Course Syllabus
Faculty
| Section | Teacher |
|---|---|
| A | Mr. J. Donnici |
Contacting Me
- Name: Mr. J. Donnici
- Office: 213A.
- Email: jdonnici@stgeorges.bc.ca
I am available for contact Monday to Friday, 7:30am - 4:30pm. I am available for meetings in my office by appointment, during school hours.
Course Description
The English 12 course engages students in the careful reading and critical analysis of various genres of literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone.
Course Expectations
St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.
Workload
Most course work will be done in class, but students may be expected to read parts of assigned novels or plays outside of class. Some work on longer essays and projects may also be necessary outside of class time.
Submitting work
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.
Instructional Aims
Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:
- Read for enjoyment and to achieve personal goals
- Construct meaningful personal connections between self, text, and world
- Transform ideas and information to create original texts, using various genres forms, structures, and styles
- Use metacognitive strategies to think about our own thinking, strengths, and weaknesses
- Demonstrate a multimedia, formal speech, and presentation
Learning Outcomes
Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:
- Analyze the intent/effectiveness of a text based on the textual elements and context
- Analyze the text for theme and purpose
- Synthesize multiple texts to justify a claim/argument
- Correctly uses conventions of language to integrate evidence and uses MLA to appropriate cite sources according to assignment
- Voice & Style: Effectively use rhetoric, literary devices, style, and descriptive language to craft a composition, using diction and syntax according to communication style and audience
- Organization: Create effective, informative communications by using conciseness of language, logical development of ideas, use of transitions, and development of thesis
- Argumentation: Communicate a clear opinion support with specific evidence in a given style
- Editing: Use the conventions of Canadian spelling, grammar, and punctuation correctly given the context
- Demonstrate strategic presentation skills, including speaking (volume, pace, inflection, and emphasis) and body language (gestures, stance, movements, eye contact), appropriate to task
Assessment and Evaluation
A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.
Typical assessments include essays, close reading analysis, narrative and poetic writing, oral recitations, presentations and discussions or debates.
We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.
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
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
First Peoples Principles
We would like to 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 There There by Tommy Orange.
Literacy/Numeracy
This course embeds literacy practices within every lesson. You’ll learn critical reading skills to help you critically read, interpret, and analyze prose. You’ll observe how the literary techniques you’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. You’ll 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. You’ll develop your 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.
You will also be asked to share ideas using oral, written, and visual communication in both formal and informal settings.
Learning Resources
Resources that will be used as part of this course include:
- Novels from the St. George's English 12 Summer Reading List.
- There There by Tommy Orange
- Othello by Shakespeare
-
This course also involves the study of readings from many different sources. Additional readings will be selected by the instructor throughout the year and include short fiction, poetry, a selection of essays, speeches, films, visual texts, and excerpts from novels and plays.
Extension Resources
If students wish to extend their learning in this course, I highly recommend:
- Independently reading fiction, non-fiction and poetry
- Independently and critically viewing theatre and narrative or documentary film and television.
- Joining an independent book or film club.
- Inviting a family member, guardian or friend to read a book that you are reading in class, and discussing it with them.
Canvas Information
Canvas is where course content, grades, and communication will reside for this course.
- canvas.stgeorges.bc.ca
- For Canvas, passwords, or any other technical support contact the SGS Service Desk.
- 604 221-3654
- Sr Room 121
- SGSServiceDesk@stgeorges.bc.ca
St. George's School Student Code of Conduct
St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.
The purpose of the Student Code of Conduct is to ensure that
- A safe, caring, and productive teaching and learning environment exists.
- We maintain appropriate balances among individual and collective interests and responsibilities.
- There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
- We encourage and practice environmental stewardship.
The core values which provide the foundation for the Student Code of Conduct are:
- Empathy
- Humility
- Integrity
- Respect
- Responsibility
- Resilience
Conduct Expectations
- I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
- I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
- I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
- I understand, accept, and will respect all of my school-related commitments and responsibilities.
- I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
- I will obtain necessary permission to leave class or school.
- I will take pride in my personal appearance.
- I will be dressed appropriately at all times for all events as outlined by the School.
- I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
- I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
- I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
- I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
- I will care for all property, whether it is public or a peer’s personal possessions.
- I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
- I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
- I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
- I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.
Academic Integrity
Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.
Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.
- Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
- Copying any part of an assessment;
- Allowing others to copy any part of an assessment;
- Improperly giving or receiving assessment information;
- Using unauthorized resources for or during an assessment;
- Submission of the same assessment more than once; and/or
- Skipping classes to avoid an assessment.
- Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include:
- Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
- Alteration or falsification of academic reports or other academic records for any purpose;
- Submission of false credentials;
- Making false representation on an application for admission; and/or
- Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
- Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
- Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
- A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
- Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
- Unauthorized access to, use of, or alteration of computer data and information;
- Gaining academic advantage by using technology that inhibits the use of the resources by others;
- Damage to or destruction of library or laboratory resources; and/or
- Willful or negligent damage to the academic work of a fellow student and/or teacher.
Academic Supports
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
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Bullying
St. George’s School does not tolerate bullying. Students are prohibited from bullying.
Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:
- Physical violence such as hitting, pushing or spitting at another student;
- Interfering with another student’s property, such as by stealing, hiding, or damaging it;
- Using offensive names when addressing another student;
- Teasing or spreading rumours about another student or their family;
- Belittling another student’s abilities and achievements;
- Writing offensive notes or graffiti about another student;
- Unreasonably excluding another student from a group activity;
- Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
- Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.
Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.
Students are required to:
- Refrain from engaging in any kind of bullying;
- Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
- Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.
Course Summary:
| Date | Details | Due |
|---|---|---|