english 11 course outline

8/17/2019 English 11 Course Outline

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COURSE: English 11 UNIT: Lord of the Flies

Thematic Statement or Essential Questions:

Why do things go wrong?

English 11 Learning Targets:

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 author’s craft, including form and genre, functions of text, literary elements, literary devices,use of language, non-fiction elements.

Unit Learning Targets: 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


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# oflessons

LEARNING TARGET PLANNING FOR ACHIEVEMENT ACHIEVEMENTINDICATORS

all B4 independently select and read, forsustained periods of time, texts forenjoyment and to increase

fluency

20 minutes of independent reading Students share content, markprogress, and create reviewsof books on their personalaccounts at Goodreads.com

1 Identify a variety of strategies for note-taking

B2 read, both to comprehend a widevariety of information and

persuasive texts

Read article “Attenti on Students: PutYour Laptops Away” 1

Exit ticket

1 B12 literary devices A3 listen to comprehend, interpret,

and evaluate ideas and informationfrom a variety of texts

B5 before reading and viewing, select,

adapt, and apply a range of strategiesto anticipate content and constructmeaning

B12 literary devices

Read Goodnight iPad 2 Discuss background of William

Golding, WWII, & Coral Island Define parody, infer, imply, allusion,

imagery, symbolism, utopia,

dystopia, situational irony, dramaticirony, ambiguity, hyperbole,understatement, dynamic character,static character

Exit ticket Informal class discussion Quizzes: students interpret

events, narrative, symbols,etc. in LOTF

Exit tickets: identifyelements of devices fromLOTF

Identify a line of imageryfrom book and explore inwritten piece

1 B5 make logical predictions Share story of Golding in WWII Class discussion onpredictions for LOTF

1 B6 make inferences Read Lord of the Flies 3 Quiz, infer plot details1 C4 create thoughtful representations

that record & describe Identify significant setting details in

LOTF Create accurate map of

the island

1 "Attention Students: Put Your Laptops Away." NPR. NPR, n.d. Web. 22 Apr. 2016. .2 Droyd, Ann. Goodnight IPad: A Parody for the next Generation . New York: Blue Rider, 2011. Print.

3 Golding, William. Lord of the Flies . New York, N.Y., U.S.A.: Penguin, 1999. Print.


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1 B8 explain and support personalresponses to texts, by makingcomparisons to other ideas andconcepts

Discuss LOTF and watch clips from“culture of fear” segment of Bowlingfor Columbine 4

Personal reflection on“culture of fear”

1 B6 during reading select, adapt, andapply a range of strategies toconstruct, monitor, and confirmmeaning —make inferences, drawconclusions.

Students record interpretationsindividually and work in small groupsto share/revise interpretations.

Students recordinterpretations in LOTFpackets

1 C9 write to analyse C12 write using style, purpose,

audience C13 write with organization C14 use conventions, references C11 use metacognitive strategies to

reflect on and assess writing

Students develop original thesis thatinterprets the content and purpose ofLord of the Flies.

Students will develop a formal outlineto organize their ideas.

Students will defend their thesis in amultiple paragraph essay

Students will include parentheticalreferences and a works cited Students will revise their essay in

response to peer and teacherfeedback.

Literary essay is evaluatedusing a rubric

4 Bowling for Columbine . Dir. Michael Moore. MGM Home Entertainment, 2003. Film.


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COURSE: English 11 UNIT: THE KITE RUNNER


There is a way to be good again Kids aren ’t colouring books


B1 read to comprehend literary texts B4 independently select and read, for sustained periods of time, texts for enjoyment 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.

Unit Learning Targets:

B2 read to comprehend a wide variety of information B7 After reading apply a range of strategies to extend and confirm meaning, B9 Interpret, analyse, and evaluate ideas and information from texts by identifying diverse voices, critiquing perspectives,

changing bias. B10 synthesize and extend thinking about texts by transforming existing ideas and information B12 literary devices: irony 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.

C1 write meaningful personal texts that elaborate on ideas and information to make connections, reflect, and respond C8 Write to explain and support personal responses to texts by relating reactions and emotions to understanding of the text. C9 Write to interpret, analyse, and evaluate ideas and information from texts, by identifying the importance and impact of social,

political, and historical contexts C10: write and represent to synthesize and extend thinking, by explaining relationships among ideas and information.


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TIME LEARNING TARGET PLANNING FOR ACHIEVEMENT ACHIEVEMENTINDICATORS

1 class B2 Read articles and reportsA3 listen to comprehend, interpret, andevaluate ideas and information from avariety of texts, considering messagesC1 write meaningful personal texts toreflect and respond

Listen to DNTO podcast Heroism : 5 Read article: Why we read fiction 6

Class discussionSix-word poem

2classes

A3 listen to comprehend, interpret, andevaluate ideas and information,considering context, including historical,social, and political influences

Watch Afghanistan Revealed 7 Film notes

2 weeks B2 read print and electronic referencematerialB13 I can interpret the meaning of foreignwords using context and resources.

