Scope and Sequence – English 10 - Online School · Scope and Sequence – English 10 Welcome to the outline of HCOS’ English 10 curriculum! In this document, you will find a correlation

Scope and Sequence – English 10 Welcome to the outline of HCOS’ English 10 curriculum!

In this document, you will find a correlation for the core competencies, the curricular competencies and the specific content outcomes for each of the units. At the beginning is a table that summarizes where each of the core competencies and curricular competencies are found so you can be assured that they are all covered within the course. Two courses will be covered in this course design: Literary Studies 10 and Composition 10, so the “Literary Studies” and “Composition” columns indicate which course that competency is required for. In many cases the curricular goals are identical for both courses. In the lower portion of this document, there is a brief synopsis of each unit, along with an explanation of the Biblical attributes and academic competencies that are addressed. A summary of individual lesson content and assessment strategies is below that, including core competencies and curricular competencies that are addressed in individual lessons.

We hope you enjoy your course! As always, if there are any questions or concerns please don’t hesitate to reach out to us.

The HCOS Course Development Team

Curricular Competencies Overview - Literary Studies 10 and Composition 10 Students are expected to be able to do the following: Literary

Studies Composition Unit 1

Intro Unit 2 RAWW

Unit 3 TKAM

Unit 4 MOV

Unit 5 WWII

Unit 6 FP

Unit 7 PROJ

Comprehend and connect (reading, listening, viewing)

Read for enjoyment and to achieve personal goals

Recognize and appreciate the role of story, narrative, and oral tradition in expressing First People’s perspectives, values, beliefs, and points of view

Recognize and appreciate the diversity within and across First Peoples’ societies as represented in texts

Recognize and appreciate the influence of land/place in First Peoples’ and other Canadian texts

Access information for diverse purposes and from a variety of sources to inform writing

Explore the relevance, accuracy, and reliability of texts

Access information for diverse purposes and from a variety of sources

Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts

Recognize and appreciate how different forms, formats, structures and features of texts enhance and shape

● DRAFT

meaning and impact

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

Explore how language constructs personal and cultural identities

Construct meaningful personal connections between self, text, and world

Identify bias, contradictions, and distortions

Create and Communicate (writing, speaking, representing)

Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking

Respond to text in personal, creative, and critical ways

Assess and refine texts to improve clarity and impact

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 texts for a variety of purposes and audiences

Express and support an opinion with evidence

Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context

Use acknowledgements to recognize intellectual property rights

Transform ideas and information to create original texts

Content Students are expected to know the following

Unit 1 Intro

Unit 2 RAWW

Unit 3 TKAM

Unit 4 MOV

Unit 5 WWII

Unit 6 FP

Unit 7 PROJ

A variety of text forms and genres

● DRAFT

Strategies and processes ● reading strategies ● oral language strategies ● metacognitive strategies ● writing processes ● design processes

Language features, structures, and conventions ● language features ● elements of style ● usage and conventions ● citation techniques ● literary elements and devices ● literal meaning and inferential meaning

Unit Overviews

UNIT 1 – Course Introduction Literature has the potential to open our eyes to ideas that we cannot see any other way. In the introductory unit of Literary Studies 10 and Composition 10, students will be introduced to the main threads of thought which will weave their way through all of the other units: justice, and our common humanity. Retributive and restorative justice will be introduced, and students will begin reflecting on their thinking about this important topic. Big Ideas: The exploration of text and story deepens our understanding of diverse, complex ideas about our identity, others, and the world. Language shapes ideas and influences others. Biblical Attributes: Restoration, Community, Righteousness Academic Competencies: Comparing and Contrasting, Questioning, Reflecting, Connecting Lesson Name Lesson Activities Assessment Strategy Curricular Competency Core Competency Unit 1 Lesson 1 Getting Started

● Course Structures ● Course Materials ● Course Procedures ● First Things First Checklist

●

● DRAFT

Unit 1 Lesson 2 Getting to Know You ● Autobiography Assignment ● Introductory Forum

● Autobiography Assignment (c) ● Introductory Forum (c) ● meets activation (all) & handwritten

(BCOS) requirements

● Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences

● Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context

Personal and Social Positive Personal and Cultural Identity

Unit 1 Lesson 3 ● video clips from The Bible Project: Justice

● video clip from Les Miserables ● definitions of retributive and

restorative justice

● Forum post on justice ● Construct meaningful personal connections between self, text, and world Communication

Connect and engage with others

UNIT 2 – Reading and Writing Well What does it mean to read and write well? Why do some speeches, stories, or poems make such an impact, standing the test of time while others fade away into obscurity? Why do certain songs and slogans get stuck in my head? What tools do I need to read and write well for this course? Students will explore these and other key questions, as they work to build their own reading and writing skills over the course of this unit. Big Ideas: The exploration of text and story deepens our understanding of diverse, complex ideas about our identity, others, and the world People understand text differently depending on their worldviews and perspectives Texts are socially, culturally, geographically, and historically constructed Language shapes ideas and influences others Engagement with writing processes can support creativity and enhance clarity of expression Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Biblical Attributes: Restoration, Community, Righteousness Academic Competencies: Observing, Comparing and Contrasting, Questioning, Reflecting, Connecting, Observing, Hypothesizing, Practising, Summarizing, Synthesizing Lesson Name Lesson Activities Assessment strategy Curricular Competency Core Competency

● DRAFT

Unit 2 Lesson 1 Freedom’s Ring

How much influence do words really have? ● Freedom’s Ring ● Personal Response Web

● Personal Response Web (F) ● Construct meaningful personal connections between self, text, and world

● Recognize personal, social, and cultural contexts, as well as values and perspectives in texts

● Recognize and appreciate how different forms, formats, structures and features of texts enhance and shape meaning and impact

● Access information for diverse purposes and from a variety of sources


Unit 2 Lesson 2 “I Have a Dream”

What makes this speech so impactful? ● Guided Annotation (printable) ● Literary Devices: Sort/Glossary ● POW: Reflection Question

● Power of Words: Reflections (F) ● Recognize and appreciate how different forms, formats, structures and features of texts enhance and shape meaning and impact

● Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts

● Respond to text in personal, creative, and critical ways ● Express and support an opinion with evidence

Thinking Generating & Developing Ideas

Unit 2 Lesson 3 “A Dream Deferred”

How is literature a "mirror" for society?

● “Dreams” ● “Harlem (Dream Deferred)” ● Guided Annotation (printable) ● Literary Devices: Sort/Glossary ● POW: Reflection Questions

● Power of Words: Reflections (F) ● Recognize personal, social, and cultural contexts, as well as values and perspectives in texts


● Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts

● Express and support an opinion with evidence


Unit 2 Lesson 4 Images of War

How does imagery impact tone & theme? ● “Flanders Fields” ● “Dulce et decorum est” ● Guided Annotation (printable) ● Literary Devices: Sort/Glossary ● POW: Reflection Questions

● Power of Words: Reflections (F) ● Recognize personal, social, and cultural contexts, as well as values and perspectives in texts





● DRAFT

Unit 2 Lesson 5 “The Lady or the Tiger?”

What are tools I can use to understand what I read more fully? ● Practice Q: Tools I Use ● Reader’s Toolbox (Glossary) ● Read “The Lady or the Tiger?” ● Classic Short Stories Assignment (F)

● Classic Short Stories Assignment (F)


● Express and support an opinion with evidence ● Transform ideas and information to create original texts ● Use writing and design processes to plan, develop, and

create engaging and meaningful texts for a variety of purposes and audiences


Communication Acquire, interpret, and present information

Unit 2 Lesson 6 “Ransom of the Red Chief”

What makes a story great?

● Favourite Story Forum ● Foreshadowing (Glossary) ● Irony (Glossary) ● Read “Ransom of Red Chief” ● Classic Short Stories Assignment, Pt2

● Favourite Story Forum ● Classic Short Stories Assignment

(F)






Unit 2 Lesson 7 “Just Lather, That’s All”

What makes a story great? ● Intro to “Just Lather, That’s All” ● Conflict (Glossary) ● Theme (Glossary) ● Read “Just Lather, That’s All” ● Classic Short Stories Assignment, Pt3

● Classic Short Stories Assignment (F)






Unit 2 Lesson 8 Short Story Review

What makes a strong argument? ● Intro to SS Review Vlog project ● Ideating ● Outlining ● “How to Write a Paragraph” Video ● Opinion Paragraph Formula (Glossary) ● Write ● Refine

● Short Story Review -- Promo Vlog (F)

● Express and support an opinion with evidence ● Use writing and design processes to plan, develop, and


● Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes


● DRAFT

● Record ● Self-Assess

Unit 2 Lesson 9 Theme Song Project: Poetic Devices

What techniques do my favourite songwriters use to communicate impactfully? ● Theme Song Project Overview ● Student Samples ● Theme & Songs ● Poetic Devices

● None ● Recognize and appreciate how different forms, formats, structures and features of texts enhance and shape meaning and impact




Unit 2 Lesson 10 Theme Song Project: Theme Paragraph

What message is communicated through the music that is meaningful to me? ● Theme Paragraph Intro ● Theme Paragraph (Video/Glossary) ● Outline (Project) ● Citing Sources (Glossary/Video) ● Rough Draft (Project) ● Works Cited (Glossary/Video) ● Works Cited (Project)

● Theme song rough draft (F) ● Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts




Unit 2 Lesson 11 Theme Song Project: The Editing Process

What are common mistakes I’d like to avoid?

● Love Letter Intro

● Common Mistakes (Glossary)

● Personal Editing Checklist

● Personal Editing Checklist (Self) ● Assess and refine texts to improve clarity and impact ● Use the conventions of Canadian spelling, grammar,

and punctuation proficiently and as appropriate to the context


Unit 2 Lesson 12 Theme Song

How can I use imagery and design skills to

maximize the overall impact of this project?

● Visual Component

● Theme Song Project (S) ● Respond to text in personal, creative, and critical ways ● Use writing and design processes to plan, develop, and


Communication Acquire, interpret, and present

● DRAFT

Project: Final Touches

● Works Cited

● Self-Assessment

● Use acknowledgements to recognize intellectual property rights

information

UNIT 3 – To Kill a Mockingbird Harper Lee’s classic novel explores themes of prejudice, racial animosity, and the corruption of the criminal justice system. Students will be introduced to the novel’s social context, read the novel, and complete assignments that allow them to analyze the important themes of the novel. Big Ideas: The exploration of text and story deepens our understanding of diverse, complex ideas about our identity, others, and the world. Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Biblical Attributes: Restoration, Community, Righteousness Academic Competencies: Questioning, Reflecting, Connecting, Summarizing, Synthesizing Lesson Name Lesson Activities Assessment Strategy Curricular Competency Core Competency Unit 3 Lesson 1

● Introduction to TKAM cultural context, including racial segregation

● View video on TKAM background ● Sparknotes article ● Download ongoing lesson assignments

● None ● Access information for diverse purposes and from a variety of sources


Personal and Social Relationships and cultural contexts

Unit 3 Lesson 2

● TKAM Chapters 1-4 ● How do we move from innocence to

experience? ● Reading journal ● gathering essay quotes

● Reflection questions (F) ● Quote collection (F) ● Reading journal (S)

● Read for enjoyment and to achieve personal goals ● Apply appropriate strategies to comprehend

written, oral, visual, and multimodal texts ● Think critically, creatively, and reflectively to

explore ideas within, between, and beyond texts


Unit 3 Lesson 3

● TKAM Chapters 5-8 ● What is Boo Radley really like? ● Reading journal ● gathering essay quotes





Thinking Analyze and critique

Unit 3 Lesson 4

● TKAM Chapters 9-11 ● How is Atticus different than Maycomb?

● Reflection questions (F) ● Quote collection (F)


Thinking

● DRAFT

● Who are the mockingbirds?

● Reading journal (S)



Analyze and critique

Unit 3 Lesson 5

● TKAM Chapters 12-15 ● How does To Kill a Mockingbird unveil

the humanity of its characters?





Thinking Analyze and critique Question and investigate

Unit 3 Lesson 6

● TKAM Chapters 16-18 ● Who is really on trial in Maycomb?






Unit 3 Lesson 7

● TKAM Chapters 19-22 ● What do we do when justice is not

done?






Unit 3 Lesson 8

● TKAM Chapters 23-26 ● How many kinds of “folks” are there?






Unit 3 Lesson 9

● TKAM Chapters 27-31 ● Was justice done?


● students choose best four reading journals to submit for summative grade





Unit 3 Lesson 10

● Essay assignment: 800-1000 word essay on key theme from TKAM

● brainstorming sheet ● narrowing your topic

● Brainstorming sheet (F) ● Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts

● Use writing and design processes to plan, develop, and create engaging and meaningful

Thinking Generating ideas

● DRAFT

texts for a variety of purposes and audiences

Unit 3 Lesson 11

● Outlining using note cards ● Organizing your ideas and examples ● Videos on thesis statements and topic

sentences

● Essay note cards (F) ● Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts


Thinking Generating ideas

Unit 3 Lesson 12

● Videos: Opening paragraphs, body paragraphs, concluding paragraphs

● Writing rough draft ● handing in rough draft for formative

feedback

● Thematic analysis essay (800-1000 words)

● Rough draft with feedback (F)

● Express and support an opinion with evidence ● Think critically, creatively, and reflectively to

explore ideas within, between, and beyond texts ● Use writing and design processes to plan,

develop, and create engaging and meaningful texts for a variety of purposes and audiences

● Respond to text in personal, creative, and critical ways

Thinking Generating ideas Developing ideas


Unit 3 Lesson 13

● Revision and editing checklist ● Revision and editing of essay ● Formatting ● Submission of final copy

● Thematic analysis essay (800-1000 words) (S)

● Assess and refine texts to improve clarity and impact


UNIT 4 – Merchant of Venice While Shakespeare’s Merchant of Venice is clearly a reflection of its time culturally, it also explores timeless themes related to justice, mercy, prejudice, and common humanity. Students will be introduced first to Shakespeare: the man, the language, the times, and the plays. As they view and read Merchant of Venice, they will be guided through opportunities to respond personally, creatively, and critically. Big Ideas: The exploration of text and story deepens our understanding of diverse, complex ideas about our identity, others, and the world People understand text differently depending on their worldviews and perspectives Texts are socially, culturally, geographically, and historically constructed Language shapes ideas and influences others Engagement with writing processes can support creativity and enhance clarity of expression Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Biblical Attributes: Restoration, Community, Righteousness,

● DRAFT

Academic Competencies: Observing, Comparing and Contrasting, Questioning, Reflecting, Connecting, Observing, Researching, Hypothesizing, Synthesizing Lesson Name Lesson Activities Assessment Strategy Curricular Competency Core Competency Unit 4 Lesson 1 Intro to Shakespeare

Who was Shakespeare and why is he such a

big deal?

