Course Name: E40 ENGLISH 630-416 School
Year: 2005-06
Thematic Title: Self-Discovery and Maturation
Course Content: The grade ten English course continues to focus on the communication
skills of reading, writing, listening, and speaking.
During the school year, students are required to read
two core novels, two plays, and two books from the summer or complementary
reading lists.
Short fiction, essays, and poetry are also
studied. The literary themes addressed
are adolescence, maturation, independence, self-discovery, African American
culture, and the emancipation of women.
Language skills continue to be stressed largely
through a writing program that covers most of the modes of writing. In addition, students will study the use of
rhetorical devices.
Research paper techniques are taught for the first
time, as students are introduced to scholarship/research (incorporating and
citing one primary and secondary source; arranging a bibliography; doing a
standard layout for a research paper; emphasizing technical aspects versus
content). For the “Montreal in the Morning” assignment,
students will conduct an interview and write a narrative research paper
integrated with History.
Some classes are devoted entirely to working with
technology, so students can produce computer-based assignments as well as
traditional written work.
Seminar skills will also be addressed at this level.
Subject-Specific Skills Addressed: · Appreciates and can discuss and write articulately about various themes
in American Literature · Responds to themes and style in literature · Learns to synthesize materials, thoughts, and ideas by reading and
writing various styles of writing · Is able to vary one’s writing skills by attempting different styles of
writing · Develops strategies to prepare for the PSAT tests · Continues development of speaking and listening skills · Learns seminar skills · Develops
a thesis and supporting arguments using primary and secondary sources, and
demonstrates an understanding of the LCC Style Guide referencing system · Edits
and assesses own work and that of peers · Incorporates
of rhetorical devices · Demonstrates
understanding of different modes of exposition · Vocabulary Cognitive Skills Addressed: · Close reading of texts · Developing the imagination · Varying one’s writing skills by attempting different styles of writing · Continued development of speaking and listening skill · Learning research paper and résumé techniques · Learning seminar skills · Writes
for different purposes using a variety of appropriate styles, forms and
structures (essay, supported opinion, narrative, expository, descriptive, etc.) · Communicates
both orally and in writing, using subject-appropriate style/syntax and specific
vocabulary · Articulates
ideas in a clear organized structure for a variety of contexts and audiences · Writes
creatively and with imagination · Develops
a thesis and supporting arguments
Affective Skills Addressed: Responsibility· Accepts
accountability for choices and actions · Is punctual, completes
homework, makes up missed work · Balances
academic and co-curricular
· Respects
the community and environment · Listens
actively · Conducts a discussion without dominating or interrupting· Respects
members of LCC community · Separates
the person from the argument during discussions
Cooperation· Works cooperatively in groups to formulate presentations· Develops
a consensus among members of a team · Solves
problems using teamwork · Learns
the value of teamwork in producing better solutions
Leadership· Resists
peer pressure · Understand
good morals and values. · Takes
on and carry through with assigned tasks · Develops
a love of learning · Participates
in the learning process · Sets
goals for learning · Works
co-operatively in groups · Accepts
cultural and religious diversity · Participates
in service to others
EthicsLCC Honour Code
and Non Nobis Solum: · Understands
application and intent of LCC’s Honour Code · Strives
to use LCC’s Honour Code to guide their behaviour and conduct · Understands
the twin virtues of respect and responsibility in general and as it applies to
their family life · Understands
the school motto and strives to think of others in all of their action
Virtues· Understands
the implications of striving to live a “virtuous life” (personal behaviour and
conduct) · Understands
the connection between their family values and universally accepted virtues · Understands and appreciates the value
of “persons of character” in community livingDetermination· Shows flexibility in dealing withothers to achieve common good
Self-awareness· Reflects on personal strengths
and areas for improvement in order to develop strategies for success
Academic
Integrity· Demonstrates an appreciation
for the value of doing one’s own work, eschewing plagiarism and acknowledging
sources
To
the Student: Grade ten English begins to stress the analytical
approach to literature and to prepare students for the rigours of
post-secondary writing. Although the
emphasis is on transactional modes of expression, students still have the
opportunity to use a variety of styles, both formal and informal, in writing
and speaking.
The above-average English student who intends to write the Advanced
Placement examination(s) in grades eleven and/or twelve must consult with
his/her English teacher and get approval from the English Department Head to follow the school’s proposed
course of study.
Materials: The Bean Trees (Kingsolver) The Catcher in
the Rye(Salinger) Points of View (short story anthology) Death of a
Salesman (Miller) Macbeth (Shakespeare--HBJ edition) Poetry: An
Introduction (DiYanni—distributed
in grade 9) Word Power (Kaplan—distributed in grade
9) Models for
Writers Write
in Style (LCC Style Guide) The
Curious Incident of the Dog in the Night-time by Mark Haddon (school-wide read)
Evaluation:
Writing: 40% Reading: 20-25% Speaking & listening: 20-25% December & June exams: 10-20% (of December and June marks)
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