ST. EDMUND CAMPION CATHOLIC SECONDARY SCHOOL
ENGLISH/ELL DEPARTMENT
COURSE NAME:
Grade 9 Pre-AP English
COURSE CODE:
LEVEL:
PREREQUISITE:
ENG 1DP
Advanced Placement
None
COURSE DESCRIPTION
The Grade Nine Pre-Advanced Placement English course is a building block in the evolution of the AP English student. Pre-AP Students will
be exposed to the classics, and the literary conventions that recur as they move from grade nine to grade twelve in the AP stream. This
course emphasizes analytic reading, writing, media literacy, oral communication, and thinking skills that students need for success in the
series of advanced placement courses taken throughout high school. Students will analyze literary texts including short stories, poems,
novels, plays, and short essays. They will interpret classic literature and create oral, written, and media texts in a variety of forms. An
important focus will be the correct and effective use of spoken and written language to communicate effectively, as per the parameters of the
AP program. Finally, the student will engage in self-directed learning by use of the Accelerated Reading Program and the culminating
performance task. This course prepares students for the Grade 12 Advanced Placement English course and the Advanced Placement Board
Exams.
HOW THIS COURSE SUPPORTS THE ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS
The primary goal of Catholic education is to graduate young men and women who are discerning believers in the saving story of Christ. They
are challenged to become responsible citizens, based on the centrality of a tradition of Church social teaching which balances the sacred
dignity and value of the human person with a striving for the common good. The goal for educators is to assist young people to think
compassionately and reflectively and act in a manner consistent with the values of Jesus Christ. Education in the Catholic school system
nurtures the vision that the glory of God is realized when each person is able to reach his/her full potential while acknowledging human
weakness and limitation as creations of God. To that end, this course encourages students to find and to value their own voice and encounter
literature which helps develop their growing awareness of personal growth and relationship, responsibility to the world and its peoples.
Students begin working towards Catholic Graduate Expectations in grade 9 but will continue on their journey through to grade 12, and
indeed, for the rest of their lives.
COURSE CONTENT
Units will be covered in random order based on availability of resources which will be selected according to teacher preference.
Unit 1: Short Works of Fiction (3 weeks)
Resources
Summer reading, myths and short stories will be used to review elements of
fiction, and literary and writing conventions
Texts are property of St. Edmund Campion Secondary School
and the Board of Education. All resources assigned to
students are the responsibility of the student. Students are
expected to return texts to their teachers in the condition which
they were received. Damaged and/or lost texts must be
replaced through payment in cash to the teacher, or by
debit/credit card in the main office. Payment is expected
before additional resources are given to the student.
Unit 2: An Introduction to Rhetoric (2 weeks)
A variety of non-fiction essays will be used to introduce concepts or reinforce
ideas
Unit 3: Novel Studies (7 weeks)
Jane Eyre and Lord of the Flies
Unit 4: Poetry (interspersed into other units)
Poets and poetry from a variety of time periods will be studied that thematically
link to other literary texts
Student Signature:
Parent/Guardian Signature:
Unit 5: Shakespearean Drama (4 weeks)
Macbeth
Media Studies: The study of media conventions and the creation of media
ASSESSMENT AND EVALUATION
products will be integrated into multiple units
Writing and Grammar: Improving grammar, language usage, and writing
skills is an ongoing process. Students will use a variety of writing forms to
evaluate, analyze, compare and contrast texts, and justify their opinions about
literature in preparation for AP English courses .
An effective program in English will include a balance of
assessment for learning and assessment of learning tasks.
Evaluation Structure:
Knowledge/Understanding 25%
Thinking
25%
Communication
25%
Application
25%
Student marks will be determined by evaluating process &
product in a balanced manner with respect to the four
categories.
Preparing for the OSSLT: Learning and practicing literacy tasks will be
integrated throughout the semester
Accelerated Reading Program: 40 points required (see website)
Culminating Task: Activities will be completed in class using texts from an
approved list of authors provided by the teacher. The CPT is “administered
during the last 6 weeks of the course.”
Ongoing Assessment and Evaluation (65%) and AR (5%) =70%
Culminating Activity (15%) and Final Exam (15%) =30%
Final Examination: Sight Passage (Short Story/Poetry) and a Literary Essay
A student whose achievement is below 50% at the end of a
course will not obtain a credit for the course.
(1.5 hours)
EVALUATION POLICIES




