literary text to track significant words or images);
RI1.04 – explain how literary texts
provide insight into diverse human experiences and perspectives (e.g., discuss
the difficulties young people experience in growing up as presented in a novel
and a play).
Understanding
the Forms, Language, Voice, and Style of Literary Texts
RI2.01 – identify elements of literary
forms, and assess their effectiveness in communicating meaning and enhancing
the impact of literary texts (e.g., explain how the setting of a play is used
symbolically to enhance the audience’s understanding of a theme; compare how
two poets use rhyme to engage the reader and reinforce meaning);
RI2.02 – describe the language used in
literary texts and assess how effectively it helps communicate meaning and
enhance impact (e.g., explain how the language used to describe the setting
helps to create the mood in a short story; explain how vocabulary and language
patterns are used to create distinctive characters in a play);
RI2.03 – describe the voice and style used
in literary texts and assess how effectively they help communicate meaning and
enhance impact (e.g., explain how a playwright uses soliloquy to reveal
character; explain how a writer uses a pattern or series of images to reinforce
a theme; explain why the sound of the language when a poem is read aloud can
illuminate its meaning and enhance the audience’s appreciation of the work).
Understanding
Interpretations of Literary Texts
RI3.01 – analyse their own and others’
responses to a variety of literary texts (e.g., generate questions in response
to a novel and discuss them with peers; compare reviews of a production of a
play with their own interpretations);
RI3.02 – demonstrate an understanding of
key concepts and specialized terms used in literary criticism (e.g., consult a
glossary of literary terms or a specialized encyclopedia to understand
unfamiliar terminology and references; make point-form notes on the
similarities and differences in critical interpretations of a novel; use
literary terms appropriately in an analytical essay);
RI3.03 – summarize key concepts in
critical interpretations of literary texts researched through print and
electronic sources (e.g., paraphrase and summarize in plain language the main
points in a critical article; create an annotated bibliography of secondary
sources, assessing their usefulness for helping readers understand a novel);
RI3.04 – explain how historical context
and the perspectives of various readers influence the interpretation of
literary texts.
Understanding
the Social Purposes of Literary Texts
RI4.01 – explain the connections between
literary texts and the social and cultural contexts in which they were created
(e.g., determine the social norms and behaviours, patterns of thought, and
historical events that form the basis for a novel of social commentary; conduct
research for an independent study project on the work of PEN, an organization
that has, as one of its aims, helping writers whose works have been censored);
RI4.02 – explain the social functions of
literary texts (e.g., explain the ways a Canadian novel defines, reinforces, or
challenges commonly held values; explain how a play anticipates or predicts
changes in society; explain how a film or a series of poems provides vicarious
experiences, pleasure, and entertainment).
RLV.01 · produce personal and critical
responses to a variety of literary texts and critical articles;
RLV.02 · produce creative responses to a
variety of literary texts and critical articles.
Responding
Personally and Critically to Literary Texts
RL1.01 – describe thoughts and feelings
evoked by literary texts (e.g., explore and clarify their responses in writing
or through discussion; record on index cards personal reactions to ideas from
primary and secondary sources; generate new questions for further discussion;
share individual responses in a group to explore and clarify the ideas, issues,
and themes in a text and to negotiate a common interpretation);
RL1.02 – produce critical responses to
ideas, themes, and issues presented in literary texts (e.g., write a review of
a film version of a literary work; assess whether the presentation of a
controversial issue in a short story is balanced);
RL1.03 – produce critical responses to
interpretations of texts by literary critics (e.g., debate the strengths of two
critical views of a novel; find evidence in a play to refute an argument made
by a literary critic).
Responding
Creatively to Literary Texts
RL2.01 – design and create, individually
or collaboratively, literary or media works in response to literary texts (e.g.,
write a poem using the imagery and style of poetry studied; create a collage to
demonstrate an understanding of the themes in a novel);
RL2.02 – adapt a character, scene, or idea
from a literary text for presentation in another form or medium (e.g., create a
panel discussion in which characters from a play defend their beliefs,
decisions, and actions; adapt a short story for presentation as a radio drama);
RL2.03 – explain how the works created or
adapted demonstrate an understanding of key aspects of literary texts (e.g.,
keep a learning log of creative choices made; use criticism they have studied
as a model for writing a critical analysis of the works created or adapted).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts morally
and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.