En12 Course Outlines

English 12EN12

Leanne Engbers and Matthew Beimers

Unit: Worldview: Modernism and Postmodernism

Length: 10 classes

Essential Questions (Thematic

Statements)

What are your answers to life’s big questions (why am I here? What happens after I die? Why is there suffering in the world?)

Why are people’s answers to life’s questions similar and different from each other? What influences life’s questions? Why has Western society’s answers to life’s questions changed over history? How does Christian theology fit into life’s answers? How does it fit into your answers?

Learning Targets (Ministry IRPs or School Mission related ILOs)

The following Prescribed Learning Outcomes, taken from the English 11 and 12 IRP 1996, will be ongoing throughout the year, and addressed in some form in all of the units. They are labeled “Common PLOs in each unit (found in first unit).”

Comprehend and Respond (Strategies and Skills)- use and evaluate a wide variety of strategies before, during, and after reading, viewing, and listening for different purposes- describe what they already know about and experiences they have had with specific topics- use efficient strategies for recording, organizing, and storing information that they read, hear, or view- describe and apply a variety of literary devices and techniques to create particular effects, including figurative language, symbolism, parody, and irony

Comprehend and Respond (Comprehension)- paraphrase the main ideas, events, or themes in a variety of sophisticated literary, technical, and information communications- develop coherent and plausible interpretations of sophisticated or abstract materials- interpret ambiguities in written, oral, or visual works and support their interpretation with evidence from that work- interpret details of, and draw conclusion from, information presented in a variety of specialized and complex print, graphic, and electronic formats

Comprehend and Respond (Engagement and Personal Response)- demonstrate a willingness to reread selections and materials for various purposes- make connections between their own values, beliefs, and cultures and those reflected in literature and mass media- demonstrate a willingness to explore diverse perspectives to develop or modify viewpoints - support a position, interpretation, or response by citing specific details, features, and information from what they have read, viewed or heard- analyze ways in which literature and mass media have dealt with issues involving personal identity and community and respond to those in term of their own ideas, experiences, and communities- demonstrate an appreciation of the power and beauty of language, past and present

Communicate Ideas and Information (Knowledge of Language)- evaluate the conventions of language used in a variety of literary and non-literary forms

Communicate Ideas and Information (Composing and Creating)- select, synthesize, organize, and document information that is appropriate for particular purposes, modes of presentation, and audiences- apply various strategies to generate and shape ideasCommunicate Ideas and Information (Improving Communications)Through the use of peer editing groups, students will work in cooperation to improve their individual writing. In these groups they will also accomplish the following PLOs.- assess their own and others’ work for sentence clarity, precision, and variety and artistry expression- critique, defend, and appraise the effectiveness and organization of their own and others’ work- critique, defend, and appraise the effectiveness of their own and others’ use of language and presentation forms relative to the specific purpose and audience

- demonstrate a willingness to accept and provide constructive criticism and feedback to revise and edit communications for clarity, meaning and style- monitor their own spelling, grammar, mechanics, and syntax using strategies and techniques including the use of electronic technology

Communicate Ideas and Information (Presenting and Valuing)- demonstrate pride and satisfaction in using language to create and express thoughts, ideas, and feelings in variety of written, oral, visual, and electronic forms- create presentations in forms, persuading, and entertaining- create a variety of academic, technical, and personal communications, including personal and formal essays, documented research reports, multimedia presentations, panels or debates, summaries, explanations, instructions, letters, and real and invented narratives

Self and Society (Personal Awareness)- demonstrate confidence in their abilities to communicate effectively in a variety of school, community, and work contexts- develop communication goals and monitor their action plans- demonstrate their understanding of themselves as self- directed, curious, self- appraising, and open- minded learners

Self and Society (Working Together)The following PLOs will be accomplished through the group work of various units, including censorship, The Handmaid’s Tale, and others.- evaluate and adjust their own roles to reflect the group’s purpose- apply a variety of strategies including formal decision-making techniques and consensus-building skills to solve problems and achieve group goals- use a variety of resources and technologies when working with others-assess the value, limitations, and ethical issues associated with collaborative work- establish and use criteria to evaluate group process and their own roles and contributions to the group process

