Content

Planning for Assessment Achievement Indicators B.C. Ministry of Education

Topic and amount of
Strategies used to teach the topic. Assessment Activities Prescribed Learning Outcomes
time for the unit Curriculum Course
Overview
Guiding Questions -Create a personal book of poetry Big Ideas: School Year:
What is the purpose of poetry? -Peer edit and feedback
What messages can poetry express that other forms -Write 3 final draft poems Language shapes ideas and influences others. 2017/2018
of writing cannot? -Poetry analysis presentation
What is your poetic voice? Core Competency:
Subject: English
 Appreciation of style and form of poetry
Creative Thinking, Positive Personal and Cultural Identity Language Arts
 Read poetry aloud and perform in class
 Prepare for the Poetry by Heart Learning Competencies Grade: 10
competition Curricular Competencies: Content: Teacher: Jessica
 Write a variety of styles of poetry Using oral, written, visual, and digital texts, students are expected Students are expected to know the following:
Lyric
 Work with synonyms to strengthen individually and collaboratively to be able to:
writing Text features and structures
Comprehend and connect (reading, listening, viewing)  genres, forms, and purposes of texts
 Think critically, creatively, and reflectively to explore  literal and inferential meaning
Unit 1: Poetry ideas within, between, and beyond texts
Strategies and processes
 Recognize personal, social, and cultural contexts, as well  reading strategies
Weeks 1-7 as values and perspectives in texts, including race, culture,  writing processes
gender, sexual orientation, socio-economic status, place
 Construct meaningful personal connections between self, Language features, structures, and conventions
text, and world  elements of style
 Respond to text in personal, creative, and critical ways  literary elements and devices
 Evaluate how literary elements, techniques, and devices
enhance and shape meaning and impact
 Recognize an increasing range of text structures and how
they contribute to meaning

Create and communicate (writing, speaking, representing)

 Use writing and design processes to plan, develop, and
create engaging and meaningful literary, imaginative, and
informational texts for a variety of purposes and audiences
 Transform ideas and information to create original texts,
using new or unfamiliar genres, forms, structures, and
styles

Guiding Questions:
How has censorship been used throughout history?
Why are books important in maintaining culture,
facts and history?
How does the government assert their control in our
lives?
 Background on author
 Understanding censorship and bias in
media and news
 Discussion of banned books throughout
history
 Literature discussion
Unit 2: Fahrenheit 451
Weeks 8-14
Guiding Questions:
How do the experiences of the First Nations help us
better understand the world?
How can we recognize and unpack our privilege?
How can graphic novels address issues in a unique
manner?
-Writing prompts Big Ideas: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
-Graded discussion
-Literary essay Core Competency:
-Poetry By Heart recitation Critical Thinking
Social Responsibility
Learning Competencies
Curricular Competencies: Content:
Using oral, written, visual, and digital texts, students are expected Students are expected to know the following:
individually and collaboratively to be able to:
Text features and structures
Comprehend and connect (reading, listening, viewing)  genres, forms, and purposes of texts
 Read for enjoyment and to achieve personal goals
 literal and inferential meaning
 Recognize and appreciate how various forms, structures,
 bias and manipulation
and features of texts reflect a variety of purposes,
audiences, and messages
Strategies and processes
 Think critically, creatively, and reflectively to explore
 reading strategies
ideas within, between, and beyond texts
 Construct meaningful personal connections between self,
 metacognitive strategies
text, and world  writing processes
 Respond to text in personal, creative, and critical ways
Language features, structures, and conventions
Create and communicate (writing, speaking, representing)  elements of style
 Use writing and design processes to plan, develop, and  literary elements and devices
create engaging and meaningful literary, imaginative, and
informational texts for a variety of purposes and audiences
 Express and support an opinion with credible evidence
 Reflect on, assess, and refine texts to improve their
clarity, effectiveness, and impact according to purpose,
audience, and message
 Use the conventions of Canadian spelling, grammar, and
punctuation proficiently and as appropriate to the context
 Use acknowledgements and citations to recognize
intellectual property rights
-Adapt an oral story into a short graphic novel on a personal Big Ideas:
experience
-Presentation on a first nations tribe Language and text can be a source of creativity and joy.
Core Competency: