Curriculum Course Overview

School Year: 2013/2014

Subject: English Language Arts
Grade: 10
Teacher: Jessica Dickens


Content
Topic and
amount of
time for the
unit

Planning for Assessment
Strategies used to teach the
topic.
Achievement
Indicators
Assessment Activities
B.C. Ministry of Education
Prescribed Learning Outcomes
Unit 1
Introduction
and
Lord of the
Flies

Weeks 1-3

-Introductions, oral and
written
-Writing letters to teacher
describing self, experiences,
goals, strengths, weaknesses.
-Read and journal reactions to
chapters as you read
-Introduction to first novel:
Lord of the Flies, define
allegory, symbolism
-Oral book report (every 2
weeks)
-3 Comprehension quizzes
-Examine historical context
and literary references within
-Pair chapter studies (to assist
ESL student comprehension)
with reading comprehension
questions and quotations
-Visual study project: select
one character to represent in
visual medium (e.g. comic
book, poster, film, animation)
and retell the plot from their
perspective: point of view
-Maintain journals and
complete readings
-Can orally summarize
the novel
-Can discuss strong
opinions related to
individual characters
and their story arc
-Shows evidence of
improved vocabulary
skills
-Create an original,
well constructed visual
representation
demonstrating an
understanding of the
literal and figurative
elements of the novel
-Can discuss some
similarities and
differences between the
novel and the film
adaptation
-Have an updated
vocabulary and literary
A3 listen to comprehend, interpret, and evaluate ideas and information from
a variety of texts,
considering
purpose
tone
effects and impact
bias
context, including historical and cultural influences
A4 select, adapt, and apply a range of strategies to interact and collaborate
with others in pairs and
groups, including
initiating and sharing responsibilities
listening actively
contributing ideas and supporting the ideas of others
acknowledging and discussing diverse points of view
A7 use listening strategies to understand, recall, and analyse a variety of
texts, including
extending understanding by accessing prior knowledge
making plausible predictions
summarizing main points
generating thoughtful questions
clarifying and confirming meaning
A9 speak and listen to interpret, analyse, and evaluate ideas and information
from texts, by
making and supporting reasoned judgments
-Construct individual reading
checklists and comprehension
questions to be used with all
studied and free reading texts
-View and discuss the film
adaptation, comparing and
contrasting with the film
-Keep vocabulary notebook
-Word of the day (origin,
pronunciation, spelling,
usage)
-Maintain a literary terms
dictionary
devices notebook examining and comparing ideas and elements among texts
describing and comparing perspectives
describing bias, contradictions, and non-represented perspectives
identifying the importance and impact of historical and cultural contexts
B1 read, both collaboratively and independently, to comprehend a variety of
literary texts, including
literature reflecting a variety of times, places, and perspectives
literature reflecting a variety of prose forms
B3 view, both collaboratively and independently, to comprehend a variety
of visual texts, such as
film and video
B4 independently select and read, for sustained periods of time, texts for
enjoyment and to increase fluency
B5 before reading and viewing, select, adapt, and apply a range of strategies
to anticipate content
and construct meaning, including
interpreting a task
setting a purpose or multiple purposes
accessing prior knowledge, including knowledge of genre, form, and
context
making logical, detailed predictions
generating guiding or speculative questions
B6 during reading and viewing, select, adapt, and apply a range of strategies
to construct, monitor,
and confirm meaning, including
comparing and refining predictions, questions, images, and connections
making inferences and drawing conclusions
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies
to extend and confirm
meaning and to consider authors craft, including
reflecting on predictions, questions, images, and connections made during
reading
reviewing text and purpose for reading
making inferences and drawing conclusions
summarizing, synthesizing, and applying ideas
B9 interpret, analyse, and evaluate ideas and information from texts, by
making and supporting reasoned judgments
identifying the importance and impact of historical and cultural contexts
B10 synthesize and extend thinking about texts, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
B11 use metacognitive strategies to reflect on and assess their reading and
viewing, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
B12 recognize and explain how structures and features of text shape
readers and viewers construction
of meaning, including
form and genre
functions of text
literary elements
literary devices
use of language
non-fiction elements
visual/artistic devices
C1 write meaningful personal texts that elaborate on ideas and information
to
experiment
express self
make connections
reflect and respond
remember and recall
C4 create thoughtful representations that communicate ideas and
information to
explore and respond
record and describe
explain and persuade
engage
C8 write and represent to explain and support personal responses to texts,
by
making comparisons to other ideas and concepts
relating reactions and emotions to understanding of the text
developing opinions using reasons and evidence
suggesting contextual influences
C11 use metacognitive strategies to reflect on and assess their writing and
representing, by
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C12 use and experiment with elements of style in writing and representing,
appropriate to purpose
and audience, to enhance meaning and artistry, including
syntax and sentence fluency
point of view
visual/artistic devices
C13 use and experiment with elements of form in writing and representing,
appropriate to purpose and
audience, to enhance meaning and artistry, including
organization of ideas and information
text features and visual/artistic devices
C14 use conventions in writing and representing, appropriate to purpose and
audience, to enhance
meaning and artistry, including
grammar and usage
punctuation, capitalization, and Canadian spelling
Unit 2
Short
Stories &
Non-Fiction
Week 4
-Oral book report (every 2
weeks)
-Word of the day (origin,
pronunciation, spelling,
usage)
-Read and analyze All The
Years of Her Life by Morley
Callaghan as a class
-Each student selects 2 more
Canadian stories and at least
1 First Nations story to read
and analyze individually, then
-Complete book report
-Maintain vocabulary
and literary terms
notebook
-Summarize and
analyze the stories read
in this unit
-Maintain journal
-Write interesting and
original short story
based on a Canadian
stranger.
