English 10

                                                   ENGLISH 10, SEMESTER 1, September, 2013

English 10                                                                                               Dr. J. Lannan

Semester One                                                                                         St. John Brebeuf

Welcome to English 10

Course Overview

2013-2014

Language is fundamental to thinking, learning, and communicating in all cultures. The skilled use of language is associated with many opportunities in life, including further education, work, and social interaction. As students come to understand and use language more fully, they are able to enjoy the benefits and pleasures of language in all its forms, from reading and writing to literature, theatre, public speaking, film, and other media. They also come to understand language as a human system of communication – dynamic and evolving, but also systematic and governed by rules.Through literature and other forms of communication you will increase your understanding of and respect for your own and other cultures. In English 10, we encounter a planned program of local, Canadian, and world literature. You will have frequent opportunities to talk and write about what you have learned about yourself and others from a variety of stories, essays, documents, and other media.

 Required Materials

 Students are required to bring the following to class everyday:

¨  Three ring binder with 5 dividers

¨  Duo tangs           

¨  pens (blue, black, one highlighter, a pencil and an eraser)

¨  required texts, readings, and handouts

¨  dictionary, thesaurus

¨  other materials might include a ruler, colouring utensils, and a glue stick!!

 IP and Rewrite Policies

Retests and rewrites are only to be arranged between the teacher and the student. Students must first complete a “qualifier” before the rewrite privilege will be granted. There will be no rewrites for minor written assignments, class presentations, creative projects, and or quizzes. This policy does not impede any formative assessment practices, where editing, proofreading, and guided revision are the expectation not the exception!

 Classroom Expectations

 Respect

                        Who?    Your classmates, your teacher, yourself

                        What?   Your classroom, your school, materials

 Responsibility

                        Be prepared for all classes/bring materials

                        After an absence, your are required to catch up on all work

                        Adhere to due dates.

                        If you miss a test or presentation you must make it up at a suitable time once you are back to school!

 School Rules

                        Follow all school policies

                        Discourage locker/washroom breaks during class time

 Assessment Overview

 

What you will achieve:

How you will learn and what you will show that you learned:

What will it be worth to your school mark:

How long will you spend learning:

What you will learn:

Curriculum Organizer

Formative and Summative Assessment Activities

Weight for Grading

Teaching Time %

Learning Outcomes

 

 

 

Oral Language

 

 

  • Analysis and Evaluation
  • Character Analysis
  • Conveying and deriving meaning
  • Debate
  • Descriptive, persuasive, expository, and narrative writing
  • Discussion
  • Essays and compositions
  • Independent Reading various genres
  • Book chats
  • Journal Entries
  • Paragraphs
  • Personal, critical, and creative response
  • POV sharing
  • Proofreading and Editing
  • Research
  • Short Story Analysis
  • Tests and Quizzes
  • Worksheets/Questions/
  • Written and oral presentations

15% – 20%

20%

Integrated Throughout

A 1 – A 12

Readingand viewing

 

 

 

35% – 45%

40%

Integrated Throughout

B 1 – B 13

Writing and Representing

 

 

40% – 50%

40%

Integrated Throughout

C 1 – C 14

 

 

 

Summative Assessment Type

Contribution of marks to the unit

Exams/Tests/Quizzes

20

Essays/Compositions/In class and prepared

20

Projects including Shakespeare/Poetry Responses

20

Assignments including
synthesis, book chats, Novel Studies

20

Class work with pre-determined criteria and marks

10

Presentations/small group/student-teacher conferences

10

In keeping with best practice, we will encounter a variety of formative and summative assessment activities. Formative assessment practices will be recorded anecdotally; summative assessment will be entered as a numeric value.

 Please note that the English 10 Final Mark = 80% of class mark + 20% of provincial exam mark.

  DESCRIPTION OF THE PROVINCIAL EXAMINATION

 Review for Provincial Exam

 January                        -study techniques

                                    -surviving the exam: grammar, poetry, essay and composition

                                    -review of terms, devices, and styles.

                                    -writing MOCK provincials

 

This examination is designed to be completed in two hours. Students may, however, take up to 60 minutes of additional time to finish.

 

 

In accordance with the following Ministry Prescribed Learning Outcomes, students will…

 

Oral Language (Speaking/Listening)

Purposes (Oral Language)

A1 interact and collaborate in pairs and groups to

– support and extend the learning of self and others

– explore experiences, ideas, and information

– incorporate new perspectives into own thinking

– respond to and critique 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 critique

– support and extend

– engage and entertain

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, social, and political 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

– seeking out diverse perspectives

– reaching consensus or agreeing to differ

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

A7 use listening strategies to understand, recall, and analyse a variety of texts, including

– extending understanding by accessing prior knowledge

– making plausible predictions

– synthesizing main points

– generating critical questions

– clarifying and confirming meaning

A8 speak and listen to make personal responses to texts, by

– relating reactions and emotions to understanding of the text

– generating thoughtful questions

– making inferences

– explaining opinions using reasons and evidence

– suggesting contextual influences and relationships

A9 speak and listen to interpret, analyse, and evaluate ideas and information from texts, by

– examining and comparing ideas and concepts among texts

– critiquing the author’s logic, quality of evidence, and coherence

– describing and critiquing perspectives

– identifying and challenging bias, contradictions, and distortions

– explaining the importance and impact of historical, social, and political 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

