Course Profile
English, Grade 9 Applied, Catholic
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.
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Acknowledgements
Lead Board
Toronto Catholic District School Board
Wendy
Schmidt, Manager
Course Profile Writing Team
Nick D'Avella (Lead Writer), Senator O'Connor College School
Patrick Keyes (Writer), St. Mary's Catholic Secondary School
Elaine Barrett (Writer), Mother Teresa Catholic Secondary School
Vincent O'Brien (Writer), Chaminade College School
Christine Hughes (Writer), Jean Vanier Catholic Secondary School
Word Processing
Diane Furtado, Catholic Education Centre
Graphic Layout
Ana Paula DaCosta, Catholic Education Centre
Course Profiles For Catholic Secondary Schools
English, Applied,
Grade 9
Course Overview
Identifying Information:
School:
Department:
English
District: Toronto Catholic District School Board Course
Developer(s):
Course
Title: English
Grade:
9 Development
Date: February, 1999
Course Type: Applied Course
Revisor(s):
Ministry Course Code: ENG1P
Secondary
Policy Document: The Ontario Curriculum Grades 9 and 10 English
Publication Date: 1999
Credit Value: 1 Revision Date:
Additional
Codes:
Description/Rationale
This course emphasizes key reading, writing, oral
communication and thinking skills that students need for success in secondary
school and their daily lives. Students
will study plays, short stories, newspaper and magazine articles, and will
describe and create media works. An
important focus will be the correct use of spoken and written language.
How This Course Supports
The Ontario Catholic School Graduate Expectations
For the Catholic graduate, education is a life-long quest not only for knowledge and skills, but also for the Christian attitudes, values and beliefs that guide us on our human journey. Through the study of literature, students will examine the human condition, sin, weakness and struggle, explore the mysteries and wonders of creation, and celebrate the presence of God’s saving grace in the world. Students will cultivate oral and written language for both creative expression and practical communication and as a gift for bearing witness to Christ’s truth.
Unit Titles (Suggested Time and Sequence)
|
Unit 1 |
Storytelling: Short Stories and Mythology |
20 hours |
|
Unit 2 |
Novel Study: Embrace the Journey |
20 hours |
|
Unit 3 |
Poetry: Miracle and Wonder |
10 hours |
|
Unit 4 |
Drama: Speak the Speech |
15 hours |
|
Unit 5 |
Non-Fiction: The Medium and the Message |
20 hours |
|
Unit 6 |
The Writing Process: Sculpting With Words |
25 hours |
Unit Organization
Unit #1:
Storytelling: Short Stories and Mythology
Time: 20 hours (6 additional hours in integrated language/skills development)
Description:
In this unit students will read and demonstrate their understanding of a variety of short stories and myths as an examination of the quest for identity, the mysteries of creation, and God’s presence in our world. They will explore, compare and contrast, appreciate, and value stories and myths from a variety of cultures and traditions. Students will learn and apply a variety of literary terms to assigned readings and will understand and interpret ideas and information. Through writing activities and oral presentations students will continue to develop their communication skills.
Ontario Catholic School Graduate Expectations: 1a, 1h, 2a, 2c, 2e, 3c, 4a, 4f, 5a, 5c
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations: LIV.01P, 02P, 03B; WRV.01-03P, 04B, 05B; LGV.01P, 02B; MDV.01-02P
Specific Expectations: LI1.01-02P, 03B, 04-05P, 06B, 07P; LI2.01-02P; LI3.01P; WR1.02P, 04P; WR2.01P; MD1.01B; MD2.01-02P
Unit #2: Novel Study: Embrace the Journey
Time: 20 hours (6 additional hours in integrated language/skills development)
Description:
In this unit students will learn and comprehend components of the novel (plot, setting, character, point-of-view and theme) and recognize that sin, human weakness, conflict, and hope are part of the human journey. Students will read, interpret information, and then develop ideas based on themes that will allow the student to integrate the Catholic experience into their appreciation of literature.
Ontario Catholic School Graduate Expectations: 1a, 1d, 2a, 2c, 2e, 3a, 3c, 4a, 5a
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations: LIV.01-02P, 03B; WRV.01-03P, 04-05B; LGV.01P, 02B; MDV.01-02P
Specific Expectations: LI1.01P; LI3.01P; WR1.02-04P; WR2.01P; LG1.04B, 05P, 06B; MD1.01B, 02P; MD2.01-02P
Unit #3: Poetry: Miracle and Wonder
Time: 10 hours (3 additional hours in integrated language/skills development)
Description:
The exploration of poetry will encourage students to read, write, and demonstrate their understanding and appreciation of a variety of poetic forms. Students will identify, compare and contrast ballads, narratives, songs, and prayers. Through listening, speaking, and writing in large and small groups, students will learn and apply poetic devices in various poetic contexts. The unit will culminate with the production of an anthology of student prayers, songs, and poems.
Ontario Catholic School Graduate Expectations: 2a, 2c, 4a, 4f, 5a, 5c, 5e, 5f, 7b
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations: LIV.01-02P, 03B; WRV.01-03P, 04-05B; LGV.01P, 02B; MDV.01-02P
Specific Expectations: LI1.02P. 03B, 05P, 06B, 07P; LI2.01P; LI3.01-02P; WR1.02P, 04P; WR2.01P; MD1.01B, 02P; MD2.01-02P
Unit #4: Drama: Speak the Speech
Time: 15 hours (4 additional hours in integrated language/skills development)
Description:
In this unit students will actively explore their understanding of how dramatic forms and theatre conventions create meaning. Key to this study will be the students’ growing understanding of how the Church’s Liturgical codes underpin powerful dramatic archetypes. Through a variety of activities, including written responses, dramatic readings, improvisation, viewing, movement, role playing and discussions, students will increase their awareness and respect for themselves in their local community as well as in the global community.
Ontario Catholic School Graduate Expectations: 2a, 2c, 4a, 4b, 4f, 5a, 5c, 5e, 7b
Strand(s): Reading and Literature Studies; Writing; Language; Media Studies
Overall Expectations: LIV.01-02P, 03B; WRV.01-03P, 04-05B; LGV.01P, 02B; MDV.01-02P
Specific Expectations: LI1.01-02P, 03B, 04-05P, 06B, 07P; LI2.01-02P; LI3.01P; WR1.02-04P; WR2.01P; MD1.01B, 02P; MD2.01-02P
Unit #5: Non Fiction: The Medium and the Message
Time: 20 hours (6 additional hours in integrated language/skills development)
Description:
In this unit students will understand three key concepts of the media, make the connection between non-fiction texts, language conventions and target audiences, and demonstrate their understanding of these texts within the context of the social teachings of the Church. They will apply their knowledge and understanding and develop a positive sense of self and respect for others.
Ontario Catholic School Graduate Expectations: 2a, 2c, 3c, 4a, 4b, 4f, 5a
Strand(s): Reading and Literature Studies; Writing; Language; Media Studies
Overall Expectations: LIV.01-02P, 03B; WRV.01-03P, 04-05B; LGV.01P, 02B; MDV.01-02P
Specific Expectations: LI1.01-02P, 03B, 04-05P, 06B LI2.03P, LI3.02-03P; WR1.01-04P; WR2.01P; MDI.01B, 02-04P; MD2.02-03P
Unit #6: The Writing Process: Sculpting With Words
Time: 25 hours (ongoing)
Description:
This unit is integrated throughout the course. Students will cultivate language for practical communication, creative expression, and ultimately, as a gift for bearing witness to Christ’s truth. Through the writing process, they will further develop their skills in drafting, editing, revising and publishing. They will increase their vocabulary, refine their skills in spelling, punctuation, grammar, and usage, and will apply the conventions of standard English in oral and written communication.