A1 interact and collaborate in pairs and groups to
support and extend the learning of self and others
explore experiences, ideas, and information
gain insight into others perspectives
respond to and analyse a variety of texts
create a variety of texts
A3 listen to comprehend, interpret, and evaluate ideas and information from
a variety of texts,
considering
purpose
messages
tone
in a group
-Group story summaries:
answering questions,
analyzing literary devices in
text
-Students journal responses
-Inspiration field trip: find a
person on the street and base
a short story on them using a
self-constructed back-story
-Peer edit and review one
anothers stories and post on
a class blog
-Read news articles to
analyze and interpret bias and
meaning

-Assist one another
with improving their
writing skills.
structure
-bias
A7 use listening strategies to understand, recall, and analyse a variety of
texts, including
extending understanding by accessing prior knowledge
making plausible predictions
summarizing main points
generating thoughtful questions
clarifying and confirming meaning
B1 read, both collaboratively and independently, to comprehend a variety of
literary texts, including
literature reflecting a variety of times, places, and perspectives
literature reflecting a variety of prose forms
significant works of Canadian literature (e.g., the study of plays, short
stories, poetry, or novels)
traditional forms from Aboriginal and other cultures
student-generated material
B2 read, both collaboratively and independently, to comprehend a variety of
information and persuasive
texts with increasing complexity of ideas and form, such as
articles and reports
biographies and autobiographies
textbooks, magazines, and newspapers
print and electronic reference material
advertising and promotional material
opinion-based material
student-generated material
B4 independently select and read, for sustained periods of time, texts for
enjoyment and to increase fluency
B5 before reading and viewing, select, adapt, and apply a range of strategies
to anticipate content
and construct meaning, including
interpreting a task
setting a purpose or multiple purposes
accessing prior knowledge, including knowledge of genre, form, and
context
making logical, detailed predictions
generating guiding or speculative questions
B6 during reading and viewing, select, adapt, and apply a range of strategies
to construct, monitor,
and confirm meaning, including
comparing and refining predictions, questions, images, and connections
making inferences and drawing conclusions
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies
to extend and confirm
meaning and to consider authors craft, including
reflecting on predictions, questions, images, and connections made during
reading
reviewing text and purpose for reading
making inferences and drawing conclusions
summarizing, synthesizing, and applying ideas
identifying stylistic techniques
B8 explain and support personal responses to texts, by
making comparisons to other ideas and concepts
relating reactions and emotions to understanding of the text
explaining opinions using reasons and evidence
suggesting contextual influences
B12 recognize and explain how structures and features of text shape
readers and viewers construction
of meaning, including
form and genre
functions of text
literary elements
literary devices
use of language
non-fiction elements
visual/artistic devices
B13 demonstrate increasing word skills and vocabulary knowledge, by
analysing the origins and roots of words
determining meanings and uses of words based on context
identifying, selecting, and using appropriate academic and technical
language
using vocabulary appropriate to audience and purpose
discerning nuances in meaning of words considering historical, cultural,
and literary contexts
C3 write effective imaginative texts to develop ideas and information to
strengthen connections and insights
explore and adapt literary forms and techniques
experiment with increasingly sophisticated language and style
engage and entertain
C5 select, adapt, and apply a range of strategies to generate, develop, and
organize ideas for writing
and representing, including
making connections
setting a purpose and considering audience
gathering and summarizing ideas from personal interest, knowledge, and
inquiry
analysing writing samples or mo
C6 select, adapt, and apply a range of drafting and composing strategies
while writing and representing,
including
using a variety of sources to collect ideas and information
generating text
organizing and synthesizing ideas and information
analysing writing samples or models
creating and consulting criteria
C7 select, adapt, and apply a range of strategies to revise, edit, and publish
writing and representing,
including
checking work against established criteria
enhancing supporting details and examples
refining specific aspects and features of text
proofreading
C11 use metacognitive strategies to reflect on and assess their writing and
representing, by
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C12 use and experiment with elements of style in writing and representing,
appropriate to purpose
and audience, to enhance meaning and artistry, including
syntax and sentence fluency
diction
point of view
literary devices
C13 use and experiment with elements of form in writing and representing,
appropriate to purpose and
audience, to enhance meaning and artistry, including
organization of ideas and information
text features and visual/artistic devices
C14 use conventions in writing and representing, appropriate to purpose and
audience, to enhance
meaning and artistry, including
grammar and usage
punctuation, capitalization, and Canadian spelling
Unit 3
Divergent
Weeks 5-8
-Oral book report (every 2
weeks)
