PSIII

Long Term Plans

Hayleigh Johnson

Long Term Plan: Grade Nine English, Term 1

Uni
t
1

Unit and
Specifics
Introduction
to Course
-Ice Breakers
-Rules and
Expectations
-Basic writing
exercises
-Introduction
to Portfolio

Friendly/Busin
ess Letters

Strands

Time

Texts

Assessments

Listening
Writing
Speaking
GLO 1
-1.2
Consider
the ideas of
others
Extend
understandi
ng
GLO 3
-3.4
Share ideas
and
information
GLO 5
-5.2
Cooperate
with others
Work in
groups
Listening
Writing
Speaking
Reading
Viewing
GLO 1
-1.2
Consider
the ideas of
others
Extend
understandi
ng
GLO 2
-2.1
- Use prior
knowledge
- Use textual
cues

1
Week

-The Porcelain Unicorn

-Meaningful Text exercise:
Digital Citizenship:
http://www.wimp.com/mindreader/

Peer
-

2
Week
s

-The Day the Crayons Quit by

Drew Daywalt
-Taylor Swifts Letter to Apple:
http://www.forbes.com/sites/hu
ghmcintyre/2015/06/21/taylorswifts-letter-to-apple-sternpolite-and-necessary/

Peer assessment
- Talking to each
other
- Teach each
other
think/pair/share
Self-assessment
Observations
Thumbs up/thumbs
down
Practice PAT exams
(partners)
Performance task
(write a formal
business letter
individually)
Running records
Reflection log (self-

http://taylorswift.tumblr.com/po
st/122071902085/to-applelove-taylor

Talking to each
other
Observations
Thumbs up/thumbs
down
Formative exit slips

PSIII

Poetry

Long Term Plans

GLO 3
-3.3
Evaluate
information
-3.4
Share ideas
and
information
GLO 4
-4.2
Attend to
spelling
Attend to
capitalizatio
n and
punctuation
GLO 5
-5.2
Cooperate
with others
Work in
groups
All Strands
GLO 1
-1.1
Express
ideas and
develop
understandi
ng
--1.2
Consider
the ideas of
others
GLO 2
-2.2
experience
various
texts
construct
meaning
from texts
appreciate
the artistry
of texts
-2.4
generate
ideas
GLO 3
-3.3

Hayleigh Johnson
assessment of myself)
Google
classroom/Google
Docs
Answering the
essential question
verbally or written
Teacher
- Comments
(verbal and
written)

3-4
week
s

-I am a Rock-Simon and
Garfunkel
-Lickety Split-Heidbreder
-We Share Everything-Robert
Munsch
-The Raven- Edgar Allan Poe
-The Z Was Zapped-Van
Allsburg
-The Gingerbread BoyGaldone
-The Cremation of Sam McGeeRobert W. Service
- The Highway Man-Alfred
Noyes

Peer assessment
- Talking to each
other
- Teach each
other
- -jigsaw
- think/pair/share
Self assessment
Observations
quizzes
Performance task
Thumbs up/thumbs
down
Extension projects
(individual and as a
class)
Running records
Reflection log (selfassessment of myself)

PSIII

Long Term Plans

-3.4

Novel Study

Hayleigh Johnson

record
information
share ideas
and
information

GLO 4
-4.1
appraise
own and
others work
revise and
edit
-4.2
attend to
grammar
and usage
attend to
spelling
Attend to
capitalizatio
n and
punctuation
GLO 5
-5.2
Cooperate
with others
Work in
groups
GLO 1
-1.2
Consider
the ideas of
others
Extend
understandi
ng
GLO 2
-2.1
Use prior
knowledge
Use
comprehens
ion
strategies
-2.2
Experience
various
texts
Construct

45wee
ks

The Boy in the Striped Pajamas

by John Boyne
-experts from the movie
-historical artifacts, videos,
articles, etc of WW2

Peer assessment
- Talking to each
other
- Teach each
other
- -jigsaw
- think/pair/share
Self assessment
Observations
quizzes
Summative essays
Performance task
Journal entries
Post-it notes
Google forms/Google
Docs/google docs
Answering the
essential question
verbally or written

PSIII

Long Term Plans

-2.3

Film
Study/Short
Stories

meaning
from texts
Appreciate
the artistry
of texts

Hayleigh Johnson
Teacher
- Comments
(verbal and
written)

Understand
techniques
and
elements

GLO 3
-3.3
Organize
information
-3.4
Share ideas
and
information
GLO 4
-4.1
Appraise
own and
others work
Revise and
edit
-4.2
Attend to
grammar
and usage
Attend to
spelling
Attend to
capitalizatio
n and
punctuation
GLO 5
-5.2
Cooperate
with others
Work in
groups
Listening
Viewing
Speaking
Reading
GLO 1
-1.2
Consider
the ideas of
others

3-4
week
s

The League of Extraordinary

Gentlemen
Short Story experts from:
The Picture of Dorian GrayOscar Wilde
Dr. Jekyll and Mr. Hyde-Robert
Louis Stevenson
Dracula by Bram Stoker
Twenty Thousands Leagues
Under the Sea by Jules Verne