Ontario Catholic Graduate Expectations:2a, 2c, 4e, 4f, 5a, 5c, 5f, 7b
Strand(s): Writing; Language
Overall Expectations: WRV.01-03P, 04-05B; LGV.01P, 02B
Specific Expectations: LI3.01-02P; WR1.01-04P; WR2.01-04P; WR3.01-07P; WR4.01-02B, 03P, 04B; WR5.01P, 02B, 03P, 04B, 05-06P, 07-16B; LG1.01-04B, 05P, 06-07B; LG2.01-07P; MD1.02P; MD2.02P
|
Instructional Strategies |
Assessment Strategies |
Main Resources |
|
During the course students will write paragraphs, precis and reports and also: • Read texts • Re-tell events • Dramatize scenes • Research using the Internet/library/media outlets • Use desktop publishing programs • Conduct survey/interview • Produce visual displays/ recordings/publications • Listen to recordings • Compose original poetry/ song/story • Construct collage/poster • Practise drafting, editing and revising • Learn and apply Standard English • Prepare and deliver oral and written reports • Identify literary terms • Summarize fiction and non-fiction texts • Reflect on classroom and personal experiences • View various forms of media • Work co-operatively with classmates • Integrate gospel values |
The assessment plan will include the following: Reflection • Self-assessment • Peer-assessment • Response journals • Wrap-up activities Observation • Formal teacher evaluations • Informal teacher observations Conferencing • Student/teacher conferences • Peer conferences Paper and Pencil Tests • Teacher-made tests • Criterion-referenced tests • Norm-referenced tests Performance Assessment • Presentations/dramatizations • Exhibitions/demonstrations • Role play • Formal written assignments • Essays, reports, original Stories and poems • Graphic organizers • Projects • Writing folder Assessment Tools will include: • Rubrics, checklists, tests, marking schemes, anecdotal comments, and surveys |
The following resources are required to support teaching and learning: Print • Bible/Missals • Anthologies of poetry and short stories • Novels • Plays • Newspapers and magazines • Dictionaries and thesauri • Grammar text Software/Video • Desktop publishing program • Powerpoint • Internet • Autoskil • CD ROMs Hardware • Writing folders • VCR • Computers • CD player • Camera |
Evaluation of Student Achievement:
This course emphasizes the application and the practical demonstration of student achievement. Assessment, therefore, will be based on information gathered on students’ ability to apply knowledge, skills, and understanding in a variety of practical contexts. Final evaluation will be criterion-referenced and will measure student achievement against the stated expectations for the course. The final grade will be based on the level students most consistently attain in the categories of Knowledge and Understanding, Thinking and Inquiry, Communication, and Application.
|
Knowledge/Skill Category Weighting To be developed. |
% |
Course Grade Weighting |
% |
Course Notes
This course emphasizes practical application of the individual student’s God-given potential. A key aim of the course is to assess students’ learning styles and develop a plan that best facilitates student achievement. The language skills component is ongoing and integral to every unit in the course. This course will respect and affirm the diversity and interdependence of the world’s peoples and cultures.
In addition, the teacher should be mindful of the following considerations:
• In grade 9 students are in the early stages of their journey towards the achievement of Catholic Graduate Expectations.
• Teachers and students should embrace every opportunity to enhance the Catholic character of this curriculum.
• The writers have provided examples of rubrics and checklists, however, teachers should also develop/find rubrics which meet the specific needs of their students.
• In order to make specific modifications and accommodations for the needs of their students, teachers should consult with their colleagues in the resource department.
• As technology is used as a learning tool throughout the course, it is essential that teachers instruct students in the appropriate use of technology, with particular reference to ethical and critical use of the Internet.
• The selection of texts/readings must be representative of the cultural groups that make up the Canadian mosaic.
• Teachers are encouraged to collaborate with parents and members of the local community to implement this course fully.
We hope this is a profile that invites teachers and students to participate in a discourse that is, according to Pope John Paul II, “about life’s meaning and purpose, an education of transcendence beyond facts into truth, beyond self-interest into compassion, beyond despair into the love required to renew the community of creation." (Trafford, L. Educating the Soul, pg.25)
OSS Policy Applications
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
• surveys (student/parent)
• CRDI
• student course evaluation
ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1e -speaks the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates
communion with God, others and
creation through prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written materials effectively;
CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of Canada’s official languages;
CGE2e -uses and integrates the Catholic faith
tradition, in the critical analysis of the arts, media, technology and information
systems to enhance the quality of life.
A Reflective
and Creative Thinker who
CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the common good;
CGE3c -thinks reflectively and creatively to
evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
A Self-Directed,
Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian
leadership;
CGE4d -responds to, manages and constructively
influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in school, work and personal life;
CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal
values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness
activities for a balanced and healthy lifestyle.
A Collaborative Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and purpose of work;
CGE5c -develops one’s God-given potential and
makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights, responsibilities
and contributions of self and others;
CGE5f -exercises Christian leadership in the achievement of individual and group goals;
CGE5g -achieves excellence, originality, and
integrity in one’s own work and supports these qualities in the work of others;
CGE5h -applies skills for employability, self-employment
and entrepreneurship relative to Christian vocation.
A Caring Family Member who
CGE6a -relates to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the important role
of the family in society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider community through service.
A Responsible
Citizen who
CGE7a -acts morally and legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities of Canadian citizenship;
CGE7i -respects the environment and uses resources wisely;
CGE7j -contributes to the common good.
