Course Profile English,
Grade 9 academic, Catholic
Course Overview
Course Profiles are
professional development materials designed to help teachers implement the new
Grade 9 secondary school curriculum. These materials were created by writing partnerships
of school boards and subject associations. The development of these resources
was funded by the Ontario Ministry of Education and Training. This document
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Acknowledgements
Lead Board
Toronto Catholic District School
Board
Wendy Schmidt, Manager
Course Profile Writing
Team
Loretta Notten, (Lead
Writer), Bishop Allen Academy
Ada Melino, (Writer),
Madonna Catholic Secondary School
Clare O'Brien, (Writer),
Father John Redmond Catholic Secondary School
Don Walker, (Writer),
Bishop Allen Academy
Ann McGuire, (Writer),
Loretto Abbey
Research
Sal Arduini, James
Cardinal McGuigan Catholic Secondary School
Word Processing
Diane Furtado, Catholic
Education Centre
Graphic Layout
Ana Paula DaCosta,
Catholic Education Centre
Course Overview
Identifying Information:
School: Department:
English
District: Toronto Catholic District School Board Course
Developer(s):
Course Title: English
Grade: 9
Course Type: Academic Development
Date: February
1999
Ministry Course Code: ENG1D Course
Revisor(s):
Secondary Policy Document: The Ontario Curriculum
Grades
9 & 10 English
Publication Date: 1999 Revision
Date:
Credit Value: 1 Additional
Codes:
Description/Rationale
This course emphasizes
analytic reading, writing, oral communication, and thinking skills that
students need for success in secondary school academic programs and their daily
lives. Students will study and interpret texts from contemporary and historical
periods, including short stories, poems, novels, plays, and short essays. They
will also investigate and create media works. An important focus will be the
correct and effective use of spoken and written language. This course profile demonstrates
one way in which the expectations from the Grade 9 Academic English course
could be organized into units.
How This Course Supports The Ontario Catholic School Graduate Expectations
The primary goal of Catholic education is to graduate young men and women who are discerning believers in the saving story of Christ. They are challenged to become responsible citizens, based on the centrality of a tradition of Church social teaching which balances the sacred dignity and value of the human person with a striving for the common good. The goal for educators is to assist young people to think compassionately and reflectively and act in a manner consistent with the values of Jesus Christ. Education in the Catholic school system nurtures the vision that the glory of God is realized when each person is able to reach his/her full potential while acknowledging human weakness and limitation as creations of God. To that end, this course encourages students to find and to value their own voice and encounter literature which helps develop their growing awareness of personal growth and relationship, responsibility to the world and its peoples. Students begin working towards Catholic Graduate Expectations in grade 9 but will continue on their journey through to grade 12, and indeed, for the rest of their lives.
Unit Titles (Suggested Time and Sequence) [Units must total 110 hours]
|
Unit 1 |
Storytelling: Short Stories and Myths |
20 hours |
|
Unit 2 |
Novel Study |
20 hours |
|
Unit 3 |
Poetry |
10 hours |
|
Unit 4 |
Drama |
15 hours |
|
Unit 5 |
Non-Fiction: Media & Prose |
20 hours |
|
Unit 6 |
Skills: Writing Process: Improving Written Work & Language Study
and Independent Learning |
25 hours |
Unit Organization
Unit #1: Storytelling: Short Stories and Mythology
Time: 20 hours, plus 5 hours for skills development (Unit 6)
Description:
In the storytelling
unit students will read and demonstrate their understanding of short stories
and myths in discussions and reflections that will assist in the development of
their personal and social well being. Students will apply various strategies to
read, understand, and interpret information and ideas based on Christ's
teaching of compassion and understanding. They will demonstrate their
understanding through reflective discussions, group work and writing.