Use The Kite Runner Vocabulary 8 website as a resource for Farsi wordsthroughout the novel.

Test: students interpret Farsivocabulary in context.

1 class B6 During reading select, adapt, and applya range of strategies to construct, monitor,and confirm meaning

Read The Kite Runner ,9 chapters 1-3 Venn diagram of Hassan and Amir

1 class B12 literary devices, figurative language,satireB1 read to comprehend a wide variety ofliterary texts, including traditional formsfrom other cultures.

Read story “Calling a woman a dog” ,relate to The Kite Runner ’s protagonists,relate to literary terms.

Class discussion

5

"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..

7 Richard000Kabul. "Afghanistan Revealed." YouTube. YouTube, 2012. Web. 22 Apr. 2016. .8 "KiteRunnerVocabulary." Kite Runner Study Guide /. N.p., n.d. Web. 22 Apr. 2016..

9 Hosseini, Khaled. The Kite Runner. New York: Riverhead, 2003. Print.

http://www.cbc.ca/radio/dnto/how-a-quick-thinking-teenager-saved-a-kidnapping-victim-1.3252790?autoplay=truehttp://www.cbc.ca/radio/dnto/how-a-quick-thinking-teenager-saved-a-kidnapping-victim-1.3252790?autoplay=truehttp://www.cbc.ca/radio/dnto/how-a-quick-thinking-teenager-saved-a-kidnapping-victim-1.3252790?autoplay=truehttp://mic.com/articles/104702/science-shows-something-surprising-about-people-who-love-reading-fictionhttp://mic.com/articles/104702/science-shows-something-surprising-about-people-who-love-reading-fictionhttp://mic.com/articles/104702/science-shows-something-surprising-about-people-who-love-reading-fictionhttps://www.youtube.com/watch?v=1ZlkhX03dpkhttps://www.youtube.com/watch?v=1ZlkhX03dpkhttps://www.youtube.com/watch?v=1ZlkhX03dpkhttp://litkite.pbworks.com/w/page/18050110/KiteRunnerVocabularyhttp://litkite.pbworks.com/w/page/18050110/KiteRunnerVocabularyhttp://litkite.pbworks.com/w/page/18050110/KiteRunnerVocabularyhttp://litkite.pbworks.com/w/page/18050110/KiteRunnerVocabularyhttps://www.youtube.com/watch?v=1ZlkhX03dpkhttp://mic.com/articles/104702/science-shows-something-surprising-about-people-who-love-reading-fictionhttp://www.cbc.ca/radio/dnto/how-a-quick-thinking-teenager-saved-a-kidnapping-victim-1.3252790?autoplay=true


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B10 synthesize and extend thinking abouttexts by transforming existing ideas andinformation

1 class B12 literary devices: ironyB7 After reading apply a range ofstrategies to extend and confirm meaning,and to consider author’s craft, includingmaking inferences & drawing conclusions

Read The Kite Runner , chapters 4-6 Quiz, chapters 4-6

1 class Extend and connect understanding of atext to current eventsB9 Interpret, analyse, and evaluate ideasand information from texts by identifyingdiverse voices, critiquing perspectives,changing bias.

Read The Kite Runner , chapters 7-8 Watch video of Omar Kadr 10 on day

of release. OR Discuss Stephen Harper’s failed

campaign to shame women wearingthe nicab

Class discussion

1 class C8 Write to explain and support personalresponses to texts by relating reactionsand emotions to understanding of the text.C9 Write to interpret, analyse, andevaluate ideas and information from texts,by identifying the importance and impact ofsocial, political, and historical contexts

Guest speaker Darryl DeBoer ontopic of class difference in the region

Read The Kite Runner , chapters 9-10

Class discussion andquestions

Exit ticket: personalreflection on topics fromthe day

1 class B12 literary devices: ironyB7 After reading apply a range ofstrategies to extend and confirm meaning,a nd to consider author’s craft, includingmaking inferences & drawing conclusions C14 grammar and conventions

Read The Kite Runner chapters 11-12

Together insert introductory commasin example essay sentences

Quiz Revised LOTF essay

1 class B1 read to comprehend a wide variety ofliterary texts, including traditional formsfrom other cultures.B9 Interpret, analyse, and evaluate ideasand information from texts by identifying


Read story “The Cultural DoubleStandard”

Read article “Women Who Show Anger are Taken Less Seriously” 11

Discussion thread on Moodle:The double standard. Doesour culture (school, church,home, society) engage adouble standard for men

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.

http://www.cbc.ca/player/Radio/Local+Shows/Ontario/Metro+Morning/ID/2666614089/http://www.cbc.ca/player/Radio/Local+Shows/Ontario/Metro+Morning/ID/2666614089/http://www.cbc.ca/player/Radio/Local+Shows/Ontario/Metro+Morning/ID/2666614089/http://www.cbc.ca/player/Radio/Local+Shows/Ontario/Metro+Morning/ID/2666614089/


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diverse voices, critiquing perspectives,changing bias.