CODING OF
EXPECTATIONS
READING AND LITERATURE STUDIES
Overall Expectations
L1V.01P read and demonstrate an understanding of a variety of literary and informational texts
L1V.02P demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and newspaper and magazine articles
L1V.03B identify and explain the effect of specific elements of style in a variety of literary and informational texts
Specific Expectations
Understanding the Meaning of Texts
LI1.01P describe information, ideas, opinions, and themes in texts they have read during the year from a variety of print and electronic sources, including biographies, short stories, poems, plays, novels, brochures, and articles from newspapers, magazines, and encyclopedias
LI1.02P select and read texts for a variety of purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, collecting and using information, extending personal knowledge, and responding imaginatively
LI1.03B describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts
LI1.04P locate and use explicit information and ideas from texts in forming opinions and developing generalizations
LI1.05P make inferences based on the information and ideas presented in texts
LI1.06B use specific references from a text to support opinions and judgements
LI1.07P identify how readers’ different backgrounds might influence the way they understand and interpret a text
Understanding the Forms of Texts
LI2.01P use knowledge of elements of drama, such as plot and sub-plot, character development and revelation, conflict, dialogue and stage directions, to understand and interpret texts in the genre
LI2.02P use knowledge of elements of the short story, such as plot, character, setting, conflict, theme, and atmosphere, to understand and interpret texts in the genre
LI2.03D use knowledge of elements of short essays, such as introductions, thesis statements, topic sentences, supporting details, connecting words, and conclusions, to understand and interpret examples of the genre
LI2.03P use knowledge of elements of newspaper and magazine articles, such as headlines, leads, the five W’s, titles, sub-titles, and photographs, to understand and interpret texts in the genre
Understanding the Elements of Style
LI3.01P explain how authors use stylistic devices, such as simile, metaphor, personification, imagery, and foreshadowing, to achieve intended effects
LI3.02P explain how authors choose words and phrases to achieve intended effects
LI3.03P explain how authors and editors use design elements to help convey meaning
WRITING
Overall Expectations
WRV.01P use print and electronic sources to gather information and explore ideas for their written work
WRV.02P identify the literary and informational forms suited to specific purposes and audiences and use the forms appropriately in their own writing, with an emphasis on communicating information accurately
WRV.03P use a variety of forms of writing to express themselves, clarify their ideas, and engage the audience’s attention, imagination, and interest
WRV.04B revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and unity
WRV.05B edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation according to the conventions of standard Canadian English specified for this course, with the support of print and electronic resources when appropriate
Specific Expectations
Generating Ideas and Gathering Information
WR1.01P investigate potential topics by asking questions, identifying information needs, and developing research plans to gather data
WR1.02P locate and record information and ideas from print and electronic sources, including newspapers and magazines, dictionaries, encyclopedias, vertical files, and electronic databases
WR1.03P sort and group information and ideas, assess their relevance and accuracy, and discard irrelevant material
WR1.04P use the information and ideas generated by research to explore topics for written work
Choosing the Form to Suit the Purpose and Audience
WR2.01P identify the purpose for each piece of writing
WR2.02P identify the specific audience for each piece of writing
WR2.03P demonstrate an understanding of literary and informational forms of writing, such as letters, personal narratives, short stories, answers to homework questions, summaries, and reports on research topics, by selecting a form appropriate to the specific purpose and audience for each piece of writing
WR2.04P use the third-person singular and an appropriate level of language in expository forms requiring objectivity
Organizing Ideas and Information in Written Work
WR3.01P use
key words in questions or prompts to organize information and ideas in homework
answers
WR3.02P use a topic sentence, supporting sentences to develop the topic, connecting words to link the sentences, and a concluding sentence to structure expository paragraphs
WR3.02P structure expository paragraphs using a topic sentence, supporting sentences to develop the topic, connecting words to link the sentences, and a concluding sentence
WR3.03P use a unifying image, emotion, or sensation to structure descriptive paragraphs or poems
WR3.04P use changes in time, place, or speaker to structure narrative paragraphs
WR3.05P use a single controlling idea to structure a series of paragraphs
WR3.06P provide an introduction, body, and a conclusion in written reports
WR3.07P present directions, instructions, and reports of investigations in a logical order, using an organizational pattern such as examples, chronological order, or comparison
Revising Drafts
WR4.01B revise drafts to ensure that ideas are adequately developed with supporting details, and to achieve clarity and unity
WR4.02B revise drafts to ensure consistency in use of first or third person and use of an appropriate level of language
WR4.03P make constructive suggestions to peers, using prompts, check lists, open-ended statements, and questions
WR4.04B consider reactions from teachers, peers, and others in revising and editing written work
Editing, Proofreading, and Publishing
WR5.01P identify sources of ideas, information, and quotations in written work