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B4 independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency
B2 read, both to comprehend a wide variety of information and
B12 recognize and explain how structures and features of text shape readers and viewers construction
of meaning and appreciation of authors craft, including form and genre, functions of text, literary elements, literary devices,
use of language, non-fiction elements.
A1: interact and collaborate in pairs and groups to respond to and critique a variety of texts
A3 listen to comprehend, interpret, and evaluate ideas and information from a variety of texts
A9: speak and listen to interpret, analyse, and evaluate ideas and information from texts.
B1: read to comprehend a wide variety of literary texts
B5 before reading and viewing, select, adapt, and apply a range of strategies to anticipate content and construct meaning
B6: During reading and viewing, select, adapt, and apply a range of strategies to construct, monitor, and confirm meaning.
B8 explain and support personal responses to texts, by making comparisons to other ideas and concepts C14 Use conventions in
writing, appropriate to purpose and audience, to enhance meaning and artistry, including grammar and usage, punctuation,
capitalization, and Canadian spelling, copyright and citation of references, presentation/layout.
C4 create thoughtful representations that record & describe
C9 write and represent to interpret, analyse, and evaluate ideas and information from texts
C10 write and represent to synthesize and extend thinking
C11 use metacognitive strategies to reflect on and assess their writing and representing.
C12 use and experiment with elements of style in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry
C13 use and experiment with elements of form in writing and representing
# of
lessons
all
LEARNING TARGET
1
1
B6 make inferences
C4 create thoughtful representations
that record & describe
ACHIEVEMENT
INDICATORS
Students share content, mark
progress, and create reviews
of books on their personal
accounts at Goodreads.com
Exit ticket
Exit ticket
Informal class discussion
Quizzes: students interpret
events, narrative, symbols,
etc. in LOTF
Exit tickets: identify
elements of devices from
LOTF
Identify a line of imagery
from book and explore in
written piece
Class discussion on
predictions for LOTF
Quiz, infer plot details
Create accurate map of
the island
"Attention Students: Put Your Laptops Away." NPR. NPR, n.d. Web. 22 Apr. 2016. <http://www.npr.org/2016/04/17/474525392/attention-students-put-yourlaptops-away>.
2
Droyd, Ann. Goodnight IPad: A Parody for the next Generation. New York: Blue Rider, 2011. Print.
Golding, William. Lord of the Flies. New York, N.Y., U.S.A.: Penguin, 1999. Print.
Personal reflection on
culture of fear
Students record
interpretations in LOTF
packets
Bowling for Columbine. Dir. Michael Moore. MGM Home Entertainment, 2003. Film.
COURSE: English 11
TIME
LEARNING TARGET
1 class
ACHIEVEMENT
INDICATORS
Class discussion
Six-word poem
Film notes
Class discussion
2
classes
2 weeks
1 class
1 class
"How a Quick-thinking Teenager Saved a Kidnapping Victim - Home | DNTO with Sook-Yin Lee | CBC Radio." CBCnews. Ed. Sook-Yin Lee.
CBC/Radio Canada, 1 Oct. 2015. Web. 21 Oct. 2015.
6 Person, and Gabe Bergado. "Science Shows Something Surprising About People Who Still Read Fiction." Mic. N.p., 2014. Web. 22 Apr. 2016.
<http://mic.com/articles/104702/science-shows-something-surprising-about-people-who-love-reading-fiction#.YidvgVwxa>.
7
Richard000Kabul. "Afghanistan Revealed." YouTube. YouTube, 2012. Web. 22 Apr. 2016. <https://www.youtube.com/watch?v=1ZlkhX03dpk>.
"KiteRunnerVocabulary." Kite Runner Study Guide /. N.p., n.d. Web. 22 Apr. 2016.
<http://litkite.pbworks.com/w/page/18050110/KiteRunnerVocabulary>.
9
Hosseini, Khaled. The Kite Runner. New York: Riverhead, 2003. Print.
1 class
1 class
1 class
1 class
1 class
Class discussion
Quiz
Revised LOTF essay
10
Scott Gilmore Omar Khadr Bail. Canadian Broadcasting Corporation, 7 May 2015. Web. 21 Oct. 2015.
11
Dahl, Melissa. "Women Who Show Anger Are Taken Less Seriously." Science of Us. 13 Oct. 2015. Web. 21 Oct. 2015.
1 class
12
1 class
1 class
Class discussion on
making valid connections
to a text.
Revise thesis statement
that relates the biblical
allusion in The Kite Runner
12
Bieber, Jodie. "Portraits of the Women of Afghanistan - Video - TIME.com." Time. Time Inc. Web. 21 Oct. 2015.
