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 Documents

Although the two modules that make up this course are listed as being two different curricula, you will notice that the vast majority of the curricular competencies (skills) and content (information) are similar or the same. 

As a result, at PCSS we teach the modules concurrently, ensuring that the elements of both courses are covered in a way that is integrated. 

English 10 Literary Studies (module) Curriculum Document

English 10 New Media (module) Curriculum Document

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

So far this semester...

August - September 2020

What did we cover August - September 2020? 

• Classroom expectations (students were expected to review the Classroom Community presentation, based on the Annishnabe 7 Grandfather Teachings (this can be found under the Courses page of this website.) 
• We watched and discussed the Mini Assembly video from the school administration regarding expectations and general PCSS info for this semester. (See the General Info page of this website, under Previous Heads Up > Aug/Sept)
• Students were taken though the process of logging in to their Yukon Digital Cloud Services accounts via the Rapid Identity Portal and accepting their invitations to their Google Classroom. (See instructions on the Digital Tools and Tips and YkEd Google Classroom pages of this website.) (
  • Google Classroom: "I have logged in to Google Classroom" and Assignment [i] Getting Started - My Technology Profile)
• We reviewed/learned about different methods of Note Taking with a focus on the Cornell Note Taking method. (See information on the Handy Dandy for All Students and Parents page of this website under: Useful Academic Skills for Everyone > Study Skills > Taking Notes and Doing Readings.) 
  • Students learned what the different note taking methods are, how they work, their benefits and drawbacks, how to set up and use the formats, and practiced using the technique of the Cornell Note taking Method.
• We dug into our unit on Digital Literacy. 
  • Students learned the basics of using NoodleTools (an online research planning and citation management tool).  They were walked through the login process, set up a project, created a citation, added their project to a teacher inbox and used the comment function.  (See information on the Digital Tools and Tips and the PCSS NoodleTools pages of this website.)
    • (Google Classroom: Assignment [1.8] Getting Started in Noodle Tools)
  • Students learned about Journalism terminology, and did a quiz on that learning.
    • (Google Classroom: Material [1.3] Learning About Fake News and Quiz [1.4] News Vocabulary)
  • Students learned about Fake News and what 8 elements make a story Newsworthy and did assignments on those packages. 
    • (Google Classroom: Assignments [1.5] Fake News Pt 1, [1.6] Fake News Pt 2 and [1.7] Newsworthiness Activity)
• • Students watched part of a video in class (and were to finish watching on their own) CBC The Fifth Estate: The Stalking of Amanda Todd - The Man in the Shadows
  • Students were provided with a digital 'text' on the Influence of Advertising and had to answer questions on that text. 
    • (Google Classroom: Assignment [1.2] Perceptions of Advertising pt A)
  • We began to watch the film The Social Dilemma on the problems with social media.  Students were provided with active viewing packages they need to complete based on notes they are taking (with prompts) as we progress through the documentary. 

October 2020

November 2020

Stay tuned - coming in November 2020

December 2020

Stay tuned - coming in December 2020

January 2021

Stay tuned - coming in January 2021