Self and Society (Building Community)- interact purposefully, confidently, and ethically in a variety of interpersonal and electronic school, community, and career-related contexts- demonstrate respect for the ways in which individuals and communities use and respond to language- demonstrate a willingness to present, seek out, and consider diverse, contrary, or innovative views- assess personal, classroom, and community interactions- demonstrate a willingness to contribute to language activities that celebrate school and community values, events, or accomplishments

- describe and evaluate a variety of strategies for locating information in print and electronic resources, including mass media- interpret and synthesize information from more then one source to develop and explain positions- develop criteria for evaluating the accuracy and objectivity of the information found in a variety of print and electronic sources, including mass media- assess the accuracy and balance of news and information presented in print and other media - describe potential sources of bias

Learning Strategies

(Assignments, Activities, etc.)

Each number represents one 70 minute class period:

Life’s big questions: Why am I here? What happens after I die? Why is there suffering in the world?- Students write out 10 of their “essential questions” about life.- Worldview powerpoint: Three families of thought (Theism, Naturalism, Pantheism)- Homework: Find a song lyric that asks an “essential question to life.”

Modernism: - Discussion of advances in technology (ex: video games, cloning, space settlements, microchips etc).

- Introduction to worldview (brief, brief history of worldviews). - Powerpoint on the historical period of “Modernity.” - Reading: article called “Believe in a god if you want the top US job.” Students underline the “modern” ideas in the article.

Breakdown of Modernism- Discussion of why the “optimism” of the modern era historically might have begun to breakdown.- Powerpoint on the breakdown of modernity.- Reading: article called “Nihilism” + answer comprehension questions.

Breakdown of Modernism continuedStudents, in partners or small groups, go over Yeats’ poem “The Second Coming” and

make links to the breakdown of modernity (the age of anxiety) They continue the partner work by reading the article “The Modern Period,” and

discussing and answering the questions based on article.

Introduction to Postmodernism + Writing WorkshopStudents receive an essay written in past literature unit (Of Mice and Men) and a blank

“Writing Log”Students learn the Provincial breakdown of the grading scale for literary essays on the

provincial exam (their pieces were graded with the same scale).Students synthesize common errors (grammatically and in context) and document/track

them on the new Writing Log. They will add to this log with each writing assignment.

In groups, students brainstorm what the characteristics of a postmodern society is (in other words, what will be on the upcoming powerpoint on Postmodernism)

PostmodernismLook at predictions from last class and discuss as a class.Powerpoint presentation on “Postmodernism”Reflection on the powerpoint and the predictionsReading: “Pics and Pans . . .” and “Pantheism . . .” Students highlight postmodern

comments in the articles.

Postmodernism continuedReview postmodernism by discussing the homework articles (“Pics” and “Pantheism”Review by doing a comprehensive comparison between Modernism and Postmodernism

(using an over head chart)Discuss the implications of Postmodernism on Christianity. Present some concrete examples of postmodernism both in the church and in society in

general (ex: MTV quote).Introduce the assignment of finding “Evidence” of postmodern thinking in commercials,

or song lyrics, or movie plots/themes . . . Homework: Find evidence of postmodern characteristics in our culture

Worldview ReviewActivity: “In the Elevator.” In groups of 4, students must present to the class a

conversation (a simple one) that takes place in an elevator. Each student takes on the perspective of one of the worldviews; the fourth is neutral and guides the conversation. Students spend the class preparing for this.

Homework: Have elevator skit ready as well as postmodern evidence

Worldview Review continuedStudents present their “skits” called “In the Elevator.” After each skit, they orally present

the evidence of postmodernism they found (each student individually found).Students work in pairs on the review sheet.

Unit test- Students write a unit test (short answers, mostly designed as application questions)

Assessment (Make a

distinction between

assessment for learning and

assessment of learning)

Assessment for learning:- Song lyric that asks an “essential question”- Modern elements found in article “Believe in god . . .”- Answers to questions from “Nihilism” article- Links between Yeats’ poem “The Second Coming” and the breakdown of modernity- Answers to questions from “The Modern Period”- Writing Log synthesis of writing- Predictions of postmodern characteristics- Postmodern ideas in articles “Pics and Pans …” and “Pantheism…”

Assessment of learning:- Evidence of postmodern thinking- In the Elevator skit- Unit test

Resources (Books, ppts,

websites, etc.)

Files on the FVCH network: teachers courses How should we then live by Francis Shaeffer Modern Art and the Death of a Culture by H. Rookmaaker The Age of Belief by Anne Fremantle Lectures by Susan Gallagher at Calvin College, NT Wright at Regent College, and Mike

Goheen from Redeemer University College Four power point presentations (made from the resources) found on the school’s network under

this course (EN12) Current magazines, newspaper articles, TV guides etc.

English 12EN12

Leanne Engbers and Matthew BeimersUnit: Of Mice and Men

Length: 14 classes


Statements)

Am I my brother’s keeper?Who are my brothers/sisters?

Where is hope in the hopeless situations? (Steinbeck’s reflection of the breakdown of modern thought).

Are we cursed like Cain?Do the best laid schemes of mice and men often go awry?

Are we meant to be community or alone? Why is loneliness so hard?

“Should Christians read dirty books?” (censorship: What are your boundaries and codes for choosing what to watch on TV, movies, what to read etc.)

Learning Targets (Ministry

PLOs or School Mission related

ILOs)

“Common PLOs in each unit” (found in first unit)

make connections between their own values, beliefs, and cultures and those reflected in literature and mass media

support a position, interpretation, or response by citing specific details, features, and information from what they have read, viewed, or heard

interpret and synthesize information from more than one source to develop and explain positions

analyze, compare, and critique different presentations of the same ideas, information, or issues explain and evaluate the effectiveness of persuasive strategies and techniques independently develop questions about challenging or abstract issues to suit specific

presentation forms, purposes, and audiences

Learning Strategies


Each number represents one 70 minute class period:

1 Introduction to the novel (setting): Bring out the backpack and introduce the lifestyle of the main characters in Of Mice and Men.

- didn’t own a house (or land) - dust storms/drought- traveled to find the jobs (had to get there fast)- most traveled alone (competition for the jobs)- lived in bunk cabins- 17 cents per hour of work- Some growers just walked away from their orchards/farms or houses- They’ll never own or get ahead – it’s survival

Show pictures of my 2000 California trip to Salinas and Soledad Guesswork at characterization . . .

What do you imagine their characters to be? Begin reading chapter one. Then stop and discuss briefly CENSORSHIP.

Why would we choose a book that will use language like this?God’s grace and redemption are only found in ugly places.

Homework: Read all the articles hand out on censorship. For each article, write out three to five main points

2 Censorship: Put students into groups to come up with the main point(s) of the article writers + their own

censorship they apply to their choices of movies/ tv shows etc. Debate: Divide the class in half. Pretend they are parents at a school meeting. The task is to

decide whether Of Mice and Men should remain in the curriculum

Have them become a team that is preparing a defense or prosecution for keeping Steinbeck’s novel in the curriculum at a school.

.Debate: Each person has three slips of paper. The slip is collected each time a person speaks (encouraging people to speak/ limiting people from controlling the debate).

Wrap up: Looking at censorship and a Christian’s role (See “Transform our world!”) Homework option: Students work on “Censorship conclusions: Some Biblical principals”

3 Character and Setting: Remind students of the setting: the Great Depression. Last class we looked at George’s use of

language and how, in general, he is a rough guy, trying to survive. Show the power point presentation on the Depression (made by Matthew Beimers), focusing on

the visuals of that time, more so than the facts: the faces, the houses, the dust, the poverty (powerpoint found on network drive under this course).

Finish reading Chapter one aloud Look at the characters of George and Lennie Homework: Read chapter 2

4 Characterize the ranch hands: Quiz on chapter two Have students break into groups. Assign each group a character from the list. Have them find

details/quotes that work together to fully characterize them. They should find 2 or 3 quotes to fit these categories: appearance, things they say/emotions, others’ reaction/comments to the character, actions the character does.

