English (ENG 1P)

Course Overview

Course Title: English, Grade 9
Course Code: ENG 1P
Grade: 9
Course Type: Applied
Credit Value: 1.0
Prerequisite: None required
Department: English
Tuition Fee (CAD): $529

The course is designed to develop the key oral communication; reading, writing and media literacy skills students need for success in secondary school and daily life. Students will read, interpret, and create a variety of informational, literary, and graphic texts. An important focus will be on identifying and using appropriate strategies and processes to improve students’ comprehension of texts and to help them communicate clearly and effectively. The course is intended to prepare students for the Grade 10 applied English course, which leads to college or workplace preparation courses in Grades 11 and 12.

Overall Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Oral Communications
  • Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
  • Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
  • 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
  • Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
  • Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
  • Reading With Fluency: use knowledge of words and cueing systems to read fluently;
  • 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
  • Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
  • Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
  • 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;
  • 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
  • Understanding Media Texts: demonstrate an understanding of a variety of media texts;
  • 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;
  • Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
  • 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

Unit Overview

Unit 1: People’s Stories
The short story unit serves as the introduction to the course, offering you a In this unit, you will reflect on your role in society as a contributor a to the common good and you will reflect on the importance of sharing your gifts with others in light of gospel values. You will practice a variety of reading strategies and use the writing process to communicate in various forms of writing, with an emphasis on the paragraph. You will become aware of elements of the short story form such as: conflict, plot, devices, character development, and theme. This unit culminates with you writing a short story for your teacher.
15 hours
Unit 2: People in the Community
You will explore how the short story concepts of setting, conflict, character, plot and theme learned in the first unit are developed in the novel. You will also investigate various websites for research In this unit, you will reflect on your role in society as a member of a community and you will consider ways to respect and preserve the dignity of the individual in keeping with gospel values. You will think critically about both the rights and responsibilities of the individual as you address significant social issues and reflect on the impact individuals can have on the global community. You will become familiar with interview skills, letter to the editor, editorial cartoons, and newspaper reports.
20 hours
Unit 3: You and the Media
In this unit, you will study the components of a dramatic script, read a short play, write your own script and perform a reading of your script. You will also research and present your findings on an environmental issue in a formal presentation.
25 hours
Unit 4: Taking a Closer Look
In this unit, you will reflect on the ways in which fictional stories can present realistic issues and concerns. You will examine the theme of Appearance Versus Reality as a means of understanding human nature. You will select and study a novel and apply your understanding of the context to the everyday challenges presented by society. You will reflect your sense of justice and human dignity in writing, discussions, and media works.
25 hours
Unit 5: Culminating Activity
This is the culminating unit for this course. This unit will provide a culminating assessment for the course and include activities from all four previous units.
25 hours
Total Hours110 hours
Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 


For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
-Speakers/Headphones