Course Outline
Course:
Academic English
Course Code:
ENG1D
Grade:
9
Credit Value:
1
Curriculum Document: Ontario Curriculum Grades 9 & 10 English 2007
Department: English
Department Head: Ms. Henley
Teachers:
Course Description:
This course emphasizes analytic reading, writing, oral communication, and thinking skills that
students need for success in secondary school academic programs and their daily lives. Students
will study and interpret texts from contemporary and historical periods, including plays, short
stories, and short essays, and will investigate and create media works. An important focus will be
the correct and effective use of spoken and written language.
Overall Curriculum Expectations:
Oral Communication
Listening to Understand
Speaking to Communicate
Reading and Literature Studies
Reading for Meaning
Understanding Form and Style
Reading With Fluency
Writing
Developing and Organizing Content
Using Knowledge of Form and Style
Applying Knowledge of Conventions
Media Studies
Understanding Media Forms, Conventions, and Techniques
Creating Media Texts
Outline Of Course Content/Unit Titles:
Novel Study: The Help
Essay
4 weeks
Short Stories and Poetry
Essay Test
Creative Writing
4 weeks
Novel Study: To Kill A Mockingbird
Essay Analysis
Support Opinion Essay
4 weeks
Media Study
Media Text Analysis
1 weeks
Literature Circles
Presentation and Essay (ISU)
4 weeks
Shakespeare Play: Romeo and Juliet
Essay Test
4 weeks
Teaching Strategies:
Collaborative learning, discovery learning, flipped classroom approach, writer’s workshop, project based learning,
independent study, consultation/conference process, team teach
Assessment and Evaluation:
The primary purpose of assessment and evaluation at Castlebrooke Secondary School is to improve student learning.
Student performance is measured in two ways. First, they are measured against the content standards in the Ontario
curriculum and second, against the performance standards in the provincial achievement chart. Overall, teachers use
a balanced approach to assessment and evaluation by considering and integrating all four achievement categories
when they assess and evaluate student work (over the stretch of a semester). Evidence of learning refers to anything
that students do, say or create that demonstrates deep conceptual understanding of Ontario curriculum expectations
based on established learning goals for a course.
Evidence of learning also refers to a more holistic approach or process of appraising what students know, can do and
understand in place of traditional assessment methods of teaching, quizzing and testing; it uses the process of
triangulation of student data used in research to provide a more well-rounded and all-inclusive picture of student
achievement. Triangulation means collecting student evidence over time from three sources: observations,
conversations and student products and considering all three sources in determining students’ grades.
Culminating tasks/exams will consist of 30%; and term work will consist of 70% of the grade, using the following
categories:
Knowledge/Understanding
(15%)
Reading Notes
Media Analysis
Media Constructions
Thinking/Inquiry
(20%)
Creative Writing
Media Analysis
Reading Responses
Essay Analysis
Communication
(20%)
Essays
Summaries
News Articles
Presentations
Poetry
Application
(15%)
Writing Process
Presentation Skills
Group Collaboration
Skills
Conventions/usage
Writing Forms
Learning Skills:
The following learning skills will be taught and assessed throughout the course and will be shown on report cards.
Students’ performance in these skill areas will not be included in the final numeric mark but it is important to note
that the development and consistent practice of these skills will influence academic achievement. These skills
consist of:
Responsibility
Organization
Independent Work Collaboration
Initiative Self Regulation
Resource Materials:
Sightlines 9
The Help – Kathryn Stockett
To Kill a Mockingbird – Harper Lee
Romeo and Juliet – William Shakespeare and Oxford Next
Curious Incident of the Dog in the Night time – Mark Haddon
Lovely Bones – Alice Sebold
Secret Life of Bees – Sue Monk Kidd
Speak – Laurie Halse Anderson
Extremely Loud and Incredibly Close – Jonathan Safran Foer
America – E.R. Frank
Program Planning/Special Considerations:
Our goal is for all students to be successful and to support all learners, strategies will be used to meet the
needs of students' IEPs, as well as to use technology to further student engagement and understanding.
Students’ Responsibilities With Respect To Evidence For Evaluation
Students are responsible for providing evidence of their learning within established timelines, and must be aware
that there are consequences for cheating, plagiarizing, not completing work, and submitting work late.
Homework Policy (Based on PDSB Policy #70)
Student’s will be expected to complete homework assigned in this course. Homework achieves the following goals:
-supplements and supports in-school experiences through related out-of-class activities;
-encourages the development of self-discipline and good work habits;
-helps to develop positive and enthusiastic attitudes towards independent study and lifelong learning;
-assists students in preparing for subsequent planned learning activities;
-acquaints parents with the student’s in-school learning experiences and strengthen the essential links between home
and school
Cheating and Plagiarism
When a student plagiarises or cheats, the student does not provide evidence of achievement. Based on the
consideration of mitigating factors, school teams and teachers will choose from a variety of possible responses.
Some resolutions include assigning of a zero and/or the opportunity to complete a similar evaluation.
“Plagiarism is...Copying all or part of another person's work; paying another person to write your essay or report;
having another person write your essay or report ;Failing to cite another person's ideas; rewording, summarizing
or paraphrasing another's ideas without giving credit; stealing another person's essay or report; copying all or part
of another source, such as information found in a website, without citing the source”-Source It
Late and Missed Assignments/Tests
If there was a legitimate reason for the assignment/test to be late or missed the teacher will decide when the
assignment/test is to be completed. After clarifying that there were no legitimate reasons for the product to be late
or missed, and considering mitigating factors, teachers may deduct marks for late or missed assignments. (Growing
Success Document)