- Curley - Curley’s wife- Candy - the Boss- Slim - Carlson and Candy’s dog (two sketches)

Steps for characterizing: research, type up a potential overhead, organize a talk-through of the information (each researcher presents his/her work).

5 Character presentations: Students meet with groups to organize character presentations of information Remind students to use good public speaking skills Each group presents:

1 Curly 2 Curly’s wife 3 Slim 4 Candy 5 the Boss BONUS: the dog

Students take notes on characteristics. Have students journal (in their notes) impressions of the characters: who do they like? Who do

they mistrust? We all know a novel has conflict; so far there is no conflict. Who will be involved in some conflicts in the novel, do they think?

Read chapter three (quiz next class)

5 B (oddly numbered to match error in files on network) Am I my brother’s keeper? Quiz on chapter three Review with the students the structure and evaluation of the literary essay and the composition

on the EN12 provincial exam. Go over the composition scoring guide (0-6 scale) Have students write on one of two given topics: “Censorship” or “Am I my brother’s keeper?”

(See expanded topic overhead)

6 Introduction to writing improvement Teach mini lesson on sentence structure and avoiding common writing errors like the run-on

sentence, the sentence with a comma splice, and a fragment sentence. This concept will be tested and practiced through out the year (on the provincial exam too!)

Students complete some practice exercises. Students should read chapter four for homework

7 Steinbeck’s life + Impressions of chapter four Quiz on chapter four Go over the overhead on Steinbeck’s life (focusing on comments of his themes) Considering those themes, read the quote from his acceptance speech Have students work on “Impressions on chapter 4” with a partner. Homework: Complete “Impressions” if not completed; Read chapters 5,6 (finish the novel)

8 End of the novel impressions Quiz on chapters 5 and 6 Put students into discussion groups. Their group needs a spokesperson. Put (on the overhead) the “End of the novel Impressions.” Students discuss the topics in

groups. Discuss as a class (using the spokespeople).

9 Robert Burns’ “To a Mouse” + The Curse of Cain Read Robert Burns’ poem as well as the “translation” Discuss the theme of futility in the poem as well as contextual/historical background to the

poem. Move into a discussion of the essay “Curse of Cain” and how the theme of loneliness and

isolation is woven through the novel and the Biblical text. Go through one last set of notes: “Themes and Imagery in Of Mice and Men” Reflection and/or discussion: What does the theme of loneliness mean to you? What will it

mean as you explore life in the next few years?

10 Writing improvement continued + Censorship revisit/chat Censorship chat: compositions showed some misunderstandings on both sides of the spectrum.

. . re-discuss the issues. Hand back the graded compositions: go through the grading scale again. Grammar: avoiding fragments, run ons, comma splices Revision of composition

11 Essay introduction + Theme in the novel Go over the theme of Naturalism with the students: SURVIVOR analogy (handout for the

students) Review good essay style and structure (possibly take them outside on a tour to parallel how an

essay is a tour through your ideas – you need map-like elements, reminders, guides etc) Introduce the topics students may pick from to prepare and write in an upcoming class (in-class

essay). They may bring in a prepared outline.

12 Movie Review part one Students in pairs, think of character/traits etc and make a cast for Of Mice and Men with known

celebrities. Share and defend choices. Give students the film review (handout) Have them view the first half of the film and fill in the review.

13 Movie Review part two Complete viewing the movie Discuss changes the director made in the film. Defend or critique the changes in a class

discussion.

14 In-class essay Students are given the full class period to complete the essay on one of two assigned topics.

They may bring in a prepared outline.

Assessment (Make a

distinction between



Assessment for learning: Reading quizzes on the chapters Comprehension assessment of articles on censorship and the Curse of Cain Assessment of links between the novel and “To a Mouse” as well as “The Curse of Cain” Written responses to questions (ex: “Impressions of chapter four”) Movie review

Assessment of learning: Understanding/participation in censorship debate Character sketch presentation “Am I my brother’s keeper” or “Censorship” composition Composition corrections In-class essay


websites, etc.)

