Course Syllabus

Faculty

First Peoples Principles and Land Acknowledgement

I acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:

• Embedding learning in story
• Taking a reflective, experiential approach to learning, where students learn by creating and reflecting on their processes, and by engaging with the natural and outside world as much as possible
• Exploring personal identity through responses to text 
• Going through the writer's process to understand that learning takes patience and time
• Exploring stories and themes that support the well-being of the self, the family, the community, the land, and past and future generations
• Recognizing the role of Indigenous knowledge by engaging with texts by Indigenous authors, like The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

Course Description

In English 9, students explore methods to enhance their eloquence and heighten the potency of their words. Literary sources are embedded from a thematic perspective, and include a range of short and extended prose, poetic, and dramatic works. Within this is the exploration of how students interpret the world and connect to those around them as they examine the human condition. Throughout the year, students gain confidence in their speaking skills and hone the critical faculty of listening and responding through oral reports,  individual and group readings, peer and self- evaluations, and directed discussions.

Contacting Me

• We are available by phone or email, and in person during community connection time (M, T, W, F - 11:00-11:30)

Learning Outcomes

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:

Learning Outcomes

• Analysis (15)
• Evidence (5)
• Synthesis (15)
• Organization (15)
• Style (15)
• Quote Integration (10)
• Editing (10)
• Speaking (15)

Please do not ask me what your mark is - this can be calculated using your grades on the learning outcomes and the weights listed above. If you would like to discuss a mark you have received, please wait at least 24 hours after receiving it, to allow yourself to read and process my feedback and your own emotions.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

• Faculty support
• Support Block
• Head of Grade
• Student Success Centre
• Personal Counselling

Learning Resources

Texts studied include:  The Absolutely True Diary of a Part-Time Indian, Macbeth, Lord of the Flies, and a variety of short stories, poems and songs

This course syllabus, all current unit and major assessments for the current term, and a plethora of helpful learning resources can be found on my Canvas page.

Course Expectations

Most coursework will be done in class, but students may be expected to read parts of assigned texts outside of class, and to do some preparation for assessments outside of class. Some work on longer essays and projects may also be necessary outside of class time.

Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system.

Learning Plan

Literacy/Numeracy

This course embeds literacy practices within every lesson. Students will learn critical reading skills to help you critically read, interpret, and analyze prose. They will observe how the literary techniques they’ve explored in prior units unfold over the course of longer works and analyze how characters develop and interact over the course of a narrative. Students will delve deeper into the roles of character and conflict in fiction and explore how a narrator’s perspective can colour storytelling.

Students will be asked to demonstrate understanding through comprehension, analysis, synthesis, and evaluation tasks. They will develop their interpretation skills further by examining how contrast, ambiguous language, and various other techniques can add layers of meaning to a text. Each of these strategies will be just as useful when working with numbers (numeracy) as with literature.

Students will also be asked to share ideas using oral, written, and visual communication in both formal and informal settings.

Core Competencies

This course incorporates Core Competencies into the routines, learning, and culture of the class in the following ways:

• Creative thinking through crafting poetry and prose texts, along with interpreting literature creatively and personally
• Critical thinking through reading texts closely to understand theme, purpose and subtext
• Communication through collaborative group work, class discussions, and a variety of written, oral and visual communication methods
• Personal responsibility by taking care of books and the classroom space, and managing deadlines 
• Social responsibility by collaborating with peers and community members, and learning about social issues through literature