Peer assessment
- Talking to each
other
- Teach each
other
- -jigsaw
- think/pair/share
Self assessment
Observations

PSIII

Long Term Plans

Extend
understandi
ng

GLO 2
2.1
Use prior
knowledge
-2.2
Experience
various
texts
Construct
meaning
from texts
GLO 3
-3.3
Organize
information
-3.4
Share ideas
and
information
GLO 4
-4.1
Appraise
own and
others work
Revise and
edit
-4.2
Attend to
grammar
and usage
Attend to
spelling
Attend to
capitalizatio
n and
punctuation
GLO 5
-5.2
Cooperate
with others
Work in
groups

Hayleigh Johnson

(Captain Nemo)
Summative essay
Performance task

Thumbs up/thumbs
down
Extension projects
Post-it notes
Running records
Reflection log (selfassessment of myself)
Google forms/Google
Docs
Answering the
essential question
verbally or written
Teacher
- Comments
(verbal and
written)

PSIII

Long Term Plans

Hayleigh Johnson

Long Term Plan: Grade Eleven English 20, Term 1

Unit

Unit and
Specifics

Strands

time

Texts

Assessment

Introduction to
Course
-Ice Breakers
-Rules and
Expectations
-Basic writing
exercises
-Introduction to
Portfolio

Listening
Writing
Speaking
GLO 2
-2.1.2
Understand and
interpret content
-2.1.3
Engage prior
knowledge
Listening
Viewing
Writing
Speaking
Reading
Visually representing
GLO 1
-1.1.1
Form tentative
understandings,
interpretations and
positions
-1.2.1
Consider new
perspectives
-GLO 2
-2.1.1
Discern and analyze
context
-2.1.2
Understand and
interpret content
-2.1.3
Engage prior

1
week

-The Porcelain
Unicorn
-Meaningful Text
exercise:
Digital Citizenship:
http://www.wimp.com/
mindreader/

Peer
-

4-5
weeks

-The Great Gatsby

by F. Scott
Fitzgerald
- excerpts from the
2013 movie The
Great Gatsby
Directed by Baz
Luhrmann.
-excerpts from
websites providing
historical context

Peer assessment
- Talking to
each other
- Teach each
other
- -jigsaw
- think/pair/sh
are
Self assessment
Observations
quizzes

Novel Study

Talking to
each other
Observations
Thumbs up/thumbs
down
Formative exit slips

Summative essays
Performance task
Journal entries
Post-it notes
Extension projects
Google
forms/Google
Docs/google docs
Answering the

PSIII

Poetry
-Part One: PreAssessment
-Part Two: Intro to
Poetry
-Part Three: Poetry
Workshops
-Part Four: Poetry
Assignment
-Part Five:
Creating a Class
Anthology

Long Term Plans

knowledge
-2.2.2
Relate elements,
devices and
techniques to
created effects
-2.3.1
Connect self, text,
culture and milieu
GLO 3
-3.2.1
Select, record and
organize information
-3.2.3
Form generalizations
and conclusions
GLO 4
-4.2.1
Enhance thought and
understanding and
support and detail
-4.2.3
Consider and address
matters of choice
-4.2.4
Edit text for matters
of correctness
GLO 5
-5.1.2
Appreciate diversity
of expression,
opinion and
perspective
-5.2.1
Cooperate with
others, and
contribute to group
processes
All strands
GLO 1
-1.1.2
Experiment with
language, image
and structure
-1.2.1
Consider new
perspectives
-1.2.2
Express preferences,
and expand interests
GLO 2
-2.1.2

Hayleigh Johnson
essential question
verbally or written
Teacher
- Comments
(verbal and
written)
Running records
Reflection log (selfassessment of
myself)

3
weeks

-I am a RockSimon and
Garfunkel
-Lickety SplitHeidbreder
-We Share
Everything-Robert
Munsch
-The RavenEdgar Allan Poe
-The Shooting of
Dan McGrewRobert W. Service
-The Pasture-

Running records
Google
forms/Google Docs
Thumbs up/thumbs
down
Peer assessment
- Talking to
each other
- Teach each
other
- -jigsaw
- -

PSIII

Film Study

Long Term Plans

Understand and
interpret content
-2.2.1
Relate form,
structure and
medium to purpose,
audience and content
-2.2.2
Relate elements,
devices and
techniques to
created effects
-2.3.3
Appreciate the
effectiveness and
artistry of print and
nonprint texts
GLO 3
-3.1.1
Focus on purpose
and presentation
form
-3.2.1
Select, record and
organize information
GLO 4
-4.1.1
Select, record and
organize information
-4.1.3
Develop content
-4.2.1
Enhance thought and
understanding and
support and detail
GLO 5
-5.1.2
Appreciate diversity
of expression,
opinion and
perspective
-5.2.1
Cooperate with
others, and
contribute to group
processes
Viewing
Listening
Speaking
Writing
GLO 1
-1.1.1