Watch “Portraits of Afghan Women ” 12

versus women? In what waysdo you see it?

1 class B12 literary devices: epiphany, allusion,themeC10: I can synthesize the ideas betweentwo stories.


Read quote by Rainer Maria Rilke 13 Read quote by Maureen Corrigan

from “Memoir of a Book Lover” 14 Storytelling: Biblical story of

Abraham, Isaac, and Ishmael Introduce themes: redemption, free

will

Chalk talk: students drawparallels between the Biblicalstory of Abraham, Isaac, andIshmael and characters in TheKite Runner

1 class B12 literary devices: epiphany, allusion,themeC9 Write to interpret, analyse, andevaluate ideas from texts by identifying theimportance and impact of social, political,and historical contexts


Show video of the Taliban bombingthe sacred Buddha statues 15

Read excerpt from Habibi ,16

43-46

Write a thesis statement thatrelates the biblical allusion inThe Kite Runner to theauthor’s larger purpose.

1 class C9 Write to interpret, analyse, andevaluate ideas from textsB12 literary devices: parody

Watch 9/11 Back to the Futureconspiracy video 17

Read The Kite Runner, chapters 21-22

Class discussion onmaking valid connectionsto a text.

Revise thesis statementthat relates the biblicalallusion 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..

16 Thompson, Craig. Habibi. New York: Pantheon, 2011. 43-46. Print.

17 BarelyHuman11. "BACK TO THE FUTURE Predicts 9/11." YouTube. YouTube, 2015. Web. 22 Apr. 2016..

http://content.time.com/time/video/player/0,32068,308943282001_2007270,00.htmlhttp://content.time.com/time/video/player/0,32068,308943282001_2007270,00.htmlhttp://content.time.com/time/video/player/0,32068,308943282001_2007270,00.htmlhttp://content.time.com/time/video/player/0,32068,308943282001_2007270,00.htmlhttps://www.youtube.com/watch?v=xYYBlPWYb7Yhttps://www.youtube.com/watch?v=xYYBlPWYb7Yhttps://www.youtube.com/watch?v=xYYBlPWYb7Yhttps://www.youtube.com/watch?v=P1ULjJ3EqyYhttps://www.youtube.com/watch?v=P1ULjJ3EqyYhttps://www.youtube.com/watch?v=P1ULjJ3EqyYhttps://www.youtube.com/watch?v=P1ULjJ3EqyYhttps://www.youtube.com/watch?v=P1ULjJ3EqyYhttps://www.youtube.com/watch?v=P1ULjJ3EqyYhttps://www.youtube.com/watch?v=xYYBlPWYb7Yhttps://www.youtube.com/watch?v=xYYBlPWYb7Yhttp://content.time.com/time/video/player/0,32068,308943282001_2007270,00.html


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to th e author’s largerpurpose.

1 class A10 speak and listen to synthesize andextend thinking by applying new ideas andinformation

Read letter from Canadian soldierwho served in Afghanistan and viewhis photographs

Class discussion

1 class C9 Write to interpret, analyse, andevaluate ideas from textsC6 use strategies for composing toanalyse writing samples.

Read The Kite Runner , chapter 23. Thesis statements a theme:1. Parallel w/ Biblical story2. A theme of your choice

Review thesis statements insmall groups to revise andextend understandings.

1 class B12 literary devices: epiphany, allusion,theme

Read The Kite Runner , chapter 24 Quiz: interpretations,inferences, figurativelanguage.

1 class C1 write meaningful personal texts thatelaborate on ideas and information tomake connections, reflect, and respondB12 literary devices

Finish reading the book Teach anecdote, personification,

metacognitive, review epiphany

300-word reflective piecereflecting on a theme, motif, oranecdote from the novel,creating an epiphany moment.

3classes

Most PLO’s for unit Watch film as review 18 & reviewhandout

Kite Runner test

18 The Kite Runner. Dir. Marc Forster. Perf. Khalid Abdalla and Atossa Leoni. DreamWorks SKG, 2008. DVD.


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COURSE: English 11 UNIT: Grammar

Thematic Statement or Essential Questions :

How can I ensure that my quality ideas are well respected?


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 LEARNING TARGET ACTIVITIES ACHIEVEMENT INDICATORS1-2

days1. I can identify 9 parts of

speech.2. I can recognize that 1 word

may function as multiplePOS.

3. I can identify the subject andpredicate of a sentence.

We collectively review 9parts of speech with asentence that we label onthe white board: noun,pronoun, verb, adverb,adjective, helping verb,preposition, article,conjunction.

After selecting a unique “theme” to use for personalsentences in this unit, students complete grammarassignment #1 in a Moodle wiki. Students practice“breaking these sentence in half” b/t the subject andthe predicate using a line.

Write a sentence that uses every part of speechand identify them.

Write 2 sentences that have a compound subject.


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4. I can recognize, compose,and punctuate variouscompounds: subjects,predicates, & sentences.

We review notes on POS,subjects, predicates, andcompounds.

Write 2 sentences that have a compoundpredicate

Write 2 sentences that have a compound subjectand predicate

Write 4 compound sentences, punctuated twoways.

1class

1. I can identify a phrase anda clause.

2. I can identify and punctuatea subordinate clause andan introductoryprepositional phrase.

We review notes onphrases, clauses,subordinate vs.independent clauses, andintroductory prepositionalphrases.

Student complete wiki #2: Write sentences that… contain lists, separated by commas. List nouns,

noun phrases & verb phrases. contain prepositional phrases at the end. contain prepositional phrases at the beginning. contain subordinate clauses at the end. contain subordinate clauses at the beginning.

1class

1. I can compose and punctuatean essential andnonessential appositivephrase.

2. I can compose and punctuatean essential andnonessential participialphrase.

3. I can compose & punctuatesentences using THAT,WHICH, and WHO.

We review notes onparticipial phrases,appositive phrases, the

difference between anessential and nonessentialphrase, and correct usageof THAT, WHICH, & WHO.

Students complete wiki #3: Write 2 sentences with nonessential appositive

phrases. Write 1 sentences with an essential appositive

phrase. Write 2 sentences with nonessential participial

phrases. Write 1 sentence with an essential participial

phrase. Write 3 sentences that demonstrate usage of

THAT, WHICH, WHO

1class

1. I can punctuate sentenceswith a semicolon.

2. I can punctuate sentenceswith a colon.

We review notes onsemicolon and colonusage.

Complete wiki #4: Write sentences that...1. use a semicolon between two closely related,

complete sentences.2. each use a semicolon for joining two complete

sentences with words like however, nevertheless,also, consequently, and hence .

3. use semicolons to clarify a dizzying stack ofcommas.

4. use a colon to introduce a list.5. use a colon with oppositional statements.6. use a colon to introduce a quote.


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1

class1. I can punctuate

sentences with a dash.2. I can use a dash to fix a

sentence fragment.

We review notes on dashusage.

Complete wiki #5. Write sentences that...1. Use a dash for an abrupt change in a sentence.2. Use a dash for a long appositive phrase3. Use a dash for a parenthetical thought4. Use a dash in dialogue for a sudden break in

thought.1

class1. I can use an apostrophe… For contractions To show possession

2. I can recognize plural wordsand possessive pronounsthat do not requireapostrophes

We review notes onapostrophe usage.

Students locate missing or misused apostrophes “inthe wild,” photograph them, and post to Instagram withthe hashtag “SCSgrammar”

Students complete a quiz where they… edit sentences to insert commas for contractions

and possession. Create singular and plural possessives from

existing prepositional phrases1

classC14 : I can use conventions in writingappropriate to purpose andaudience, to enhance meaning andartistry, including grammar andusage, punctuation, capitalization,and Canadian spelling.

Students review thematerial from the unit.

Students complete a grammar test where they edit sentences to demonstrate correct usage of

commas and apostrophes. supply the reason why a comma is needed:

introductory, compound sentence, nonessential, ora list.

create possessive singular and plural nouns fromexisting phrases.

write original sentences that demonstrate correctusage of the semicolon, colon, and dash.


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COURSE: English 11 UNIT: Kim’s Convenience


Look same, not same thing What is good work?


1. A3 listen to comprehend, interpret, and evaluate ideas and information from a variety of texts, considering – devotionalanecdote, and KC’s purpose as satire.

2. A9 speak and listen to interpret, analyse, and evaluate ideas and information from texts, by – describing and critiquingperspectives

3. B5 before reading and viewing, use strategies to anticipate content and construct meaning, including accessing prior

knowledge, including knowledge of genre, form, and context4. B6 during reading and viewing, select, adapt, and apply a range of strategies to construct, monitor, and confirm meaning,including – comparing and refining predictions, questions, images, and connections – making inferences and drawingconclusions – summarizing and paraphrasing – using text features – determining the meaning of unknown words andphrases – clarifying meaning

5. B7 After reading and viewing, select, adapt, and apply a range of strategies to extend and confirm meaning and toconsider author’s craft, including purpose.

6. B9 Interpret, analyse, and evaluate ideas and information from texts, by identifying the importance and impact of social,political, and historical contexts.

7. B10 synthesize and extend thinking about texts by contextualizing ideas and information

8. B12 Recognize and explain how structure and f eatures of text shape readers’ and viewers’ construction of meaning andappreciation of author’s craft, including form and genre, literary elements, literary devices.

9. C2 write purposeful information texts that express ideas and information to speculate and consider

Unit Learning Targets :

B1 read, both collaboratively and independently, to comprehend a variety of literary texts, including – literature reflecting avariety of times, places, and perspectives & literature reflecting a variety of prose forms, significant works of Canadianliterature


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TIME LEARNING TARGET ACTIVITIES ACHIEVEMENT INDICATORS1 class B5 I can anticipate what may

happen based on my previousexperience.

