The Course Outline

I have created the course outline on a site called Sutori.  

To see units of study for this course, how they link to the curriculum and approximate timeframes, either click on the embedded link or the button below. 

Please note that the plan is subject to change depending on a variety of factors/influences, including but not limited to circumstances outside of the control of the teacher or school. 

English 10 - Literary Studies & New Media (Sec 01)

MLTST 10-01 & MNMD 10-01 Semester 1: August 20th, 2020 to January 11th, 2021 Day 2 Blocks B and D Porter Creek Secondary School, Room 148, Ms. Robin Carrey Novel Study Focused Analysis - Neither Wolf Nor Dog by Kent Nerburn Skills (Competencies) / Knowledge (Content): Reading for meaning Comparing the life experience and expectations of people from different backgrounds Identifying elements of story, character, and literary devices and being able to explain how the use of these tools impacts the audience experience of the text.

EN 10 LTSTNM Semester 1 Plan

The Learning Materials

Many of our learning materials will only be available online via the Google Classroom platform, in part because some of them are copyrighted and license agreements stipulate that they can only be posted on password protected digital spaces. 

• Whenever I can, I will make individual copies of Google documents (whether they are in Docs, Slides, Sheets or PDF formats) so that students have copies in their Google Drive Classroom folder that they can print if/as needed. 
• Sometimes some PDFs may be available here on the teacher page. 
• Students are highly recommended to use the G Suite tools for creating materials to be submitted for this course, but they can upload other document formats to their Drive to be submitted. 
• Most work will need to be submitted digitally.  NOTE: Even if/when a student submits work in hard copy form, they will need to go into the Google Classroom Assignment View and mark it as having been Turned In.

Although this is not specifically the English First Peoples course, the curriculum still calls for the integration of Indigenous perspectives and materials, so you may well  Indigenous materials. 

The Novel Study

Our Novel Study:
Neither Wolf nor Dog,
​by Kent Nerburn

Neither Wolf Nor Dog

"Our old people noticed this from the beginning. They said that the white man lived in a world of cages, and that if we didn't look out, they would make us live in cages too. So we started noticing. Everything looked like cages. Your clothes fit like cages.

The Anthology of Literature

Our Literature Anthology:
Dreaming In Indian: Contemporary Native American Voices 
​edited by Lisa Charleyboy and Mary Beth Leatherdale,
​published by Annick Press

The Shakespeare Study

Our Shakespeare Study:
The Complete Works of Shakespeare (Abridged),
​performed by The Reduced Shakespeare Company
written by Adam Long, Daniel Singer, Jess Winfield, Jess Borgeson

​The Grading
​Standards Based Assessment & Evaluation

Ms. Carrey does her assessment and evaluation in Google Classroom, and students can see their work progress and results there.  

Students should either submit work in Google Classroom or go into an assignment in Google Classroom and mark it as turned in in person.  

Below you will find the weighted categories for the class.  Specific assignments may have elements that fall into more than one category, but an assignment will be most focused in one category. 

In the descriptions below, there are some examples of skills/content from the curriculum document to help you understand what each category includes. This list of examples is not exhaustive. 

The Categories

10 % - Content & Knowledge      

• Information, facts, terminology etc. 
• Strategies and Processes
• Text features, text forms and genres

15% - Comprehension & Analysis

• Identifying and analyzing bias
• ​Reading/viewing/listening for meaning
  
• Thinking critically
•  Apply comprehension and study strategies (i.e. note taking) ​

20% - Communication, Connections & Collaboration 

• Explore diversity (cultural, varied perspectives) in Indigenous and non-Indigenous texts
• The history of language, and it's influence on personal and social identities

20% - Planning, Creating & Presenting Content

• Planning a research project (i.e. key questions, thesis)
• Planning a project incl. time management 
• Preparing material to be published or presented, and posting/sharing work on the assigned platform

10% Research, Citations & Acknowledgements

• Accessing (seeking, assessing, sorting) information.
• Understanding protocols around ownership and guardianship of Indigenous oral texts.
• Using citations to properly give credit to the creators of source material.
• Quoting vs. paraphrasing vs. original observations.
• Effective use of search engines and databases.

25% - The Final Project 

The Final Project is worth 25% of the entire course grade. 

​It will bring together materials and skills from all of the semester's study/work

We gratefully acknowledge, respect, recognize and appreciate that we live, learn and work and teach on the traditional territories of the Kwanlin Dun First Nations and the Ta'an Kwächän Council. 
​Shä̀wnítha / Shro neethun

The Curriculum Document

Click on the embedded link below to visit the B.C. Curriculum page for English Language Arts 9

Building Student Success - B.C. Curriculum

Story/text forms such as narrative, exposition, report , functions, and genres literary or thematic categories such as fantasy, humour, adventure, biography of text Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication: Oral texts include speeches, poems, plays, and oral stories.