ELA 9 St.

Joseph’s School Year Plan: 2017/2018

Everything is a story, kid. Stories are what help us make sense of the world. – Jeff Daniels
Guiding Question: How/why do we make sense of the world?
September October November December Jan/Feb/Mar April June
May
UNI Roses are
T Red, Violets
Reporting Live from are Blue, Once upon a
This is me: Content is fire, social media is
Room134: Non-Fiction This is not time: Short Overcoming Adversity: Passion
Writing Memoirs gasoline: Being a Critical Consumer
and Researching (4 your Stories (6 Novel Study(10 weeks) Project/Review
(2 weeks) in the 21st Century (6 weeks)
weeks) Grandma’s Weeks)
Poetry:(2
weeks)
SLO 1.1.1.c, 2.1.1.b,
1.1.1.a, 1.2.2.a, 2.1.2.b,c,
2.1.2.a, 2.1.4.a,
2.1.3.b, 2.1.5.a, 2.2.2.c, 1.1.3, 2.1.2.a,
2.4.1.a, 3.3.3.b, 2.2.1.b,c,d,e, 1.1.2, 1.2.1, 2.1.1, 2.1.4, 1.1.1.c, 1.2.3.a, 2.1.3.a, 2.1.5.a,
3.1.2.a, 3.2.1.a, 3.2.2.c, 2.3.1.a,
3.4.1.b, 4.1.3.a, 2.2.2.b, 2.2.3.c, 2.2.3.b, c, 2.3.2.a, 2.3.1.b, 2.3.2.e, 2.3.3.a, 3.1.1, 3.1.2,
3.3.2.a, 3.4.1.a, 3.4.2.a, 2.4.2.a,
4.2.1, 4.2.2, 4.2.3, 2.3.2.b,d, 2.3.2.c, 3.2.3, 3.3.1, 3.1.3, 3.2.1, 3.2.2.a, b, 3.2.3, 3.3.1.a, 5.1.3, 5.1.4,
4.1.1.b, 4.1.2.a, 4.1.4.b, 4.1.4.a,
4.3.1.a, 5.1.1.a, 2.4.2.a, 2.4.3, 3.3.3, 4.2.1, 4.2.2, 4.2.3, 3.3.2.a,b, 3.3.3.a, 4.1.3.b, 4.2.1,
4.2.1, 4.2.2, 4.2.3, 4.2.2.c,
5.1.1.b, 3.3.2.c, 4.1.2.c, 5.2.1, 5.2.2.b, 5.2.3 4.2.2, 4.2.3, 4.3.2, 4.3.3, 5.2.2
4.3.1.a, 4.3.4, 5.1.1.b, 5.1.1.a,
4.1.5, 4.2.1,
5.2.1, 5.2.2, 5.2.3
4.2.2, 4.2.3,
Teac -What do good -Reading for -What is a critical consumer? Should
-Focus on traditional vs -Lip Sync -Book Tasting -if you could
hing readers do? (Read pleasure, you believe everything you see, hear,
modern types of news - Battle, -Get your novel and change anything
Stra various memoirs connection and read? How do you develop an
Remembrance Day non voluntary your group—first group in YOUR world,
tegie numerous times: analyzing, argument?
fiction, to give context to -Poetry Facebook Post what would it be,
s first to enjoy, -Short story -HOOK: sell Mochlate!
the liturgy they are Tasting -Reading chapters, and how can you
connect, and elements using -View critical consumer art, what
putting on. -Types of interspersed with chapter put that plan into
eventually short films. does it say about society: placemat
-What is non-fiction and Poetry assignment (Folder Full action? This can
analyze) -Read various activity.
why does it matter? Elements of Chapters) and mini be a personal
-Break down short stories -Discuss Visual Literacy Elements
-Brainstorm as many -Reading lessons on Reading accomplishment
memoirs—reader and discuss -Developing an argument. Using
genres as you can, bring Poetry- Comprehension and or something
response, themes, plot, sources.
samples to class if you making Reading Strategies. they can do to
-Shell Game characterization -Develop an advertisement using
have any. annotations -Once a week students make a
-Writer’s , figurative visual literacy elements in groups
-Genre Search: read and -Poetry will get in the reading difference in the
Workshop: language, -Watch the Truman Show: discuss
discuss a variety of non- Analysis/Put groups and discuss the world. Final
Prewrite and denotative vs. the techniques used to persuade the
fiction genres, reflecting yourself in weeks readings product will be a
Brainstorm; connotative, audience; persuasive language,
in Writer’s Notebook the poem of (Literature Circle) each proposal to me,
Narrow topic; believability visuals etc.
-Choose 3-5 interesting your choice student has a “job” signed contract
Draft; Edit and etc. -Evaluate The Turman Show and its
current topics. In groups using -“Facebook Posts” saying they will
Revise; Final -Plotting and ability to make the audience