-Word of the day (origin,
pronunciation, spelling,
usage)
-Read and respond in journals
-Construct a test and results
for each member of the class
to separate them into different
personality groups
-Define and discuss dystopia
and theories of psychology
and phobias (exposure
therapy)
-Select and analyze devices,
tone, style and point of view
in the novel
-3 comprehension quizzes
-Essay writing instruction:
different types, style, format
and purpose
-Reference instruction (MLA)
-Students must select one
type of essay:
compare/contrast, expository,
persuasive to analyze the
-Maintain journals,
vocabulary and literary
device notebook
-Can understand and
define with reference
the terms covered
-pass the quizzes
-Can define the
differences between the
different types of essay
-Can construct a
reference list in MLA
style
-Write, edit and submit
the final draft of a well-
conceived essay
demonstrated a
complete
understanding of the
novel, essay style and
language construction
A2 express ideas and information in a variety of situations and forms to
explore and respond
recall and describe
narrate and explain
argue, persuade, and support
engage and entertain
A7 use listening strategies to understand, recall, and analyse a variety of
texts, including
extending understanding by accessing prior knowledge
making plausible predictions
summarizing main points
generating thoughtful questions
clarifying and confirming meaning
B1 read, both collaboratively and independently, to comprehend a variety of
literary texts, including
literature reflecting a variety of times, places, and perspectives
literature reflecting a variety of prose forms
B4 independently select and read, for sustained periods of time, texts for
enjoyment and to increase fluency
B5 before reading and viewing, select, adapt, and apply a range of strategies
to anticipate content
and construct meaning, including
interpreting a task
setting a purpose or multiple purposes
accessing prior knowledge, including knowledge of genre, form, and
context
novel using quotes, reference
to other sources and original
opinions
-Debate and discuss
comparisons with other
popular literature like The
Hunger Games
making logical, detailed predictions
generating guiding or speculative questions
B6 during reading and viewing, select, adapt, and apply a range of strategies
to construct, monitor,
and confirm meaning, including
comparing and refining predictions, questions, images, and connections
making inferences and drawing conclusions
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies
to extend and confirm
meaning and to consider authors craft, including
reflecting on predictions, questions, images, and connections made during
reading
reviewing text and purpose for reading
making inferences and drawing conclusions
summarizing, synthesizing, and applying ideas
identifying stylistic techniques
B8 explain and support personal responses to texts, by
making comparisons to other ideas and concepts
relating reactions and emotions to understanding of the text
explaining opinions using reasons and evidence
suggesting contextual influences
B9 interpret, analyse, and evaluate ideas and information from texts, by
making and supporting reasoned judgments
comparing ideas and elements among texts
identifying and describing diverse voices
describing bias, contradictions, and non-represented perspectives
identifying the importance and impact of historical and cultural contexts
B10 synthesize and extend thinking about texts, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
B12 recognize and explain how structures and features of text shape
readers and viewers construction
of meaning, including
form and genre
functions of text
literary elements
literary devices
use of language
non-fiction elements
visual/artistic devices
B13 demonstrate increasing word skills and vocabulary knowledge, by
analysing the origins and roots of words
determining meanings and uses of words based on context
identifying, selecting, and using appropriate academic and technical
language
using vocabulary appropriate to audience and purpose
discerning nuances in meaning of words considering historical, cultural,
and literary contexts
C2 write purposeful information texts that express ideas and information to
explore and respond
record and describe
analyse and explain
speculate and consider
argue and persuade
engage
C5 select, adapt, and apply a range of strategies to generate, develop, and
organize ideas for writing
and representing, including
making connections
setting a purpose and considering audience
gathering and summarizing ideas from personal interest, knowledge, and
inquiry
analysing writing samples or models
setting class-generated criteria
C6 select, adapt, and apply a range of drafting and composing strategies
while writing and representing,
including
using a variety of sources to collect ideas and information
generating text
organizing and synthesizing ideas and information
analysing writing samples or models
creating and consulting criteria
C7 select, adapt, and apply a range of strategies to revise, edit, and publish
writing and representing,
including
checking work against established criteria
enhancing supporting details and examples
refining specific aspects and features of text
proofreading
C9 write and represent to interpret, analyse, and evaluate ideas and
information from texts, by
making and supporting reasoned judgments
describing and comparing perspectives
describing bias, contradictions, and non-represented perspectives
identifying the importance and impact of historical and cultural contexts
C10 write and represent to synthesize and extend thinking, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
C11 use metacognitive strategies to reflect on and assess their writing and
representing, by
