Curriculum Course Overview

School Year: 2017/2018

Subject: English Language Arts (Composition and Focused Literary Studies)

Grade: 11
Teacher: Jessica Lyric

Content
Planning for Assessment Achievement Indicators B.C. Ministry of Education
Topic and amount of time
Strategies used to teach the topic. Assessment Activities Prescribed Learning Outcomes
for the unit

Whole Class: Grade 11: Big Ideas:

Theme for the year: The “Other” and Disenfranchisement -Students must create an interpretation of a key scene in the play
-Overview of Shakespearean language as well as his influence on either live or on film Language shapes ideas and influences others.
language -Graded written reflection
-Contextualizing King James vs. Queen Elizabeth -Composition Core Competency:
-Read and view the film version act by act to promote plot
comprehension Creative Thinking, Communication
-Debate the morality of Macbeth’s decisions
-Examine the theme of power corrupting in the modern world
through newspapers, articles, online resources and biographies
-Examine the various literary devices through quotes and the
concept of dramatic irony

Grade 11: Learning Competencies Grade 11:

 -Understanding the development of language
Comprehend and connect Text features and structures
(reading, listening, viewing)  form, function, and genre of texts
Strategies and processes
 reading strategies
 Recognize and appreciate how different forms, structures, and
features of texts reflect a variety of purposes, audiences, and  oral language strategies
messages Language features, structures, and conventions
 features of oral language
 language evolution
 Think critically, creatively, and reflectively to explore ideas  presentation techniques
within, between, and beyond texts
Unit 1:
 Recognize how language constructs personal, social, and
Weeks 1-9 cultural identity
Macbeth
 Respond to text in personal, creative, and critical ways

 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)

 Demonstrate speaking and listening skills in a variety of formal

and informal contexts for a range of purposes

 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

Whole class: Grade 11: New Curriculum:

 Contextualize the era  Character sketch Big Ideas:
Unit 2: Texts are socially, culturally, geographically, and historically constructed.
 Explore the class system in American in the 1920’s  Reflection
 F. Scott Fitzgerald in relation to Paris  Graded discussion
Weeks 10-15 Learning Competencies
 Examine the Great Depression  Literary essay
The Great Gatsby
 Character sketches and understanding the intersecting
relationships
 Geography of the story
 Grade 11 focus: Core Competencies: Content:
 Creating character through backstory Creative Thinking, Critical Thinking
Curricular Competencies: Text features and structures
 forms, functions, and genres of texts
Comprehend and connect (reading, listening, viewing)  literal and inferential meaning
 Read for enjoyment and to achieve personal goals
 Access information for diverse purposes and from a variety of Strategies and processes
sources and evaluate its relevance, accuracy, and reliability  reading strategies
 Apply appropriate strategies in a variety of contexts to  metacognitive strategies
comprehend written, oral, visual, and multimodal texts; guide  writing processes
inquiry; and extend thinking
 Synthesize ideas from a variety of texts/sources Language features, structures, and conventions
 Think critically, creatively, and reflectively to explore ideas  usage
within, between, and beyond texts  conventions
 Recognize personal, social, and cultural contexts, as well as  persuasive techniques
values and perspectives in texts, including race, culture, gender,  literary elements and devices
sexual orientation, socio-economic status, place  citation techniques
Create and communicate (writing, speaking, representing)
 Respectfully exchange ideas and viewpoints from diverse
perspectives to build shared understanding and extend thinking
 Demonstrate speaking and listening skills in a variety of formal
and informal contexts for a range of purposes
 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
 Express and support an opinion with credible evidence
 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

Whole class: Grade 11: New Curriculum:

 Contextualize the era (in relation to 20th Century World  Debate choices made in the story Big Ideas:
History)  Choice of creative final project: diary of Curly’s wife,
 Examine the life of John Steinbeck narrative of Lenny’s mind, advice letters or a song/poem Texts are socially, culturally, geographically, and historically constructed.
 Group discussion to recognize literary devices expressing a theme
 Read in small groups while annotating in notebooks  Journal reactions to the events of the story Learning Competencies
 View the film to compare and contrast artistic vision