Ontario Catholic School Graduate
Expectations: 1g,1h, 2a, 4a, 4b, 6c, 7f, 7g, 7j
Strand(s): Literature Studies and Reading; Writing; Language
Overall Expectations: LIV.01-02D, 03B; WRV.01-05D; LGV.01D, 02B; MDV.01-02D
Specific Expectations: LI1.01-02D, 03B, 04-08D; LI2.02D; WR1.02-04D; WR3.01-03D;
WR4.01D, 02B, 03D, 04B; LG1.01B, 03B, 04B, 05D, 06B, 07B;
LG2.01-04D; MD2.01-03D
Unit #2: Novel Study
Time: 20 hours, plus 5 hours for skills
development (Unit 6)
Description:
In this unit students will reflect sensitively upon the saving story of our Christian faith, as they relate it to their understanding of the novel genre. This realization regarding the connectedness of our Christ-centred human experience will form their critical analysis, discussion and activities as they explore the text.
Ontario Catholic School Graduate
Expectations:1a, 2a, 2c, 3a, 3b, 3c, 4a, 4c, 4f, 5a, 5e, 7b,
Strand(s): Literature Studies and Reading; Writing; Language
Overall Expectations: LIV.01-02D, 03B; WRV.04-05D; LGV.01D, 02B; MDV.02D
Specific Expectations: LI1.01D, 03B, 06-07D; LI3.03D; WRI.03D; WR2.01D;
WR3.03-06D; WR4.01D, 02B, 03D, 04B; WR5.01D, 02B, 03D, 04B;
LG1.04B, 05D, 06-07B; LG2.01-05D; MD2.01D
Unit #3: Poetry
Time: 10 hours, plus 2 hours for skills
development (Unit 6)
Description:
Poetry calls upon the students to observe and reflect on the mystery and the spiritual essence of the world. Activities such as personal writing and collaborative learning will demonstrate their understanding of poetic forms and the growing awareness of their personal relationship with God, with others, with nature, and indeed with the world around them.
Ontario Catholic School Graduate
Expectations: 1g, 2a, 4a, 4b, 5a, 7j
Strand(s): Literature
Studies and Reading; Language; Writing
Overall Expectations: LIV.01D, 03B; WRV.02D; LGV.01D, 02B
Specific Expectations: LI1.01D, 03B, 06-07D; WR3.01D; LG1.04B, 05D, 06-07B; LG2.05D
Unit #4: Drama
Time: 15 hours, plus 2 hours for skills
development (Unit 6)
Description:
In this unit students will read, discuss and critically analyze dramatic text, in light of Jesus’ teaching and life of service. They will work collaboratively to demonstrate the skills of reflection, meaningful communication and Christian leadership, as they explore the identified play(s).
Ontario Catholic School Graduate
Expectations: 1a, 3a, 3b, 4a, 4b, 4f, 5c, 5e, 5f,
Strand(s): Literature
Studies and Reading; Writing; Language
Overall Expectations: LIV.01-02D, 03B; WRV.02D; LGV.01D, 02B; MDV.02D
Specific Expectations: LI1.01D, 06B, 08D; LI2.01D; LI3.02D; LG1.02B, 05D, 06-07B;
LG2.02-06D; MD2.01D
Unit #5: Non-Fiction: Media and Prose
Time: 20 hours, plus 1 hour for skills
development (Unit 6)
Description:
Students will examine, deconstruct and evaluate media and non-fiction genres in light of their calling to create a just and compassionate society. Students will also demonstrate the ability to work as respectful collaborative learners in the discussion, writing, and in the design and creation of their own media productions.
Ontario Catholic School Graduate
Expectations: 1d, 2a, 2e, 3d, 3e, 4a, 4b, 5a, 7j
Strand(s): Media Studies; Writing
Overall Expectations: LIV.01-02D,
03B; WRV.01-03D; LGV.01D, 02B; MDV.01-02D
Specific Expectations: LI1.01D, 04-05D, 07D; LI2.03D; LI3.01D, 03D; WR1.01-02D;
WR3.04D; LG1.03- 04B, 05D,
06-07B; LG2.02-03D; MD1.01B, 02- 04D;
MD2.01-03D
Unit #6: Skills - Writing Process: Improving Written Work and Language Study
Independent Learning
Time: 25 hours integrated throughout the course
Description:
In this unit students will enhance their Catholic faith journey by realizing that language can be used as a tool to express their relationship with the world, as believers in the story of Christ. To that end, students will develop language skills that allow them to communicate with sensitivity, fluency and accuracy. The study of language and writing is integrated and is ongoing into each of the units of
this program.
