P-Eng 9 Appl-K

Course Profile English, Grade 9 applied, Public

Unit 1

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 opinion of the writers of this sample course profile and do not reflect any official endorsement by the Ministry of the Education and Training or by the Partnership of the School Boards that supported the production of the document.

Acknowledgements

Lead Board Upper Grand District School Board

Director: Martha Rogers

Superintendent of Education: Dave Euale

Project Leader Linda May Bell

Course Profile Writing Team

Linda May Bell, Arthur DHS, Upper Grand DSB Joanne Bridgeman, Bradford DHS, Simcoe DSB

Laura Cannon-Sherlock, Grey Highlands SS, Bluewater DSB Patti Collins, College Heights SS, Upper Grand DSB

Karen Fraser, J. D. Hogarth PS, Upper Grand DSB Larry Hincks, Grey Highlands SS, Bluewater DSB

Phil Midgley, Pauline Johnson CVS, Grand Erie DSB Peggy Raeburn-Bell, Georgian Bay SS, Bluewater DSB

Wilf Smyth, Stratford Central SS, Avon Maitland DSB Judy Stormes, Norwell DSS, Upper Grand DSB

Ann Varty, Program Department, Trillium Lakelands DSB Ian Waldron North Toronto CI, Toronto DSB

Margaret Young, Westmount SS, Hamilton-Wentworth DSB

Feedback Team

Pamela Brown-Wass, J. F. Ross CVI, Upper Grand DSB Marilyn Crooks, J. D. Hogarth PS, Upper Grand DSB

Kate Dodsworth, Arthur DHS, Upper Grand DSB Catherine Eagles, Pauline Johnson CVS, Grand Erie DSB

Jane Enticknap, Pauline Johnson CVS, Grand Erie DSB Laura Espinoza, University of Waterloo, student

Dianne Fenner, Toronto DSB Janet Franklin, Pauline Johnson CVS, Grand Erie DSB

Nancy Fulton, Centre Wellington DHS, Upper Grand DSB Leslie Harrison, St. Mary’s DCVI, Avon Maitland DSB

Judith Hunter, Toronto DSB Clair Keodprom, Brantford CI&VS, Grand Erie DSB

Amanda Leathem, Elora PS, Upper Grand DSB Carol Leis, John F. Ross CVI, Upper Grand DSB

Gillda Leitenberg, Toronto DSB Robert Lyon, Canadian Forces

Troy Maracle, Moira SS, Hastings/Prince Edward DSB Mark McKechnie, Lasalle SS, Limestone DSB

Betty Mick, Centre Wellington DHS, Upper Grand DSB Scott Montgomery, Arthur PS, Upper Grand DSB

Lynda Noppe, Westside SS, Upper Grand DSB Beth Paterson, Arthur DHS, Upper Grand DSB

Paola Rowe, Silvercreek Education Centre, Upper Grand DSB Doreen Smith, Arthur, parent

Amanda St. Jean, J. F. Ross CVI, Upper Grand DSB Michael Stubitsch, Toronto DSB

Sherri Van Sickle, Pauline Johnson CVS, Grand Erie DSB Philip Vousden, Mitchell DHS, Avon Maitland DSB

Christine Walker-Bird, Centre Hastings SS, Hastings/PE DSB Jim Wibberley, Brantford CI&VS, Grand Erie DSB

Assistants

Geoff Burchill, Arthur Barbara Fatt-Merilees, Upper Grand DSB

Beth Smeltzer, Rockwood

Unit #1: Narrative Forms and Voices

Time: 25 hours

Unit Developers: Linda May Bell, Laura Cannon-Sherlock, Karen Fraser, Larry Hincks,

Peggy Raeburn-Bell, Wilf Smyth, Meg Young

Development Date: February-April 1999

Unit Description

The students will develop an understanding of the conventions of narrative literature and language. The

students will read and study a range of short narratives including: short stories, novellas, narrative

poetry, myths, legends, short animated films, and short feature films. The students will use their

knowledge of the elements of narrative, such as plot, character, setting, conflict, theme, and

atmosphere to understand and interpret narrative texts. The students will record their thoughts, ideas,

and feelings in a variety of personal and interactive responses, and will create and share their own

narratives. The students will write descriptive and expository paragraphs, thereby providing a

foundation for writing the five-paragraph essay. On-going personal reading and writing are essential for

students to develop mature communication.