Grade 11 focus: Curricular Competencies: Content:
 The importance of context
Comprehend and connect (reading, listening, viewing) Text features and structures
 Access information for diverse purposes and from a variety of  Elements of visual/graphic texts
sources and evaluate its relevance, accuracy, and reliability  bias, propaganda, manipulation
 Apply appropriate strategies in a variety of contexts to Strategies and processes
Unit 3: comprehend written, oral, visual, and multimodal texts; guide  reading strategies
inquiry; and extend thinking  oral language strategies
Weeks 16-20  Synthesize ideas from a variety of texts/sources  metacognitive strategies
Of Mice and Men  Recognize and appreciate how various forms, structures, and  writing processes
features of texts reflect a variety of purposes, audiences, and Language features, structures, and conventions
messages  syntax and sentence fluency
 Think critically, creatively, and reflectively to explore ideas  elements of style
within, between, and beyond texts
Create and communicate (writing, speaking, representing)
 Respectfully exchange ideas and viewpoints from diverse
perspectives to build shared understanding and extend thinking
 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

Whole Class: Grade 11: Big Ideas:

-Comparison of the Holocaust to Canadian residential schools and -Create a graphic novella version of your own story
the Armenian genocide -Write/record a reflection on First Nations storytelling The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world
Unit 4: -Watch ‘Secret Path’ and discuss the ramifications of government -Literary essay
control over identity
Unit 4: Maus -How to read a graphic novel Core Competency:

Weeks 21-26 Positive Personal & Cultural Identity, Creative Thinking

Grade 11: Curricular Competencies: Content:

-Oral storytelling
Comprehend and connect Text features and structures
(reading, listening, viewing) • Features and structures of First Peoples
• Read for enjoyment text:
and to achieve -narrative structures found in First Peoples texts
personal goals -issues related to the ownership of First Peoples
• Recognize and texts, and protocols for their use
appreciate the role -the legal status of First Peoples oral tradition in
of story, narrative, Canada
and oral tradition in Writing style
expressing First • literary techniques and devices
Peoples • stylistic choices
perspectives, values, • techniques of specific genres
beliefs, and points of
view
• Recognize the
diversity within and
across First Peoples
societies represented
in texts
• Recognize the
influence of place in
First Peoples and
Canadian texts
• Recognize and
appreciate how
various forms,
structures, and
features of texts
reflect a variety
• of purposes,
audiences, and
messages
• Think critically,
creatively, and
reflectively to
explore ideas within,
between, and
beyond texts
• Recognize personal,
social, and cultural
contexts, as well as
values and
perspectives in texts,
including race,
culture, gender,
sexual orientation,
socio-economic
status, place
• Construct
meaningful personal
connections between
self, text, and world
• Respond to text in
personal, creative,
and critical ways
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
• Use the writer’s
craft and
demonstrate skills
characteristic of
writers
 Whole class:
 Discussion of the concepts of free will, willful
ignorance, conformity and placation using examples
from history involving the treatment of women,
minorities and different religious groups.
 Read and journal opinions of chapters.
 Analyze the modern novel in contrast with traditional
novels, the influence of film and media on literature.
 Brainstorm and present alternate solutions to the issue
of disease and cloning
 Understanding the popularity of dystopia in popular
culture
Grade 11 focus:
 Cultural influence and tracing literary roots
Unit 7:
Weeks 28-35
Never Let Me Go
Grade 11:
 Comprehension and analysis quizzes.
 Compare the book with the film in an essay
 Students cast and summarize how they would have made
the film version.
 Debate the sacrifice made in the book, is it moral for
people to be created just to prolong the lives of others?
New Curriculum:
Big Ideas:
People understand text differently depending on their worldviews and perspectives.
Questioning what we hear read, and view contributes to our ability to be educated and engaged citizens.
Learning Competencies
Curricular Competencies: Content:
Comprehend and connect (reading, listening, viewing) Text features and structures
 Read for enjoyment and to achieve personal goals  Literal and inferential meaning
 Apply appropriate strategies in a variety of contexts to  bias, propaganda, manipulation
comprehend written, oral, visual, and multimodal texts; guide Strategies and processes
inquiry; and extend thinking  reading strategies
 Construct meaningful personal connections between self, text, and  metacognitive strategies
world  writing processes
 Respond to text in personal, creative, and critical ways Language features, structures, and conventions
 Evaluate how literary elements, techniques, and devices enhance  syntax and sentence fluency
and shape meaning and impact  elements of style
Create and communicate (writing, speaking, representing)  literary elements and devices
 Respectfully exchange ideas and viewpoints from diverse
perspectives to build shared understanding and extend thinking
 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
 Express and support an opinion with credible evidence