students will pictures, -Nearing the end of the do their best to
Draft Planning your question, and consider the society we
explore/research and words, novel study, compare a accomplish it.
-6 Word Memoirs own story. live in. What techniques do they use
discuss their opinions. artifacts etc. character in the story to -REVIEW use
-Analyze -Write a short to make their point.
-Write a business letter -Write your a person from history. old PAT’s to
different story on a -Debate each side of the
to a person involved in own -NS Booklet prepare them.
genres/memoirs: theme and documentary’s argument.
 Poems, short the topic (independent) Poem/Song question -Personal Connection -Write an essay on how we make
story, stating their opinion. Lyrics prompt. Poster sense of the world
autobiography -Write a Non-fiction -PAT Practice -Socratic Seminar -Peer Review
etc. piece on the topic writing and
-Full length (blog/interview/ reading. Essay Writing
memoir with a article) appropriate to -Elements of a
visual “air” on the class Successful Essay and
representation newscast. This newscast each student will write a
-Gallery Walk will be done in new re- research essay on a
shuffled groups. different topic (should
there be
recess/homework)
Reso -Sightlines 9 -Old PAT Exemplars
-Shane
urce -“On the -The Truman Show
Koyczan
s -“The Dream” Sidewalk - Articles on controlling
-Sarah Kay
Sandra Bezic Bleeding” governments (censorship etc.)
-Crazy Man
-“Hands” Sarah -“Lamb to the -Advertisements from various time
Pamela
Kay Slaughter” periods,
-Newspapers Porter
-The Book of -“This is a -Sightlines 9 -“Lose Now, Pay Later” -Old PAT’s
-Blog -So God
Negroes photograph of -Smith - -Calkins, L., & Gillette, C. (2006). -Pay it Forward
-Twitter Made a
Lawrence Hill me” - Breathing Life into Essays. -Korean
-Sightlines 9 Farmer…
(excerpts) -“Borders” -Novel Approaches to Portsmouth, NH: FirstHand Motivational
-Interview -Poems for
-“Night” Elie -PIXAR short Junior High Language Heinemann. Video
-Non Fiction Readers Boys and
Wiesel films (Geri’s Arts -“Like you know” Taylor Mali -
Resource Girls Book 3
-“Coffee” Game) https://www.youtube.
-“If” Rudyard
-Dear Country -The Chronicles Com/watch?v=SCNIB
Kipling
Agent Guy Jerry of Harris V87wV4
-Everything
Nelson Burdick -Sightlines 9
on It
-www.2learn.ca/ydp/dvpandydp.ca
-Sightlines 9
(make a trailer)
Asse -Literature Circles (F,A)
ssme -Memoir (S,F,A) -Short Story -Compare the
-Non-Fiction Tasting
nt -Peer Feedback -Poetry Elements Quiz protagonist to a person
(F,A)
(F,A) Tasting (S; in (S) in history (F)
-Class Discussion on
-Writer’s writer’s -Make your -Facebook Posts (F,A)
effectiveness and -Place the PAT: judging Pat’s (F,A)
Notebook (F,A) notebook, F, own Reading -Novel Study Booklet
appropriateness of Non -Critical Consumer Placemat (F,A) -Passion Project
-Visual A) Comprehension (S,F,A) has assignments
Fiction pieces for their -Advertisement (S, F,A)=co- (S, F,A)
Representation -Poetry Test (F,A) regarding chapters and
audience (F,A) curricular assignment with Health -PAT exams
(can be a movie Annotations -Theme the book as a whole to
-Writer’s Notebook -Evaluation (is it effective) (S, F,A) (S,F,A)
poster, treasure and Reading Detective explore various parts
Reflection (S,F,A) -Debate (F,A) -Final Exams (S)
chest, video, Comp (F, (F,S,A) including vocab, plot,
-Business Letter (S,F) -Essay (S,F,A)
trailer, S,A) -Reading short character analysis etc.
-Non Fiction Piece
painting/drawing, -Poetry stories (F,A) -Personal Connection
(S,F,A)
collage, etc) (S, Analysis (F) -PAT Practice Project (S, F, A) there
-Newscast (S, F, A)
F, A) (F) will be choice in project
but focuses on student
 -Written Short ability to draw personal
Story (S) x2 connections to the text.
one timed. -Essay (S,F,A)

