Context(s): Personal and Philosophical; Social, Cultural, and Historical Timeline: Approximately six weeks As Middle Level students mature, they begin to reflect on themselves and their relationships with others, including their friends and parents. They know what it is to be loyal to a friend and have a family that supports them. They also know the challenges that friends, family, and other relationships can give them. They know what it means to get into disagreements, be betrayed by a friend, hold a grudge, care for someone who does not return that affection, tease and to be teased about a special friendship, and have parents who forbid that they do certain things or spend time with certain people. This unit invites students to think more deeply about the relationships that affect their lives and the role that loyalty and love play in those relationships. The unit is organized around four focus questions with suggested resources included. (Time allocations given are approximations only. Teachers can choose to spend more or less time on each part depending on the needs and interests of their students.) Understanding: Love and loyalty play a role in our relationships with friends, family, and special others. Possible Questions for Deeper Understanding:
Why do people need each other?
What does it mean to be a loyal and true friend?
What does it mean to belong and be loyal to our family?
What does it mean to be in love?
Questions students would like to explore:
English Language Arts Goals and Outcomes Overview [Grade 9]
Note: a=first semester; b=second semester Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.
CR9.1a View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared narratives), and efficacy (e.g., Doing the Right Thing).
CR9.1bView, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
CR9.2a and CR9.2b Select and use the appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading.
CR9.3a and CR9.3b Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.
CR9.4a View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.
CR9.4b View and demonstrate comprehension of visual and multimedia texts to synthesize and summarize ideas from multiple visual and multimedia sources.
CR9.5a Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including conversations, discussions, interviews, and speeches.
CR9.5bListen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including directions and speeches, recognizing train of thought, main points, and presentation techniques.
CR9.6a and CR9.6b Read and demonstrate comprehension and interpretation of grade-level-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and response.
CR9.7a and CR9.7b Read independently and demonstrate comprehension of a variety of information texts including expository essays, historical accounts, news articles, and scientific writing.
CR9.8a and CR9.8b Read grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 wpm silently).
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
CC9.1a Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g.,Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).
CC9.1bCreate various visual, multimedia, oral, and written texts that explore identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
CC9.2a and CC9.2b Create and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.
CC9.3.a and CC9.3b Select and use the appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.
CC9.4a and CC9.4b Use pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong leads, coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas), semantic/lexical/ morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling patterns and rules to identify analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to construct and to communicate meaning.
CC9.5a Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.
CC9.5bCreate and present a variety of visual and multimedia presentations including addressing various audiences for one proposal.
CC9.6aand CC9.6b Use oral language to interact purposeful, confidently, and appropriately in a variety of situations including participating in one-to-one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, celebrating special events and accomplishments).
CC9.7a and CC9.7b Use oral language to intentionally to express a range of information and ideas in formal and informal situations including dramatic readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints.
CC9.8a Write to describe (a profile of a character), to narrate (a narrative essay), to explain and inform (a researched report), and to persuade (a review).
CC9.8bWrite to describe (a description of a scene), to narrate (a personal essay), to explain and inform (a multi-paragraph letter), and to persuade (a letter to the editor).
CC9.9a and CC9.9b Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script, advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).
Assess and Reflect on Language Abilities (AR). Students will extend their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, representers, listeners, speakers, readers, and writers, and set goals for future improvement.
AR9.1a and AR9.1b Assess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the community of learners, and develop goals based on assessment, and work toward them.
AR9.2a and AR9.2b Assess own and others’ work for clarity, correctness, and impact.
Suggested Resources for the Unit A range of language, prose (fiction and non-fiction), poetry, and plays (scripts), as well as human, video, and other resources are suggested. Language Resources ResourceLines 9/10
Dictionary Poetry “Two Friends” (David Ignatow) (Some Haystacks Don’t Have Any Needles)
“The Art of Friendship” (W. A. Paterson) (The Art of Being)
“All” (Leona Gom) (SightLines 9)
“Instructions to My Mother” (Marilyn Dumont) (SightLines 9)
“The Masks of Love” (Alden Nowlan) (SightLines 9)
“Real Love” (Marlisa Tiedemann) (In Touch)
Plays/Scripts “The Most Excellent and Lamentable Tragedy of Romeo and Juliet” (Identities 9)
Additional scenes from a full-length copy of Romeo and Juliet (e.g., ITP Nelson or Cambridge School Shakespeare) Prose Non-Fiction Shorter Prose Non-Fiction Students will need access to multiple sources for their research.