St John Catholic High School
Department of English
Course of Study
English, Grade 11/12, Workplace
ENG1L/2L
Ms. Geddes
2013-2014
Course Description:
This course emphasizes the development of literacy, critical thinking, and communication skills. Students study the content, form, and style of informational texts and literary works from Canada and other countries; write reports, correspondence, and persuasive essays; and analyze media forms, audiences, and media industry practices. An important focus is on establishing appropriate voice and using academic, business and technical language with precision and clarity.
Course Texts:
Literacy Power
Novel Study and Independent Reading:
Bifocal- Deborah Ellis and Eric Walters or The Blue Helmet- William Bell or Exposed- Murdoch
How This Course Supports the Ontario Catholic School Graduate Expectations:
Catholic education’s purpose is to gradually develop the required academic skills and expectations within the context of the skills, values, attitudes, and beliefs of our Church. The goal of Catholic education is to graduate young women and men who are discerning believers; effective communicators; reflective, creative, holistic thinkers; self-directed life-long learners; collaborative contributors; and responsible citizens. Language is the basis for thinking, communication, and learning. It is also a fundamental element of identity and culture.
The English curriculum provides many opportunities for students to fulfill many of the Catholic Graduate expectations in that students and the teacher have moments to share ideas, thoughts, feelings, reactions, dreams, hopes, and prayers. In these moments, the teacher has a monumental opportunity to be both a guide and example of one who shares one’s journey of faith.
Aside from those moments that are included in daily lessons – classroom prayer, classroom reflections – this document offers opportunities for infusion moments. In other words, the opportunities for infusion, neither as a practice nor the examples as found in this document, are meant to be prescribed and, therefore, included, in the lessons; rather, they are meant to be suggestions only for the teacher to capture the possibility of potential teachable moments where the teacher may enlighten the lesson – by infusion – with our Catholic faith, our shared story, traditions, and practices.
Units: Titles and Approximate Times
Unit 1
Short Story
15 lessons
Unit 2
Language Study
10 lessons
Unit 3
The Novel
20 lessons
Unit 4
Poetry
11 lessons
Unit 5
Media
15 lessons
Culminating Activities
4 lessons
Unit Organization
Unit 1: Short Story Students will be introduced to key elements of a short story and begin to move beyond reading strictly for comprehension, and are challenged to read analytically to demonstrate how elements of structure and style contribute to the overall meaning of the reading selections. Lessons are set up such that, after the introduction, particular literary concepts are focused on. In addition to the reading and analysis of the prose selections, students are introduced to critical analysis and assessment of images that accompany text.
Unit 2: Language Study This unit will cover essay writing, conventions of the English language, and vocabulary expansion. This ongoing unit will be completed at various intervals throughout the semester. The content may change based on the strengths and weaknesses of the class. We will study the development of the English language and explore contemporary language theory and usage issues; this involves intensive grammar study and facilitates the proficient use of Standard Canadian English. Aspects of technical writing will also be covered with an eye toward reading and writing skills necessary for success in college or the world of work.
Unit 3: Novel Study
This unit is designed to provide students with the experience of entering into an imaginary realm of prose. They will share and discuss ideas centred around the key themes and main points of the novel. Students will then work to apply their prior knowledge and skills to make connections. In doing so, students are challenged to reach a deeper understanding of the novel, beyond merely the plot, to the level of the thematic concerns contained in the novel.
Unit 4: Poetry
Poetry speaks the language of life. As a viable means of self-expression students will read, explore, interpret, and write poetry. Emphasis will be given to critical reading, research, and oral recitation of poetry to enhance student understanding of the genre. Through the study and writing of poetic forms and devices, students are called upon to observe and reflect on their personal aspirations and values and to recognize that life is a sacred gift from God.
Unit 5: Media
This unit is designed to provide students with the opportunity to read many various magazines and to decode the magazine format to determine what elements are common to it. An understanding of various media elements in design of covers, advertisements, layouts, etc., is an important feature of this unit. Using the analysis of those common elements as a springboard, students are then challenged to write and construct their own magazines centered on a personal interest. Culminating Activities- 30% The main culminating activity, worth 30 % of the course mark, is a summative evaluation in the form of a scheduled final examination. This culminating activity reinforces the skills and knowledge learned throughout the Grade 11/12 Essentials course.
Course Evaluation- 70%
The instructor will ensure program effectiveness by respecting the principles of assessment and evaluation (i.e., strategies are comprehensive, valid, informative, equitable, ethical, and collaborative). As well, teaching strategies will be bias-free and address a range of learning styles.
General Expectations
Be punctual. Three (3) lates result in detentions beginning, as per the school’s late policy. All subsequent lates result in detention and will be dealt with by administration.
Keep up-to-date. If you are absent from class, it is your responsibility to catch up on any work missed. Check the school website, ask a friend from class to get the assignment and any missed notes or speak to your teacher after class for assistance.
Be prepared. Come to class with all your necessary materials: pencils, erasers, pens, lined paper, 3-ring binder, and textbooks.
Be organized. Assignments must be handed in on time. Late assignments may result in Study Hall referrals, phone calls home and/or deducted grades.
Show respect to yourself, your peers, your teacher and our learning environment. This is easily achieved by using appropriate language, by dressing appropriately, by participating but not at inappropriate times, and by displaying learning-oriented behaviour.
-Listen when others talk
-Put up hand and ask to get up
-Follow instructions the FIRST time they are given
-If you are unsure- ASK!