Files on the FVCH network: teachers courses Of Mice and Men by John Steinbeck 1992 film with John Malkovich and Gary Sinese “Of Mice and Men: John Steinbeck’s parable of the curse of Cain” by William Goldhurst “To a Mouse” by Robert Burns “G-rated Education for a Leave it to Beaver World” by Stefan Ulstein “Should Christians read Dirty Books?” by Barbara Pell Thoughts on censorship written by Hugh Cook (in The Banner 1981) “Morals and Education: Whose responsibility?” by Carolyn Moulton

English 12EN 12

Leanne Engbers and Matthew BeimersUnit: Flannery O’Connor

Length: 10-12 classes


Statements)

What is the mystery of God? How is life’s texture and experience different in those “felt-moments,” poignant life moments,

small beautiful moments, moments of “raw” reality? How is God connected to these moments? How would you live and think differently if you were always in the state of “raw reality” (ex:

paraphrase from “Good Man,” “’She’d be a good woman if she had a gun to her head every minute of her life.’”)

What is sentimental fiction? Is Flannery O’Connor a “Catholic writer?” What is the technique of the grotesque? How does it connect to O’Connor’s themes and style? What literary techniques does O’Connor use?


IRPs or School Mission related

ILOs)

“Common PLOs in each unit” (found in first unit) describe and apply a variety of literary devices and techniques to create particular effects,

including figurative language, symbolism, parody, and irony

describe and apply a variety of literary devices and techniques to create particular effects, including figurative language, symbolism, parody, and irony

adapt their use of language register and the sophistication of grammatical constructs for specific audiences and purposes

use a variety of planning tools, including outlines, webs, flow charts, and diagrams to communicate their plans to others

Learning Strategies


1 Introduction to O’Connor Without any introductory comments on it, tell the students the class will dive into O’Connor’s

story. Assign “reader’s theatre” roles in which students take on the dialogue parts of different

characters. I, the teacher, will narrate. (Mrs. Hopewell, Mrs. Freeman, Joy/Hulga, The Bible Salesman)

Enjoy the story. Students will most likely be shocked at the odd plot line and “grotesque” elements of the story – particularly the line “Show me your leg.” Enjoy their reactions. Allow it to be an interest catcher to hook them for the next story, “A Good Man is Hard to Find.”

2 Good Country People discussion and Intro to Seminars Introduce the idea of the seminars they will work on and present. Use the notes from “Good

Country People” as an example of the order: reading quiz, visual/indirect teaching method (the pictures), seminar explanations (the notes).

Go through the notes on “Good Country People” in the expected seminar format. Give students the handout on O’Connor’s world view for homework.

*3 “A Good Man is Hard to Find” discussion (either as another teacher lead seminar, or could be one of the stories students research in groups)

4 Seminar work/research Students work on individual stories they have been assigned to (in groups of about 4).

Each student receives a topic within that story to research (images, character study, theme etc). Students plan an overall visual or concrete connection to emphasize (and make plain) the theme of the story.

Students are given some secondary resources and research at the library for secondary resources.

5 Seminar work/research part 2 More class time given for research.

Review on citing sources and implementing research properly time permitting, another class could be given for this research

6-10 Seminar presentations Each group presents a seminar (“The Life You Save May Be Your Own,” “The

River,” “Temple of the Holy Ghost,” “The Artificial Nigger” (pardon the title; context reviewed)).

Time: due to extra curricular events, these seminars have sometimes taken an extra class

In-class essay Students are given ahead of time two topics that combine symbols, imagery, themes of

several stories. They prepare for each essay ONE topic is chosen in class and the students write out a literary essay analyzing

O’Connor’s themes and techniques.

Assessment (Make a

distinction between



Assessment for learning: Participation in discussions Quizzes on individual stories

Assessment of learning: Student-lead seminar In-class essay test


websites, etc.)