13
Rilke, Rainer Maria. "Letters To A Young Poet - #4." Letters To A Young Poet - #4. 16 July 1903. Web. 21 Oct. 2015.
14
Corrigan, Maureen. "Memoir of a Book Lover." NPR. NPR, 12 Sept. 2005. Web. 21 Oct. 2015.
15
Sinhalese Buddhist. "Afghanistan Taliban Muslims Destroying Bamiyan Buddha Statues." YouTube. YouTube, 2011. Web. 22 Apr. 2016.
<https://www.youtube.com/watch?v=xYYBlPWYb7Y>.
16
17 BarelyHuman11. "BACK TO THE FUTURE Predicts 9/11." YouTube. YouTube, 2015. Web. 22 Apr. 2016.
<https://www.youtube.com/watch?v=P1ULjJ3EqyY>.
1 class
1 class
1 class
1 class
3
classes
18
The Kite Runner. Dir. Marc Forster. Perf. Khalid Abdalla and Atossa Leoni. DreamWorks SKG, 2008. DVD.
COURSE: English 11
UNIT: Grammar
C7: I can use a variety of strategies to revise, edit, and publish writing and representing.
C11: I can use metacognitive strategies to reflect on and assess my writing and representing.
C12: I can experiment with elements of style in writing, appropriate to audience and purpose, the enhance meaning and artistry,
including syntax and sentence fluency.
C14 Use conventions in writing, appropriate to purpose and audience, to enhance meaning and artistry, including grammar and
usage, punctuation, capitalization, and Canadian spelling.
I can use a common vocabulary for English grammar to efficiently think and speak about my own writing
I can use punctuation correctly, including the comma, semicolon, colon, and dash.
I can identify common errors in my own writing and correct them.
TIME
1-2
days
LEARNING TARGET
1. I can identify 9 parts of
speech.
2. I can recognize that 1 word
may function as multiple
POS.
3. I can identify the subject and
predicate of a sentence.
ACTIVITIES
We collectively review 9
parts of speech with a
sentence that we label on
the white board: noun,
pronoun, verb, adverb,
adjective, helping verb,
preposition, article,
conjunction.
ACHIEVEMENT INDICATORS
After selecting a unique theme to use for personal
sentences in this unit, students complete grammar
assignment #1 in a Moodle wiki. Students practice
breaking these sentence in half b/t the subject and
the predicate using a line.
1
class
We review notes on
phrases, clauses,
subordinate vs.
independent clauses, and
introductory prepositional
phrases.
1
class
We review notes on
participial phrases,
appositive phrases, the
difference between an
essential and nonessential
phrase, and correct usage
of THAT, WHICH, & WHO.
1
class
We review notes on
semicolon and colon
usage.
1
class
1
class
1
class
1.
2.
1. I can punctuate
sentences with a dash.
2. I can use a dash to fix a
sentence fragment.
We review notes on
apostrophe usage.
COURSE: English 11
B1 read, both collaboratively and independently, to comprehend a variety of literary texts, including literature reflecting a
variety of times, places, and perspectives & literature reflecting a variety of prose forms, significant works of Canadian
literature
TIME
1 class
LEARNING TARGET
B5 I can anticipate what may
happen based on my previous
experience.
B9 I can infer a playwrights
purpose in role choices based
on cultural context.
1 class
B6, B7
1 class
A3 listen to comprehend,
interpret, and evaluate ideas
and information, considering
devotional anecdote, and KCs
purpose as satire.
ACTIVITIES
ACHIEVEMENT INDICATORS
Discussion: what do you expect to Exit ticket: identify a possible reason why Ins
see happen in a Canadian play? Choi chose to have four black men played
by one actor.
Discuss cultural factors of the
play, including the Japanese
occupation of Korea, the Korean
civil war, and subsequent
refugees/immigration to Canada.
Read Kims Convenience19,
authors note, forward, and
introduction
Read Kims Convenience, scenes
1-12, with students reading parts.
Select ONE student to read all
four parts that are to be played by
a black actor.
1 class
20
20 Multishowtvweb. "RODNEY KING BEATING VIDEO Full Length Footage SCREENER." YouTube. YouTube, 2015. Web. 22 Apr. 2016.
<https://www.youtube.com/watch?v=sb1WywIpUtY>.
1 class
Review material on
characterization, theme, genre for
test.
Watch Tig 21 Notes on oratory
comedic style.
21
21 Tig. Dir. Kristina Goolsby and Ashley York. Perf. Tig Notaro. Beachside Films, 2015. DVD.
COURSE: ENGLISH 11
UNIT: PODCASTING
22
23
A12 recognize and apply the structures and features of oral language to convey and derive meaning.