● Talent & Times

● Unlocking Shakespeare’s Language

● Tips & Tools

● Practice Quiz

● Practice Quiz ● Access information for diverse purposes and from a variety of sources


● Explore how language constructs personal and cultural identities

● Apply appropriate strategies to comprehend

written, oral, visual, and multimodal texts



Unit 4 Lesson 2 Intro to Merchant of Venice

What is the Merchant of Venice all about? ● Justice & The MOV ● The Problem w/MOV ● Shakespearean Comedies, Tragedies &

Histories (Glossary) ● Viewing Guide ● View Film

● None ● Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts






Unit 4 Lesson 3 Reading Merchant of Venice: Act 1

Merchant of Venice: Act 1 ● Reading Merchant of Venice ● Commentary ● Characters ● Reading Log

● The Merchant of Venice Reading Log (F)



● Construct meaningful personal connections between self, text, and world



● DRAFT


Merchant of Venice: Act 2 ● Commentary ● Characters ● Reading Log





























● Respond to text in personal, creative, and


● DRAFT

critical ways Unit 4 Lesson 8 Merchant of Venice: Analyze It

Merchant of Venice Analyze It! ● Cultural Context ● Responding to Literary Criticism

Assignment

● Responding to Literary Criticism Assignment (F)




● Identify bias, contradictions, and distortions ● Express and support an opinion with evidence ● Use the conventions of Canadian spelling,

grammar, and punctuation proficiently and as appropriate to the context




Unit 4 Lesson 9 Merchant of Venice: Analyze It

Merchant of Venice Test ● Study Guide ● Jeopardy Practice Quiz ● Merchant of Venice Test

● Multiple Choice ● Theme Q

● Merchant of Venice Test (S) ● Recognize personal, social, and cultural contexts, as well as values and perspectives in texts


● Identify bias, contradictions, and distortions ● Express and support an opinion with evidence ● Use the conventions of Canadian spelling,

grammar, and punctuation proficiently and as appropriate to the context



● DRAFT

Unit 4 Lesson 10 Merchant of Venice: Present It

The Merchant of Venice Project -- Prep ● Project Overview ● Ideating ● Planning Activity

● The Merchant of Venice Project Proposal (F)


● Transform ideas and information to create original texts



Unit 4 Lesson 11 Merchant of Venice: Present It

The Merchant of Venice Project -- Production ● Make ● Refine ● Self-Assess

● The Merchant of Venice Project (S) ● Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes



UNIT 5 – World War II Literature Circles World War II is the deadliest conflict in human history. It revealed the darkest parts of humanity, but in the midst of that darkness it also revealed the resilience of the human spirit. In this unit, students will study a historical fiction novel in a literature circles cohort with other students. They will use skills that they learned in previous novel studies to analyze characters, identify key themes, and analyze the book’s main ideas. Key questions that students will consider will be, “What is the value of a single human life?” and “How does war obscure the value of human life?” Students will seek to contextualize these questions in light of the main themes of the English 10 course, justice and our common humanity. Big Ideas: The exploration of text and story deepens our understanding of diverse, complex ideas about our identity, others, and the world People understand text differently depending on their worldviews and perspectives Texts are socially, culturally, geographically, and historically constructed Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Biblical Attributes: Restoration, Community, Righteousness Academic Competencies: Comparing and Contrasting, Questioning, Reflecting, Connecting, Summarizing, Synthesizing

● DRAFT

Lesson Name

Lesson Activities Assessment Strategy Curricular Competency Core Competency

Unit 5 Lesson 1

● Preview of all possible novel selections ● Novel selection ● Parent permission form

● Completion only ● Read for enjoyment and to achieve personal goals


Unit 5 Lesson 2

● Historical context of World War II ● Research specific historical context of

their novel

● Summary paragraph of novel’s historical context (C)

● Access information for diverse purposes and from a variety of sources Communication

Acquire, interpret, and present information

Unit 5 Lesson 3

● Read Section 1 of novel (20%) ● How do authors make readers care about

the characters in their books? ● Literature Circle forum or discussion

group

● Discussion questions assessed (F) ● Literature Circle forum 1 (F)


● Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking

Communication Connect and engage with others (to share and develop ideas) Collaborate to plan, carry out, and review constructions and activities

Unit 5 Lesson 4

● Read Section 2 of novel (40%) ● How do we treat someone who is

different from us? ● Literature Circle forum or discussion

● Suffering humanity assignment (F) ● Literature Circle forum 2 (S)

● Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking Communication

Connect and engage with others (to share and develop ideas) Collaborate to plan, carry out, and review constructions and activities

Unit 5 Lesson 5

● Read Section 3 of novel (60%) ● How do the choices we make reveal our

character? ● Literature Circle forum or discussion

● Image of God assignment (F) ● Literature Circle forum 3 (S)



● DRAFT

Unit 5 Lesson 6

● Read Section 4 of the novel (80%) ● How does exposure to human suffering

lead to a loss of innocence? ● Literature Circle forum or discussion

● Character analysis assignment (S) ● Literature Circle forum 4 (S)



Unit 5 Lesson 7

● Read Section 5 of the novel (100%) ● What is the value of a single human life?

How does war obscure the value of human life?

● Literature Circle forum or discussion

● Theme identification assignment (S) ● Literature Circle forum 5 (S)



Unit 5 Lesson 8

● Elements of a good book review ● Brainstorm, outline, and rough draft of

book review ● Revision, edit, and final draft of book

review

● Book review rough draft (F) ● Book review final copy (S)

● Express and support an opinion with evidence ● Use writing and design processes to plan,

develop, and create engaging and meaningful texts for a variety of purposes and audiences



Thinking Analyze and critique Developing Ideas

Communication Acquire, interpret and present information (includes inquiries)

UNIT 6 – First Peoples Canadians today are better able to understand our history, sense of identity, and each other, thanks to the courage and contributions of many First People storytellers and authors. This unit provides an opportunity for us to explore poems and stories by a collection of North American Indigenous authors, so that we too may better understand our history, sense of identity, and each other. We will also look at specific literary techniques these authors have used to help accomplish their purposes along the way. Students will have the opportunity to respond personally at the end of this unit through a creative project that expresses their individual understandings of the meaning of reconciliation. Our hope is that this experience will serve as a step in the journey towards truth and reconciliation on a personal level and within our broader communities. Big Ideas: The exploration of text and story deepens our understanding of diverse, complex ideas about our identity, others, and the world People understand text differently depending on their worldviews and perspectives

● DRAFT

Texts are socially, culturally, geographically, and historically constructed Language shapes ideas and influences others Biblical Attributes: Restoration, Community Academic Competencies: Observing, Comparing and Contrasting, Questioning, Reflecting, Connecting, Observing, Hypothesizing, Practising, Summarizing, Synthesizing Lesson Name Lesson Activities Assessment Strategy Curricular Competency Core Competency Unit 6 Lesson 1 Truth & Reconciliation

● Opening Note on Terminology ● Truth & Reconciliation Overview ● Personal Response Web (Practice Q) ● Unit Overview ● “I Lost My Talk” by Rita Joe ● Response to Reading Log

● Response to Reading Log(F)

● Recognize and appreciate the role of story, narrative, and oral tradition in expressing First People's perspectives, values, beliefs, and points of view

● Demonstrate listening skills in a variety of formal and informal contexts for a range of purposes

● Explore how language constructs personal and cultural identities




Unit 6 Lesson 2 “History Lesson”

● First Steps on Road to Reconciliation ● “History Lesson” ● Allusion (Glossary) ● Response to Reading Log

● Response to Reading Log(F)

● Recognize and appreciate the role of story in expressing First People's perspectives, values, beliefs, and points of view



● Identify bias, contradictions, and distortions


Unit 6 Lesson 3 “Where the Borg Are?”