Files on the FVCH network: teachers courses Mystery and Manners by Flannery O’Connor Anthology A Good Man is Hard to Find by Flannery O’Connor Miscellaneous academic articles exploring O’Connor’s stories

English 12

EN12Leanne Engbers and Matthew Beimers

Unit: Postmodern Literature (novel groups): Cry, the Beloved Country; Handmaid’s Tale;Life of Pi; orLife After God (newly approved by the lit review committee – implemented 2007-2008)

Length: 13 classes


Statements)

General essential questions: How does postmodernism come out in art, literature, film in our culture? Is it wrong to be postmodern? Can one be a Christian and postmodern? How does “story” tell truth in a way that fact can’t?

For Cry the Beloved Country:How does South Africa’s history and current culture affect me today?Am I racist? Is racism an issue in Canada today?How do I find and give hope in a world of hate and revenge?

For Handmaid’s Tale: What is the importance of individuality? Am I an individual or unknowingly controlled by

something or someone else? (ex: media, fashion) What is the link between sexuality and power? Who do I have power over? Do I use sexuality for power? Where, in the world, have people lost individual rights? What is the ideal society? (utopia?)

For Life of Pi: What is spirituality in today’s culture? What are the foundations and basic beliefs of Islam, Hinduism and Christianity? Why did Pi want to embrace all religions? What is at the heart of human behaviour? Are we just animals? How does one survive tragedy and loneliness? How does “story” contain truth that facts do not?



ILOs)

For each novel unit: “Common PLOs in each unit” (found in first unit)

make connections between their own values, belief, and cultures and those reflected in literature and mass media

analyze ways in which literature and mass media have dealt with issues involving personal identity and community and respond to these in terms of their own ideas, experience, and communities

describe and apply a variety of literary devices and techniques to create particular effects, including figurative language, symbolism, parody, and irony

explain and evaluate the effectiveness of persuasive strategies and techniques

Learning Strategies


1 Introduction to novels Give each small group the introductory assignment: (ex: sexuality/power/ideal society; South

Africa; anthropomorphism/zoology/hinduism) Meet with each group to set up context, explain confusion in the novel etc. The group on the Handmaid’s Tale particularly needs context because much of what they will

discuss is earlier than where they are at in the chapters (the discussion is on sexuality and Atwood’s use of harsh language, but the “Ceremony” hasn’t taken place yet). Explain it’s meant to be discussed BEFORE getting to that passage, so the reader has some context already.

Groups work to get the assignment done. One copy is handed in with the group member’s names on it.

2 Research and Creative Response Give students the research assignments (ex: Pi’s pretend funeral of 3 religions; Shantytown

vs Afrikaaners houses; Iranian women after the Revolution) They may either work alone or with a partner on this assignment. They will be given two

class periods to work on it. Allow students to go to the library or research in the classroom.

3 Discussions on each novel Have students put into groups for discussion. Consider the groups to make the best discussion

potential. Discussions are on novel’s characters, plot points, some thematic topics (see individual

assignment on course drive for specifics)

4-5 Interactive whole class discussions: Preparation Students are given thematic discussion topics for the whole class to discuss (even students who

haven’t read the novel). Day one:

Go over the instructions, giving some ideas/examples to help them understand the expectations (goal: to get their classmates to feel the tension of their topic, and not to sit back and watch in an uninvolved way. In other words, make it an experience for the class that is opposite of the experience of the O’Connor seminars this year )

Allow students to tackle this assignment alone, or within a group of 2-4 people. Topics are first come, first serve Give them time to discuss the topics and begin planning.

Day two: Give the students some ideas on how to “lesson plan” (how to engage the class). Remind them

of the time restriction. Go over the evaluation rubric.

6-8 Discussions Students lead the class in 15 minute discussions.

9-11 Video thematic comparison Students view either Big Fish or The Power of One and complete a written thematic

comparison

12 Post reading Assignment Life of Pi : Summarize in 10 sentences of point form (make them complete sentences for

clarity), Pi’s story if Pi's mother, along with a sailor and a cannibalistic cook, had perhaps been in the lifeboat with him instead of the animals? Look at the details of the animals at the beginning of the life raft journey, and “translate” those events into what would have happened to the people on the life boat. Consider that most people presume Richard Parker is Pi.