A5 select, adapt, and apply a range of strategies to prepare oral communications, including interpreting a task and setting a
purpose, generating ideas, planning and rehearsing.
C3 Write effective imaginative texts to develop ideas and information to strengthen connections and insight, engage and
entertain
C5 select, adapt, and apply a range of strategies to generate, develop, and organize ideas for writing and representing,
including setting a purpose and considering audience, gathering and summarizing ideas of personal interest, analyzing writing
samples or models.
A11: use metacognitive structures to reflect on and assess their speaking by referring to criteria, setting goals for
improvement, and evaluating progress.
TIME
1
LEARNING TARGET
A12 I can recognize
effective strategies for
oral speaking.
ACTIVITIES
Watch Tig.22 Discuss oratory style: pace,
pauses, volume
ACHIEVEMENT INDICATORS
Exit ticket on effective elements of Tig
Notaros style.
Tig. Dir. Kristina Goolsby and Ashley York. Perf. Tig Notaro. Beachside Films, 2015. DVD.
Kurtz, Ernest. Experiencing Spirituality: Finding Meaning through Storytelling. N.p.: n.p., n.d. Print.
1-2
C6 I can analyse
writing samples as I
edit my draft.
C7 I can revise my
draft for better
storytelling
1
24
"How to Tell a Story." TED: Ideas worth Spreading. N.p., n.d. Web. 22 Apr. 2016.
<https://www.ted.com/playlists/62/how_to_tell_a_story>.
I can annotate my
script for oral
interpretation.
I can perform my
podcast with attention
to public speaking
criteria.
Additional resources: Abel, Jessica. Out on the Wire: The Storytelling Secrets of the New Masters of Radio. N.p.: n.p., n.d. Print.
COURSE:
ENGLISH 11
UNIT: POETRY
B5 before reading and viewing select, adapt, and apply a range of strategies to anticipate content and construct meaning.
B6 During reading and viewing, select, adapt, and apply a range of strategies to construct, monitor, and confirm meaning.
B7 After reading and viewing, select, adapt, and apply a range of strategies to extend and confirm meaning, and to consider
authors craft.
B8 Explain and support personal responses to texts
B9 Interpret, analyse, and evaluate ideas from texts
B12 Recognize and explain how structure and features of text shape readers and views construction of meaning and
appreciation of authors craft, including literary devices.
B13 demonstrate increasing word skills and vocabulary knowledge by analyzing the origins and roots of words, determining
meanings and uses of words based on context, discerning nuances in meaning of words considering social, political, historical,
and literary contexts.
A4 select, adapt, and apply a range of strategies to interact and aollaborate with others in pairs and groups
A8 Speak and listen to make personal responses to texts
A9 Speak and listen to interpret, analyze, and evaluate ideas and information from texts.
A10 speak and listen to synthesize and extend thinking.
C3 Write effective imaginative texts to develop ideas and information to explore and adapt literary forms and techniques
C4 create thoughtful representations that communicate ideas and information to exp0lore and respond, record and describe.
C12: use and experiment with elements of style in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry, including syntax, diction, POV, literary devices.
C14 Use conventions in writing, appropriate to purpose and audience, to enhance meaning and artistry, including grammar and
usage, punctuation, capitalization, and Canadian spelling, copyright and citation of references, presentation/layout.
TIME
1
LEARNING TARGET
B5 I can imagine and understand
vivid, relevant, and compelling
purposes and effects of poetry.
I can identify the difference
between poetry and prose.
C9: I can read and, analyze, and
interpret poetry.
25
ACTIVITIES
Introduction to poetry: what is the difference
b/t poetry and prose?
Read NYT article: Bringing a Daughter
Back From the Brink25
Read Introduction to Poetry & Catch
ACHIEVEMENT INDICATORS
Students will read and respond at
Moodle to the following Mountain
Graveyard, A Leaf Falls, In a
station of the metro, and A
Narrow Fellow in the grass and
respond to questions at Moodle.
Macwhinney, Betsy. "Bringing a Daughter Back From the Brink With Poems." The New York Times. The New York Times, 2015.
Web. 22 Apr. 2016. <http://www.nytimes.com/2015/03/01/style/bringing-a-daughter-back-from-the-brink-with-poems.html?_r=1>.
consonance
speaker
syntax
Share visuals
Discuss interpretations of The Secretarys
Chant, We Real Cool, and Next god of
course America I and respond to questions
at Moodle.
Literary devices:
internal rhyme
end-rhyme
tone
diction
dialect
jargon
eye rhyme
situational irony
sonnet
ambiguity
satire
Onomatopoeia
mood
Watch the opening scene from the film
Commando to explore the idea of clichs.