Features (Oral Language)

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

 

 

Reading and Viewing

Purposes (Reading and Viewing)

B1 read, both collaboratively and independently, to comprehend a wide 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 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 wide variety of information and persuasive texts with increasing complexity and subtlety of ideas and form, such as

– articles and reports

– biographies and autobiographies

– textbooks, magazines, and newspapers

– print and electronic reference materials

– advertising and promotional materials

– opinion-based materials

– student-generated material

B3 view, both collaboratively and independently, to comprehend a variety of visual texts with increasing complexity and subtlety of ideas and form, 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

Strategies (Reading and Viewing)

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 author’s 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

Thinking (Reading and Viewing)

B8 explain and support personal responses to texts, by

– making comparisons, associations, or analogies to other ideas and concepts

– relating reactions and emotions to understanding of the text

– developing opinions using reasons and evidence

– suggesting contextual influences and relationships

B9 interpret, analyse, and evaluate ideas and information from texts, by

– critiquing logic, quality of evidence, and coherence

– identifying and describing diverse voices

– critiquing perspectives

– identifying and challenging bias, contradictions, distortions, and non-represented perspectives

– explaining the importance and impact of social, political, and historical 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

Features (Reading and Viewing)

B12 recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning and appreciation of author’s craft, 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, including connotation and denotation

– discerning nuances in meaning of words considering social, political, historical, and literary

Writing and Representing

Purposes (Writing and Representing)

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

– speculate and consider

– argue and persuade

– analyse and critique

– 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

C4 create thoughtful representations that communicate ideas and information to

– explore and respond

– record and describe

– explain and persuade

– engage

Strategies (Writing and Representing)

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

Thinking (Writing and Representing)

C8 write and represent to explain and support personal responses to texts, by

– making comparisons, associations, or analogies to other ideas and concepts

– relating reactions and emotions to understanding of the text

– developing opinions using reasons and evidence

– suggesting contextual influences and relationships

C9 write and represent to interpret, analyse, and evaluate ideas and information from texts, by

– critiquing the logic, quality of evidence, and coherence

– relating and critiquing perspectives

– identifying and challenging bias, contradictions, and distortions

– explaining the importance and impact of social, political, and historical 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

Features (Writing and Representing)

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

 

 

 

 

 

 

 

 

English 10 Semester One 2013 

In addition to what is listed below in each unit, you will experience whole language learning, (grammar, students editing, language usage, mechanics, content, form and structure). SURVIVAL SKILLS.

Unit One September:     Writing /Editing/Grammar                   

¨  housekeeping

¨  assessment

¨  review of essay formats

¨  descriptive, narrative, persuasive, expository

¨  literary insight

¨  synthesis essay writing

¨  POWER writing (prewriting, outlining, writing, editing, revising)

¨  portfolio assessment

¨  What makes a Hero? Crossroads 10

¨  Novel Study, Night

  Unit Two Ongoing:        Short Stories: Canadian and World Wide                    

¨  detailed study of short story elements

¨  the structure of short stories

¨  selected stories from Crossroads 10

 Unit Three November:   Guided Novel Study                

¨  elements of the novel

¨  vocabulary

¨  reading comprehension

¨  literary analysis

¨  literary techniques

¨  essay writing

¨  current events

¨  To Kill a Mockingbird

 Unit Four December     Traditional and Classical Poetry                      

¨  Portraits of Poets

¨  writing 50 personal poems

¨  poetic devices

¨  Poetry Analysis

¨  paragraph response

¨  identify styles and devices

¨  literary writing

¨  Crossroads 10

 Unit Five January         Drama Romeo and Juliet                     

¨  elements of drama

¨  figurative and poetic devices

¨  presentations

¨  personal response journals

¨  video analysis

 Unit Six Ongoing         Independent Novel Studies/Literature Circles and Book Chats            

¨  seminar presentations

¨  précis

¨  creative response

¨  generic response booklet

¨  each student is expected to participate in Monthly Literature Circles

                                   TAKE NOTE: My child has permission to watch the videos/DVD’s of:

 * The Boy in the Stripped Pajamas and the classic,

* To Kill a Mockingbird (with Gregory Peck), and

*excerpts from Romeo and Juliet (the Franco Zefirelli version).

 Parent Signature: ________________________________ Date: __________________________

 Parents/Guardians and students;

 If you need to contact me during the semester please phone, 604 855 0571 or email, jlannan.sjb@gmail.com  In the past this has proven to be a valuable tool of communication.  Communication is very important, but due to increasing concerns over the security of electronic communication, we require your permission to forward progress regarding your son or daughter via email. Therefore, if you wish to communicate about issues pertaining to this class, your signature will indicate that you are aware of the risks of using email and that this information could be seen by a third party.  Specifically, there can be no guarantee that any email communication is 100% secure and thus specific information, such as marks could be compromised.

 By signing below you are authorizing the delivery of sensitive information via the indicated preferred email. 

 Preferred Email for communication purposes:___________________________________________________________

 

I understand that email cannot be considered as 100% secure and I am authorizing the undersigned teacher to provide information on the progress of my son/daughter to me via the email.

 

Please sign this sheet indicating your acknowledgment of this policy.

 

____________________________________                                             ____________________

Parent/Guardian Signature                                                                     Date

 

____________________________________                                             ____________________

Student’s Name Printed                                                                                     Date