Strands and Expectations

Strands: Literature Studies and Reading, Writing, Language, and Media Studies

Overall Expectations: LIV.02P, LIV.03B, WRV.03P, WRV.04B, WRV.05B, LGV.01P, LGV.02B, MDV.01P

Specific Expectations: LI1.02P, LI1.03B, LI1.07P, LI3.01P;
WR1.03P, WR2.01P, WR2.02P, WR2.03P, WR2.04P, WR3.03P, WR3.04P, WR4.02B, WR4.03P, WR4.04B, WR5.06P, WR5.07B, WR5.09B, WR5.10B, WR5.11B, WR5.14B, WR5.12B, WR5.15B, WR5.16B;
LG1.01B, LG1.02B, LG1.05P, LG1.06B, LG1.07B, LG2.01P, LG2.03P, LG2.04;
MD1.02P, MD2.01P.

Activity Titles

Activity 1	Introduction to Narrative Form	150 minutes
Activity 2	The Structure of Narrative Fiction	225 minutes
Activity 3	Setting and Atmosphere: “It was a dark and stormy night...”	150 minutes
Activity 4	Narrative Point of View	150 minutes
Activity 5	Characterization: A Blueprint for Character	225 minutes
Activity 6	Themes in Narrative Fiction	225 minutes
Activity 7	The Whole Picture	75 minutes
Activity 8	Create Your Own Narrative	300 minutes

Unit Planning Notes

• The teacher needs to develop a collection of short narratives (ballads, media works, music videos, and short films).

• The teacher-librarian will prove invaluable in co-planning this unit.

Prior Knowledge Required

• Students should be familiar with Response Journals and co-operative learning principles as outlined in the The Ontario Curriculum Grades 1-8: Language document.

• Students should have knowledge of print and electronic thesauri, and dictionaries.

Teaching/Learning Strategies

Since students learn in a variety of ways, teachers must accommodate various learning styles in their teaching. For this applied course, approaches should be more concrete than abstract. The students must be given opportunities to work independently, with partners, in small groups, and with the whole class. There should be a range of activities to provide the students with optimal opportunities to develop their language skills. In addition to teacher lectures or instruction, the Socratic lesson and whole class discussion, students should be provided with opportunities for brainstorming, experimenting, discussing, debating, interviewing, researching, writing, role playing, dramatizing, designing, and constructing. In the English classroom, the use of personal and interactive Response Journals will help students to identify their ideas for writing and discussion and focus their awareness on their own learning.

Assessment/Evaluation

The teacher must develop and utilize a full repertoire of assessment and evaluation tools and strategies: check lists, rubrics and exemplars, criterion-referenced tests, examinations, performance-based tasks, and assignments to measure students’ achievement against the course expectations.

Both formative and summative evaluation must be used to enhance student learning and to ensure fair evaluation. All evaluation procedures must include opportunities for learning. Students must be given opportunities for peer-evaluation, self-evaluation, and involvement in the design of evaluation criteria.

Accommodations in assessment are necessary to ensure that the assessment accurately measures student learning. Such accommodations are appropriate for exceptional students and those for whom English is a Second Language. Assessment tools and strategies should reflect a sensitivity to the cultural diversity within the English classroom.

Resources

National Film Board of Canada, C.B.C., TVO web site, Clio Awards

Barry, J. (Ed.) Coast to Coast Stories, Poetry, Non-fiction and Drama. Toronto: Nelson

Canada, 1995. ISBN 0-17-604-704-2

Canadian Oxford Dictionary. Don Mills: Oxford University Press, 1999.

ISBN 0-19-541120-X

Geddes, G. (Ed.) Art of Short Fiction. Toronto: Addison Wesley Longman, 1993.

ISBN 0-00-647424-1

Moss, D. and T. Goldie. (Eds.) An Anthology of Canadian Native Literature in English.

Toronto: Oxford University Press, 1992.

Perreault, J. and S. Vance. (Eds.) Writing the Circle/Native Women of Western Canada.

Edmonton: Newest Publishers Ltd., 1993. ISBN 0-920897-882

Transparencies for Writing: Literature: The English Tradition. Englewood Cliffs, NJ:

Prentice-Hall, 1991. ISBN 0-13-981929-0

Activity #1: Introduction to Narrative Form

Time: 150 minutes

Description

This introductory activity is a diagnostic tool to assess students’ prior knowledge of the narrative form. Information from this activity will enable teachers to determine the focus of activities in this unit and to prepare to meet the needs of students for remediation, consolidation, and for enrichment.