B9 I can infer a playwright’spurpose in role choices basedon cultural context.

Discussion: what do you expect tosee happen in a “Canadian” play?

Discuss cultural factors of theplay, including the Japaneseoccupation of Korea, the Koreancivil war, and subsequentrefugees/immigration to Canada.

Read Kim’s Convenience 19 ,author’s note, forward, andintroduction

Exit ticket: identify a possible reason why InsChoi chose to have four black men playedby one actor.

1 class B6, B7

I can identify a character’scentral motivation.

I can locate text thatprovides strong evidence ofcharacterization.

Read Kim’s Convenience , scenes1-12, with students reading parts.

Select ONE student to read allfour parts that are to be played bya “black actor.”

Wiki at Moodle to interpret characterizationand purpose: “Kim’s Convenience #1:

1. What does each character want? Nameone of their central motivations or d esires. 2.Identify one quote that helps summarize thecharacter. 3. Write three adjectives thatcapture the character's personality.4. Identifya possible reason why Ins Choi chose tohave all four black men be played by asingle actor. What might be his purpose fordoing this? Imagine you are an audience

member, what is the possible effect of thistechnique?

1 class A3 listen to comprehend,interpret, and evaluate ideasand information, considering – devotional anecdote, and KC’spurpose as satire.

Activity to share interpretationsfrom wiki, reach consensus,analyze and evaluate strength ofideas.

Wiki at Moodle to interpret theme: “Kim’sConvenience #2”

In scene 2, Appa is pushing an energy drinkbeverage on a customer, Rich. He insists

19 Choi, Ins. Kim's Convenience. Toronto: Anansi, 2012. Print.


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A9 speak and listen to interpret,analyse, and evaluate ideas andinformation from texts, by – describing and critiquingperspectives (last question on

homework) B12 recognize and explain how

structures and features of textshape readers’ and viewers’construction of meaning,including – form and genre,literary devices (i.e. satire &caricature)

C2 write purposeful informationtexts that express ideas andinformation to speculate andconsider (homework to exploretheme)

Activity : in groups of 3-4. First

Abba, then Janet, then final

question.

1. Independently, read through

the words we chose todescribe Appa. Choose

(circle) three words that you

feel are the most accurate.

2. Share your with your group

members and reach

consensus on items you feel

are the most accurate.

3. Discuss, disagree, and defend

with evidence as a class.

Teach literary terms: satire,caricature, stereotypes

that the product contains insam, NOTginsing. He ends up saying "looks same, notsame thing." Rich is confused because thepicture clearly looks like ginsing. We learnthat "insam" and "ginsing" are both words for

the same thing, but one is the Korean word,the other is Japanese. Knowing thedifference is very important to Appa.

In a brief paragraph, explore how "looksame, not same thing" works as a largertheme in this play.

1 class B3. View to comprehend broadcastmedia

B7 After reading, constructmeaning…

B10 synthesize and extend thinkingabout texts by contextualizing ideasand information

B12: literary devices

Give background on LA riots.Watch video of Rodney King. 20 View photographs of LA riots

Read 2 nd half of the play, scenes

13-17.

Identify abba’s conflict based onwhat he wants and what Janetwants. Teach the narrative arc,subplot with Janet. Subtext.

Students respond to reflective question inMoodle journal:

In scene 16, Appa is trying to name hisstore. This is juxtaposed against Umma

naming her son. Explore the effect of this juxtaposition.

20 20 Multishowtvweb. "RODNEY KING BEATING VIDEO Full Length Footage SCREENER." YouTube. YouTube, 2015. Web. 22 Apr. 2016..


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Identify allusion to the prodigalson story… discuss factual truthvs. narrative truth.

2classes

B9 Interpret and analyse ideas in atext.

B10 synthesize thinking about textsby explaining relationships amongideas.

B12: literary devices

Read Kim’s Convenience scenes 18-20

Tell Jacob & Esau (OT) andprodigal son (NT) stories, discussdevelopment of myths.Powerpoint on mythology. Teachliterary terms: myth & archetype

Exit ticket: Ins Choi picks it an old story(from OT & NT) and makes it his own. Whatdid he add?

Students respond in Wiki journal:1. Find evidence in the 2 nd half of the

play to argue that Appa is notactually racist.

2. Consider the final scene. Do youhear a familiar archetypal storypeeking through? Does it sound likea story you know?

1 class Unit learning targets Review material oncharacterization, theme, genre fortest.

Watch Tig 21 Notes on oratorycomedic style.

Unit test:Short answer essay Characterization: according to each

character, what makes for meaningfullife’s work?

Theme & genre: comedy, myth, racism,immigrant experience, parent/childrelationships

21 21 Tig. Dir. Kristina Goolsby and Ashley York. Perf. Tig Notaro. Beachside Films, 2015. DVD.


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COURSE: ENGLISH 11 UNIT: PODCASTING


How can I tell a good story?


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 writingsamples or models.