Writ Every day the students will walk come into class with a prompt on the board. These prompts will be themed depending on the day of the week (Monday Mistakes, Tuesday
er’s Texts, Wordy Wednesday, Thoughtful Thursday, Fun Friday), and will give students the opportunity to write every day. When they are done they are expected to read until
Note the class is ready to begin. Grammar, free writing, vocabulary development, and critical thinking are just some of the topics they will cover throughout the year. They will
book also make personal responses on texts we discuss in class when appropriate. In essence, these Notebooks will become a type of writing portfolio for students.
SLO: 1.1.1.b, 1.1.3.a, 1.1.4.a, 2.1.2.b, 2.2.1.a, d, 2.2.3.d, 2.3.1.a, 4.2.1, 4.2.2, 4.2.3, 5.1.1.a, 5.1.2.a, 5.1.3.a,
ASSESSMENT: This is primarily a formative assessment, however, certain pages (reflective passages, goals, reviews/summaries) will be taken in for marks—students will
know which are for marks by the color of handout or a sticker on the page.
The The students will also have a small flip notebook that remains in class at all times. These will eventually be filled with all of the different themes we encountered in the
me school year. Every time we come across a theme they will devote a page to the theme, write where they found it, a brief description of how it was dealt with in the
Dete text/what they learned from the texts treatment of the theme, and on the back they will make a personal connection to the theme (a picture, poem, memory, person etc. are
ctive appropriate. This purpose of this ongoing activity is to give students an understanding of theme, its purpose, and help them make connections to texts. It will also become a
study tool at the end of the year.
SLO: 1.2.1.a, 2.1.1.b, 2.2.1.b, c, d, e, 2.2.2.a, b, d, 2.2.3.c, 5.1.1.a,
ASSESSMENT: This activity is largely formative and metacognitive in essence. However, I will look at them after each unit to give feedback and a mark out of 10 (did
they meet each SLO in the unit).

Rational: This year plan is by no means a complete and exhaustive list of the resources, teaching strategies, and assessments that will take place throughout the year. Instead it acts
as a guide from which we—as a group of learners—will break off from to explore all that makes up English Language Arts. I hope that this plan will keep us focused on the
curriculum and allow us to explore deeply into texts while preparing the grade 9’s for their PAT’s. This is the last year these students will have in this school and I believe that we
can help nurture them into responsible, moral, Catholic citizens through ELA. I would also like to point out that I do not believe that only one genre of text should be studied at a
time, therefore, even though the unit may be a NOVEL STUDY, we will be looking at short stories, non-fiction pieces and poetry in context. Another note; the intensity of the
Passion Project will depend on time it is simply a project that I like to give to students at the end of the year to get them thinking about how they will spend their summer. Will
they change the world or become the best reader/hockey player/volunteer in their school/community/world etc. This project is entirely dependent on time and will be shortened for
review if necessary.

Grade Overview: Assignments – 70%, Tests, Quizzes - 10%, Final - 20%