All assignments will have a due date which will be shared with students in writing OR orally in class. Assignments submitted after the due date
established by the teacher will be accepted with a penalty of 5% per day up to a total of 10% over two days. In accordance with the Board
Assessment & Evaluation Policy Document, students will receive a ZERO for any assignment that is not submitted by the closure date which will
also be established by the teacher. Assignments will not be accepted if the teacher returns the marked assignment. Repeated lateness or failure to
submit tasks indicates poor organization skills, and will result in parental contact, and will be reflected in the learning skills section of the report card.
Should a student miss an evaluation due to a legitimate absence, in accordance with the Board A&E Policy Document, the student and teacher
will make arrangements to address the missed evaluation in a timely manner.
In the cases of extended vacation or prolonged absence, consultation with the appropriate administrator may be required.
In the event that the student does not make up the missed evaluation(s), a zero may be assigned. If it is determined that the evaluation(s) has/have
been missed as a result of a skip/truancy or has/have been plagiarized, a zero most likely will be assigned.
For all other cases of absence and/or missed evaluations (including absence during the CPT period or final examination period),
please refer to the Board A&E Policy as outlined in the student agenda.
THE ACHIEVEMENT CHART AND EVALUATION
Students will be assessed and evaluated using a variety of methods to measure process work, final products, skills displayed, critical literacy, and
metacognition. Tests, quizzes, assignments, presentations, cooperative learning activities and other methods of evaluation will be used at the
teacher's discretion. Students who do not submit assignments or do not participate in activities may not provide sufficient data for assessment
and evaluation of Ministry Expectations and therefore, will not gain their credit. Please refer to the list of expectations for policies regarding
late and missing assignments as outlined in the student agenda.
LEVEL R
LEVEL 1:
LEVEL 2:
LEVEL 3:
LEVEL 4:
CATEGORY
BELOW 50%
50-59%
60-69%
70-79%
80-100%
INSUFFICIENT
A PASSABLE
A MODERATE
A HIGH LEVEL
A VERY HIGH
KNOWLEDGE/UNDERSTANDING


KNOWLEDGE OF CONTENT (TEXT FORMS, LITERARY
TERMINOLOGY, ELEMENTS OF STYLE, THEORIES)
UNDERSTANDING OF CONTENT (CONCEPTS, IDEAS,
FACTS, THEMES) AND ITS SIGNIFICANCE
ACHIEVEMENT
OF CURRICULUM
EXPECTATIONS.
THINKING

THE USE OF CRITICAL AND CREATIVE SKILLS, PLANNING
SKILLS, AND PROCESSING SKILLS

INTERPRETATION, ANALYSIS, PROBLEM SOLVING,
CREATIVITY, CRITICAL LITERACY, RESEARCH,
ORGANIZATION, AND INFERENCE

COMMUNICATING INFORMATION ORALLY AND IN WRITING
THROUGH VARIOUS FORMS
ORGANIZATION, USE OF APPROPRIATE CHOICE OF
LANGUAGE AND STYLE FOR AUDIENCE AND PURPOSE
LEVEL OF
ACHIEVEMENT.
ACHIEVEMENT
IS BELOW THE
PROVINCIAL
STANDARD.
LEVEL OF
ACHIEVEMENT.
ACHIEVEMENT
IS BELOW, BUT
APPROACHING
THE
PROVINCIAL
STANDARD.
OF
ACHIEVEMENT.
ACHIEVEMENT
IS AT THE
PROVINCIAL
STANDARD.
TO
OUTSTANDING
LEVEL OF
ACHIEVEMENT.
ACHIEVEMENT
IS ABOVE THE
PROVINCIAL
STANDARD.
COMMUNICATION


GRAMMAR, LANGUAGE USAGE, SPELLING, PUNCTUATION

MAKING CONNECTIONS WITHIN AND BETWEEN CONTEXTS
(TO SELF, TO SCHOOL, TO WORLD, TO OTHER TEXTS)
APPLYING KNOWLEDGE AND SKILLS IN FAMILIAR AND NEW
CONTEXTS
WRITING AND REWRITING (USE OF PROCESS)
APPLYING THEORIES, CONCEPTS AND TERMS
APPLICATION



CURRICULUM EXPECTATIONS AND STRANDS IN THE ENGLISH CURRICULUM
The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate. The
expectations in the compulsory courses of the English curriculum are organized in four broad areas of learning: Oral Communication, Reading and
Literature Studies, Writing, and Media Studies. Taken together, the Overall and Specific Expectations represent the mandated curriculum.
Oral Communication-is a fundamental means of communication with others and the cornerstone of learning in all areas
OVERALL EXPECTATIONS
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. 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.
Reading and Literature Studies-requires students to consider increasingly abstract concepts and to use language structures
that are more complex and vocabulary that is more specialized
OVERALL EXPECTATIONS
1. 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;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how
they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found
most helpful before, during, and after reading.
Writing-provides students with opportunities to communicate competently using a range of forms and styles to suit specific
purposes and audiences and correctly applying the conventions of language – grammar, usage, spelling, and punctuation.
OVERALL EXPECTATIONS
1.Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and
audience;
2.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;
3.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;
4.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
Media Studies-focuses on the construction of meaning through the combination of several media “languages” –
images, sounds, graphics, and words in songs video games, advertising, tv shows, magazines, news articles.
OVERALL EXPECTATIONS
1.Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2.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;
3.Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions,
and techniques;
4.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.