Ontario Catholic School Graduate
Expectations: 2c, 2e, 3b, 3c, 3e, 4b, 4e, 4f, 5c, 5e, 7b,
Strand(s): Writing; Language
Overall Expectations: LIV.01-02D, 03B; WRV.01-05D; LGV.01D, 02B; MDV.01- 02D
Specific Expectations: LI2.03D; WR1.01-4D; WR2.01-02D; WR3.01-06D; WR4.01D, 02B
03D, 04B; WR5.01D, 02B, 03D, 04B, 05-06D, 07-16B; LG1.01-4B, 05D, 06-07B; LG2.07D
|
Instructional
Strategies |
Assessment
Strategies |
Main
Resources |
|
• Personal Reflection • Group Work • Daily Participation • Conferences • Written Responses • Creative Extensions • Analytical Writing • Independent Research Project |
• Reflection • Reader Response Journal • Personal Journal Writing • Observation: • Informal & Formal Teacher Observation • Conferencing • Anecdotal Notes, Teacher Logs, Probe Questions, Checklists • Seminars • Written Assignments • Portfolio Work Samples • Homework Checklists • Media Products • Personal Poetry • Narrative Extensions • Writing in Role • Scripts/Storyboards • Formal Paragraphs • 5 Paragraph Expository Writing Piece • Research Project |
• Novel(s) • Play(s) • Poetry Anthology • Collection of Non-Fiction and Media Readings (e.g., Newspapers and Magazines) • Writing and Language Resource Texts • Short Stories • Mythology Collection • NRSV Bible • Dictionaries and Thesauri Software/Video • Desktop Publishing Program (e.g., Microsoft Word) • Internet • CD-ROMs Hardware • Portfolios • TV/VCR • Computers • CD Player • Video camera • Videotapes |
Evaluation of Student Achievement
The primary purpose of assessment and evaluation is to improve student learning. To that end, in the Grade 9 Academic English course, teachers employ a variety of assessment strategies which would inform their final evaluation of student performance. While assessment strategies should be intimately linked to specific teaching strategies, final evaluation will be determined by recognizing a consistent level of achievement, based on established criteria. The criteria of 1) Knowledge/Understanding 2) Thinking/ Inquiry 3) Communication and 4) Application are found in the Achievement Chart in the Ontario Curriculum, grades 9 and 10, English.
The Grade 9 Academic English course is founded on the principles of sound assessment and evaluation, with a variety of teaching and assessment strategies which are comprehensive and informative. As Catholic educators, the assessment and evaluation must respect individual differences and build on a tradition of collaboration and the promotion of self-esteem.
The Grade 9 Academic English course stresses theoretical approaches and concepts, and incorporates practical applications as appropriate. While the final evaluation measures have been organized by assessment tool, each tool crosses into the four categories of knowledge and skills in English. Absences and punctuality are recorded separately and not considered in the determination of the percentage grade. Grades are criterion-referenced (based on how well a student does relative to the stated standards), instead of norm-referenced (based on how well a student does relative to the performance of other students).
Final Course Grade
|
Knowledge/Skill Category Weighting This page replaces the “Evaluation” page from the Phase 1 document. |
% |
Course Grade
Weighting Course Work (70%) Writing Process and Product Oral Presentations and Group Work Tests Final Summative
Tools (30%) Independent Study Project Exam |
% 30 % 20 % 20 % 10-15% 15-20% |
Course Notes
The grade 9 Academic
English course has as its foundation the desire to develop students' theoretical
and, where appropriate, practical application of literature and language. As
such, it is concerned with all developmental aspects of the student:
intellectual, emotional, social, and spiritual. Practical considerations of
which the teacher should be mindful include:
1. The grade 9 Academic course is a prerequisite for either the grade 10 Academic or grade 10 Applied course, as well as the grade 10 literacy test.
2. Unit 6 (Skills) should be ongoing throughout the entire course, and integrated into the study of literature, media, and non-fiction.
3. The Independent Study Project is intended to be a summative form of evaluation and as such, the final product should be completed towards the end of the term, although process work should be assessed throughout the course.