A11: use metacognitive structures to reflect on and assess their speaking by referring to criteria, setting goals forimprovement, and evaluating progress.

TIME LEARNING TARGET ACTIVITIES ACHIEVEMENT INDICATORS1 A12 I can recognize

effective strategies fororal speaking.

Watch Tig. 22 Discuss oratory style: pace,pauses, volume

Exit ticket on effective elements of TigNotaro’s style.

1 C5 I can find a goodstory to write and finda purpose.

Devotions Read Experiencing… Storytelling ,page 30. 23“The process of storytelling…” Thenread the story about brotherly love, 13.

Exit ticket: Students respond to questionsrelated to film.Complete Pitch sheet: what will yourpodcast be about?

22 Tig. Dir. Kristina Goolsby and Ashley York. Perf. Tig Notaro. Beachside Films, 2015. DVD. 23 Kurtz, Ernest. Experiencing Spirituality: Finding Meaning through Storytelling . N.p.: n.p., n.d. Print.


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Watch “How to Tell a Story” 24

Brainstorm possible podcast stories1-2 I can use a Zoom

audio recorder tocapture, monitor,adjust gain, deletefiles, and transfer filesto my netbook.

C5: I can brainstorm astory

In small groups, students will peer share theirpitch sheets, make suggestions and revisions,then upload pitches to Moodle for teacher

feedback

Demonstrate features of the Zoom recorders.

Students will have free play time withZoom recorders, and have them availablefor checkout from the library.

Students will sign up for recording times.

1 A5: I can compose foraudio.

C6: I can generatetext.

Share powerpoint “Writing for Radio”

Give students a recording schedule with times

and locations, & devices.

Students will complete their 1 st draft, withattention to writing for audio, in a Moodlewiki so we can track revisions.

1 C6 I can analysewriting samples as Iedit my draft.

C7 I can revise mydraft for betterstorytelling

Share powerpoint “Pixar rules for Storytelling”.

Share podcasts from previous students.

Students will revise their drafts at Moodle.

1 I can compose open-ended questions andfollow-up questions forinterviews.

Class discussion on interviewing strategies.

Guest speaker from Pacific Content podcastcompany

After teacher feedback, students willcomplete their final drafts.

24 "How to Tell a Story." TED: Ideas worth Spreading . N.p., n.d. Web. 22 Apr. 2016..


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1 I can annotate myscript for oralinterpretation.

Review annotation strategies for oralinterpretation.

Students will annotate their scripts for oralreading: pacing, pauses, clarity, tone,emphasis

1 I can perform mypodcast with attentionto public speakingcriteria.

Guest speaker on oral performance. Students will rehearse their podcasts andgives peer feedback that is useful, specific,and kind.

1 I can store ALL thepieces of my podcastin a “source folder” onmy desktop.

I can identify, sourceand capture soundeffects and music thatenhance my podcast.

Instruction on websites for free music andsound effects: Incompetech, Soundbible, etc.

Students will locate key sound effects andpossible musical choices and report theirdownloads in a wiki.

2-3 I can install, learn, anduse the digital editingprogram, Audacity.

I can create aSoundcloud account,upload my podcast, andpost the URL.

A11 : I can reflect on andassess my classmates’and my own publicspeaking publicspeaking

Instruction on editing with Audacity.

Instruction on creating an account & uploadingaudio to Soundcloud.

Students will install Audacity and createtheir project with layered pieces.

Students will create a Soundcloudaccount, upload their podcasts, and post a“public” URL to the class wiki.

Students will share their finished podcastswith the class and give feedback that isuseful, specific, criteria based, and kind.

Additional resources: Abel, Jessica. Out on the Wire: The Storytelling Secrets of the New Masters of Radio . N.p.: n.p., n.d. Print.


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COURSE: ENGLISH 11 UNIT: POETRY


How can poetry help me understand myself and others? How can poetry empower me?


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

author’s 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 author’s 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.

Unit Learning Targets: 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.


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C14 Use conventions in writing, appropriate to purpose and audience, to enhance meaning and artistry, including grammar andusage, punctuation, capitalization, and Canadian spelling, copyright and citation of references, presentation/layout.

TIME LEARNING TARGET ACTIVITIES ACHIEVEMENT INDICATORS1 B5 I can imagine and understand

vivid, relevant, and compellingpurposes and effects of poetry.

I can identify the differencebetween poetry and prose.

C9: I can read and, analyze, andinterpret poetry.

Introduction to poetry: what is the differenceb/t poetry and prose?

Read NYT article: “Bringing a DaughterBack From the Brink” 25 Read “Introduction to Poetry” & “Catch”

Instruction & notes: metered poetry(syllables), end-rhyme, assonance, freeverse, end-stopped lines, metaphor,extended metaphor, paraphrase

Students will read and respond atMoodle to the following “MountainGraveyard”, “A Leaf Falls”, “In astation of the metro”, and “ANarrow Fellow in the grass” andrespond to questions at Moodle.