Robert Frost
-The TygerWilliam Blake

Hayleigh Johnson
think/pair/sh
are
Self assessment
Observations
quizzes
Teacher
-Comments (verbal
and written
Performance task
(individual and as a
class)

2
weeks

A Crude
Awakening- The oil
crash (2009)- a
documentary by
Basil Gelpke and
Ray McCormack

Peer assessment
- Talking to
each other
- Teach each
other

PSIII

Long Term Plans

Form tentative
understandings,
interpretations and
positions
-1.2.1
Consider new
perspectives
GLO 2
-2.1.1
Discern and analyze
context
-2.1.2
Understand and
interpret content
-2.1.3
Engage prior
knowledge
-2.2.2
Relate elements,
devices and
techniques to
created effects
-2.3.1
Connect self, text,
culture and milieu
-2.3.3
Appreciate the
effectiveness and
artistry of print and
nonprint texts
GLO 3
-3.1.2
Plan inquiry or
research, and identify
information needs
and sources
-3.2.1
Select, record and
organize information
-3.2.2
Evaluate sources and
assess information
-3.2.3
Form generalizations
and conclusions
-3.2.4
Review inquiry or
research process and
findings
GLO 4
-4.2.1
Enhance thought and

Hayleigh Johnson
Self assessment
Observations
Summative essays
Performance task
Extension projects
Exit slips
Running records
Reflection log (selfassessment of
myself)
Teacher
- Comments
(verbal and
written)

PSIII

Shakespeare

Long Term Plans

understanding and
support and detail
-4.2.3
Consider and address
matters of choice
GLO 5
-5.1.2
Appreciate diversity
of expression,
opinion and
perspective
-5.2.1
Cooperate with
others, and
contribute to group
processes
All Strands
GLO 1
-1.1.1
Form tentative
understandings,
interpretations and
positions
-1.1.2
Experiment with
language, image
and structure
-1.2.1
Consider new
perspectives
GLO 2
-2.1.1
Discern and analyze
context
-2.1.2
Understand and
interpret content
-2.1.3
Engage prior
knowledge
-2.3.1
Connect self, text,
culture and milieu
-2.3.3
Appreciate the
effectiveness and
artistry of print and
nonprint texts
GLO 3
-3.2.1
Select, record and
organize information

4
weeks

Hayleigh Johnson

The Merchant of
Venice-William
Shakespeare
- A Teachers
Guide to the
Signet
Classics
Edition of
William
Shakespeare
s The
Merchant of
Venice.
(teacher
resource)

Peer assessment
- Talking to
each other
- Teach each
other
- -jigsaw
- think/pair/sh
are
Self assessment
Observations
quizzes
Summative exams
Summative essays
Performance task
Thumbs up/thumbs
down
Extension projects
Post-it notes
Exit slips
Running records
Reflection log (selfassessment of
myself)
Google
forms/Google Docs
Answering the
essential question
verbally or written
Teacher
- Comments
(verbal and
written)

PSIII

Short Stories

Long Term Plans

-3.2.3
Form generalizations
and conclusions
GLO 4
-4.1.2
Consider and address
form, structure and
medium
-4.2.1
Enhance thought and
understanding and
support and detail
-4.2.2
Enhance organization
GLO 5
-5.1.2
Appreciate diversity
of expression,
opinion and
perspective
-5.2.1
Cooperate with
others, and
contribute to group
processes
Reading
Writing
Listening
Speaking
Representing
GLO 1
-1.1.1
Form tentative
understandings,
interpretations and
positions
-1.1.2
Experiment with
language, image
and structure
GLO 2
-2.1.1
Discern and analyze
context
-2.1.2
Understand and
interpret content
-2.1.3
Engage prior
knowledge
-2.2.1
Relate form,

3
weeks

Hayleigh Johnson

-The Monkeys Paw

W.W Jacob
-A Ghost Story" By
Mark Twain
-The End of
Something" By
Ernest Hemingway
-"The Story of An
Hour" By Kate
Chopin
- The Bargain" By
Truman Capote

Peer assessment
- Talking to
each other
- Teach each
other
- -jigsaw
- think/pair/sh
are
Self assessment
Observations
quizzes
Summative essays
Performance task
Journal entries
Reflection log (selfassessment of
myself)
Google
forms/Google Docs
Answering the
essential question
verbally or written
Teacher
- Comments
(verbal and
written)

PSIII

Long Term Plans

structure and
medium to purpose,
audience and content
-2.3.1
Connect self, text,
culture and milieu
GLO 3
-3.2.1
Select, record and
organize information
-3.2.2
Evaluate sources and
assess information
-3.2.3
Form generalizations
and conclusions
GLO 4
-4.1.3
Develop content
-4.2.1
Enhance thought and
understanding and
support and detail
GLO 5
-5.1.2
Appreciate diversity
of expression,
opinion and
perspective
-5.2.1
Cooperate with
others, and
contribute to group
processes

Hayleigh Johnson