● “Where the Borg Are” ● Understatement (Glossary) ● Allusion, Understatement, Irony

(Practice Q) ● Response to Reading Log

● Response to Reading Log (F)




● Identify bias, contradictions, and distortions


● DRAFT

Unit 6 Lesson 4 “A Short History of Indians in Canada”

● Satire ● “A Short History of Indians in Canada” ● Satire (Glossary) ● Response to Reading Log

● Response to Reading Response to Reading Log (F)







Unit 6 Lesson 5 FP Literature

● Looking to the Future ● Themes in First Peoples Literature ● First Peoples Gallery (Read) ● One Pager (Respond)

● First Peoples Literature One Pager (S)

● Recognize and appreciate the diversity within and across First Peoples' societies as represented in texts

● Recognize and appreciate the influence of land/place in First Peoples' and other Canadian texts







● DRAFT

Unit 6 Lesson 6 Reconciliation

● Reflections on Reconciliation ● CRE video ● Imagine Canada web book ● Reconciliation Project

● Reconciliation Project (S)








UNIT 7 – Final Project - Variations on a Theme In the culminating project of the English 10 course, students will be given an opportunity to use the composition skills they have developed in order to highlight one of the main ideas that they drew from the literature that they read. In order to do this, they will create a series of articles or short nonfiction works in a final published form, such as a newspaper spread, a magazine, an ongoing blog, or a website. Students may choose any theme that was highlighted in the literature that they read, and will seek to apply that theme to present-day realities. Students will also complete a final exam which will be a comprehensive that will focus on the broad themes of the entire course. Big Ideas: Language shapes ideas and influences others Engagement with writing processes can support creativity and enhance clarity of expression Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Biblical Attributes: Restoration, Commissioned, Community, Righteousness, Servant Academic Competencies: Questioning, Reflecting, Connecting, Observing, Researching, Practising, Summarizing, Synthesizing Lesson Name Lesson Activities Assessment Strategy Curricular Competency Core Competency Unit 7 Lesson 1

● Project introduction and assignment ● Check-in 1: Project proposal

● Project Proposal (F) and feedback ● Access information for diverse purposes and from a variety of sources to inform writing

● Explore the relevance, accuracy, and reliability of texts


● DRAFT


Unit 7 Lesson 2

● Introduction to non-fiction genres ○ factual news stories ○ editorial news stories ○ satire ○ profiles ○ blogs

● Finding and analyzing samples for project topic in different genres


● elements of style ● usage and conventions ● citation techniques


Unit 7 Lesson 3 (Choose 3+ lessons from Lessons 3-8)

● Genre 1: Factual news article ● brainstorm, outline, and create rough

draft of factual news article

● brainstorm, outline, and create rough draft of factual news article (F)



● writing processes


Unit 7 Lesson 4

● Genre 2: Editorial news article ● brainstorm, outline, and create rough

draft of editorial news article

● brainstorm, outline, and create rough draft of editorial news article (F)





Unit 7 Lesson 5

● Genre 3: Satirical article ● brainstorm, outline, and create rough

draft of satirical news article

● brainstorm, outline, and create rough draft of satirical news article (F)





Unit 7 Lesson 6

● Genre 4: Profile article ● brainstorm, outline, and create rough

draft of profile article

● brainstorm, outline, and create rough draft of profile article (F)





Unit 7 Lesson 7

● Genre 5: Blog article ● brainstorm, outline, and create rough

draft of blog article

● brainstorm, outline, and create rough draft of blog news article (F)


● Use writing and design processes to plan, develop, Thinking

● DRAFT

and create engaging and meaningful texts for a variety of purposes and audiences


Generating & Developing Ideas

Unit 7 Lesson 8

● Revising and editing all articles

● Revising and editing all articles (F) ● Assess and refine texts to improve clarity and impact




Unit 7 Lesson 9

● Collection of images and graphics ● formatting and publishing of final

product ● Sharing final product with authentic

audience

● Final published copy of final project (S) ● Layout and design of newspaper,

magazine, or blog (S) ● Self-evaluation




Communication Acquire, interpret, and present information Explain/recount and reflect on experiences and accomplishments

Thinking Develop and design

Documents

Scope and Sequence – English 10 - Online School · Scope and Sequence – English 10 Welcome to the outline of HCOS’ English 10 curriculum! In this document, you will find a correlation