Strands and Expectations

Strands: Literature Studies and Reading, Writing, and Language

Overall Expectations:

At the end of Grade 9, students will

• LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts.

Specific Expectations:

Students will

• 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;

• 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;

• WR5.07B - identify and correct sentence fragments, run-on sentences, and comma splices;

• LG2.01P - use listening techniques and oral communication skills to participate in group discussions. *

Planning Notes

• The teacher will determine parameters for classroom management and course expectations.

• The teacher will establish criteria for notebook assessment.

• The teacher will have selected a short story suitable for the level and the composition of the class.

• The teacher will generate a fill-in-the-columns organizer which reviews narrative elements:

Plot

Setting

Atmosphere

Point of View

Character

Theme

• The teacher will find a short narrative video which contains the six elements outlined above.

Prior Knowledge Required

• The students will have some knowledge of the narrative form.

• The students will have met expectations as outlined in The Ontario Curriculum Grades 1-8: Language document. The teacher may benefit from contacting feeder schools to establish the content of specific Grade 8 programs.

Teaching/Learning Strategies

1. At the outset of the unit, the teacher will clearly establish parameters regarding classroom management and course expectations (e.g., policy regarding late assignments, attendance procedures, resources or materials for class, course outline, assessment and evaluation practices, personal response journals, media logs, writing portfolio, notebooks, and other departmental policies).

2. To allow students to become acquainted with each other, the teacher will engage them in an introductory activity (e.g., Would you rather?). Students will circulate, ask questions of each other, and then explain why they made the choices they did.

3. The teacher will distribute questionnaires to students which serve a three-fold purpose: a diagnostic tool for writing complete sentences, information gathering about students, and self-esteem building for students. Alternatively, students could be asked to write a Letter of Intent to the teacher outlining their previous school history, their strengths and weaknesses, their needs, their skills to share, their intended final mark, what they are willing to do to achieve this mark, and what they need from their peers and teacher to be successful.

4. The teacher will review note-taking techniques and will provide evaluation criteria for notebooks.

5. The teacher will explain to students that Activity #1 is a diagnostic activity to help focus their unit of study on the narrative structure. The results can be used by the teacher for remediation, consolidation, and enrichment.

6. The teacher will share the following quotation: “We dream in narrative, daydream in narrative, remember, anticipate, hope, despair, believe, doubt, plan, revise, criticize, construct, gossip, learn, hate, love by narrative” (Barbara Hardy). Using this quotation, the teacher and the students will define what a narrative is.

7. The teacher will review the definitions of the narrative elements. The students will record definitions in a glossary in their notebooks. This glossary will be expanded regularly throughout the course. The first entry will be a definition of “narrative”.

8. All students will read a second short story silently, and the teacher will lead a discussion applying the elements of fiction to that story.

9. The students will view a narrative video, then each student will complete the organizer independently, identifying the narrative elements from the video.

10. Each student will write independently a four to five sentence plot summary of the video and submit for teacher evaluation.

11. Using information from the organizer, the teacher will modify the following activities to suit the students’ needs (i.e., remediation, consolidation, or enrichment).

Assessment/Evaluation

1. Formative: - teacher’s observation notes on participation (LG2.01P)

- letter of intent or questionnaire

- materials preparation

2. Diagnostic: - assessment of knowledge of narrative elements from organizer based on video

- assessment of writing skills based on paragraph summary and letter/questionnaire

Resources

Appleford, D. (Ed.) SF: Inventing the Future. Agincourt: Books Society of Canada, 1972.

ISBN 0-7725-5065-4

Barton, B. and D. Booth. Stories in the Classroom: Storytelling, Reading Aloud and Roleplaying with

Children. Markham: Pembroke Publishers, 1990. ISBN 0-435-08527-1

Bemister, M. Thirty Indian Legends of Canada. Vancouver: J.J. Douglas, 1973. ISBN 0-88894-025-4

Booth, D. and C. Thornley-Hall. (Eds.) Classroom Talk. Markham: Pembroke, 1991.