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C12 use and experiment with elements of style in writing and representing,
appropriate to purpose
and audience, to enhance meaning and artistry, including
syntax and sentence fluency
diction
point of view
literary devices
C14 use conventions in writing and representing, appropriate to purpose and
audience, to enhance
meaning and artistry, including
grammar and usage
punctuation, capitalization, and Canadian spelling
copyright and citation of references
Unit 3A
Cultural
Impact
Week 9

-Discuss the influences on
and influence of Lord of the
Flies, short stories studied
and Divergent on the culture
at large
-Brainstorm and research all
kinds of media associated
with these texts
-Class creates assignment
rubric
-Students write and present
PowerPoint presentation
making one significant
cultural connection
-Peer assessment and
feedback
-Oral book report (every 2
weeks)
-Word of the day (origin,
pronunciation, spelling,
usage)
-Contribute to class
discussion using
original thought
-Demonstrate solid
research skills and
internet morality
-Contribute fairly to
rubric construction
-Complete compelling
PowerPoint argument
-Assess peers in a
meaningful way
A1 interact and collaborate in pairs and groups to
support and extend the learning of self and others
explore experiences, ideas, and information
gain insight into others perspectives
respond to and analyse a variety of texts
create a variety of texts
A2 express ideas and information in a variety of situations and forms to
explore and respond
recall and describe
narrate and explain
argue, persuade, and support
engage and entertain
A5 select, adapt, and apply a range of strategies to prepare oral
communications, including
interpreting a task and setting a purpose
generating ideas
considering multiple perspectives
synthesizing relevant knowledge and experiences
planning and rehearsing presentations
A6 select, adapt, and apply a range of strategies to express ideas and
information in oral
communications, including
vocal techniques
style and tone
nonverbal techniques
visual aids
organizational and memory aids
monitoring methods
A8 speak and listen to make personal responses to texts, by
making connections with prior knowledge and experiences
relating reactions and emotions to understanding of the text
generating thoughtful questions
making inferences
explaining opinions using reasons and evidence
A11 use metacognitive strategies to reflect on and assess their speaking and
listening, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
B2 read, both collaboratively and independently, to comprehend a variety of
information and persuasive
texts with increasing complexity of ideas and form, such as
articles and reports
biographies and autobiographies
textbooks, magazines, and newspapers
print and electronic reference material
advertising and promotional material
opinion-based material
student-generated material
B8 explain and support personal responses to texts, by
making comparisons to other ideas and concepts
relating reactions and emotions to understanding of the text
explaining opinions using reasons and evidence
suggesting contextual influences
B9 interpret, analyse, and evaluate ideas and information from texts, by
making and supporting reasoned judgments
comparing ideas and elements among texts
identifying and describing diverse voices
describing bias, contradictions, and non-represented perspectives
identifying the importance and impact of historical and cultural contexts
B10 synthesize and extend thinking about texts, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
B11 use metacognitive strategies to reflect on and assess their reading and
viewing, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C2 write purposeful information texts that express ideas and information to
explore and respond
record and describe
analyse and explain
speculate and consider
argue and persuade
engage
C4 create thoughtful representations that communicate ideas and
information to
explore and respond
record and describe
explain and persuade
engage
C5 select, adapt, and apply a range of strategies to generate, develop, and
organize ideas for writing
and representing, including
making connections
setting a purpose and considering audience
gathering and summarizing ideas from personal interest, knowledge, and
inquiry
analysing writing samples or models
setting class-generated criteria
C6 select, adapt, and apply a range of drafting and composing strategies
while writing and representing,
including
using a variety of sources to collect ideas and information
generating text
organizing and synthesizing ideas and information
analysing writing samples or models
creating and consulting criteria
C7 select, adapt, and apply a range of strategies to revise, edit, and publish
writing and representing,
including
checking work against established criteria
enhancing supporting details and examples
refining specific aspects and features of text
proofreading
C10 write and represent to synthesize and extend thinking, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
C11 use metacognitive strategies to reflect on and assess their writing and
representing, by
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C12 use and experiment with elements of style in writing and representing,
appropriate to purpose
and audience, to enhance meaning and artistry, including
syntax and sentence fluency
diction
point of view
literary devices
visual/artistic devices
Unit 4
Poetry
Week 10
-Examine the different styles
of poetry: sonnet, blank verse,
free verse, rhyming couplet,
ballad, epic, etc (Literary
device notebook)
-Read and analyze Robert
Frosts Stopping by the
Woods on a Snowy Evening
as a class: dissect for theme,
meaning, subtext, etc.