Cry, the Beloved Country : Find the story of King David’s song Absalom in the Bible. Summarize in 5-10 points (make them complete sentences for clarity), the Biblical allusion in the novel (the character Absalom).

The Handmaid’s Tale : Browse through the novel, and list 10 Biblical references in the novel (ie: names, titles etc). Beside each one, explain the Biblical story/person, then what you believe Atwood’s strategy is for using that name/allusion.

13 Unit test Students write an in-class test. Questions are thematic and thought provoking, rather than content

based

Assessment (Make a

distinction between



Assessment for learning: Reading quizzes Homework assignments

Assessment of learning: Interactive discussion Creative research assignment Unit test


websites, etc.)

Files on the FVCH network: teachers courses Cry, the Beloved Country by Alan Paton The Handmaid’s Tale by Margaret Atwood Life of Pi by Yann Martel SCSBC unit on Cry, the Beloved Country c. 1984Cry, the Beloved Country The Centre for Learning 1988Cry Freedom, starring Denzel WashingtonThe Power of One movieBig Fish movieThe Handmaid’s Tale teacher’s guideSociety of the Future by H. VanRiessen

English 12

EN12Leanne Engbers and Matthew Beimers

Unit: Provincial exam preparation

Length: 6-7 classes


Statements)

How do I prepare for the provincial exam? What are the evaluators looking for in an essay? In a composition? What strategies and hints will help me write the exam?



ILOs)

- describe and apply a variety of literary devices and technique to create particular effects, including figurative language, symbolism, parody, and irony- adapt their use of language register and the sophistication of grammatical constructs for specific audiences and purposes- describe and evaluate alternative approaches to presentations for specific audiences and purposes

Learning Strategies


1 Overall exam structure and introduction Introduce the different sections of the exam (all sight passages and written essays/composition) Note for students: they have been “studying” all year long in the essays and reading they have

been doing. Introduce the “project” in which they must complete each section of the exam, as well as edit

classmate’s written portions (to get a clear sense of the evaluation rubrics and the #6 voice/style)

Part A: Informational Text Students complete a sample and hand it in.

2 Literary terms Students review old literary terms from previous years and learn some more abstract terms. Students complete an assignment, allowing them to practice multiple choice questions similar

to those on the exam (all literary terms) Take up assignment, explaining and teaching the terms

3 Poetry Give the students a sheet on advice for the poetry section (from previous exam evaluators) Present to them the grading scale/rubric the ministry uses (used throughout the year on

assignments). Show them sample “6” essays Students complete Part B of exam: Poetry multiple choice and short essay.

4 Prose Give the students a sheet on advice for the prose section (from previous exam evaluators) Present to them the grading scale/rubric the ministry uses (used throughout the year on

assignments). Show them sample “6” essays Students complete Part C of exam: Prose multiple choice and multi-paragraph essay

5 Composition Give the students a sheet on advice for the composition section (from previous exam

evaluators). The main advice is to make the composition engaging, therefore they recommend making it a narrative, rather than an essay.

Present to them the grading scale/rubric the ministry uses (used throughout the year on assignments).

Show them sample “6” compositions, noting the voice and style Students complete Part D of exam: Write a composition on assigned topic

6 Editing (timing could be after all sections are written, or time permitting between each section to benefit from the editing experience)

Remind students of grading rubric from ministry for each section Read more samples of each level: 6, 5, 4, 3 Have students edit in groups in a similar format as the evaluators do. They must discuss and

argue their assessment to come up with one common score in the end. The teacher can be the mediator if necessary.

Record results, browse written pieces for accuracy of assessment, hand pieces back to students

Final advice for the exam (general advice); practice resources; how to come up with composition ideas, review of the year’s grammar topics to improve writing etc (see documents in teachers_courses drive).

Assessment (Make a

distinction between



Assessment for learning: Poetry assignment Editing task

Assessment of learning Evaluation of each section of the mock exam


websites, etc.)

Files on the FVCH network: teachers courses The Poet’s Craft by Robert J. Ireland

“The Key” (from the Ministry)English 12 Handbook (from the Ministry)BC Provincial Exam web page (Ministry web site)

Documents

En12 Course Outlines