4. Modifications must be made, where appropriate, based on individual learning styles.
5. Similarly, the course has been designed to reflect a wide variety of teaching strategies and assessment tools, to accommodate differing learning modalities.
6. Selection of texts should be sensitive to the community in which the curriculum is delivered and should also be representative of the cultural groups which make up the Canadian mosaic.
7. The Ontario Catholic Graduate Expectations reflect a spiral curriculum that echoes and develops as the student progresses through their high school education. Grade 9 should, therefore, be seen as a step on the journey.
8. If a teacher follows this course profile and all of its activities, he/she can be assured of giving students opportunities to fulfill all of the overall and specific Expectations mandated for the Grade 9 Academic English Course.
9. Technology is used as a research tool throughout the course. Therefore, it is imperative that teachers instruct students in the appropriate use of technology, with particular reference to critical and ethical use of the Internet.
OSS Policy Applications (Ministry of Education and Training)
Choices Into Action:
Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999
The Ontario
Curriculum, Grades 9 and 10: English 1999
Ontario Secondary
Schools, Grades 9 to 12: Program and Diploma Requirements 1999
The Ontario
Curriculum, Grades 9 and 10: Program Planning and Assessment
Course Evaluation
In order for teachers
to ensure program effectiveness, English departments must evaluate their
course. When completing this review, colleagues should check for a program
which respects the principles of evaluation, namely, that the strategies are:
comprehensive, valid, informative, equitable, ethical and collaborative. For
example, tests must be examined to explore how many of the different levels of
thinking are being required. A teacher must consider whether questions are
based primarily on content, or whether they are equitably distributed between
content, comprehension, analysis, synthesis, application, and evaluation, thus
ensuring a valid and reliable result.
ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS
The graduate is
expected to be:
A Discerning
Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates a basic understanding of the saving story of our Christian
faith;
CGE1b -participates
in the sacramental life of the church and
demonstrates an understanding of the centrality of the Eucharist to our
Catholic story;
CGE1c -actively reflects on God’s
Word as
communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good;
CGE1e -speaks the language
of life...
“recognizing that life is an unearned gift and that a person entrusted with
life does not own it but that one is called to protect and cherish it.”
(Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through
prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and
strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith
traditions,
world religions and the life-journeys of
all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness, conflict and
forgiveness are part of the human journey” and that the cross, the ultimate
sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective
Communicator who
CGE2a -listens actively and critically to understand and learn in
light of gospel values;
CGE2b -reads, understands and uses written
materials effectively;
CGE2c -presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
Canada’s official languages;
CGE2e -uses and integrates the Catholic faith tradition, in the
critical analysis of the arts, media, technology and information systems to
enhance the quality of life.
A Reflective and
Creative Thinker who
CGE3a -recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the
common good;
CGE3c -thinks reflectively and creatively to evaluate situations
and solve problems;
CGE3d -makes decisions in light of gospel values
with an informed moral conscience;
CGE3e -adopts a holistic approach to life by
integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge of
interdependent systems (physical, political, ethical, socio-economic and
ecological) for the development of a just and compassionate society.
A Self-Directed,
Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and
respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4d -responds to, manages and constructively influences change in
a discerning manner;
CGE4e -sets appropriate goals and priorities in
school, work and personal life;
CGE4f -applies effective communication, decision-making,
problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal values, abilities
and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness activities for a
balanced and healthy lifestyle.
A Collaborative
Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and
purpose of work;
CGE5c -develops one’s God-given potential and makes a meaningful
contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work
which contributes to the common good;
CGE5e -respects the rights, responsibilities and contributions of
self and others;
CGE5f -exercises Christian leadership in the
achievement of individual and group goals;
CGE5g -achieves excellence, originality, and integrity in one’s
own work and supports these qualities in the work of others;
CGE5h -applies skills for employability, self-employment and
entrepreneurship relative to Christian vocation.
A Caring Family
Member who
CGE6a -relates to family members in a loving, compassionate and
respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given
gifts, to be used as the creator intended;
CGE6c -values and honours the important role of the family in
society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider
community through service.