-Research Leonard Cohen
and read while listening to
Hallelujah: analysis
-Journal reactions and
interpretations
-Students bring in pop music
to analyze and interpret
-Field trip for inspiration:
choose an object, building or
piece of vegetation as
inspiration. Photograph it
and write a poem in a style of
their choosing
-Peer edit and analyze one
anothers work.
-Oral book report (every 2
-Can define and give
references for each of
the styles of poetry
-Can give an
interpretation of theme
and meaning in Frost
and Cohens poems
-Maintain journal and
notebooks
-Behave well on field
trip
-Write a poem
demonstrating insight,
creativity and an
understanding of the
different styles of
poetry
-Offer constructive
criticism, advice and
opinions on peers
work

A1 interact and collaborate in pairs and groups to
support and extend the learning of self and others
explore experiences, ideas, and information
gain insight into others perspectives
respond to and analyse a variety of texts
create a variety of texts
A3 listen to comprehend, interpret, and evaluate ideas and information from
a variety of texts,
considering
purpose
messages
tone
structure
effects and impact
A8 speak and listen to make personal responses to texts, by
making connections with prior knowledge and experiences
relating reactions and emotions to understanding of the text
generating thoughtful questions
making inferences
explaining opinions using reasons and evidence
A12 recognize and apply the structures and features of oral language to
convey and derive meaning,
including
context
text structures
syntax
weeks)
-Word of the day (origin,
pronunciation, spelling,
usage)

diction
usage conventions
rhetorical devices
vocal techniques
nonverbal techniques
idiomatic expressions
B1 read, both collaboratively and independently, to comprehend a variety of
literary texts, including
literature reflecting a variety of times, places, and perspectives
poetry in a variety of narrative and lyric forms
significant works of Canadian literature (e.g., the study of plays, short
stories, poetry, or novels)
student-generated material
B4 independently select and read, for sustained periods of time, texts for
enjoyment and to increase fluency
B5 before reading and viewing, select, adapt, and apply a range of strategies
to anticipate content
and construct meaning, including
interpreting a task
setting a purpose or multiple purposes
accessing prior knowledge, including knowledge of genre, form, and
context
making logical, detailed predictions
generating guiding or speculative questions
B6 during reading and viewing, select, adapt, and apply a range of strategies
to construct, monitor,
and confirm meaning, including
comparing and refining predictions, questions, images, and connections
making inferences and drawing conclusions
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies
to extend and confirm
meaning and to consider authors craft, including
reflecting on predictions, questions, images, and connections made during
reading
reviewing text and purpose for reading
making inferences and drawing conclusions
summarizing, synthesizing, and applying ideas
identifying stylistic techniques
B10 synthesize and extend thinking about texts, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
B11 use metacognitive strategies to reflect on and assess their reading and
viewing, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
B12 recognize and explain how structures and features of text shape
readers and viewers construction
of meaning, including
form and genre
functions of text
literary elements
literary devices
use of language
non-fiction elements
visual/artistic devices
B13 demonstrate increasing word skills and vocabulary knowledge, by
analysing the origins and roots of words
determining meanings and uses of words based on context
identifying, selecting, and using appropriate academic and technical
language
using vocabulary appropriate to audience and purpose
discerning nuances in meaning of words considering historical, cultural,
and literary contexts
C1 write meaningful personal texts that elaborate on ideas and information
to
experiment
express self
make connections
reflect and respond
remember and recall
C3 write effective imaginative texts to develop ideas and information to
strengthen connections and insights
explore and adapt literary forms and techniques
experiment with increasingly sophisticated language and style
engage and entertain
C5 select, adapt, and apply a range of strategies to generate, develop, and
organize ideas for writing
and representing, including
making connections
setting a purpose and considering audience
gathering and summarizing ideas from personal interest, knowledge, and
inquiry
analysing writing samples or models
setting class-generated criteria
C6 select, adapt, and apply a range of drafting and composing strategies
while writing and representing,
including
using a variety of sources to collect ideas and information
generating text
organizing and synthesizing ideas and information
analysing writing samples or models
creating and consulting criteria
C7 select, adapt, and apply a range of strategies to revise, edit, and publish
writing and representing,
including
checking work against established criteria
enhancing supporting details and examples
refining specific aspects and features of text
proofreading
C11 use metacognitive strategies to reflect on and assess their writing and
representing, by
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C12 use and experiment with elements of style in writing and representing,
appropriate to purpose
and audience, to enhance meaning and artistry, including
syntax and sentence fluency
diction
point of view
literary devices
visual/artistic devices
C13 use and experiment with elements of form in writing and representing,
appropriate to purpose and
audience, to enhance meaning and artistry, including
organization of ideas and information
text features and visual/artistic devices
C14 use conventions in writing and representing, appropriate to purpose and
audience, to enhance
meaning and artistry, including
grammar and usage
punctuation, capitalization, and Canadian spelling
presentation/layout
Unit 5
Much Ado
About
Nothing
Weeks 11-
14
-Research the truth and
rumour behind William
Shakespeare
-Examine the language and
significance of Shakespeare:
why do we still study him?