ISBN 0-435-09596-4

Ellsworth, B. and A. Keller. (Eds.) English Simplified Canadian. Toronto: Addison Wesley Longman,

1996. ISBN 0-673-99962-9

Fisher, D., and S. Jeroski. Voices 1: Contemporary Short Fiction. Toronto: Oxford University Press,

1993. ISBN 0-19-540887-X

Fisher, D., and S. Jeroski. Voices 2: Contemporary Short Fiction. Toronto: Oxford University Press,

1993. ISBN 0-19-540888-8

Gordon, J. Fiction: The Elements of the Short Story. Illinois: National Textbook Co., 1999.

ISBN 0-8442-5991-8

Hargreaves, H. North By Two Thousand: A Collection of Canadian Science Fiction. Toronto: Peter

Martin, 1975.

Hayakawa, S. Language In Thought and Action. 3^rd ed. New York: Harcourt Brace Jobanovich Inc.,

1972. ISBN 0-15-550118-6

Hill, K. Glooscap and His Magic: Legends of the Wabanaki Indians. Toronto: McLelland and Stewart,

1973. ISBN 0-89845-479-4

Kooy, M. (Ed.) Reading Response Logs. Markham: Pembroke, 1996. ISBN 0-435-07208-0

Moss, S. (Ed.) The World’s Shortest Stories. Santa Barbara, CA: Fithian Press,1995.

ISBN 1-880284-11-1

Norton, S., and B. Green. The Bare Essentials, Form A Canada: Harcourt Brace and Co., 1996.

ISBN 0-7747-3361-6

Roman, T. (Ed.) Voices Under One Sky: Contemporary Native Literature: Reflections and

Fiction & Non-Fiction. Scarborough: International Thomson Publishing Nelson Canada, 1994.

ISBN 0-89594-720-X

School Achievement Indicators Program: Report on Reading and Writing Assessment 1998.

Toronto: Council of Ministers of Education, Canada, 1999. ISBN 0-88987-116-7

Tesenga, S. and M. Bell. Character, Plot, and Setting: Contemporary English Modules. Morriston, NJ:

Silver Burdett, General Learning Corp., 1975.

Accommodations

1. Peer mentors could assist with the reading and writing tasks (see diagnostic paragraph, questionnaire, and letter of intent).

2. In consultation with the teacher-librarian, Circular 14, and MET book selection procedures, consider a variety of stories that reflect various cultural backgrounds.

3. Talking books are available from the W. Ross McDonald School for the Blind and local public libraries for those who are sight impaired or language impaired.

4. Televisions equipped with closed-captioning should be available for students who are hearing impaired.

5. Complete a diagnostic check for knowledge and understanding of content for those students for whom English is a second language.

Activity #2: The Structure of Narrative Fiction

Time: 225 minutes

Description

In this activity, students will review the structure of a narrative plot graph and will know the following literary terms: introduction, inciting incident, crisis, conflict, climax, dénouement, resolution. The students will apply this structure to a variety of narrative texts. The students will recognize that plot structures vary. These variations represent the diversity of human experience and help to prompt enjoyment of life and reading by eliminating the predictability that accompanies sameness.

Strands and Expectations

Strands: Literature Studies and Reading, Writing, Language, and Media Studies

Overall Expectations:

At the end of Grade 9, students will

• LGV.01P – use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly;

• LGV.02B – use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

Specific Expectations:

Students will

• LI1.07P – identify how readers’ different backgrounds might influence the way they understand and interpret a text;

• 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; *

• WR4.03P – make constructive suggestions to peers, using prompts, check lists, open-ended statements, and questions;

• WR4.04B – edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation;

• WR5.15B – use punctuation correctly, including period, question mark, exclamation mark, comma, dash, apostrophe, colon, quotation marks, parentheses and ellipses;

• LG1.06B – recognize, describe, and correct sentence errors in oral and written language;

• LG2.01P- use listening techniques and oral communication skills to participate in group discussions;

• MD1.02P – identify and describe the elements used to structure media works in a variety of forms.

Planning Notes

• The teacher will need a sample of a basic plot graph and a collection of short stories, narrative ballads, media works such as television commercials, short films, and/or music videos, that represent a variety of plot structures, including flashback, open-ended, multiple climaxes, and multiple endings.

• The teacher will prepare criteria and suggestions for oral presentations and co-operative learning.

• This activity may be enriched by making cross-curricular links w