Discuss interpretations of The Magic of
Love, Sonnet, and Those Winter
Sundays
Literary terms:
cliches
sentimentality
satire
rhyme scheme
meter
iambic pentameter
sonnet
quatrain
rhyming couplet
sestet
octave
blank verse
dissonance/caucophony
Discuss interpretations of Dogs Death and
Midterm Break
Literary terms:
elegy
blank verse
pun
satire
tragic irony
ambiguity
connotation
denotation
Students will join small groups according to
one poem they wish to explore. Each group
will prepare a presentation for the class
where they explore the poems interpretation
and devices.
All targets
COURSE: EN11
What is the secret of this icon we call the cartoon? Scott McCloud
B1: read, both collaboratively and independently, to comprehend a wide variety of literary texts, including literature reflecting
a variety of prose forms.
B3 View, both collaboratively and independently, to comprehend a variety of visual texts, with increasing complexity of ideas
and form, such as graphic novels.
A1: interact and collaborate in pairs and group to respond to and critique a variety of texts.
B5 Before reading and viewing, select, adapt, and apply a range of strategies to anticipate content and construct meaning,
including interpreting a task, generating guiding or speculative questions.
B12: recognize and explain how structures and features of text shape readers and views construction of meaning and
appreciation of authors craft.
A3: Listen to comprehend, interpret, and evaluate ideas and information from a variety of texts, considering structure,
message, effect and impact.
C4 Create thoughtful representations that communicate ideas and information to explore and respond, record and describe,
engage.
C9 write to interpret texts by identifying the importance and impact of social, political, and historical contexts.
C10 Write to synthesize and extend thinking by contextualizing ideas and information.
TIME
1
LEARNING TARGET
B1: read, both collaboratively and
independently, to comprehend a
wide variety of literary texts,
including literature reflecting a
variety of prose forms.
ACTIVITIES
Read Understanding Comics,
pages 24-41 and discuss.
First reading in book groups:
Persepolis: pages 1-40; Maus:
ACHIEVEMENT INDICATORS
Exit ticket response to Understanding
Comics passage: Describe Scott McClouds
theory of how comics help us better access
the world of ideas. What is this secret
C4 Create thoughtful
representations that
communicate ideas and
information to explore and
respond, record and describe,
engage.
C9 write to interpret texts by
identifying the importance and
2
classes
Linear
C4 create thoughtful
representations that
communicate ideas and
information to record and
describe.
Flashback/forward
Resources:
Delisle, Guy. Pyongyang: A Journey in North Korea. Montreal: Drawn & Quarterly, 2007. Print.
Lewis, John, and Nate Powell. March. Marietta: Top Shelf Productions, 2013. Print.
McCloud, Scott. Understanding Comics:. New York: HarperPerennial, 1994. Print.
Satrapi, Marjane. Persepolis. New York: Pantheon, 2003. Print.
Small, David. Stitches: A Memoir. New York: W.W. Norton, 2009. Print.
Spiegelman, Art. Maus I: A Survivor's Tale: My Father Bleeds History. New York: Pantheon, 1986. Print.
Yang, Gene Luen., and Lark Pien. American Born Chinese. New York: First Second, 2006. Print.
COURSE: ENGLISH 11
A4: select, adapt, and apply a range of strategies to interact and collaborate with others in pairs and groups including
contributing ideas and supporting ideas of others.
B4: independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency.
B2: read to comprehend a wide variety of information and persuasive texts with increasing complexity and subtlety of ideas
and form, such as professional book reviews and student generated book reviews.
B3: view, both collaboratively and independently, to comprehend a variety of visual texts such as film and video, studentgenerated material.
C2: write purposeful information texts that express ideas and information to analyse and critique, engage.
C4: Create thoughtful representations that communicate ideas and information to explain and persuade, engage.
C5: select, adapt, and apply a range of strategies to generate, develop, and organize ideas for writing and representing,
including analyzing writing samples or models
C8: write and represent to explain and support personal responses to texts by making comparisons to other ideas and
concepts, relating reactions and emotions to understanding of the text, developing opinions using reasons and evidence.
C12 & C13: use and experiment with elements of style and form in writing and representing appropriate to purpose and
audience, to enhance meaning and artistry, including, visual / artistic devices.
TIME
daily
LEARNING TARGET
B4: independently select and
read, for sustained periods of
time, texts for enjoyment and to
increase fluency.
ACTIVITIES
Students spend 20 minutes of each
class reading books they have freely
chosen, appropriate to ability.
ACHIEVEMENT INDICATORS
Social networking. Students create
Goodreads.com accounts where they post
regular updates about their reading
progress.
weekly
1 class