-Practice the pronunciation
and use of Shakespearean
English to gain comfort and
fluency
-Create character charts to
keep track of the various
storylines and motivations
-Students keep a diary in the
voice of one of the characters
to chart their evolution
throughout the story
-Dissect quotes for
interpretation and meaning
-Work in pairs/groups to
perform and translate scenes
into modern English
-Write a narrative essay
-Have a strong
understanding of who
Shakespeare was and
who he may have been
(authorship
controversy)
-Can name at least 5
words that were created
by Shakespeare
-Can summarize the
plot of the entire play
-Offer opinion and
reasons for having a
favourite character,
storyline, quote
-Have a completed
diary in the voice of a
character
-Completed journal
entries
-Have confidence
performing in front of
the class, willing to
A1 interact and collaborate in pairs and groups to
support and extend the learning of self and others
explore experiences, ideas, and information
gain insight into others perspectives
respond to and analyse a variety of texts
create a variety of texts
A3 listen to comprehend, interpret, and evaluate ideas and information from
a variety of texts,
considering
purpose
messages
tone
structure
effects and impact
bias
context, including historical and cultural influences
A6 select, adapt, and apply a range of strategies to express ideas and
information in oral
communications, including
vocal techniques
style and tone
nonverbal techniques
visual aids
explaining the overall story
-View and discuss the film
adaptation as the play is read

work in a group
situation
-Have a completed and
well constructed
narrative essay
organizational and memory aids
monitoring methods
A7 use listening strategies to understand, recall, and analyse a variety of
texts, including
extending understanding by accessing prior knowledge
making plausible predictions
summarizing main points
generating thoughtful questions
clarifying and confirming meaning
A8 speak and listen to make personal responses to texts, by
making connections with prior knowledge and experiences
relating reactions and emotions to understanding of the text
generating thoughtful questions
making inferences
explaining opinions using reasons and evidence
A10 speak and listen to synthesize and extend thinking, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
A12 recognize and apply the structures and features of oral language to
convey and derive meaning,
including
context
text structures
syntax
diction
usage conventions
rhetorical devices
vocal techniques
nonverbal techniques
idiomatic expressions
B1 read, both collaboratively and independently, to comprehend a variety of
literary texts, including
literature reflecting a variety of times, places, and perspectives
literature reflecting a variety of prose forms
poetry in a variety of narrative and lyric forms
traditional forms from Aboriginal and other cultures
B2 read, both collaboratively and independently, to comprehend a variety of
information and persuasive
texts with increasing complexity of ideas and form, such as
articles and reports
biographies and autobiographies
print and electronic reference material
opinion-based material
student-generated material
B3 view, both collaboratively and independently, to comprehend a variety
of visual texts, such as
web sites
film and video
B4 independently select and read, for sustained periods of time, texts for
enjoyment and to increase fluency
B5 before reading and viewing, select, adapt, and apply a range of strategies
to anticipate content
and construct meaning, including
interpreting a task
setting a purpose or multiple purposes
accessing prior knowledge, including knowledge of genre, form, and
context
making logical, detailed predictions
generating guiding or speculative questions
B6 during reading and viewing, select, adapt, and apply a range of strategies
to construct, monitor,
and confirm meaning, including
comparing and refining predictions, questions, images, and connections
making inferences and drawing conclusions
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies
to extend and confirm
meaning and to consider authors craft, including
reflecting on predictions, questions, images, and connections made during
reading
reviewing text and purpose for reading
making inferences and drawing conclusions
summarizing, synthesizing, and applying ideas
identifying stylistic techniques
B9 interpret, analyse, and evaluate ideas and information from texts, by
making and supporting reasoned judgments
comparing ideas and elements among texts
identifying and describing diverse voices
describing bias, contradictions, and non-represented perspectives
identifying the importance and impact of historical and cultural contexts
B11 use metacognitive strategies to reflect on and assess their reading and
viewing, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
B12 recognize and explain how structures and features of text shape
readers and viewers construction
of meaning, including
form and genre
functions of text
literary elements
literary devices
use of language