-Participate- Put forth your best efforts
Department of English
Course of Study
English, Grade 11/12, Workplace
ENG1L/2L
Ms. Geddes
2013-2014
Course Description:
This course emphasizes the development of literacy, critical thinking, and communication skills. Students study the content, form, and style of informational texts and literary works from Canada and other countries; write reports, correspondence, and persuasive essays; and analyze media forms, audiences, and media industry practices. An important focus is on establishing appropriate voice and using academic, business and technical language with precision and clarity.
Course Texts:
Literacy Power
Novel Study and Independent Reading:
Bifocal- Deborah Ellis and Eric Walters or The Blue Helmet- William Bell or Exposed- Murdoch
How This Course Supports the Ontario Catholic School Graduate Expectations:
Catholic education’s purpose is to gradually develop the required academic skills and expectations within the context of the skills, values, attitudes, and beliefs of our Church. The goal of Catholic education is to graduate young women and men who are discerning believers; effective communicators; reflective, creative, holistic thinkers; self-directed life-long learners; collaborative contributors; and responsible citizens. Language is the basis for thinking, communication, and learning. It is also a fundamental element of identity and culture.
The English curriculum provides many opportunities for students to fulfill many of the Catholic Graduate expectations in that students and the teacher have moments to share ideas, thoughts, feelings, reactions, dreams, hopes, and prayers. In these moments, the teacher has a monumental opportunity to be both a guide and example of one who shares one’s journey of faith.
Aside from those moments that are included in daily lessons – classroom prayer, classroom reflections – this document offers opportunities for infusion moments. In other words, the opportunities for infusion, neither as a practice nor the examples as found in this document, are meant to be prescribed and, therefore, included, in the lessons; rather, they are meant to be suggestions only for the teacher to capture the possibility of potential teachable moments where the teacher may enlighten the lesson – by infusion – with our Catholic faith, our shared story, traditions, and practices.
Units: Titles and Approximate Times
Unit 1
Short Story
15 lessons
Unit 2
Language Study
10 lessons
Unit 3
The Novel
20 lessons
Unit 4
Poetry
11 lessons
Unit 5
Media
15 lessons
Culminating Activities
4 lessons
Unit Organization
Unit 1: Short Story Students will be introduced to key elements of a short story and begin to move beyond reading strictly for comprehension, and are challenged to read analytically to demonstrate how elements of structure and style contribute to the overall meaning of the reading selections. Lessons are set up such that, after the introduction, particular literary concepts are focused on. In addition to the reading and analysis of the prose selections, students are introduced to critical analysis and assessment of images that accompany text.
Unit 2: Language Study This unit will cover essay writing, conventions of the English language, and vocabulary expansion. This ongoing unit will be completed at various intervals throughout the semester. The content may change based on the strengths and weaknesses of the class. We will study the development of the English language and explore contemporary language theory and usage issues; this involves intensive grammar study and facilitates the proficient use of Standard Canadian English. Aspects of technical writing will also be covered with an eye toward reading and writing skills necessary for success in college or the world of work.
Unit 3: Novel Study
This unit is designed to provide students with the experience of entering into an imaginary realm of prose. They will share and discuss ideas centred around the key themes and main points of the novel. Students will then work to apply their prior knowledge and skills to make connections. In doing so, students are challenged to reach a deeper understanding of the novel, beyond merely the plot, to the level of the thematic concerns contained in the novel.
Unit 4: Poetry
Poetry speaks the language of life. As a viable means of self-expression students will read, explore, interpret, and write poetry. Emphasis will be given to critical reading, research, and oral recitation of poetry to enhance student understanding of the genre. Through the study and writing of poetic forms and devices, students are called upon to observe and reflect on their personal aspirations and values and to recognize that life is a sacred gift from God.
Unit 5: Media
This unit is designed to provide students with the opportunity to read many various magazines and to decode the magazine format to determine what elements are common to it. An understanding of various media elements in design of covers, advertisements, layouts, etc., is an important feature of this unit. Using the analysis of those common elements as a springboard, students are then challenged to write and construct their own magazines centered on a personal interest. Culminating Activities- 30% The main culminating activity, worth 30 % of the course mark, is a summative evaluation in the form of a scheduled final examination. This culminating activity reinforces the skills and knowledge learned throughout the Grade 11/12 Essentials course.
Course Evaluation- 70%
The instructor will ensure program effectiveness by respecting the principles of assessment and evaluation (i.e., strategies are comprehensive, valid, informative, equitable, ethical, and collaborative). As well, teaching strategies will be bias-free and address a range of learning styles.
General Expectations
Be punctual. Three (3) lates result in detentions beginning, as per the school’s late policy. All subsequent lates result in detention and will be dealt with by administration.
Keep up-to-date. If you are absent from class, it is your responsibility to catch up on any work missed. Check the school website, ask a friend from class to get the assignment and any missed notes or speak to your teacher after class for assistance.
Be prepared. Come to class with all your necessary materials: pencils, erasers, pens, lined paper, 3-ring binder, and textbooks.
Be organized. Assignments must be handed in on time. Late assignments may result in Study Hall referrals, phone calls home and/or deducted grades.
Show respect to yourself, your peers, your teacher and our learning environment. This is easily achieved by using appropriate language, by dressing appropriately, by participating but not at inappropriate times, and by displaying learning-oriented behaviour.
-Listen when others talk
-Put up hand and ask to get up
-Follow instructions the FIRST time they are given
-If you are unsure- ASK!
-Participate- Put forth your best efforts