1 C8: I can support personalresponses to texts.


B12 : literary devices

C4 : I can visualize a poem as aliteral picture.

Discuss interpretations of “MountainGraveyard”, “A Leaf Falls”, “In a station ofthe metro”, and “A Narrow Fellow in thegrass”

Literary devices:end-stoppedenjambedfree verseimagery

metaphorsimileline breakslyric poemslant rhymealliterationassonance

Students will read and respond atMoodle to the following “TheSecretary’s Chant”, “We RealCool”, and “Next god of course

America I” and respond toquestions at Moodle.

Students will create a visual pictureof “The Secretary’s Chant” toexplore the possible mood of the

poem.

25 Macwhinney, Betsy. "Bringing a Daughter Back From the Brink With Poems." The New York Times . The New York Times, 2015.Web. 22 Apr. 2016. .


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consonancespeakersyntax

1 C8: I can support personalresponses to texts.



Share visuals

Discuss interpretations of “The Secretary’s

Chant”, “We Real Cool”, and “Next god ofcourse America I” and respond to questionsat Moodle.

Literary devices:internal rhymeend-rhymetonedictiondialect

jargon

eye rhymesituational ironysonnetambiguitysatireOnomatopoeiamood

Students will read and respond atMoodle to the following love poetry:“The Magic of Love”, “Sonnet”, and

“Those Winter Sundays”

1 C9: I can read and, analyze, andinterpret poetry.


I can apply the idea of clichéimages in film to cliché images inpoetry.

Watch the opening scene from the filmCommando to explore the idea of clichés.

Discuss interpretation s of “The Magic of

Love”, “Sonnet”, and “Those WinterSundays”

Literary terms:clichessentimentalitysatirerhyme schememeteriambic pentametersonnet

Students will read and respond atMoodle to the following “Dog’sDeath”, “Midterm Break”, and“Death of a Ball -Turret Gunner.”


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quatrainrhyming coupletsestetoctaveblank versedissonance/caucophony

1 C9: I can read and, analyze, andinterpret poetry.


Discuss interpretations of “Dog’s Death” and“Midterm Break”

Literary terms:elegyblank versepunsatiretragic ironyambiguityconnotation

denotation

Students will read and respond atMoodle to the following “Onion”, “IKnow That He Exists”, and “Deathof the Ball Turret Gunner”

1 A9: I can share my responses topoetry in a small group

A4 : I can create a grouppresentation

A10: I can learn from my groupmembers’ thoughts on poetry



Students will join small groups according toone poem they wish to explore. Each groupwill prepare a presentation for the classwhere they explore the poem’s interpretationand devices.

Student groups will present a poemand interpret it for the class.

1 C12: I can use elements of styleand literary devices in thecreation of poetry.

Students will complete a poetry portfoliowhere they choose among options forcomposing two poems. They will writeexplications of their poems that identify

Students will submit their portfolioand select one piece to read at aclass poetry reading.


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C11: I can analyze and describethe features and devices in myown writing.

A8 : I can listen to student poetryand make personal responsesrelating reactions and emotions

strategies and devices. They will also selectone professional poem to explicate in amultiple paragraph essay.

1 All targets Students will take a test. Poetry test: the test will beformatted after the English 12poetry section of the provincialexam and include a sight poem, a300-word essay, and multiplechoice questions which potentiallycover any/all literary terms for theunit.


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COURSE: EN11 UNIT: GRAPHIC NOVELS


What is the secret of this icon we call the cartoon? – Scott McCloud

English 11 Learning Targets :

B1 : read, both collaboratively and independently, to comprehend a wide variety of literary texts, including literature reflectinga variety of prose forms.

B3 View, both collaboratively and independently, to comprehend a variety of visual texts, with increasing complexity of ideasand 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 author’s 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 LEARNING TARGET ACTIVITIES ACHIEVEMENT INDICATORS1 B1 : read, both collaboratively and

independently, to comprehend awide variety of literary texts,including literature reflecting avariety of prose forms.

Read Understanding Comics ,pages 24-41 and discuss.

First reading in book groups:Persepolis: pages 1-40; Maus:

Exit ticket response to UnderstandingComics passage: Describe Scott McCloud’stheory of how comics help us better accessthe world of ideas. What is this “secret


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B12: Literary terms: realistic vs.abstract, physical world vs.conceptual, iconic, universality

B3 View, both collaboratively andindependently, to comprehend avariety of visual texts, withincreasing complexity of ideas andform, such as graphic novels.

B5 Before reading, strategies tocontruct meaning, interpreting atask, generating guiding orspeculative questions

A1 : interact and collaborate inpairs and group to respond toand critique a texts.

A3 : Listen to interpret, andevaluate ideas from a variety oftexts

chapters 1-2; Stitches: pages 12-80; American Born Chinese:pages 7-60; Pyongyang: pages 1-44; March 1-40

power of the cartoon,” according to him?How does it work ?