non-fiction elements
visual/artistic devices
B13 demonstrate increasing word skills and vocabulary knowledge, by
analysing the origins and roots of words
determining meanings and uses of words based on context
identifying, selecting, and using appropriate academic and technical
language
using vocabulary appropriate to audience and purpose
discerning nuances in meaning of words considering historical, cultural,
and literary contexts
C1 write meaningful personal texts that elaborate on ideas and information
to
experiment
express self
make connections
reflect and respond
remember and recall
C2 write purposeful information texts that express ideas and information to
explore and respond
record and describe
analyse and explain
speculate and consider
argue and persuade
engage
C3 write effective imaginative texts to develop ideas and information to
strengthen connections and insights
explore and adapt literary forms and techniques
experiment with increasingly sophisticated language and style
engage and entertain
C5 select, adapt, and apply a range of strategies to generate, develop, and
organize ideas for writing
and representing, including
making connections
setting a purpose and considering audience
gathering and summarizing ideas from personal interest, knowledge, and
inquiry
analysing writing samples or models
setting class-generated criteria
C6 select, adapt, and apply a range of drafting and composing strategies
while writing and representing,
including
using a variety of sources to collect ideas and information
generating text
organizing and synthesizing ideas and information
analysing writing samples or models
creating and consulting criteria
C7 select, adapt, and apply a range of strategies to revise, edit, and publish
writing and representing,
including
checking work against established criteria
enhancing supporting details and examples
refining specific aspects and features of text
proofreading
C10 write and represent to synthesize and extend thinking, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
C11 use metacognitive strategies to reflect on and assess their writing and
representing, by
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C12 use and experiment with elements of style in writing and representing,
appropriate to purpose
and audience, to enhance meaning and artistry, including
syntax and sentence fluency
diction
point of view
literary devices
visual/artistic devices
C13 use and experiment with elements of form in writing and representing,
appropriate to purpose and
audience, to enhance meaning and artistry, including
organization of ideas and information
text features and visual/artistic devices
C14 use conventions in writing and representing, appropriate to purpose and
audience, to enhance
meaning and artistry, including
grammar and usage
punctuation, capitalization, and Canadian spelling
Unit 6

The
Absolutely
True Diary
of a Part-
Time Indian

Weeks 15-
18
-Understand and discuss the
history of First Nations
people in Canada and the
United States: racism,
reservations, alcoholism,
eating disorders, bullying,
residential schools and how
these problems continue
-Research Sherman Alexie
-Debate and discuss the place
of graphic novels in literature
as well as students lives
-Can explain the role of
First Nations people in
history and the effect
of colonization on their
lives
-Understand the
concepts and
repercussions of
alcoholism, eating
disorders, residential
schools, bullying and
racism; can offer
A2 express ideas and information in a variety of situations and forms to
explore and respond
recall and describe
narrate and explain
argue, persuade, and support
engage and entertain
A3 listen to comprehend, interpret, and evaluate ideas and information from
a variety of texts,
considering
purpose
messages
tone
-Open discussion of sensitive
issues in book, understanding
of purpose for studying this
book
-Students journal and select 3
of their journal entries from
the whole semester to depict
in image form
-Tie in First Nations culture
in Canada such as Beat
Nation
-Students will depict an
important moment in their life
in an online or hand-drawn
comic
-Creating New Years
Resolutions based on lessons
learned in the book
-Explanation and examples of
culture appropriation
-Continuing to define and
outline literary devices,
vocabulary and intangible
elements of literature
-Create a list of expectations
(personal, parental, teacher,
peer)
-Discuss comparisons to
David and Goliath
-Watch and analyze the film
Smoke Signals in relation to
this book
-Students create their own test
for this book, create multiple
choice, short answer and
essay questions involving
theme, metaphor, quotations
and analysis.
-Final oral book reports
solutions or options for
each
-Understand the
importance of graphic
novels
-Completed graphic
representations of their
journal entries
-Completed comic
depiction of their life in
an honest and artistic
way
-New Years
resolutions that clearly
were inspired by the
book but can be
achieved by students
-Can explain
appropriation
-Understand the
significance of the film
in relation to the book.
