Grade 9/10
2022
Core Competency Skills
Our new curriculum has changed the way we teach our subjects. Instead of focusing on content we are learning a set of skills that one must have to achieve success in their grade.
The document below is the list of the competency skills for English grades 9/10.
You'll notice that some skills have been repeated, some skills have changed the wording and some skills are new. This is where we must begin.
9/10 English Core Curricular Competencies.pdf | |
File Size: | 53 kb |
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Handouts
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English AssignmentsSome of these assignment repeat in Drama because the assignment has skills for both subjects that will be assessed.
Unit 2
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Double Journal Structure |
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The grade 9s will have two novels to choose from for this next unit:
The grade 10s will have April Raintree for this next unit:
Novel Study Class Structure
We will begin each class in the English room to learn a new literary device and to be assigned the next group chapter reading goal.
Students will break off into novel groups to read the next chapters aloud.
During this time they will complete their quadrant section and journal entry. The prediction quadrant must be filled individually and before they read the next chapters.
Students will return to the English room at the end of class to receive their homework assignment.
We will begin each class in the English room to learn a new literary device and to be assigned the next group chapter reading goal.
Students will break off into novel groups to read the next chapters aloud.
During this time they will complete their quadrant section and journal entry. The prediction quadrant must be filled individually and before they read the next chapters.
Students will return to the English room at the end of class to receive their homework assignment.
Complete 2/4 parts of the quadrant and a new journal entry after each section of reading assigned.
story_plot_line_explained.pdf | |
File Size: | 40 kb |
File Type: |
Unit 1
Debates
August 24th - September 2nd
We've started the semester off with debates. The subjects were based around hypothetical situations.
We looked at topics for the whole class to discuss and then got into subjects where the class was split into two. Most times the students had opportunities to plan with their groups: three main points with examples and explanations.
Later in the unit I gave groups a topic without telling them the side they would be debating for/against. This gave the students opportunity to look at both sides of the argument before discovering which side they would be arguing for.
The point of these debates was not to win. It was to learn how to debate. To comfortably be in a conversation with a person of opposing views and be able to make your points clear and strong but also be open to having your mind changed.
We looked at topics for the whole class to discuss and then got into subjects where the class was split into two. Most times the students had opportunities to plan with their groups: three main points with examples and explanations.
Later in the unit I gave groups a topic without telling them the side they would be debating for/against. This gave the students opportunity to look at both sides of the argument before discovering which side they would be arguing for.
The point of these debates was not to win. It was to learn how to debate. To comfortably be in a conversation with a person of opposing views and be able to make your points clear and strong but also be open to having your mind changed.
Debate Rubric |
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