First post to Moodle discussion thread withbook groups: It should include a) things younoticed, found interesting and b) any of your

general reading questions and/or possiblequestions for verification. Your second postshould be in response to one groupmember’s post.

Handout: As students read, they will identifypanels that demonstrate these ideas, recordthe examples, and give interpretations.

1 C4 Create thoughtful

representations thatcommunicate ideas andinformation to explore andrespond, record and describe,engage.

C9 write to interpret texts byidentifying the importance and

Second readings: Persepolis:

pages 40-80; Maus: chapters 3-4Stitches: pages 81-160 ABC: pages 61-120Pyongyang: pages 45-88; March42-80

Character portraits : Keeping yesterday’s

McCloud reading in mind on the “iconic”stripped-down nature of the characters,students create portraits of the maincharacters that respond to these questions:What is the text/art trying to emphasizeabout them so far? Is there anythingiconic/symbolic about their clothing, speech,environment that helps to characterizethem? Label character details.


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impact of social, political, andhistorical contexts.

Historical verification . On the back of thesheet, students reflect on discussion threadsfrom previous night. Identify any potentialpieces for historical verification.

2

classes


A9 speak and listen to interpret,analyse, and evaluate ideas andinformation from texts.

C4 create thoughtfulrepresentations thatcommunicate ideas andinformation to record anddescribe.

C10 Write to synthesize andextend thinking bycontextualizing ideas andinformation.

Teach plot types:

Linear

Flashback/forward

Multiple alternating threads ofstories

Finish reading books.

Students create a timeline and map their

plots in small groups.

Short answer test where students interpreteach of their books in relation to the literaryterms and strategies we have learned in thisunit.

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.


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COURSE: ENGLISH 11 UNIT: INDEPENDENT READING


How do real readers engage with books?


A4: select, adapt, and apply a range of strategies to interact and collaborate with others in pairs and groups includingcontributing 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, student-

generated 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 LEARNING TARGET ACTIVITIES ACHIEVEMENT INDICATORSdaily B4 : independently select and

read, for sustained periods oftime, texts for enjoyment and toincrease fluency.

Students spend 20 minutes of eachclass reading books they have freelychosen, appropriate to ability.

Social networking. Students createGoodreads.com accounts where they postregular updates about their readingprogress.

3-4classes

B2 : read to comprehend a widevariety of information and

As students read, they will selectmeaningful quotes, note their

Online book review . Students post a review(with defined criteria and an assessment


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persuasive texts with increasingcomplexity and subtlety of ideasand form, such as professionalbook reviews and studentgenerated book reviews.

C2 : write purposeful informationtexts that express ideas andinformation to analyse andcritique, engage.

C8 : write and represent toexplain and support personalresponses to texts by makingcomparisons to other ideas andconcepts, relating reactions andemotions to understanding of the

text, developing opinions usingreasons and evidence.

Students use social media andbasic HTML in a book review.

responses, and collect meaningfulreviews of their book. Students writea review of one book they have readduring term 1.

rubric) using basic HTML and social mediaat Goodreads.com

Reviews contain ¾ of the followingcategories:

Book synopsis

Personal response Selcected & interpreted quotes Response to a professional review

weekly A4: select, adapt, and apply arange of strategies to interactand collaborate with others in

pairs and groups includingcontributing ideas andsupporting ideas of others.

Students prepare a 30 secondpersuasive pitch of their book andengage in a “speed dating” event

where they mingle to promote theirbook with peers.

Social networking . Students login to theirgoodreads accounts and add books to their“to read” lists following our speed -dating

event.

4-5classes

C4 : Create thoughtfulrepresentations thatcommunicate ideas andinformation to explain andpersuade, engage.

Students will work on storyboardsand practice using Animoto toproduce book trailers and adviceeach other when they havequestions —to advance their skillsand use collective troubleshooting.

Indie film. Students work toward productionof a “book trailer” film. The first step is toproduce a “storyboard” or outline of thetrailer. Students will decide whichcharacters, themes, plot details they willwork with, and in what sequence. Students


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C5 : select, adapt, and apply arange of strategies to generate,develop, and organize ideas forwriting and representing,including analyzing writingsamples or models

C14: use conventions in writingand representing to enhancemeaning and artistry, includingcopyright and citation ofreferences.

Instruction on advanced Googlesearch and copyright. How tosearch online for images that arefree to use, how to cite properly in afilm.

will select still/film images. Consider the“iconic” nature of images when choosing.Gather the necessary data: awards won,review quotes, book quotes. This is today’sexit ticket. Students will complete theirproject and post to a Youtube account,

pasting their URL in a Moodle wiki.

1 class B3: view, both collaborativelyand independently, tocomprehend a variety of visualtexts such as film and video,student-generated material.

We will learn about QR codes andhow to produce them.

We will review the rubric for thebook trailers and discuss what

success looks like.

Students will generate QR codes for theirbooks that link to their book trailers. Afteraffixing them to our school library books, wewill have a book trailer fair, where studentswander, view, and respond to each others’

book trailers.

english 11 course outline

Documents