-Completed a well
rounded test that
demonstrates a strong
understanding of the
novel and what they
learned from reading it.
structure
effects and impact
bias
context, including historical and cultural influences
A4 select, adapt, and apply a range of strategies to interact and collaborate
with others in pairs and
groups, including
initiating and sharing responsibilities
listening actively
contributing ideas and supporting the ideas of others
acknowledging and discussing diverse points of view
reaching consensus or agreeing to differ
A7 use listening strategies to understand, recall, and analyse a variety of
texts, including
extending understanding by accessing prior knowledge
making plausible predictions
summarizing main points
generating thoughtful questions
clarifying and confirming meaning
A8 speak and listen to make personal responses to texts, by
making connections with prior knowledge and experiences
relating reactions and emotions to understanding of the text
generating thoughtful questions
making inferences
explaining opinions using reasons and evidence
A9 speak and listen to interpret, analyse, and evaluate ideas and information
from texts, by
making and supporting reasoned judgments
examining and comparing ideas and elements among texts
describing and comparing perspectives
describing bias, contradictions, and non-represented perspectives
identifying the importance and impact of historical and cultural contexts
A10 speak and listen to synthesize and extend thinking, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
A11 use metacognitive strategies to reflect on and assess their speaking and
listening, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
B1 read, both collaboratively and independently, to comprehend a variety of
literary texts, including
literature reflecting a variety of times, places, and perspectives
literature reflecting a variety of prose forms
traditional forms from Aboriginal and other cultures
student-generated material
B3 view, both collaboratively and independently, to comprehend a variety
of visual texts, such as
broadcast media
web sites
graphic novels
film and video
photographs
art
visual components of print media
student-generated material
B4 independently select and read, for sustained periods of time, texts for
enjoyment and to increase fluency
B5 before reading and viewing, select, adapt, and apply a range of strategies
to anticipate content
and construct meaning, including
interpreting a task
setting a purpose or multiple purposes
accessing prior knowledge, including knowledge of genre, form, and
context
making logical, detailed predictions
generating guiding or speculative questions
B6 during reading and viewing, select, adapt, and apply a range of strategies
to construct, monitor,
and confirm meaning, including
comparing and refining predictions, questions, images, and connections
making inferences and drawing conclusions
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies
to extend and confirm
meaning and to consider authors craft, including
reflecting on predictions, questions, images, and connections made during
reading
reviewing text and purpose for reading
making inferences and drawing conclusions
summarizing, synthesizing, and applying ideas
identifying stylistic techniques
B10 synthesize and extend thinking about texts, by
personalizing ideas and information
explaining relationships among ideas and information
applying new ideas and information
transforming existing ideas and information
contextualizing ideas and information
B11 use metacognitive strategies to reflect on and assess their reading and
viewing, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
B12 recognize and explain how structures and features of text shape
readers and viewers construction
of meaning, including
form and genre
functions of text
literary elements
literary devices
use of language
non-fiction elements
visual/artistic devices
B13 demonstrate increasing word skills and vocabulary knowledge, by
analysing the origins and roots of words
determining meanings and uses of words based on context
identifying, selecting, and using appropriate academic and technical
language
using vocabulary appropriate to audience and purpose
discerning nuances in meaning of words considering historical, cultural,
and literary contexts
C2 write purposeful information texts that express ideas and information to
explore and respond
record and describe
analyse and explain
speculate and consider
argue and persuade
engage
C4 create thoughtful representations that communicate ideas and
information to
explore and respond
record and describe
explain and persuade
engage
C11 use metacognitive strategies to reflect on and assess their writing and
representing, by
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C12 use and experiment with elements of style in writing and representing,
appropriate to purpose
and audience, to enhance meaning and artistry, including
syntax and sentence fluency
diction
point of view
literary devices
visual/artistic devices
C13 use and experiment with elements of form in writing and representing,
appropriate to purpose and
audience, to enhance meaning and artistry, including
organization of ideas and information
text features and visual/artistic devices
C14 use conventions in writing and representing, appropriate to purpose and
audience, to enhance
meaning and artistry, including
grammar and usage
punctuation, capitalization, and Canadian spelling
copyright and citation of references
presentation/layout
Review
Week 19
-Look for themes between all
the texts studied in the class
-Practice writing different
types of texts: informative,
personal and creative while
preparing for the exam
-Review terms, vocabulary
-Use example exams as study
aids
-Reflect on lessons learned
-Ask and answer all questions
for clarification
-Can easily summarize
the texts studied, and
make connections
between them
-Comfortable with all
types of writing
-Confident with literary
terms
-Score well on practice
exams
A11 use metacognitive strategies to reflect on and assess their speaking and
listening, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
B11 use metacognitive strategies to reflect on and assess their reading and
viewing, by
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
C11 use metacognitive strategies to reflect on and assess their writing and
representing, by
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals