Grades 10-11 course particulars
English 10 is a required course for graduation in British Columbia, but you usually have a choice of specific course types to meet that requirement.
-
Students are introduced to a Big Idea for the whole assessment. Each part has its own main idea that is related to the Big Idea. In Part A, students read a variety of texts such as newspaper or magazine articles, blogs, infographics, social media feeds, and stories that are related to the main idea. Students demonstrate that they can analyze and make meaning from the texts by answering a series of selected-response questions. They then provide a written response to communicate their understanding of the main idea in the texts
-
Students are given a new set of texts related to another main idea which provides a framework for students to apply their literacy skills. Students demonstrate that they can analyze and make meaning of the texts by answering selected-response questions. At the end of the select-response questions in Part B, students choose one of two writing pathways that stem from the main idea. Students communicate their personal interpretation and insights in an extended written response
A random, but central, topic taken in the English First Peoples 10 curriculum is:The Importance and Legal Status of Oral Tradition 🗣️ExplanationThis topic explores the fundamental difference between how knowledge is preserved in First Peoples cultures versus Eurocentric cultures, and its significance in contemporary Canadian life.Aspect ExplanationTraditional Role Oral traditions (stories, songs, ceremonies, histories) are the primary means of cultural transmission and education. They are complex archives that record not just spiritual or emotional truths (via metaphor), but also literal historical facts (e.g., land boundaries, resource management, family lineage).
Form and Structure Students analyze the narrative structures common in First Peoples texts, which are often cyclical or circular—stories often return to central themes or places—instead of the linear structures common in Western literature. This reflects a different worldview and relationship to time. A key lesson is understanding protocols related to the ownership and use of stories.
Unlike published books, many oral stories are owned by specific families or communities and can only be shared with proper permission, acknowledging that knowledge is not public property.Legal StatusYou learn that the Supreme Court of Canada now recognizes First Peoples' oral histories as valid evidence in legal disputes, particularly in cases concerning Aboriginal Title and rights (e.g., the Delgamuukw and Tsilhqot'in legal cases). This is a crucial aspect of reconciliation.Reconciliation Studying oral tradition helps students understand that the disruption of oral history transmission (e.g., through residential schools) led to the loss of identity and connection to the land. Recognizing and valuing these traditions is therefore an essential part of the Reconciliation process.
ESSENTIALS
English 11 is a required course for graduation in British Columbia, but you usually have a choice of specific course types to meet that requirement.
In English class, you are required to bring an English binder with dividers, lined paper, pencil case (including pencils, eraser, ruler, coloured pens, highlighters, and post-it notes), and your agenda.
The worst days make the best stories
-
Comprehend and Connect (Reading, Listening, Viewing):Evaluating the relevance, accuracy, and reliability of texts.Thinking critically, creatively, and reflectively to explore ideas.Recognizing bias, contradictions, and omissions in a text.Making meaningful connections between yourself, the text, and the world.Create and Communicate (Writing, Speaking, Representing):Using the writing and design processes to create engaging and meaningful texts.Demonstrating strong speaking and active listening skills in a variety of contexts (formal and informal).Expressing and supporting an opinion with evidence.Using conventions of Canadian spelling, grammar, and punctuation proficiently.Core Competencies (Critical Thinking, Communication, Personal & Social Responsibility):These are integrated skills that you develop in every class, such as collaborating effectively, analyzing issues, reflecting on your learning, and making ethical decisions.
TEACHERS WHO TEACH THIS CURSE
-
Ms Morit
-
Ms. luccock
-
Mr Pablico
-
Ms A.Chen
Genres: literary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book,science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech)• Text features: elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style,guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes.• function: the intended purpose of a text• narrative structures found in First Peoples texts: for example, circular, iterative, cyclical• protocols related to ownership of First Peoples oral texts: First Peoples stories often have protocols for when and where they can be shared,who owns them, and who can share them.• reading strategies: There are many strategies that readers use when making sense of text. Students consider what strategies they need to useto “unpack” text.
They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but maynot be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections,summarizing, identifying big ideas, synthesizing, and reflecting.• oral language strategies: includes speaking with expression, connecting to listeners, asking questions to clarify, listening for specifics, summarizing,paraphrasing• metacognitive strategies:— thinking about one’s own thinking, and reflecting on one’s processes and determining strengths and challenges— Students employ metacognitive strategies to gain increasing independence in learning.• writing processes: There are various writing processes depending on context.
These may include determining audience and purpose, generatingor gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing.Writing is an iterative process.• elements of style: stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone• usage: avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)• conventions: common practices of standard punctuation, capitalization, quoting, and Canadian spelling• literary elements and devices: Texts use various literary devices, including figurative language, according to purpose and audience