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CALENDAR
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paul-murray.org Web 2.0 Weekly Infografical: Stepping Stones  ** Rockland District High School ** C ourse Name: Grade 11 English: Contemporary Aboriginal Voices, College Preparation Credit Value: 1.0 Course Code: NBE 3CE Prerequisite: none Teacher: P. Murray Date: September 2016 Department: Literacy and Numeracy Program Leader: Kathia Bellemare Course Description This course emphasizes the development of literacy, critical thinking, and communication skills through the study of works in English by Aboriginal writers. Students will study the content, form, and style of informational texts and literary and media works, and will develop an appreciation of the wealth and complexity of Aboriginal writing. Students will also write reports, correspondence, and persuasive essays, and analyse the relationship between media forms and audiences. An important focus will be on establishing appropriate voice and using business and technical language with precision and clarity Application – 25% Communication – 25% Knowledge and Understanding – 25%  ||
 * Course Outline **
 * Course Evaluation **
 * Term Work – 70%  ||   Thinking and Inquiry – 25%
 * Final Culminating Assessment – 30%  ||


 * 18 Week Plan **
 * Week || Topics ||
 * 1 || Unit 1 – ||
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 * 18 ||   ||


 * Provincial Expectations **
 * ** Overall Expectations ** ||||||||||||||||  ||
 * **Identity** || 1  ||  2  ||  3  ||  4  ||  5  ||  6  ||  7  ||  FCA  ||
 * demonstrate an understanding of the cultural diversity of Aboriginal peoples through a study of Aboriginal literary works || ** * **  ||  ** * **  ||   ||   ||   ||  ** * **  ||   ||  ** * **  ||
 * analyse information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary work ||  ||  ** * **  ||   ||   ||  ** * **  ||   ||  ** * **  ||  ** * **  ||
 * demonstrate an understanding of how the different forms and styles used in Aboriginal literary works reflect Aboriginal identity ||  ||   ||   ||   ||   ||  ** * **  ||   ||  ** * **  ||
 * analyse images in media works related to Aboriginal identity ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Relationships** ||
 * demonstrate an understanding of the relationships depicted in fiction, drama, poetry, and non-fiction by Aboriginal writers (with an emphasis on novels and poetry) || ** * **  ||  ** * **  ||  ** * **  ||  ** * **  ||   ||   ||  ** * **  ||  ** * **  ||
 * demonstrate an understanding of the ways Aboriginal writers use relationships to promote a vision of Aboriginal communities ||  ||   ||  ** * **  ||  ** * **  ||  ** * **  ||   ||   ||  ** * **  ||
 * demonstrate an understanding of form, purpose, audience, and production techniques by designing or creating media works, independently and collaboratively, based on ideas, themes, and issues related to relationships examined in this course ||  ||   ||  ** * **  ||  ** * **  ||  ** * **  ||  ** * **  ||   ||  ** * **  ||
 * compare, through analysis, relationships presented in media works by Aboriginal creators ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Sovereignty** ||
 * describe the issues of identity and culture as they relate to sovereignty, as expressed in works by Aboriginal writers || ** * **  ||  ** * **  ||  ** * **  ||  ** * **  ||  ** * **  ||   ||  ** * **  ||  ** * **  ||
 * describe how sovereignty is expressed in works by Aboriginal writers ||  ||   ||  ** * **  ||  ** * **  ||   ||  ** * **  ||   ||  ** * **  ||
 * demonstrate an understanding of the language used in Aboriginal works in connection with sovereignty issues ||  ||   ||  ** * **  ||  ** * **  ||  ** * **  ||  ** * **  ||  ** * **  ||  ** * **  ||
 * apply their knowledge of vocabulary and language conventions to read, write, and speak effectively while identifying, developing, or describing Aboriginal sovereignty ||  ||   ||   ||   ||   ||   ||   ||   ||
 * analyse themes related to sovereignty, as portrayed in media works by Aboriginal creators ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Challenges** ||
 * assess the challenge of maintaining cultural identity facing Aboriginal peoples, as represented in Aboriginal literature ||  ||   ||   ||   ||   ||   ||   ||   ||
 * analyse and assess how stereotyping is depicted in works by Aboriginal creators ||  ||   ||   ||   ||   ||   ||   ||   ||
 * identify and assess solutions to challenges suggested in media works by Aboriginal creators ||  ||   ||   ||   ||   ||   ||   ||   ||
 * demonstrate an understanding of Aboriginal writers’ descriptions of the challenges faced by Aboriginal peoples ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Writing** ||
 * use a variety of print and electronic primary and secondary sources to gather and analyse information and develop ideas for writing ||  ||   ||   ||   ||   ||   ||   ||   ||
 * use a variety of print and electronic primary and secondary sources to gather and analyse information and develop ideas for writing ||  ||   ||   ||   ||   ||   ||   ||   ||
 * use a variety of organizational structures and patterns to produce coherent and effective written work ||  ||   ||   ||   ||   ||   ||   ||   ||
 * revise their written work, independently and collaboratively, focusing on accuracy of information, clear expression, and consistent use of voice ||  ||   ||   ||   ||   ||   ||   ||   ||
 * edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as presented for this course, with the support of print and electronic resources when appropriate ||  ||   ||   ||   ||   ||   ||   ||   ||