ENGLISH DEPARTMENT
IONA CATHOLIC SECONDARY SCHOOL
Course Code: ENG 1L1
Course Name/Level: Grade Nine Locally Developed English
Course Description/Rationale
This course provides foundational literacy and communication skills to prepare students for success in their
daily lives, in the workplace, and in the Grade 11 English Workplace Preparation course.
The course is organized by strands that develop listening and speaking skills, reading and viewing skills, and
writing skills. In all strands, the focus is on developing foundational literacy skills and on using language clearly
and accurately in a variety of authentic contexts.
Students develop strategies and put into practice the processes involved in speaking, listening, reading,
viewing, writing, and thinking, and reflect regularly upon their growth in these areas.
SPECIFIC STRANDS OF STUDY AND EXPECTATIONS INCLUDE:
electing, reading and demonstrating an understanding of a variety of literary and informational texts which
are both personally meaningful and relevant to their courses of study
an understanding of the elements of a variety of literary and informational forms, with a focus
on plays, short stories, and newspaper and magazine articles
ing and explaining the effect of specific elements of style in a variety of literary and informational texts
specific strategies to gather information and to generate ideas for written work
ing and using different literary and informational forms (e.g. procedures/instructions, explanations,
supported opinions, reports, short anecdotal narratives, letters, Career Plan, Annual Education Plan)
ing an organizational pattern to structure ideas for writing texts
strategies for revising written work
strategies for editing and proofreading written work, with an emphasis on the conventions of Standard
Canadian English
vocabulary and language conventions to read, write and speak clearly and correctly
listening techniques and oral communication skills to participate in large and small group discussions
for a variety of purposes
ing and describing the elements, intended audiences, and production practices of a variety of media
forms
knowledge of a variety of media forms, purposes and audiences to create media works
EFFORTS WILL BE MADE TO MEET THE INDIVIDUAL LEARNING NEEDS OF STUDENTS IN ORDER TO
ENSURE THAT THESE EXPECTATIONS ARE BEING MET.
Course Breakdown
Resources:
UNITS OF STUDY:
Unit 1: Short Prose, Media and
Poetry
Literacy Activities
TEXTS/RESOURCES:
Literacy Power G and Inside Track 1
Crossroads
Students are responsible for borrowed
resources and will be required to pay
replacement costs for lost or damaged
materials.
Unit 2: Novel study
Literacy Activities
Monster, The Contender, Seedfolks,
Slake’s Limbo, or Hit Squad
Evaluation Structure:
Unit 3: Literacy Activities
Literacy Power G and Inside Track 1
Unit 4: Culminating Performance
Task
Knowledge
25%
Thinking
25%
Communication 25%
Application
25%
The above is reflected both in the term work
(worth 70% of the final mark) and the
summative work (worth 30% of the final
mark). Summative work consists of the Final
Exam (15) and a Culminating Activity (15)
(15%)
Evaluation Policy
Students will be assessed & evaluated according to the work produced & skills displayed. Methods of providing feedback will include assessing work in
process & evaluating completed assignments, tests, cooperative learning activities, simulations and presentations. Peer & self-evaluations will also be
utilized. Student marks will be determined by evaluating process & product according to 4 categories & 4 levels. Please see the chart below for specific
skills and key words used to determine student competency in the different categories.
CATEGORY
LEVEL 1: 50-59%
LEVEL 2: 60-69%
LEVEL 3: 70-79%
LEVEL 4: 80-100%
Knowledge: Knowledge of
content and understanding of
content
Limited display of
knowledge and content
Some success of
knowledge and content
Considerable display of
knowledge and content
Thorough display of
knowledge and content
Thinking: Use of planning,
processing and critical/creative
thinking skills
Uses thinking skills with
limited effectiveness
Uses thinking skills with
some effectiveness
Uses thinking skills with
considerable
effectiveness
Uses thinking skills with a
high degree of effectiveness
Communication: Expression and
organization of ideas for different
audiences/purposes, and use of
conventions, vocabulary and
terminology of the discipline in oral,
graphic and written forms.
Communicates ideas with
limited effectiveness
Communicates ideas
with some effectiveness
Communicates ideas
with considerable
effectiveness
Communicates ideas with a
high degree of effectiveness
Application: Application and
transfer of knowledge and skills.
Making connections within and
between various contexts.
Transfers and applies
knowledge and skills to
unfamiliar contexts and
makes connections with
limited effectiveness
Transfers and applies
knowledge and skills to
unfamiliar contexts and
makes connections with
some effectiveness
Transfers and applies
knowledge and skills to
unfamiliar contexts and
makes connections with
considerable
effectiveness
Transfers and applies
knowledge and skills to
unfamiliar contexts and
makes connections with a
high degree of effectiveness
Feedback will also be provided for student learning skills including: Responsibility, Independent Work, Collaboration, Organization, Initiative, and
Self-Regulation. Assessment of these skills will occur independent from student achievement using the following letter grades:
E – Excellent
G - Good
S – Satisfactory
N - Needs Improvement
OTHER EVALUATION ISSUES:
LATE ASSIGNMENTS - The due dates for major assignments will be clearly articulated by the teacher when the task is assigned. The teacher will
establish a deadline and an acceptance period for the assignment. If a student does not hand in the assignment by the deadline, a mark reduction will be
applied to the assignment submitted thereafter up to a total of 10%. If the assignment is not submitted by the end of the acceptance period the student
mayl receive a mark of zero. Refer to the Student Handbook for further details.
INCOMPLETE ASSSIGNMENTS - Assignments will be graded according to the extent with which they meet the criteria established in the rubric or
evaluation structure.
MISSED TESTS - Teachers will give the class ample notice for upcoming tests/evaluations. If the student is aware of an absence on the date of an
assessment, it is the responsibility of the student to make arrangements for an alternative assessment date (which may not be during class time) with
the teacher before the scheduled time for the test/evaluation. If a test is missed due to a legitimate reason, verification (note only to be handed in on the
day of the student’s return) from a parent/guardian must be given to the subject teacher indicating that the parents are aware the student missed a test.
The student is expected to write the test on the day of their return. If a test is missed as a result of truancy, a mark of zero will be assigned with
no opportunity for a re-write.
PLAGIARISM - Any form of plagiarism reflects academic dishonesty and may result in a mark of zero for the assignment in question. Refer to the
Student Handbook for further details.
ATTENDANCE - It is the responsibility of each student to be punctual and in attendance, with proper materials, in all classes and scheduled activities.
Students who miss classes may put their credit in jeopardy. It is the student’s responsibility to catch up on missed work when absent.