G9 English
Course Description
This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12.
Overall Curriculum Expectations
By the end of this course, students will:
A. Oral Communication
| A1 | Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes |
| A2 | Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes |
| A3 | Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations |
B. Reading and Literature Studies
| B1 | Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning |
| B2 | Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning |
| B3 | Reading With Fluency: use knowledge of words and cueing systems to read fluently |
| B4 | Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas |
C. Writing
| C1 | Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience |
| C2 | Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience |
| C3 | Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively |
| C4 | Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process |
D. Media Studies
| D1 | Understanding Media Texts: demonstrate an understanding of a variety of media texts |
| D2 | Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning |
| D3 | Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques |
| D4 | Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts |
Course Content
| Unit | Title | Hours |
|---|---|---|
| Unit 1 |
Narrative Voices in Short Stories and Novels (i.e. Myths, Legends, Folktales, Fables, Of Mice and Men) Strands: Oral Communications, Reading, Writing, Media |
35 hours |
| Unit 2 |
Voices through Poetry (i.e. Ballads, Epics, Free Verse, Haiku, etc.) Strands: Oral Communication, Reading, Writing |
10 hours |
| Unit 3 |
Voices through Drama (i.e. Romeo and Juliet by William Shakespeare) Strands: Reading, Writing |
30 hours |
| Unit 4 |
Voices in Media (i.e. variety of media texts) Strands, Oral Communication, Writing, Media |
10 hours |
| Unit 5 |
Exploring Voices in Prose (i.e. Culminating Assessment) Strands: Oral Communication, Reading, Writing, Media |
15 hours |
| Total : 110 hours |
Diagnostic assessment is used at the beginning of a unit to assist in determining a starting point for instruction. Assessments for Learning and as Learning (AFL & AAL) provide information to students as they are learning and refining their skills. Assessment of Learning (AOL), at the end of units and course, provides students with the opportunity to synthesize/apply/demonstrate their learning and the achievement of the expectations. The course also provides the students with a variety of ways to demonstrate their knowledge through the so-called Triangulation Assessments, which may assess students through Observation and/or Conversation (i.e. Oral Presentations or Student Interviews), as well as Student Products. The AOLs are posted at the end of each unit.
There are four levels of achievement for students who are passing the course:
- Level 1 (50-59%)
- Level 2 (60-69%)
- Level 3 (70-79%)
- Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for mathematics. Term work will be 70% of the overall grade for the course; the summative evaluations will be 30% of the overall grade, incorporating summative evaluation and a final written examination.
| Knowledge | Thinking/Inquiry | Communication | Application |
|---|---|---|---|
| 12.5 | 25 | 25 | 25 |
| Understanding | |||
| 12.5 |
Within the 70% term mark and the 30% summative mark, the breakdown of the achievement chart categories will be approximately 25% Knowledge/Understanding, Application 25%, Communication 25%, and Thinking/Inquiry 25%.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A non-programmable, non-graphing, scientific calculator
- A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students. Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
| Course Content | |||
| Unit 1 | 1 day, 11 hours | ||
| Narrative Voices in Short Stories and Novels (i.e. Myths, Legends, Folktales, Fables, Of Mice and Men) | |||
| Unit 2 | 10:00:00 | ||
| Voices through Poetry (i.e. Ballads, Epics, Free Verse, Haiku, etc.) | |||
| Unit 3 | 1 day, 6 hours | ||
| Voices through Drama (i.e. Romeo and Juliet by William Shakespeare) | |||
| Unit 4 | 10:00:00 | ||
| Voices in Media (i.e. variety of media texts) | |||
| Unit 5 | 15:00:00 | ||
| Exploring Voices in Prose (i.e. Culminating Assessment) | |||
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